¶¬í ÝŒõ£÷˜èO¡ 輈¶Š ðA˜¾èœ

S. Pakkirisamy DIS - V

Greetings! It's my immense pleasure to review the 'August 2017' edition. I applaud the publication for enhancing the overall development of the teachers working in various schools. As the name indicates, in the ocean of education, 'Thisaimaani - The Magnetic Compass' shows the right path to the ‘helmsmen’ - teachers, in making the ‘passengers' – the students, achieve the learning outcomes in an easier way. Starting from the front cover till the back cover, the magazine is full of interesting facts with attractive photos, valuable classroom practices, model lesson plans and teachers’ classroom experiences which are of immense use to the teachers. In the August 2017 edition, many useful information for both primary and middle school teachers are available.  In the 'Classroom Diaries', the teachers have beautifully shared their classroom experiences on various topics in different subjects. They will no doubt provide a platform for the readers to try out such practices in their own classrooms.  The 'Teaching Resources' acts as a monthly planner for the upcoming lessons including activities, projects and resources for the teaching-learning process.  The School Diaries include the photos and updates from events that happened in various government schools in the state, which will serve as a catalyst in motivating teachers to conduct such events in their schools.  The perspectives on school history of Puducherry, part-II has provided interesting facts on how education took its strong roots in Puducherry.  The segment ‘Event Updates’ provides information about the workshops conducted, book reviews and children movie discussions which will surely help the teachers to bring social change. "A reader lives a thousand lives before he dies; the man who never reads lives only one." - George R.R.Martin The magazine provides reading opportunities for both teachers and students. On the whole, the magazine is a great treasure for the teaching community. I'm overwhelmed by this opportunity to share my views on your journal. With regards

F¬êñ£Q Ü‚«ì£ð˜ 2017 1 ¶¬í ÝŒõ£÷˜èO¡ 輈¶Š ðA˜¾èœ

B. Zeaselvy DIS - I

Thisaimaani guides the teachers to bring out their imagination and innovations in teaching. It provides support to the teachers in all the teaching activities, projects and resources for upcoming lessons. Teachers get opportunities for discussion, attending workshops and exposure visits. They have workshops on teaching lessons, motivation, presentation, creating TLM and using them in suitable situations can also be discussed among teachers.

AnThe ordinary magazine teacher Thisaimaani can also is abecome boon to an teachers. efficient It teacher directs theusing teachers the ideas as the from Mariners’ Thisaimaani. Compass in improving the quality of education in schools. It makes the teaching experience successful and satisfactory. Teachers bring out their individuality in their profession. It helps in creating a foundation for a good society through effective teaching in classrooms. Congratulations! Good luck & best wishes, Travelling with you always.

2 Ü‚«ì£ð˜ 2017 F¬êñ£Q ¶¬í ÝŒõ£÷˜èO¡ 輈¶Š ðA˜¾èœ

Ms. Malliga Gopal DIS -II

I felt excited and glad to read the articles, activities and projects for upcoming lessons in ‘Thisaimaani’. I have gathered a few of them, which I felt were predominant.

Especially ‘morning meeting’. If it is practised, it will lead to good results. Surely such practices • willThe crideaseate that bonding were of conveyed the teachers in the with article children. ‘First six weeks of school’ are worthy to follow.

related to their everyday conversation is quite appreciable. The suggestions that are given • Regarding the ‘Resource Catalogue’ in English – Encouraging children in artistic expression

notwill limitsurely or bring hamper about the good child’s results. spontaneity For e.g.. if a child is struggling to draw, you can introduce some of the techniques shown in the figure 1 in the later stages. These techniques should

certainly be useful to students. Using such models can be replicated any number of times. • The worksheet suggested by Mr. K. James Kumar, GPS Aranganur, titled ‘Give and Take’, will

• and‘Wake follow. up’ song Singing from Classsongs IV, and CBSE, poems English always – I go createhand in a hand joyful with environment the writers ofin thelanguage article classrK. Padminiooms. and Students S. Gayathri, can sing PSTs, in groups GPS Thattanchavady which make them (S.N) pronounce for bringing the wordsout what easily. I think

connects the usage of text books contents with the purpose of teaching the language to • students.One more In praise group worthy activities work the is students‘Creative areEnglish encouraged Workshop’ to writeby Dr. short K.N. Anandan.simple sentences Here he using their responses to questions, thereby they learn intonation, pronunciation, spelling,

Thisaimaani, while celebrating the students, appreciates the guiding teachers who are the kpunctuation,eys to open vocabularytheir creative and abilities. coherent use of language. Tips to teachers are indeed beneficial. Thank you. Malliga Gopal DIS zone II Department of School Education

The content of the article ‘Feedback from DIS - Zone II’ in the August issue was erroneously mixed up with a different write-up. Team Thisaimaani regrets the error. The feedback has been reprinted above. F¬êñ£Q Ü‚«ì£ð˜ 2017 3 àœ÷ì‚è‹ õ°Šð¬ø °PŠ¹èœ î‡aK¡ ð‡¹è¬÷ ÜPî™ 48

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F¬êñ£Q Ü‚«ì£ð˜ 2017 5 Table of Contents

Classroom Diaries Online interactive learning 53 Impact of movies in learning 55 This section carries articles on classroom expericences and reflections by teachers. We hope that sharing of these direct experiences will Teaching Resources enrich the readers. Activities, projects and resources for upcoming English English English 10 lessons Discourse oriented pedogogy in language classroom 12 VannaTens and vanna ones pokkal 5759 Generating ideas - importance of thinking in language production 14 FundaysPallikku sellum vazhiyile 6166

HowGraphic 'interaction' reading as improved a trigger Englishfor learning 18 English language learning 21 Food theme 68

Code switching in English classroom 23 JugsMarabu and arivom Mugs 7275 Correcting students errors - Process of editing 25 Padaipom padippom 78 Choreography in the second Travel - 'An interactive learning' 83 language classroom 27 Resource catalogue - Mathematics 85 Literary festival in English 30 Social Science - Rotation and revolution 87 The English Expo 32 ScienceCreating - ourElectricity own diet and plan Heat 8991 Oor sezhithathu 34

Isaiyaalana vaguparai 36 VitaminsExperiments history in digestion - The early years 9395 Mudhal vagupu tamil paada pudhagham - oru paarvai 38 How much vitamin C is present ? 98

Kuttikuzhainthagalum naanum 40 Event updates Briefings from teacher discussions, workshops VidhaUnderstanding vidhamana travel pokkuvarathukkal through 43 games and activities 45 and exposure visits in the last two months.

ThanneerinExploring water panbhughalai resources aridhal and 48 Visit to Auroville botanical garden 100 understanding the importance of water 50 Earth, A Huge magnet 104

6 Ü‚«ì£ð˜ 2017 F¬êñ£Q Kuzhanthaigalin nooru mozhigal 106

Drama in Primary Education 108 Perspectives

Discussions on the aims of education, its connections with society, how children learn and the role of a teacher.

Sinthanai sirpi singaaravelar 110

School Gallery

Photo updates from events that happened in government schools Events at School 114

Contests

Science - Term 2 topics 118

F¬êñ£Q Ü‚«ì£ð˜ 2017 7 Resource Index

Unit/ Sr Grade Resource type Title Lesson A English Page No.

1 Mutliple Classroom diaries English English English 10

2 Mutliple Classroom diaries Discourse oriented pedogogy in language classroom 12

3 Mutliple Classroom diaries Generating ideas - the importance of thinking in language classroom 14

4 Mutliple Classroom diaries How interaction improved English learning 18

5 Mutliple Classroom diaries Graphical reading as a trigger for English language learning 21

6 Mutliple Classroom diaries Code switching in English classroom 23

7 Mutliple Classroom diaries Correcting students errors - Process of editing 25

8 Mutliple Classroom diaries Choreography in the second language classroom 27

9 Mutliple Classroom diaries Literary festival in English 30

10 Mutliple Classroom diaries The English Expo 32

Tamil

11B 3 Classroom diaries Oor sezhithathu 34

8 12 1 Classroom diaries Mudhal vagupu tamil paada pudhagam - Oru paarvai

38 13 Pre-primary Classroom diaries 40

Kuttikuzhainthagalum naanum 14 Multiple Classroom diaries Isaiyaalana vaguparai 36

15 1 1 Teaching resources 57

Vanna vanna pokkal 16 5 2 Teaching resources Padaipom padippom

78 17 4 4 Teaching resources Marabu arivom 75

3 5 Teaching resources Pallikku sellum vazhiyil 66

C18

19 4EVS Classroom diaries 43

8 Vidha Vidhamana pokkuvarathukkal 20 4 6, 7 Classroom diaries Understanding the theme of travel through games and activities 45

21 5 7 Classroom diaries Thanneerin panbhugalai aridhal

48 22 5 6 Classroom diaries Exploring water resources and understanding the importance of water 50

23 Multiple Classroom diaries Online interactive learning 53

24 5 10 Teaching resources Travel - An interactive learning

83 25 Mutliple Teaching resources

D Maths Food theme 68

26 2 Teaching resources Tens and ones 59

8 27 2 9 Teaching resources 61

Fun days 4 7 Teaching resources 72

28 Jugs and Mugs 29 Multiple Teaching resources Resource catalogue - Mathematics

E Social Science 85

30 6 3 Teaching resources Rotation and revolution of earth

Science 87

31F 4 Teaching resources

8 Electricity and Heat 89 32 7 and 9 Teaching resources Creating our own diet plan 91

33 7 and 9 Teaching resources 93

Vitamins history - The early years 34 7 and 9 Teaching resources Experiments in digestion 95

35 7 and 9 Teaching resources

How much Vitamin C is present ? 98 8 Ü‚«ì£ð˜ 2017 F¬êñ£Q Readers' Feedback

ÝCKò˜èO¡ õN裆® Ýê£Q¡ ÜP¬õ õ½×†´‹ õNŠ«ð£‚èù£‹, ÝCKò˜èœ îƒè¬÷ è«÷ ªê¶‚A ªè£œ÷ à CŸHò£‹, F‚° ªîKò£ñ™ GŸ°‹ «ð£¶, õN裆´‹ ¬ñ™ è™ô£‹, ÝCKò˜èœ ñŸÁ‹ ñ£íõ˜èO¡ àø¬õ, õ½Šð´ˆ¶‹ ð£ôñ£‹, ªêò™õN‚ èŸø½‚° º‚Aòˆ¶õ‹ ÜO‚°‹ º¡«ù£®ò£‹, ðõ£Q ÝCKò˜èO¡ ð™«ï£‚°„ C‰î¬ù¬òŠð£˜¬õ‚° GPS - ªè£óõœO«ñ´ ÜOˆF´‹ 裆C ªð£¼÷£‹, âšõNJ™ ªê¡ø£™ Þô‚¬è ܬìòô£‹, âùˆ F¬ê裆´ñ£‹ âƒèœ ' F¬êñ£Q '

ideas on how to present the subject to students. They Teachers with expertise in a specific area share their try to anticipate the students’ response. Projects, descriptions, drawings and videos give an idea of student learning. There are descriptions on how to sort out the learning hurdles while teaching.

Thisaimaani is being issued well in advance of the topic presented to the students. So it is very interesting to get Jani Krishnan ideas from the team of teachers. It is a gift for teachers. GPS - Pudukuppam

F¬êñ£Q Ü‚«ì£ð˜ 2017 9

English! English! English!! Diaries Classroom

A reflection on the general improvements observed in children while describing pictures, imagining conversations and understanding poems.

learners is a great challenge to each and every or three out of the eighteen students in my class. Teaching a global language to the first generation and sounds. But this worked out only with two teacher. Our learners are not exposed to any kind I felt that “as a teacher I have started to fail in of English outside the school. In my teaching of my duties and responsibilities in shaping my English I noticed that children took many weeks children as good learners.” At that time there to recognize and read the alphabets. Even my was a circular from SSA about the workshop on “ACQUIRING COMPETENCE IN ENGLISH” to be second standard students were finding it very difficult to read even two letter and three letter few hopes I participated in the workshop. On the very much disappointed with my students’ poor organized by Azim Premji Foundation. With last words. Being a post graduate in English I was Dr. K. Anandan I realized that levels of reading, writing and speaking, English. the traditional ways of teaching English would not first day itself with Days passed, weeks passed, months passed and help the learners in developing their knowledge the same set of students went to third standard. I was again asked to handle them. This time I disturbed as we felt the necessity to move away of English. On the first day our minds were fully from the comfort zones of our teaching.

The magic happened on the second day where he explained the relationship between the mind and the language texts created through thinking.

their minds can be easily read and remembered The discourses (connected speech) created from by the learners. The graphical representation of the words/ sentences gets registered in their

thought that something must be done for these children; I didn’t want to send them the same minds and therefore teaching of ABC’s would the best means to develop the children’s English way they were to next level. So I looked up many not be needed. He also said creative writing is knowledge. We were worried because our children did not know how to read and write teach English. Most of the materials suggested articles and videos to find out easy methods to the phonetic way of reading and writing words. own descriptions, conversations, narratives and So when the school reopened I fully concentrated in English. How would they be creating their on teaching the sounds represented by the letters and the way to read the words by virtue rhymes/poems?I started following the classroom process that of understanding the relationship with letters I had learnt about from the workshop. To my

10 Ü‚«ì£ð˜ 2017 F¬êñ£Q surprise a boy who did not know the alphabet was able to read the full classroom description. The narrative texts and choreographing it all the By teaching a poem loaded with emotions, in other boy who did not know how to read Tamil students were able to read and recite the entire text was able to read the group description that poem. The same thing happened with teaching of they themselves wrote in English. My students prose and the different steps involved in reading showed a drastic improvement in creating their the entire lesson. Enacting the lesson as a drama own descriptions, conversations and poems. was very effective.

overwhelmed to see this improvement. If this To conclude I am happy, satisfied and practice continues, one among my students may turn to be a great writer/ novelist one day.

I. Ilanthiya PST, GPS Sorapet

F¬êñ£Q Ü‚«ì£ð˜ 2017 11

Discourse oriented pedagogy in language

Diaries classroom Classroom

The teacher reflects on how she was able to generate ideas from children of first grade through discourse oriented pedagogy, developing their sense of ownership over those ideas resulting in an increase in their confidence levels.

the Education Department and Azim Premji

However you learn best — visually, auditorily, or training. Ikinaesthetically am happy to —share you’ll with reap my the colleagues most rewards my Foundation for having organized this need-based by spending time reflecting on your experiences. completed I had a mix of emotions, excitement been trying out in my classroom for the last 2 andNevertheless, stress. I whenhad tothe carryfirst week forward of ACE a training20-day months.reflections The on try-outthe discourse was a pedagogycontinuation that ofI have the action plan of transacting modules that would generate a few basic discourses like descriptions, offered to Govt. primary schools of Puducherry conversations, narratives and poems. I wondered Acquiring5-day training Competence that Azim in PremjiEnglish Foundation – ACE. Prior had to whether I could take this to my classroom or knowing about the new pedagogy I had believed that professionalism was about ethics and how In the midst of the mixed feelings I decided to teachers conducted themselves in and out of the abidewhether myself my to students the classroom would process benefit suggested from it. in Discourse Pedagogy. Eventually I was able to would have to now include commitment to the tide over the stress I was undergoing during the learners.classroom. I have However, realized while now this that is understandingstill relevant, I initial days of the tryout I made in my class. what language is and how it is acquired equally matters. Discourse pedagogy has given me the chance to understand more about the responsibilities that teachers have on students. Mere teaching the 9 students in my class and they are undoubtedly I handle class IV at GPS, Moolakulam. There are content of the language will be of no use to the ACE training, I gained tremendous insight into and constructing knowledge have been topics that strategiesheterogeneous. in language From the teaching. experiential The modetraining of holdlearner. a strong From interest this perspective, in me. One cognitive of the issues learning most programme rather helped my students to acquire teachers have been facing is related to working language with ease. with children who have language disorders and Views on Discourse Pedagogy Training cognitive challenges. The classroom process envisaged in the new pedagogy addresses these issues. participating in the training course and it It emphasizes hasHaving now an grown interest to ina greater teaching, extent. I was Teaching willingly the point English during several years of my service had that ensuring not shown any improvement in the students' meaningful second language acquisition. I had strongly felt interaction that there was a necessity for an innovation in is vital in language teaching. Regarding this, I acknowledge 12 Ü‚«ì£ð˜ 2017 F¬êñ£Q assisting students to learn and to store newly for discourses. Each day their interest grew on what they were going to acquire in language high quality concrete examples, simple and learning. Group description, group conversation preciselearned instructions knowledge. and Students meaningful will benefit dialoguing. from was really a fun and the students enjoyed a lot. Language development is encouraged for which students are given the opportunity to generate their own ideas by asking questions and to exhibit areI have quite just comfortable started Narratives.in writing Thisdescriptions is the their views in the written form, may it be a song, andbeginning conversations stage. Byon any now, given my picture. class children I have a description, a conversation or a narrative. been documenting their products in a separate Understanding the perception of the children and what they learn is essential in the developmental conversations along with the picture they workedfile, each on. containingRecently, I organized their descriptions an exhibition and at my school to display the works of my children. givingstages ofinstructions children. Not I allhave students noticed learn language in the The children performed before the visitors. My growthsame way. in students By modifying that I am my currently approach working when with. I encourage children to speak on several the performance of my class students. I consider pictures and write about them. I make them thiscolleagues as an and accomplishment Headmistress wereof the amazed training by read in pairs. I assist them in group work and programme. I too feel contented. individual work. Giving opportunity for students I have learnt several things throughout the to get involved in hands-on activities that are training "Acquiring Competence in English meaningful to learners on a daily basis is essential Language"– things that will help me in the future, for them to acquire the target language. Generating Discourses in My Class Exploring curiosity in the minds of young learners isas Ithe make success my way of inthis becoming pedagogy. an efficient I have learntteacher. a I understood that a few students needed extra help pedagogy that will be valuable for many years, within the classroom. Assessments of students and that will help me grow as a person, as well. were both formal and informal and were a good This is one of the best professional development way to monitor the construction of discourses. training courses that I had undergone in my 12 years of teaching experience. know and what The assessments reflected onthey what are studentscapable of exhibiting. Generating ideas on their own helped children to own their language thoroughly enjoyed the 15-day schedule designed and instilled confidence in them. The students

P. Lakshmi PST, GPS Moolakulam

F¬êñ£Q Ü‚«ì£ð˜ 2017 13

Generating ideas – the importance of

Diaries thinking in language production Classroom

A reflection on how children of third grade started to describe and create conversation between the characters in any picture they come across.

In earlier ways of teaching language, we would this activity in their minds. have a pre- decided idea or word in our mind We were following practices like the above and and we would be asking questions targeting this couldn’t locate where the problem was. After I attended the Acquiring Competence in English out with the exact idea/ correct answer and we fixed response. Students are expected to come would start the lesson from there. In this process we were actually cutting off the other ideas (ACE) programme conducted by Dr. Anandan to sense the problems involved in the teaching of which get generated in their minds while posing organized by Azim Premji Foundation I was able English and those related to the children’s ways the question. of understanding. I would like to present two illustrative practices: In both the practices mentioned above, students’ Practice 1: Teacher poses a question: ‘What game ideas are not taken into account in the discussion. There will be only one correct answer and once ‘swing‘ as the correct answer. Students’ may come it comes out there is no need for others to think do you play in your free time?’ Teacher expects out with multiple responses: ‘rolling and chasing further. There is a gap between how children the tyre’, ‘spinning top’, ‘playing snake and ladder’, think and what the teacher thinks about how ‘hide and seek’, chasing, pallangkuzhi…’ children think.

Expecting the word ‘swing’, the teacher asks a As human beings our mind tries to understand new things with its prior experience; new things get accommodated in the minds in addition to secondOnce again question: multiple ‘What responses do you seecome: in the‘Ice park?’cream, the previous experience.

Every student is unique in his thinking children,Practice 2 trees, – Teacher flowers,’ shows a rose and says, ‘This capabilities, so when we pose a question, is a rose.’ Students start thinking about several there will be divergent ideas generated in the things associated with the rose. Many ideas classroom. When these ideas are taken up, they will have the ownership of those ideas, (mental texts) related to the rose get generated words/sentences. These ideas can be fruitfully in a temple.’ Some of them may be thinking about in their minds. For example, ‘I have seen a rose capitalized for facilitating language acquisition. the 'Three Roses' ad, or may be thinking about We can generate ideas with the help of pictures other things like, rose milk, rose powder or other taken from the text book or from other sources. The interaction that takes place in the class will reply as per their understanding. The target flowers and materials in rose colour. The students can be streamlined to create descriptions, sentence, ‘This is a rose’ is not registered through conversations, narratives and poems. 14 Ü‚«ì£ð˜ 2017 F¬êñ£Q This discourse method helped students to the classes 1 and 3 while trying out discourse understand the concept very clearly and now I would like to reflect on what I experienced in oriented pedagogy. they are able to speak, read and write about objects on their own. Class 1 Class 3

When I started the whole class description for I drew a part of a car and asked students, ‘What class 3 with a picture, all the students tried to say something about the picture. So there was a lot another one said, ‘mickey mouse,’ and a third is this?’ (to identify the figure), one said ‘frog’, one said, ‘car’. I completed the diagram step by rules: "Those who want to say something, please of noise in the class. Then I fixed some ground step and asked the question again. All of them answered, ‘car’. a get chance to say things." raise your hands. No shouting. All of you will get Initially, the students were able to say only the things/objects which they could see in I wrote (under the picture) ‘This is a car’. And I Students said, ‘red car’. the picture. I wrote whatever they said on the coloured it in red. Then I asked, ‘What is this?’ blackboard. Whenever I mentioned the word later they were able to read it correctly. They also NowSimilarly, I wrote I asked ‘This students is a red car’.to draw things around knew the owner of the word. them which they liked and I helped them to write the names of those objects in English. three boys, two girls, hot sun Eg. green tree, beautiful butterfly, happy students, Once all the students gave their words, I framed a generate sentences in a similar pattern. Instead, But we can’t draw the picture of every object and we can go with a picture that depicts a few objects and ask questions to elicit ideas related to each few questions on a particular thing (for example, object. I was able to work out a few sentences butterfly)

T : ‘Where is the butterfly? withThis the is picture a tree. in The the tree lesson, is green. “A Happy Child”. (StudentsT: ‘Senchudar, answered in chores) can you show me This is a house. The house is red.

This is a girl. The girl is happy. the butterfly?’ pointed at the (Senchudar

butterfly in the picture.)T: ‘What is the

butterfly doing?’ sitting.’ S: ‘Flower

F¬êñ£Q T: ‘Is it ‘’flower sitting’’ or ‘’sittingÜ‚«ì£ð˜ on the 2017flower’’?15 My interaction with students went on in this In my classroom, there is a picture that shows manner and I was able to elicit a few answers from them. I wrote them on the blackboard. After RajuThe students drawing somethinggenerated aand conversation Bheem looking between at it. the picture. Some were able to state the actions that we tried to figure out some actions going in in English and some shared ideas in their mother Raju and Bheem (The cartoon characters). tongue. I had to negotiate with the students for Bheem : Raju, what are you doing? the English equivalent of the Tamil word. I wrote the fragment of the sentence which the students said, on the black board. They were able to read the sentences because they were generated by them. responses: Here is the transcript of the questions and the

T: What is the older girl doing? - (watering the plant)

What is the boy in red doing? - bird ku theene vaikaran (feeding the bird)

What is the boy in blue doing? - Kuzhi Raju : I am drawing a forest. thondaranI asked the students (digging to frame the a grsentenceound) with ‘’three boys’’ and ‘’two girls’’ Bheem Raju : YThankour drawing you. is beautiful. They were trying to frame the sentence; I gave them some time for this. Then I gave them an They can also identify the errors in the sentences. example, ‘There are two pencils and three pens.’’

Eg.While editing1. The theboy description, catching the I butterfly.asked there about two girls in the garden.’ Now students said, ‘There are three boys and the missing word in the sentence. They were There was a small issue I faced in the classroom. able to identify the word ‘is’. The students are able to generate the ideas in Eg. 2. There is two boys in the garden. mother tongue, sometimes the ideas which they to translate them into English. We have to expect the word ’is’ with ‘are.’ framed were long sentences. I found it difficult The students identified the error and replaced these kind of unexpected situations in our classroom. sentences which they generated. Unknowingly The low proficient learners too can read the Improvement in learning they could read the word graphically, a process that helped them to read the sentences. description/conversation about a picture on I now clearly understand that the role of the Now my class III students are able to write a their own. teacher is merely that of a facilitator. We need to 16 Ü‚«ì£ð˜ 2017 F¬êñ£Q create an environment for learning and facilitate The other teachers understood that the ACE the process. We should also elicit the answers programme was working for our students. I from the learners which will reduce the teacher's. also suggested them to try the same in their Generating ideas through interaction is the most classrooms. important process in language learning. I can As the discourse method is working well with my see a lot of changes in their way of reading and students, I would like to continue the same in my understanding the concept.

We organized an expo to showcase the learning transaction modules for each class, for the prose forthcoming classes. Now, we are preparing the outcomes of the students. We offered an open lessons, poems and exercises in the textbook. invitation to all the teachers in the school.

C. Sasi Kumar PST, GMS Manapet

F¬êñ£Q Ü‚«ì£ð˜ 2017 17

How ‘interaction’ improved

Diaries English learning Classroom

A reflection on how the teacher engaged with the quieter students in her classroom through ‘teacher- student talk’.

Introduction Therefore, whatever the teacher speaks in the classroom should provide rich language input I have been a teacher of English for the past eleven for the learners. Since communication is a two- years. Recently I attended a workshop as part of way process, it is necessary that learners also my in-service training. This workshop discussed respond to the teacher. The two-way dialogue a different approach to facilitate the acquisition that takes place in this manner between the teacher and the learners is interaction. An ideal classroom should follow a process where at several points the teacher has to interact with the learners.

Interacting with students using a picture

‘description writing’ in my class. I still clearly The first day after the training, I began with remember how the class went on. I told my of English language in learners. It completely students that they were going to write a changed my mind set about teaching English. I description about a picture that I would be realized that teaching a language should not be showing them. They had to write it in English. merely for reproducing the content from the They looked at me doubtfully. I convinced them book. Instead, it should be the outcome of the and made up their mind. Then, I showed them the students’ views and ideas. The teacher’s crucial role is to facilitate the generation of thoughts and ideas in students. It is here that interaction picture (given below) and asked a few questions

of the workshop, I entered my classroom like a plays a vital role. After the initial five-day phase new teacher. I started using interaction as a tool in my classroom and it did wonders.

What is interaction?

Language is primarily speech. This implies that if the learners have to acquire English they should get input in the form of language that is spoken. to elicit their ideas. In the second language classroom, the major source of language input is from the teacher. Questions I asked:

18 Ü‚«ì£ð˜ 2017 F¬êñ£Q What do you see in the picture?How many students explicitly. After the workshop, I have people are there? shifted from error correction to editing. In editing, the language generated by students is What are the two girls doing?

What are the boys doing? opinions of other students too. Thus, interaction refined by negotiating with them and asking the helps in editing. When I was editing my students’ What is in the background of the picture? descriptions, I asked questions like: Can you name some of the flowers in the picture? • Do you think a word is missing here? Do you think the children are enjoying their work? • Do you want to use this word instead of that?

• Do you think the description is well organized? Do you want to make any changes I felt amazed when my students responded to in the sequence of the sentences? my questions. I received a variety of ideas from them. I did not expect that from my students. • Does it contain all the essential details? Until then, I had tried many ways to involve • Are there any ideas in my writing (sample them in the classroom activities; but this time it description written by me) which you have worked to some extent. not included in yours? Engaging the quieter students • Has any group (when children sat in groups Still, I couldn’t make a few of my students to get and wrote descriptions) written any idea that involved in the process. I realized that they were Interactionothers have also not enabled written? the students to edit their descriptions themselves. These days, to frame sentences in English. So I initiated my students have started writing their own hesitant to speak up. They were not confident a dialogue with them. “Look Madhivathani, descriptions with minimal mistakes.

Impact on students her.” “Sir, the girl is watering the plants.” She Monisha says this, what is your idea?” I asked replied in Tamil. I framed the idea in English and My students’ vocabulary has also improved wrote the sentence on the board. She looked at because of our interaction in the classroom. me and smiled. After that, she became one of the They are active participants in my class. using many new words Thus, interaction brought about a change in my these days, classroom environment. Earlier, children never which helps participated actively. It used to be a very calm them write classroom, but now it has become very active answers on and noisy too. I can get many ideas from every their own. student. They feel free in contributing their During the views and ideas. English Correcting mistakes examination conducted Earlier I used to correct the errors made by F¬êñ£Q Ü‚«ì£ð˜ 2017 19 recently, I noticed that my students were able to read at home as well. They were spending a lot write the answers in their own words. of time looking at pictures and the parents had

exhibition, they understood the reason for it. them to observe the pictures given in the lesson. wondered why they were doing so. Now, at the When I was teaching a lesson in EVS, I asked Parents of a few students from other classes also Then, I asked them some questions about the asked me to teach their children using the new pictures to elicit their ideas. I was amazed when method. my students were able to talk about the entire concept of the lesson. I announced that the Throughout this article, I have been trying lesson was over. Students, couldn’t believe this. to communicate to my readers how the new approach, particularly the tool of interaction, has enhanced my classroom experience. I should also TheyA few were weeks very after happy I started and satisfied. practicing the new say that, initially I was hesitant to experiment with approach, my students told me that I wasn’t reading the text and explaining the text as I was tried it out, it has worked wonders for the same doing earlier, but now they understood better this approach in my classroom. However, after I students who I thought wouldn’t do any better. and enjoyed more. The change has been dramatic! They are briming Learning exhibition with thoughts and ideas. I have always wanted to see this kind of a classroom – a classroom Later, I conducted an exhibition of the students’ in which children can learn independently and experiment themselves. The new approach has work (description, conversations, narratives etc. sowed a seed, but it is in the hands of us teachers other classes and parents visited the exhibition written by them ). Teachers and students from to take this forward. They, especially the parents, felt very happy. Some of the parents said that children had started to

A. Nathan PST, GPS Sinnakarayambuthur

20 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Graphical reading as a trigger for English Diaries language learning

Developing reading skill in English among class alphabet. Actually, during this process alphabet 1 students is very challenging though they are is not introduced to the students. A good well versed with the alphabet. In the earlier example is using name cards to read and write days I used to make the children read alphabet, two-letter words, three-letter words and in which the name of the child is written in front their names. Name card is a long strip of paper four-letter words using drilling methods. Last of him. Students see their name cards daily and year my class 1 students could read more than after some time they are able to identify their names from the bunch of name cards. They can also write their names holistically using the 60 words at the end of the first term. I thought it help them in reading with sense. So I shifted to graphical structure. Syllable-wise reading is also was a great achievement. But I found that it didn’t the phonetic method. Students made an attempt co-related with the process of graphical reading.

Translating the concept into classroom only to some extent. Though they were capable to pronounce the words. But, they could read practice of reading words it didn’t prepare them for sensible reading. Later, I realized that reading In class one, graphical reading has worked very some words or sentences was not going to help well. In my class, I saw the improvement in the the learners to develop their reading skills. reading ability of the students. There was an activity in which students drew an object and The concept of graphical reading wrote about it. In this activity children drew After participating a workshop at Azim Premji pictures of their choice objects like car, house, know about graphic reading. Graphic reading also wrote sentences like ‘This is a car; ‘This is a Foundation with Dr. K.N. Anandan I came to fish, fan, snake, tiger, drum, tree, mango etc. They is a method of holistic reading where children house’; ‘This is a mango,’ etc. below the pictures. observe the graphical structure of the whole idea Many of them did not know the name of each

(words and and register sentences) it in their mind holistically. They use this mental representation while reading and writing. In this method, students may not have the knowledge of F¬êñ£Q Ü‚«ì£ð˜ 2017 21 letter but they could point out and read the whole asked the students to circle the words or phrases that they were able to read. To my wonder, they could identify many words and phrases from the sentenceThe effect “THIS of graphic IS A CAR” reading with was sense. noticed when passage. I then made them to sit in groups and I was taking the prose lesson “Lalu and Peelu”. asked them to share the words and ideas they In the beginning I narrated the story with the could read with the group members. I moved help of pictures and interaction and then elicited to all the groups and helped them to read those words that were new to them. At the end of the and wrote the central ideas from the text (which class, learners were capable of reading the whole narration, I asked the learners to identify the worked as a sub text) on the board. After the subtext that I had written on the board. Students words and phrases wherever they appear. read it with sense and they hunted for those passage. Now, my students can identify these ideas in the textbook passage, individually. I also

James Kumar PST, GPS Aranganoor

22 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Diaries Code switching in the English classroom

A reflection on how the teacher introduced the characters in the textbook through a narrative and how it helped in children’s learning.

Students have a better grasp over their mother tongue than any other language. Especially at able to understand the English expression and ‘This is Ani’; ‘This is Bini’. Gradually, they were were able to respond to the question, ‘What is very important. That has to be the starting point the early stage (Class 1), using mother tongue is this?’ using the structure ‘This is …’ (example, mother tongue effectively for facilitating second ‘ithu’ as ‘this’ and ‘athu’ as ‘that’. And they are to encourage them to use English. How to use ‘This is iliai’ (leaf). They were able to decode language acquisition is a pedagogical issue. This able to use the structure ‘This is …’ contextually. is addressed in Discourse Oriented Pedagogy They began to understand even sentences with by resorting to code switching. Presently, I will ‘it’ construction, by themselves. We did not discuss how the concept of code-switching was put into practice in class I where I teach English. have to explain to them that ‘it’ indicates (in the learning indicator that I have observed in my How I used Code-switching in Class I lesson) Bini’s house and so on. This is a good class. Students learn better by registering the As part of developing competence in English, class 1 students were introduced to two imaginary structureStudents ofwere the sentenceinitially (text)apprehensive unconsciously. about using the English language; this they do not have Most part of the narration was in mother tongue characters Ani and Bini through a narrative. anymore. With the implementation of ideas from but occasionally it would switch over to English. the ACE training program, students’ involvement The names of the characters and a few English in the English class have increased and they have expressions like ‘Catch the ball’, ‘Sorry’, ‘What improved in the reading of texts. Other teachers have seen the progress and they are impressed. in the narrative text. Students were able to is this papa?’, ‘This is a car’ were incorporated The teacher-in-charge too came to my class and understand these without direct translation. This was possible as those expressions were placed in the context of a narrative. The narrative would said that the pedagogy (Discourse Oriented begun reading the charts as well. My students stop at certain critical points where the teacher Pedagogy) is effective. Now my students have from last year, who are currently in 2nd grade would be interacting with the learners in such a asked me why I hadn’t taught them in this way. way that these ideas are generated in the minds of the learners. language through this pedagogy. More learning Students are more confident in using the target this manner had a tremendous impact. Whenever Narrative text that was presented to the learners in to write sentences but now they write sentences the learners saw the pictures of the characters, has happened. For class 1, we don’t expect them in English by themselves. they were able to come up with responses like,

F¬êñ£Q Ü‚«ì£ð˜ 2017 23 The earlier pedagogy had imposed the content write it on the board, he/she relates it to the sky of the textbook on the learners, but through depicted in the picture along with the graphical this pedagogy, they learn by themselves. Of text corresponding to the word. course it is more challenging in the way I teach When students struggle with certain words, like students now. And I look forward to improving ‘seagulls’, ‘eels’ etc, they immediately look at the my students’ abilities by following the d`iscourse corresponding picture and are able to come up Pedagogy. with the word by themselves. Importance of picture interaction Code-switching used as a pedagogical tool Interaction based on pictures is a wonderful is highly productive for facilitating second pedagogical tool to draw students’ attention. language acquisition. Eventually the quantity of They become enthused when I begin interaction expressions in mother tongue can be minimized using a picture. While I draw and show them and more and more expressions in English can be used in the narrative text presented to them. pictures (like the drawing of a car or a house), whatever ideas I tell them, they are able to think their ability to listen to English and get at the it triggers their thought processes. Now, for I am sure this will have a definite impact on and come out with the pictorial representation meaning of the text they have listened to. As the of the idea. This strategy is especially interesting new pedagogy integrates all the four skills by for class 1 students; I feel they are fully engaged embedding them in the context of discourses in the activity. When they come up with their like descriptions, conversations, narratives and own responses and when I write them on the poems, the learners will be able to use English board, they are able to understand the word and spontaneously and meaningfully. relate the writing with the relevant object in the picture. For instance, if a student says ‘sky’, and I

Rajathilagam PST, GPS Sembiyapalayam

24 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Correcting students’ errors – Process of Diaries

editing

Teacher's reflection on how children started picking up language without the explicit use of grammar

We as teachers in general, try to teach everything to students assuming that they do not know structural errors like wrong word order, anything. ‘I know things better and I can correct • Amissingt the sentencewords and level, excess teacher words focuses on you’ this is what teachers believe. If the teacher’s aim is just pointing out the errors, then it would spelling, capitalization etc. • At the word level, the teacher checks for The classroom process thatbreak error the confidence correction leveldoesn’t of the help young the learners.learners, ratherToday weit creates have research a step findings,back for whichthem; showthey out in the classroom. The discourses written hesitate to put forth their own ideas. • Let us see how the editing process is carried We should not forget that as teachers our main collaboration leading to a group product. aim is to engage all the students in the learning individually are refined in groups through process. This does not mean that we should not editing through whole class negotiation. address the errors at all. Then what is the way • One of the group products is taken up for

her version of the targeted discourse. outLevels for ofcorrecting editing errors in the language class? • Prior to this the teacher would be presenting Making errors indicates the learning process to compare their products with the teacher’s • Intversioneraction and isidentify initiated ideas to helpand thesome students of the that is happening. The discourses (descriptions, discourse features they have not included in their writing. Every time the comparison mayconversations, have certain narratives, errors in etc.) them. constructed These errors by happens, the students read the teacher’s maythe learners be related (whether to sentence individually, structure, or in groups) word version and their products. The teacher’s forms, punctuation or spelling. These are to be version serves as an indirect evidence for the learners in their process of language of editing. It is not for teaching grammar. The acquisition. learnersrectified arefor whichsensitized there on is the a meticulous errors by invoking process their intuitive sense about what ‘sounds correct’. This knowledge is acquired non-consciously and learners edit not by learning grammar consciously. the• When otherthe group products The teacher reviews the writing at different and later, their levels: own individual writing, the teacher’s • The dialogue / write up is reviewed on F¬êñ£Qintended purpose of writing, meaning, flow Ü‚«ì£ð˜ 2017 25 version serves as a referencing material, which gives them feedback on discourse level features as well as syntactic and By this time, they changed the order of the morphological features. previous sentence as, ‘Please give me a big flower.’ • Children used sentences like ‘no catching’ and more‘no flying’ ways to of mean expressing ‘do not thecatch,’ idea, and Saransri ‘do not • Spelling errors are addressed by suggesting fly’. When they were asked to think of some reference materials (textbook and other me. Casessource of editing materials). in my class said. ‘Do not.’ Her response was a surprise for in my class during the editing process in groups: • To my wonder, a student used the expression Here are some of the examples that were taken up saw bore, go to school’’. When I asked her how‘let us’ many during boys editing. were Her playing sentence the was see-saw ‘’See- as ‘butiful’ and ‘honey’ as ‘hunny’ and she immediately responded, ‘Let us go to • In‘hungry’. one of Tothe changeproducts the ‘beautiful’ wrongly wasspelt written word, school.’ I hadn’t expected that and asked her:

them binary option, ‘butiful/beautiful,’ and theyinto chose its correct ‘beautiful’. spelling (beautiful), I gave I‘Can understood you explain that thisshe wasin Tamil?’ using the‘vaa sentence namma non-consciously.schoolku pogalam.’ (Come, let’s go to school).

they corrected it by referring to the ‘yellow During the process of editing, I could sense that • For ‘honey’, they had used ‘hungry’ and children were using grammar correctly without ‘hu’ in ‘hungry’ sounds the same as ‘ho’ in knowing it was grammar. They could sense the butterfly’ lesson. Perhaps they assumed that usage of ‘is’ and ‘are’. Saransri said, ‘When we word hungry for honey. mention one thing we use "is” and for more than ‘honey’ (‘hun/hon’). So they picked out the wondered. ‘There are many leaf’ was edited as ‘Thereone thing are wemany use leaves,’ “are”. How by Tamilselvan. did they learn it? I • FTheor somereference words theywas themselvesmade not referredin English the textbooktext book. only For but example, in other ‘brown’ subject and books ‘water’. also. On the whole, I can sense the progress they have been making in the process of their learning.

• Inthere another was a product problem there with was the the word sentence, order, theThey students confidently are expressmaking their attempts ideas. toEarlier produce this they‘’Big flowerwere arguinggive me please.’that their When sentence I told them was theirwas possible discourses. only There for very were few times, students. I taught Now two all correct. Then I gave them a situation: letter words and three letter words. I was fed up ‘If you want a pencil or a pen from your friend with the performance of some students. They did not have active participation in the classroom howThey will replied: you ask?’‘Please give me a pencil. Please give ownership of their ideas and read sentences me a pen.’ themselves.activities. But now, even those students take the

K. Subhashini

PST, GPS Nonankuppam 26 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Choreography in the second language Diaries

classroom

A teacher reflects on how her students were able to make better sense of the poem 'Sea song' while doing a choreography for it

The sequencing of movements and steps in a synchronized manner is choreography. It is came. Responses: nandu(crab), kappal(ship) ,boat, fish, basically a dance performance and is popularly concerts. As a performance art it comes under Teacher: Do you find fish on the sea shore? Or used in films, reality shows on TV and in live theatre. In the given space of the classroom, sea?” choreography refers to bringing out the text of the Response: Fish live in water. poem to life. This facilitates better understanding Teacher:Response: Which Pond, water? river Pond? Sea? River? of the text. Before using choreography, I used to Through interaction I was able to elicit the words ended up understanding not much of what was teach English songs using actions. But children ‘sea’ and ‘sea shore.’ taught though they were able to memorize the action songs and perform them. Then, I asked the question, what did he see on

The Process the sea shore? Look at the picture. What do you The teacher narrates the following segment of see lying on the shore?” the module with appropriate text emoting. Responses:I asked them sangu to say (shell). it in English. They couldn’t. It was a pleasant evening. So I supplied the word, ‘shell’ then I asked “What Ma, I’m going to the sea shore,’ said the boy.

‘What for?’ asked his mother. shape is the shell?

Just for a walk. Responses:I told them suruttait was suruttayacorrect and (curly). introduced the word ‘curly.’ Ok, Take care. After this, I continued with the second part of Their home was close to the sea. the narration. To make them understand the The boy started walking to the seashore. He meaning of the word, ‘wet’, I poured some water heard the sound of the waves. The waves came on one of the children’s hand and asked them. near him and moved back.

This is followed by the picture interaction ‘Now what happened to his hand?’ students introduced the word ‘wet.’ where the teacher points at a picture which is the said, ‘eeramaidichi’ (wet). With this response, I continuation of the narrative and asks “What did After the narration, the class along with the

F¬êñ£Q Ü‚«ì£ð˜ 2017 27 the boy see on the shore?” teacher sang the song in tune with a rhythm. It was followed by interaction to sort out the and backwards. I was impressed at their they started rolling on the floor front wards events, places and characters in the narrative understanding of how waves move. I asked them that was presented. to do another movement where they rise and fall like waves because, I was worried if they would To choreograph the poem, a recap of the order of do the same in other classes too and disturb the events was done. class. So, I asked them to act like waves by rising up and falling. willing. So I randomly picked one girl, Shabana I asked: ‘Who will act like a boy?’ No one was Scene 2 to act in the role of the boy. 1. The chorus creates the house. We chose chorus, a team of dancers for it.’ ‘How do we create the background? We need a 2. AfrTheeen mother and Anish is sitting Fathima and readingto be the a house. book. A few students were ready to act like the waves of the sea. The sequence of actions was as follows: (Jaidhunisha played this role.) Scene 1 3. The boy (Shabana) enters. shell. 4. The mother (Jaidhunisha) watches the 1. The chorus creates the background (sea 5. She takes it from the boy’s hand shore)2. A few students moving like the waves 6. She holds it close to his ears. 3. Shabana enters walking along the shore Scene 3 4. She moves towards the sea 1. The(Same chorus as in cr 1)eates the sea shore 2. A few students play in the shore 5. The waves (Mohammad Ajeez, Hadil, Abdul6. She Ajeezmoves and back Salma) come rolling 3. The boy enters. 7. She picks up a shell audience to hear the song of the shell. 4. He mimes the action of telling the In this part of telling the audience, the boy played Classroom 8. The boglimpses:y ( Shabana ) exits by Shabana sings the poem in the rhythm that A curious thing is to be noted. When I asked was sung in the earlier class. the children ‘who would act like the waves,

28 Ü‚«ì£ð˜ 2017 F¬êñ£Q Reflections: those children also perform the choreography in two batches. The children from other classes After using choreography as a tool for teaching a also were very excited about seeing the students’ poem, my children were able to make better sense performance. of the poem. It also generated more voluntary involvement in class. Initially, the children session of teaching poetry in my class. I intend I am very much satisfied with the choreography students performing the choreography, a lot of to follow this method in teaching poetry as it can were reluctant to act. But after seeing one set of their classmates wanted to perform it. So, I made engage the whole class.

B. Kayatri PST, GPS Sulthanpet

F¬êñ£Q Ü‚«ì£ð˜ 2017 29

Literary Festival in English Diaries Classroom

A reflection on how the literary festival conducted in English helped the teacher in building rapport with the school and parental community while improving learning in children.

I have started trying the ACE program in class

days, we engaged in discourses like description, 5. There are 14 students in the class. For 20 conversation, story narration and poems. I discussed with the students about exhibiting their writings to the parents and the public. They were very excited. I asked the children whether we should exhibit the same products that they produced during those 20 days or some new ones. Children wished to exhibit new ones. So, I showed them some more pictures and asked them to write as many discourses as they could. Almost parents never visit the school often, unless there all the students came out with descriptions and is an urgent need. I expected the parents of all conversations. A few wrote narrative and poems 14 students to come; but only a few had come. as well. Children were very interested as they knew their creative writings were going to be classes visited the fest. After hearing about this read by their parents and public. While they However, parents of a few students in the other event from the parents who visited, a few more were writing, I gave them optimal support - by villagers came to school and listened to the supplying spelling and English equivalent of students’ presentations. words they asked for. Students drew pictures corresponding to their writings. Each student read out their products to the visitors. A girl read aloud her products to her The head master supported me during this mother. She even translated her ideas into Tamil wherever it was necessary. She wanted to make classroom, and observed the process as well. My process. He gave me full freedom, visited my sure that her mother understood her ideas. colleagues also supported me by spending their Students were explaining each line to the visitors class time to prepare for the festival. in Tamil, after reading them in English. Parents On the day of exhibition, students displayed their were so happy to see that their children could express their ideas in English. the fest and went through the students’ products. products. At first, the head master inaugurated After hearing a girl read out her products, one of the parents was curious to know if that child had Then our school teachers visited and read each He interacted with the students and felt happy. studied in any private school previously. They and every product with passion, and appreciated were astonished to know that a government the students. Usually in government schools, 30 Ü‚«ì£ð˜ 2017 F¬êñ£Q school student could express herself so well in English. She was particularly amazed about the the students. We have also decided to conduct happy that I had done something beneficial for child’s reading skill. such literary festivals often as they will really help us to build a rapport with the community. Eventually all students took their products As an extension, I have also thought of making home and presented them to their parents and students’ magazines at the end of the year. I hope neighbours. Many parents of students from other that it will come out well. classes approached me and requested me to teach their students in the new method. I felt so

James Kumar PST, GPS Aranganoor

F¬êñ£Q Ü‚«ì£ð˜ 2017 31

The English Expo Diaries Classroom

A teacher reflects on how she was able to make her children develop a magazine of their own by adding their descriptions, conversations and narrations, and how children enjoyed the English Expo in their classroom

them with others’ writings. They wrote my students and me. descriptions. They built their own conversation ACE is the power source of self-confidence for by creating two characters. They created poems I was fully disappointed when I attended the in groups and they enjoyed a lot. The drama Phase 1 training. It was like an imagination. Is “Robinson Crusoe” was excellently performed by my students. It was my favourite. I enjoyed thinking that this training was a waste of time. creative writing possible for our students? I was their marvelous performance. It seemed like Later on, when I was using the transaction they were all actors and actresses. Two boys did modules in my class, I could see children’s a performance on the poem “My Shadow”. It was eagerness to learn English vocabulary. I was their own performance. surprised by seeing my children speaking and The most interesting and amazing things happened in my class at the English Expo using English words and making sentences. writing in English. For the first time they were we conducted on 9th September. Students Likewise it happened in writing also. When I developed magazines containing descriptions, displayed a picture and interacted with them conversations, narrations and poems. They they answered my questions spontaneously. presented the oral versions of their creative They created their own sentences. And they were written work. They performed a drama. Above all, happy to read what they wrote in the classroom, whether it was wrong or right. by speaking spontaneously about someone in they displayed their confidence in using English the audience. their ideas. When I displayed their work, they By creating groups, I made the children share Parents were amazed to see their children’s were happy and the group members were performance. Some students were asked to discussing the discourses they wrote comparing read their descriptions. Some were asked to act as chorus. Some were asked to sing the song. A few others were asked to read the passage. On

32 Ü‚«ì£ð˜ 2017 F¬êñ£Q the spot, students described the parents and the atmosphere at the expo. They enacted the story. My amazement still continues: How is it the students to which they responded with great happening?Looking back I realize that the miracle has The HM and parents posed many questions to happened by virtue of the insight I received more than three sentences when I give them any from the training offered to us by Azim Premji confidence. Now my students are able to write picture to describe. They are able to read the for giving us this type of training. passage and understand the meaning to some Foundation with Dr. K.N. Anandan. Thank you all extent on their own, though not fully. When I ask my students to say something in English, they are able to do so without hesitation.

K. Meera

PST, GPS Nettapakkam

F¬êñ£Q Ü‚«ì£ð˜ 2017 33

ᘠªêNˆî¶ Diaries Classroom

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F¬êñ£Q Ü‚«ì£ð˜ 2017 35

Þ¬êò£ô£ù õ°Šð¬ø Diaries Classroom

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36 Ü‚«ì£ð˜ 2017 F¬êñ£Q Þ¬êJ¡ ¸†ðƒèÀ‹ ªêò™ð£´èÀ‹: ެ껋 èŸHˆî™ ¸†ðƒèÀ‹: Þ¬êJ¡ ¸†ðƒè¬÷ M÷‚Aò H¡ù˜ Cô ïñ¶ ñóH™ Þ¼‚Aø 죘 ð£ì™èO™ 죘 ð£ì™è¬÷Šð£® ÜŠð£ì™èO™ èŸHˆî™ ªî£ì˜¹¬ìò ðô ÃÁèœ Þ¼‚A¡øù. Þ¬êJ¡ ñ, ªêò™ð£´ ÝAò¬õ âŠð® ܈î¬èò 죘 Þ¬êŠð£ì™èœ ðôõŸ¬ø àœ÷¶ âù M÷‚Aù£˜. â´ˆ¶‚裆® M÷‚Aù£˜. · ð£ì½‹ ެ껋 âŠð® ެ퉶 ªêò™ðì · è£õ®Šð£ì™ å¡P¬ùŠ 𣮂裆®, «õ‡´‹ â¡ð¬î, Üõ˜ ð£´Aø «ð£¶ Þ‰îŠð£ì™ å¡Á ºî™ ðˆ¶ õ¬óJô£ù â¡Á G蛈F‚裆®ù£˜. â‡èœ ðŸPò ÜPºèˆ¬î»‹ Üî¬ù G¬ùM™ ¬õˆ¶‚ ªè£œõîŸè£ù · M™½Šð£†´ â¡Aø ´Š¹ø ð£ì™ ðJŸC¬ò»‹ î¼Aø¶ â¡Á ÃPù£˜. õ¬è¬ñJ™ å¼ ð£ì¬ôŠ 𣮂裆®, ÞF™ âŠð® Þ¬ê º‚AòŠ ðƒè£ŸÁAø¶ · 죘 M¬÷ò£†´èO™ å¡ø£ù °‡´ â¡ð¬î‚ ÃPù£˜ (¶œ÷™ Þ¬ê). M¬÷ò£†®™ ð£ìŠð´‹ ð£ìL™ ¸†ðñ£ù º¬øJ™ å¡Á ºî™ ðˆ¶ õ¬óJô£ù · CôŠðFè£ó‹ â¡Aø Þô‚AòˆF™ Þ¼‚Aø â‡èœ âšõ£Á èŸH‚èŠð´Aø¶ å¼ ð£ì™ Þ¬ê»ì¡ ð£ìŠð´‹ «ð£¶ â¡ð¬îŠ ð£ìô£èŠð£® M÷‚A‚裆®ù£˜. âŠð®„ CøŠð£è Þ¼‚Aø¶, Þ¬ê Þ™ô£ñ™ ð®ˆî£™ âŠð® Þ¼‚Aø¶ â¡ð¬î»‹ ð£ìË™ ð£ì™èœ: â´ˆ¶¬óˆî£˜ (ñ£êÁ ªð£¡«ù õô‹¹K ÝCKò˜èO¡ «õ‡´«è£O¡ð® ºî™ ºˆ«î ð£ì™). õ°Š¹ ñŸÁ‹ Þó‡ì£‹ õ°Š¹ îI›Š ð£ì · ÝÁ õ¬èò£ù 죘 ð£ì™è¬÷ŠðŸP ËL™ àœ÷ ð£ì¬ôŠ ¹ôõ˜. ð†ì£Hó£ñ¡ M÷‚Aù£˜. 𣮂裆®ù£˜, ÝCKò˜èÀ‹ ެ퉶 ð£®ù˜. â‰îªõ£¼ ð£ì½‚°‹ î£÷ˆ¬î âŠð® · ºîL™ î£ô£†´Šð£ì¬ô„ ê£îóíñ£èŠ à¼õ£‚°õ¶ â¡Á‹ M÷‚Aù£˜. âˆî¬ù ð£®ù£˜, H¡ù˜ Þ¬ê«ò£´ 𣮂裆®ù£˜. ªê£Ÿèœ ð£ìL™ Þ¼‚Aø¶ â¡ð¬î‚ ެ껋 Þô‚èí ¸†ðƒèÀ‹: èí‚A†´ î£÷‹ ܬñ‚è «õ‡´‹ â¡ø£˜. H¡ù˜ F¼‚°ø¬÷ Þó‡´ Þó£èƒèO™ Þô‚èíƒèÀ‹ Üî¡ õ£ŒŠð£´èÀ‹ 𣮂裆®ù£˜. ÝCKò˜èÀ‹ õ°Šð¬øJ™ G¬ùM™ ¬õˆ¶‚ ªè£œõ‚ î£ƒèœ Þó£èˆ«î£´ ð£®ò ð£ì™è¬÷Š è®ùñ£ù¬õ. âù«õ Þ‰î„ ÅˆFóƒè¬÷Š 𣮂裆®ù˜. ð£ìô£èŠð£®ù£™ âO¬ñò£è Þ¼‚°‹ â¡Á M÷‚A„ Cô â´ˆ¶‚裆´Š ð£ì™è¬÷Š CÁõ˜èOì‹ õö‚èˆF™ Þ¼‚Aø 죘 𣮂裆®ù£˜. ð£ì™èO¡ ¶¬í«ò£´‹ Þ¬êJ¡ ¶¬í«ò£´‹ ÝCKò˜ õ°Šð¬ø¬ò · ¹í˜„C MFèœ ðŸPò ð£ì™. à¼õ£‚°‹ «ð£¶ èŸø™ ²¬ñò£è · ï¡ÛL¡ ËŸð£‚èœ ªî£ì˜ð£ù ð£ì™. Þ™ô£ñ™ ²èñ£ùî£è Þ¼‚°‹ â¡ð¬î ÞŠðJŸCŠð†ì¬ø ܬùˆ¶ ÝCKò˜èÀ‚°‹ à혈FJ¼‚Aø¶.

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F¬êñ£Q Ü‚«ì£ð˜ 2017 37

ºî™ õ°Š¹ˆ îI›Š

Diaries ð£ìŠ¹ˆîè‹ - å¼ ð£˜¬õ Classroom

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42 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Diaries MîMîñ£ù «ð£‚°õóˆ¶èœ

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44 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Understanding travel through games and Diaries

activities

This article is a classroom practise of making students understand 'travel' and its reasons. It was carried out through lively activities and games, which keeps students excited.

Teacher – Good morning. Today we will see about the class and to be a ticket counter. One more

ticket counter to buy tickets for them. the railway station. How many of you have seen boy named Bharath joined Kesav and went to the railwayMany students station? raised their hands They were excited about the journey and started packing for the trip.

Kesav – I travelled in train sir. TeacherStudents – – What Clothes, will toothbrush, you take for paste, the journey? food Teacher – Great. Where did you go? house. Teacher – What kind of food will you take for Kesav – Rameshwaram sir. To my grandmother’s Teacher – Good. There was a bridge named as trainOne boy journey? said, “I will take chicken sir.”

Pamban Bridge and there is one speciality about Teacher – While travelling you should not eat that. Do you know what? any non-vegetarian food because it might cause from the middle. It breaks into two and both parts stomach pain or discomfort. What other food you Four students answered, “Sir the bridge opens go upward allowing the ships to pass through.”

willStudents take for– Tomato the journey? rice, curd rice, tamarind rice, chapathi, parota. TeacherStudents – whoRight. answered Very good. about the bridge said that they had seen that on television. while travelling. It won’t spoil and also don’t Teacher – Good observation students. Teacher – Yes, you must take such food items create any discomfort. Tomorrow you two are going to board the train. Unfortunately, your

Teacher asked Kesav that how did you go in that train? friend Bharath has another work so he can’t accompany you. What will you do now? Kesav – Sir my brother booked the tickets for us. travelling in train. Same thing applies for to other KesavTeacher – He– Good. should cancel his ticket sir. Teacher – Yes. First you have to get ticket for meanTeacher of transportationexplained it in(bus, the flight, form ship) of asdrama. well. Kesav and Bharath went to the ticket counter Initially, he asked one boy to sit in the corner of and cancelled Bharath’s ticket F¬êñ£Q Ü‚«ì£ð˜ 2017 45 KesavTeacher – We– Tomorrow went and morning cancelled 6.30 his amticket your sir. train Teacher – How do you know that you are in the rightStudents seat? – Depending upon the availability of seat, we choose and sit sir. starts. By what time should you be in the station? sir. Kesav – Before train starts I will reach the station one hour before the scheduled departure time. Teacher – You should be in the station at least station at around 5 a.m. and was surprised to see Kesav packed everything and went to the railway the station. two of his friends (Manikandan and Moovesh) in

KesavManikandan – Hey what– We are are also you going guys todoing Rameshwaram. here?

You think we don’t know your plan? Teacher – You have booked the ticket so your seat coming with me. I thought I am going alone but I seated accordingly. Ticket checker will come and Kesav – I am sorry guys. But now Bharath is not now I feel happy that you two have joined. number will be given on the ticket. You should be

Moovesh – Oh sad! Ok don’t worry. We can enjoy check it. Have you seen Ticket checker? and write about our experience so that we can Students – Yes sir. He will come in black dress. we are back. (Some students said he will come with white share it with Bharath and all other friends once coat.) given by Moovesh. Ticket checker (Teacher) – Show me your ticket Manikandan and Kesav agreed with the idea please? No this is not your seat. Please sit there. It was already 7 a.m. Train was supposed to be Manikandan, Moovesh and other people sitting Ticket checker arranged the seats of Kesav, there by 6.30 a.m. Three boys were worried and on the train. it is delayed du to signal failure, it will arrive in went to enquire from the stationmaster. He said 10 minutes Teacher waved green coloured file before the Students – Green means the train should move Three boys felt relived after hearing from the train and asked, what is this? sir. stationmaster and waited for the train. Train started, students ran enthusiastically Teacher – All of you stand in line as a train. within the classroom in a straight line. When All the students formed a line and acted like a they crossed the teacher, he waved the green train.

Three boys boarded the train and took their coloured file again. Train didn’t stop there. In the still train didn’t stop. Teacher said them that red seats. next round, teacher waved red coloured file but means stop, then train stopped.

46 Ü‚«ì£ð˜ 2017 F¬êñ£Q Teacher – Now you have reached the next station. •o WhatPlants, do animals, they see houses, while comingrivers, temples, to school? etc WhatStudents will – you People, will findfood, here? tea, coffee, snacks Teacher asked the students to do what they • o Hobridgesw do they cross rivers? (if there are any) wished to do in that station. Students have drawn the maps with the objects and things they observed on the way. and Manikandan got down to have tea. Kesav got down and went to fill his water bottle Reflections In the meantime teacher waved green coloured Students were excited about performing in front file. Seeing the colour students shouted, alarming and Manikandan boarded the train at once very happy about acting and others also were the guys who had got down from the train. Kesav of others. Kesav, Manikandan and Moovesh felt without wasting much of their time. constantly laughing when they were acting. Most of the students participated in the discussion

TeacherStudents – –What Tree, things buildings, will you water, see from cave, train? birds, silent and did not participate in any discussion. and answered the questions. But a few remained agriculture land Students were happy to play and do this activity as and they showed utmost interest in it. Whereas Mapping activity the same enthusiasm is missing when they are Students were asked to draw a map from their asked to remain silent and read the book. home to school. Discussion was generated among Overall, students found the activities very them about interesting. They participated, enjoyed it and also learned.

• How they come to school? o Walk, cycle, with parents?

Maps drawn by students from their home to school

N. Sivakumar PST,

GPS Veerampattinam

F¬êñ£Q Ü‚«ì£ð˜ 2017 47

î‡aK¡ ð‡¹è¬÷ ÜPî™ Diaries Classroom

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F¬êñ£Q Ü‚«ì£ð˜ 2017 49

Exploring water resources and understanding

Diaries the importance of water Classroom

Understanding the importance of water and their sources through real-time exploration.

Expected learning outcomes water is used for bathing and washing, well and river are also used for the same purpose. 1. To know the changes in sources of water and water availability over time Sources of water

2. To identify the methods of saving water Initially I asked the students to draw the sources of water. Students imagined and drew different 3. To understand the consequences of water kinds of sources of water like lake, sea, rainfall, wastage and avoid it waterfall, etc. and then talked about their 4. To know how we get water from our locality/ drawings. This helped them to recall the previous area knowledge about the sources of water.

Discussion about water Exposure through video

I asked some question about water to students Screened a video about the step wells, storage and and discussed it. saving water. Then we discussed about step wells,

other traditional water conservation methods compared them to temple tanks (Teppakulum), 1. Where have you seen water? and how these things are losing importance now.

2. Where do you get water from? Step wells of India: historical water management - https://www.youtube.com/ 3. Do we drink all the water we get? Why? watch?v=NEJUBVKUMQo Students4. Wher gavee do many you seeanswers large amountlike ‘I get of water?water Rainwater harvesting - https://www.youtube. from tap’, ‘I saw water in the river, tap, lake, sea, com/watch?v=-12o5uPY6mE pond, rain, etc.’, ‘I drink only pure water’ and ‘I saw large amount of water in sea’. We further discussed deeply as the natural sources of water are river, pond, lakes, etc. while taps and tanks are a medium.

Uses of water

Then discussed the essential uses of water. The students were asked to enact the uses of water from particular sources. They enacted it out - tap water is used for drinking and bathing, pond

50 Ü‚«ì£ð˜ 2017 F¬êñ£Q Field trip community. The students expressed their wish to do community service like the sisters. It looks Students visited the nearby Sulthanpet pond and discussed with local people. They discussed with a local old man and now aware that the pond, which is hundreds of year old, was owned and maintained by the Sulthanpet mosque, and largely ignored now, receives water during the rains and is now dry due to negligence and closing the drains. Also the pond is of not much use today except for cleaning vehicles. Students also understood that the pond is slowly being like the story was encouraging and the students destroyed since there has been a change in the also understood how someone could do service landscape and the pond has lost its importance. to the community in improving the water situation.

Project- Wastage of water

Students were asked to find the leakage of water and measured the water leakage in it to be 750 in taps in school. They identified a leaking tap milliliters per hour. They calculated the total

wastage of water in one day to be 18 litres (750 * 24). Then the faulty tap was replaced with way the students have realized that a simple students’ involvement saving 18 litres a day. This Cost of water leakage leads to heavy wastage in a day and also

Students were shown a water bill and then onThere how was to fix also it. discussion on similar wastages details in the bill and I explained the remaining at home. The students pointed to various ways discussed it. The students identified certain details of the water bill. Discussed some of water wastage at home and how it could be questions like ‘do you have to pay for water, to reduced. They pointed out that leaking taps whom do you have to pay, approximately how much do you have to pay, how frequent is it, how should be fixed and should not be left as they are. is it different for different colonies’. The students answered most of the questions and some are aware of water bills.

Bahour lake story

Two students were made to read the story of

Vangari-Singari from story cards that showed discussed the service of the sisters to the who created Bahour canal and then they F¬êñ£Q Ü‚«ì£ð˜ 2017 51 Then they also pointed to closing the tap before concept of rainwater harvesting.

Profiling the local water body that the students have understood that ‘every the container overflows. This way we can infer drop counts’. All the students collected information on nearby water sources like lake, pond, well and tanks. Preparing posters They shared the information in the classroom, Students made posters on the theme of “Save discussed the condition of the water sources water” and pasted them in the classroom. The now and how they are useful to the locality. posters showed that they have understood the

Profile of Perambai pond

M. Ramakrishnan PST, GPS Sulthanpet

52 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Diaries Online Interactive Learning

An innovative and interesting way to improve communication in English, introduce values and cultural diversity to children as students interact with peers and teachers of schools in other states and countries.

Children in my school come from diverse social she promptly accepted my request. We decided backgrounds. They were shy to speaking in to conduct a demo online interaction to test its English due to lack of strong vocabulary. Also, there was no necessity for them to speak in English as they were comfortable conversing with each other and the community in the regional language. I decided to change this by creating an opportunity that would encourage them to speak in English with their peers. With the support of my headmaster and colleagues, we decided to organise an online interaction with schools from different cultures on a monthly basis. Since our children will have to interact with the students who speak different language, they will be compelled to use English as the language of effectiveness. communication. Interaction with students in Goa The online interaction was devised to accomplish On 22nd Aug 2017, 35 students of Class 5 the following objectives: participated in the online interaction with 1. To encourage students to listen and speak in English. the students of Santa Cruz High School – Goa. excited our children. Our students asked several 2. To provide them with an opportunity to Viewing students from a different state on Skype questions and got responses from them. They know about the culture, language spoken, discussed about culture, language, food habits, festivals and food habits of different states school timings and festivals of both the states. and countries. The pilot interaction was a success and helped 3. To allow them to share their ideas and my students in exploring knowledge beyond our thoughts with their peers in English. state.

While we were pondering about the next step The whole interaction was led by DIS-Zone-III forward, I shared this idea with a resource person and supported by my colleagues. about a teacher from Goa who was interested from Azim Premji Foundation. He informed me wrote a letter to the students of Goa. They wrote in the idea. I discussed with the teacher and Following the skype interaction, our students about the food eaten by them the previous F¬êñ£Q Ü‚«ì£ð˜ 2017 53 night, the festivals celebrated here, famous places of Puducherry and also asked similar the end of the session, she enquired about the birds of the river Nile using PowerPoint. At questions about Goa. The headmasters of both rivers in India. Our students responded to her the schools had a conversation, discussing the questions. idea of converting it to an exchange program. Students were very happy and enthusiastic The students from Goa will be visiting our school about interacting with a teacher from a different country. of the exchange program. during the first week of November 2017 as part Interaction with students in Malaysia Interaction with a trainer in Egypt On 15th Sep 2017, an online interaction was conducted with students of MRSM Tun

Malaysia. The students shared details about Mohammad Fuad Stephens, Education Hub, their culture, food habits, festivals, languages and other general information about Malaysia. They asked about Indian traditional food and

and humour. We observed that the relationship languages. The conversations were filled with joy between students and teachers in Malaysia is friendlier there than the scenario in our country. After the session, I discussed with my students On 31st Aug 2017, Sohier Zaki, a master trainer and asked questions to them to know what they from Egypt interacted with our students of Class had gained through the interaction. 3, about the longest river in the world. Our students are eagerly looking forward to She presented her session on the animals and learning more about different cultures, all the while improving their communication skills in the English language

K. Karthikeyan

PST, GPS Kirumambakkam 54 Ü‚«ì£ð˜ 2017 F¬êñ£Q Classroom Diaries Impact of movies in learning

"When love and skill work together, expect a a puppy from the streets of Mumbai and she believes it to be the miracle sent by God. She masterpiece"It is fundamental (Ruskin) that a teacher cares about riots of Mumbai and the seven-year-old girl goes humanity in general. Once we love, enjoy and names it HALO. One day the puppy gets lost in the appreciate the individuality of every child in The journey of her lost dog takes her through the our classroom - everything else falls into place. out in strong determination to find him back. A good teacher takes cognizance of the fact that horrifying streets of Mumbai, where she budges they are role models for children remembering that we teach more by what we do than by what with some smugglers and finally enables their an old couple who reside along with an autistic we say! This is a challenge for the best of us! arrest. Finally, she finds her halo in the house of child. The dog is pampered and much loved by The Movie Review: HALO the family that Sasha decides to give away her halo. The end of the movie is heart touching and relates to the theme that happiness is more in Halo was a movie screened at Raj Nivas as part giving than getting. The movie stars many cute of the Digital Film Series. Fifty students from our school went to Raj Nivas and watched the movie. the discussion that took place with children. kids especially the main character Sasha (Benaf Below is a description of the movie followed by The movie is worth screening to kids. Dadachandi) who is very sweet and charming. Classroom Discussion:

The movie is all about being compassionate to living beings either human or animal. After watching the movie, my students and I had a meaningful discussion in the classroom. They were asked to share their feelings, and learnings from the movie. Some of their learnings that were striking are: the movie revolves around the life of Sasha - a but did not have anybody to care for her. A technically well-made film by Santhosh Sivam, motherless child, who feels lonely and does not • The girl in the movie was born in a rich family want to eat, play or have fun. The servant tells bigger blessing when compared to being rich Having parents and adults to look after is a her that her loneliness will soon be driven away but remaining lonely. by a miracle in the form of a halo. Then comes

F¬êñ£Q 2017 55 • Love is best expressed Ü‚«ì£ð˜ when we are ready It helps us understand how much children need somebody else. The girl loved her pet, yet was our care and attention. Such forums also bring to share and sacrifice our happiness for willing to let go of it for the sake of another about a good bonding between the teacher and child. She would have experienced a lot of the student. I have noticed a striking difference in the behavior and attitude of children after the

As Teachers….happiness through that act of sacrifice. interaction as well. The movie takes us to the world of children. movie. It has significantly improved their social

S. Premalatha

Subramania Bharathiyar Girls H.S.S., 56 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching

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F¬êñ£Q Ü‚«ì£ð˜ 2017 57 · ñ£ñ£ â¡ù ªêŒø£ƒè? (MCP M‚Aø£ƒè) ñó‹ ñó‹ Ýôñó‹ · ܈¬î â¡ù ªêŒø£ƒè? (Þ†L M¿¶ ªî£ƒ°ø Ýôñó‹ M‚Aø£ƒè) ñ£ñ£ MCP M‚Aø£ƒè Þ‰î Þó‡´ õKè¬÷»‹ ÝCKò˜ 嚪õ£¼ ܈¬î Ì M‚Aø£ƒè ªê£™ô£èŠ 𮈶‚ è£†ì «õ‡´‹. Þ«î Ü‚è£ Þ†L M‚Aø£ƒè «ð£™ AO, ÜE™, i´ ÝAò 嚪õ£¡PŸ°‹ Ýò£ M÷‚° M‚Aø£ƒè ñ£íõ˜èOìI¼‰¶ õ£˜ˆ¬îè¬÷Š ªðŸÁŠ ð£ì¬ô à¼õ£‚è «õ‡´‹ Þ«î «ð£™ ªêò™ð£†¬ì Ü´ˆî´ˆîŠ ðìƒèÀ‚°‹ ªêŒ¶ W›‚è‡ì õ¬èJ™ CPò Þ‰îŠð£ì¬ô ÝCKò˜ Þ¬ê«ò£´ õ£‚Aòƒè¬÷ à¼õ£‚è «õ‡´‹. ð£®‚è£†ì «õ‡´‹. ñ£íõ˜èÀ‹ «ê˜‰¶ ð£´õ£˜èœ. ÝCKò˜ õ£Cˆî Hø° ܬùˆ¶ «ñŸè‡ì º¬øJ™ ñ£íõ˜èOìI¼‰¶ ñ£íõ˜è¬÷»‹ 嚪õ£¼õó£è ܬöˆ¶ ªðøŠð†ì ðF¬ô ÝCKò˜ 嚪õ£¼ õ£C‚è ¬õ‚è «õ‡´‹. õ£Cˆ¶ º®ˆîŠ ªê£™ô£èŠ 𮈶‚ è£†ì «õ‡´‹, Hø° Hø° °PŠH†ì õ£˜ˆ¬îèœ âƒ° àœ÷¶ ܬùˆ¶ ñ£íõ˜è¬÷»‹ 嚪õ£¼õó£è âù Mùõ «õ‡´‹. ܬöˆ¶ õ£C‚è ¬õ‚è «õ‡´‹. õ£Cˆ¶ º®ˆîŠ Hø° °PŠH†ì õ£˜ˆ¬îèœ ä‰î£‹  : ⃰ àœ÷¶ âù Mùõ «õ‡´‹. ñó‹ ñó‹ Ýôñó‹ Üõ˜èœ õ£C‚è£M†ì£½‹ ñùFŸ°œ M¿¶ ªî£ƒAø Ýôñó‹ ¬õˆ¶ ܬìò£÷Šð´ˆ¶õ˜. Üšõ£CŠ¬ð AO AO ð„ê‚AO º‚Aòñ£ù å¡ø£è ܃WèK‚è «õ‡´‹. W W 舶‹ AO 裋 : ÜE™ ÜE™ Üö° ÜE™ æ® Ý´‹ C¡ù ÜE™ ðìˆF™ ò£ªó™ô£‹ Þ¼‚Aø£˜èœ â¡ð¬îŠ i´ i´ 憴 i´ ðŸP º‰¬îò  ñ£íõ˜èOì‹ Mù£ è‹H ê¡ù™ õ„ê i´ â¿ŠH«ù£‹. ÞŠªð£¿¶ ðìˆF™ ñQî˜è¬÷ˆ îM˜ˆ¶ âªî™ô£‹ Þ¼‚Aø¶ â¡Á Mù£ ñ£íõ˜èœ î£ƒèœ à¼õ£‚Aò ð£ìL™ â¿Šð «õ‡´‹. àœ÷ èî£ð£ˆFóƒè¬÷ ãŸÁ ðìƒèO™ ñó‹, AO, ÜE™, i´... â¡Á A¬ìˆî àœ÷ Gè›MŸ«èŸð ﮈ¶‚è£†ì„ ªê£™ô ðF™è¬÷ â¿F‚ªè£‡´ ܶ ªî£ì˜ð£ù «õ‡´‹. ÜŠ«ð£¶ Üõ˜èÀ‚°Kò ð£ì¬ô»‹ «õÁ Cô «èœMè¬÷‚ «è†è «õ‡´‹. 𣮂ªè£‡«ì ﮊð£˜èœ. · â¡ù ñó‹? (Ýôñó‹) · Ýôñóˆ¶ô â¡ù ªî£ƒ°¶? (M¿¶)

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58 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Tens and ones

Test prior knowledge students to label one as 'Tens' and the other as 'Ones'. Colour the Grid: Teacher gives grid sheets and gives instruction; within a short period of time students colour the grid sheet grouping of 10 grids. When the time is up they have to stop Ask students to label the two cups as TENS and colouring and start counting the group of tens ONES. from 0-9 around the mouth of the cup. and see how many ones are left. After doing this, On the ONE’s cup, ask students to write umbers they will write the answer. from 10-90 around the mouth of the cup. Big and Small: Teacher draws big and small balls One the TEN’s cup, ask students to write numbers represent 10 points and small balls represent 1 we can rotate the cups to form different two on the floor using different colours. Big balls Now place the One’s cup over the Ten’s cup. Now point. Teacher divides the class into two groups. digit numbers. Students will play with the cups. When the students hear the sound of the whistle, Through this they will learn the place value of one of them comes forward and draws rings two digit numbers and will be able to express arounds the balls. The group that can make the that in expanded form. largest number wins. Through this game student Price Tag: Students themselves select things will learn to compare numbers and understand from a pool of items on the table and write price the expanded form of a number. tag for them. After this, each student can write Money: Teacher the name of their item on a piece of paper and makes a paper place it in a bowl. Some fake money can be placed bag and puts on a tray. Students can choose the item chits from some `.10 and the bowl. They need to count money from the `. 1 fake notes in fake currency tray enough to buy the item. it She then gives this bag to all the students. They will open the money bag and count how many notes are in it. Later, they will paste them on a card and write the total amount.

Create a Locker: Students make the locker for their number themselves.

Take two paper cups of different sizes and ask

F¬êñ£Q Ü‚«ì£ð˜ 2017 59 Sample worksheet

Shanmugapriya

PST, GPS Kodathur

60 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Fun days

A lesson idea that integrates concepts of calendar, the different seasons and the associated seasonal fruits and vegetables

Lesson Objectives holidays, season in a simple way.

Process of Lesson

• Students should be able to read calendar My Funday Game of days of a week, how many weeks make a • Students will be able to understand the order Teacher asks students to stand in a circle. month and how many months are there in a Teacher passes a whistle or birthday cap in the year. circle. Children have to keep passing it until the teacher says stop. At this point, the child having different seasons and periods of a year the whistle / birthday cap with him/her should • Students will be able to understand the blow it and should speak about their funday of

that week. of calendar in real life situation • Students will be able to apply the knowledge Listen to the music

calendar reading • Students will solve solar problems related to Focus of Lesson: Teacher plays the songs “Day of a week” (link – song and sing along. check TV-days of a week). Children listen to the

Caller Responder year • Ordinarily of days of a week and month of a Teachers prepare 3 sets of caller responder cards.

Sample card • Calendar reading 1st set • No of days in each month

• Festivals celebrated (in the child’s context) Second day of the week • What Diff theerent child Seasons already (in child’s knows context) in this topic First day of the week Children are aware about the days of a week and Third day of the week month in a year

What’s new to learn in this topic? Fourth day of the week Children can read calendar – days, week, month, no of days in a month, ordinality of days and Fifth day of the week Sixth day of the week month, reading cum marking the festivals, Seventh day of the week

F¬êñ£Q Ü‚«ì£ð˜ 2017 61 2nd set This activity can also be played individually. Teacher can divide the class into groups. Teacher gives the caller cards to on group and the I come beforeI Monday come after Friday responder cards to another group. Students from the caller side should call out their question and I come after Tuesday the student the opposite group will respond.

I come 2 days after Thursday Activity 4

I come 2 days before Thursday Worksheet no. 1

I come before Wednesday Teacher gives the below worksheet asking students to write the days of the week and 3rd set identify the days in the tabular column. Today Tomorrow

The day after tomorrowYesterday The day before yesterday

I come 2 days before Thursday

I come before Wednesday

Activity5: Recalling activity month of a year Worksheet 2 HowTeacher to Play will beit having the caller cards. Responder cards will be given to students. Teacher calls out the question e.g. the seventh day of the week. Student having Saturday with them alone should stand and the rest of the students should be seated.

Teacher gives these worksheets to the students and let them color it. This activity help the The teacher can try with another card. E.g. I children to recall and reinforce the concept of come after Sunday. Student having Monday alone ordinality. It also helps them to recall the months should stand and the rest of the student have to of the year. After coloring they have to cut and sit down. Like this the game continues. prepare the cards and arrange them in order

62How toÜ‚«ì£ð˜ play it (Students 2017 playing in groups) F¬êñ£Q January February March Activity 6

April May June Summer Rainy

July August September Autumn Winter

October November December Grape activity: Teacher gives this chart to each Like this the teacher makes the student to group; they discuss and paste the months prepare their own colorful month cards in the respective boxes. (Note we need not Activity 7 the student activity teacher may probe to expect the children to do it correctly) After Worksheet bring out the correct answer

Mar Apr May Aug Sep Oct Dec Mango Jan Feb June July Nov Tomato Watermelon

Jack fruit

Teacher gives this worksheet and asks the student to tick the month in which they will get those vegetables and fruits.

Activity 8 Worksheet 4 Teacher gives their worksheet to the children student can both cut and paste the strider against the month. After completing teacher can display the list of festival chart and makes children to check out their answers.

Chart - Festivals in Year of 2017 (Children’s context for display)

Student cut and paste these picture in the respective column

F¬êñ£Q Ü‚«ì£ð˜ 2017 63 Activity 9 Group activity- Calendar reading them over to the headmistress to hang it in all to arrange them into five calendars and hand the classrooms.

Activity 10 Worksheet 5

months of their choice. Teacher should make Each group has to make calendar for any five sure that all the months are covered so that we can make 5 sets of calendars. Instruction should be given about

• Writing the numbers in red and School days to be marked in blue • Colouring the boxes – Holidays to be marked Cut the picture of right festival and paste it on the day of happening

Cut and paste on the month This is for evaluation. Children circle the pictures for that month also complete the birthday column. It may be their birthday or their friend’s. To be filled in the side column They have to paste their photo and write their complete understanding of the calendar name, date and day when the birthday falls. By doing this activity the students will get

parents. • Order of the days and months For this activity, they may take the help of their

• No. of days in each month Activity 11 Change me daily • Longer month / shorter month Ask students to make a calendar. A sample of this • Seasons has been given below. This should be made in a • After Festivals completing, teacher may help the children manner that students can change it on a daily basis. They can complete it and display it in their classroom.

64 Ü‚«ì£ð˜ 2017 F¬êñ£Q Conclusion

This lesson plan has been developed in a way to address the learning outcomes in an integrated manner. Concepts such as seasons, festivals celebrated by different communities, seasons or fruits etc. are addressed in this lesson plan. Most of the activities are designed as group activities to provide group learning. Portfolios

Learning happens here by doing. will be prepared by the student to file the results.

R.Gomathy PST, Savarirayalu Primary School Pondicherry

F¬êñ£Q Ü‚«ì£ð˜ 2017 65 ðœO‚°„ ªê™½‹ õNJ«ô Teaching Teaching Resources

ðœO‚° õ¼Aø ñ£íõ˜èœ î‹ ðòíˆF¡ «ð£¶ 裇Aø Åö™è¬÷ M÷‚°‹ õ¬èJô£ù ðìƒè¬÷‚ 裇Hˆ¶, ÞŠðìƒèO¡ õNò£è õ¼í¬ùèÀì¡ Ã®ò CPò õ£‚Aòƒè¬÷ ñ£íõ˜èO¡ Íôñ£è à¼õ£‚°î™ ð£ì„²¼‚è‹: (CÁI, ð£ô‹, ñó‹, õò™,î‡a˜ Ü™ô¶ ÝÁ «ð£¡ø õ£˜ˆ¬îè¬÷ ñ£íõ˜èœ Ãøô£‹. ÜPõöA â¡ø ñ£íM îù¶ i†®L¼‰¶ Þ‰î õ£˜ˆ¬îèO™ ïñ‚°ˆ«î¬õò£ù ðœO‚°„ ªê™Aø õNJ™  𣘈¶„ õ£˜ˆ¬îè¬÷ ñ†´‹ 輋ðô¬èJ™ ªê™½‹ 裆Cè¬÷»‹ G蛾è¬÷»‹ æKìˆF™ â¿F‚ªè£œ÷ «õ‡´‹) õ¼í¬ù èô‰¶ M÷‚A‚ ÃÁõ«î ð£ìˆF¡ ¬ñò‚ 輈‹. · CÁI âŠð® ݬì ÜE‰F¼‚Aø£œ, «î£O™ â¡ù ñ£†® Þ¼‚Aø£œ? «ï£‚è‹: (dress, uniform, bag «ð£¡ø õ£˜ˆ¬îè¬÷ ð£ìŠ¹ˆîèˆF½œ÷ ðìƒè¬÷‚裆®Š ñ£íõ˜èœ Ãøô£‹. «î¬õò£ù õ£˜ˆ¬îèœ- ð£ì„²¼‚般î ñ£íõ˜èO¡ Íôñ£è«õ ðœO„Y¼¬ì, ¬ð) ªê£™ô ¬õˆ¶„ ªê£Ÿªø£ì˜è¬÷ à¼õ£‚A ñ£íõ˜è¬÷Š «ð꾋 ð®‚辋 ¬õˆî™. · CÁI‚° â¡ù ªðò˜ ¬õ‚èô£‹? ÜPºè à¬óò£ì™: (ÜPõöA â¡Aø ªðò¬ó ÝCKò˜ ÃP ÜPºè‹ ªêŒî™) ÝCKò˜ ñ£íõK¬ì«ò ¹Kî½í˜¬õ ãŸð´ˆ¶‹ õ¬èJ™ W›‚è‡ì ñ£FKJô£ù · ÜPõöA âƒ«è «ð£Aø£œ? Cô «èœMè¬÷‚ «è†èô£‹. (school, i´, ... ðœO‚°) · ðœO‚°ˆ Fùº‹ âŠð® õ¼i˜èœ? · ÜPõöA âî¡ e¶ ï쉶 «ð£Aø£œ? (î¬ó, «ó£´, ... ð£ô‹) · ðœO‚° õ¼Aø õNJ™ ⡪ù¡ù ªõ™ô£‹ 𣘊d˜èœ? · ð£ô‹ âî¡ e¶ Þ¼‚Aø¶? (ñ‡, î‡a˜, ÝÁ) ðì‹ - 1 : · ÜPõöA õNJ™ âî¬ù 𣘂Aø£œ? (ñó‹,ªê®, i´, ... ñ¬ô, õò™) · õò™ âŠð® Þ¼‚Aø¶? (õò™ ð²¬ñò£è Þ¼‚Aø¶) · ÞŠ«ð£¶ cƒèœ ÃPò ªê£Ÿè¬÷ ð숬î ܬùˆ¶ ñ£íõ˜èO캋 裇H‚è «õ‡´‹. Hø° W›‚è‡ì ñ£FKJô£ù Cô ÜPõöA ÝŸÁŠð£ô‹ õN«ò ðœO‚°Š Mù£‚è¬÷ â¿Šðô£‹. «ð£Aø£œ. · ðìˆF™ â¡ù Þ¼‚Aø¶? õNJ™ ð²¬ñò£ù õò™è¬÷Š 𣘂Aø£œ.

66 Ü‚«ì£ð˜ 2017 F¬êñ£Q õ£‚Aòñ£è âŠð® â¿îô£‹? Þ¶õ¬ó à¼õ£‚Aò ܬùˆ¶ õKè¬÷»‹ å¼ ê£˜† î£O™ â¿F ÜõŸPŸè£ù ñ£íõ˜èœ Þ¶õ¬ó ÃPò ªê£Ÿè¬÷‚ ðìƒè¬÷»‹ 冮 õ°Š¹„ ²õK™ 冮Mì ªè£‡´ «ñŸè‡ì ñ£FKJô£ù ªê£Ÿ «õ‡´‹. ñ£íõ˜èœ «ïó‹ A¬ì‚°‹ Þ‰îŠð£ìˆFŸ° ãŸø£˜«ð£™ õKè¬÷ «ð£ªî™ô£‹ õ£CŠð£˜èœ. ܬñŠð¶ ܬñŠð¶ ÜõCò‹. ﮈ¶‚ 裆´î™: ðì‹ - 2 : ñ£íõ˜è¬÷‚ °¿‚è÷£èŠ HKˆ¶ ðìƒèO™ àœ÷ ÜE™, «î£†ì‹, CÁI, °ö‰¬î «ð£ô ﮈ¶‚è£†ì„ ªê£™ô «õ‡´‹. ð£ìŠ¹ˆî舫 ªî£ì˜¹ ð´ˆ¶î™ : «ñŸè‡ì ªêò™ð£´èO¡ Íôñ£è · ðìˆF™ â¡ùªõ™ô£‹ 𣘂Al˜èœ? ñ£íõ˜èÀ‚°Š ð£ì„²¼‚躋 ðô ¹Fò (ÜE™, ¹î˜, ªê®) õ£˜ˆ¬îèÀ‹ ªîK‰F¼‚°‹. Þ‰G¬ôJ™ · ÜE™ â¡ù ꣊H´Aø¶? ð£ìŠ¹ˆîèˆF½œ÷ ¹Fò ªê£Ÿè¬÷ ÝCKò˜ (ªè£†¬ì) ªê£™L‚ªè£´‚°‹ «ð£¶ ñ£íõ˜è÷£™ · ÜE™ ªè£†¬ì¬ò âŠð®„ ð£ìˆ¬î„ «ê£˜M¡P âO¬ñò£èŠ ð®‚è ꣊H´Aø¶? (ªè£Pˆ¶) º®»‹. · ÞŠ«ð£¶ cƒèœ ÃPò ªê£Ÿè¬÷ å¼ õ£‚Aòñ£è ÞŠð® â¿îô£ñ£? · ÜPõöA ÝŸÁŠð£ô‹ õN«ò ªè£†¬ì¬ò‚ ªè£Pˆ¶ˆ F‡µ‹ ðœO‚°Š «ð£Aø£œ. ÜE¬ôŠ 𣘂Aø£œ · õNJ™ ð²¬ñò£ù õò™è¬÷Š °¿„ªêò™ð£´: 𣘂Aø£œ. · ªè£†¬ì¬ò‚ ªè£Pˆ¶ˆ F‡µ‹ ñ£íõ˜èœ â¿î º®ò£î G¬ôJ™ ÜE¬ôŠ 𣘂Aø£œ ñ£íõ˜è¬÷ ªê£™ô„ ªê£™L ÝCKò˜ å¼ · ÜPõöA ̉«î£†ìˆF¡ õNò£èŠ ꣘† î£O™ â¿F‚ ªè£´‚èô£‹. Þ¶«ð£ô «ð£Aø£œ ðìˆF™ àœ÷ ñŸø ðìƒè¬÷ ñ£íõ˜èOì‹ · Ì‚è¬÷Š ðPˆ¶Š «ð£Aø£œ ªè£´ˆ¶ CÁ °¿‚èO™ à¬óò£®, õKè¬÷ · ÜPõöA ìó i†¬ìŠ 𣘂Aø£œ à¼õ£‚è ªê£™ôô£‹ · Ü‹ñ£ °ö‰¬î‚°„ «ê£Á ᆴõ¬îŠ 𣘂Aø£œ ÜPõöA ̉«î£†ìˆF¡ õNò£èŠ «ð£Aø£œ Ì‚è¬÷Š ðPˆ¶Š «ð£Aø£œ. ÜPõöA °®¬ê i†¬ìŠð£˜‚Aø£œ. ܃° Ü‹ñ£ °ö‰¬î‚°„ «ê£Á ᆴõ¬îŠ 𣘂Aø£œ.

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F¬êñ£Q Ü‚«ì£ð˜ 2017 67 Food theme Teaching Teaching Resources

Traditional foods of Tamil Nadu and their Recipes of Tamil Nadu nutritional value

The traditional foods, prepared with local Exposure to recipes of Tamil Nadu and food ingredients and simple cooking methods are comes understanding the local diversity of food from various parts of Tamil Nadu. Through this and also the inference that the food is linked to they have been ignored and are known to form culture, weather and environment of a locality. known to have good nutritional value. But important to gain exposure to these simple yet Resources: the least share of our daily intake. Hence it is nutritional and healthy foods. Resources: for their foods - https://www.hungryforever. • 20 places in Tamil Nadu that are famous com/20-places-that-are-famous-for-their-

foods/ different traditonal food items - https://www. • quorHere'sa.com/What-are-some-of-the-old- a link which has recipes of 21 forgotten-recipes-of-Indian-dishes

nutritional values - Ýø£‹ F¬í ‘Aaraam • Thinai’Book onby Dr.G. traditional Sivaraman recipes and their à„C ºî™ ð£î‹ õ¬ó Üö°  30 àí¾èœ! - http://www.vikatan.com/ • avalvikatan/2006-jun-23/recipes/82275. html

fusion recipes - https://www. • The website has many native recipes and kannammacooks.com/

http://www.vegrecipesofindia.com/ • Vegetarian recipes of Tamil Nadu dishes - recipes/tamil-nadu-recipes-tamilian- recipes/page/3/

Ideas for display different places – Sutralam suvaikkalam in • A TV series on exploring the recipes of https://www.

• Cooking display youtube.com/playlist?list=PLMFLgBNDQhN News 7 Tamil channel. • Posters of recipes CN1duIaIcLNMzHeGZyKUWp and its nutritive value • Riddle cards to match the traditional foods 68 Ü‚«ì£ð˜ 2017 F¬êñ£Q Ideas for display 1. Posters of recipes Resources

https:// a.https://www.boredpanda.com/ikea- IKEA easy recipe series www. youtube.com/watch?v=YimuIdEZSNY cooking-recipe-posters/, • An illustration of balanced diet - http://www.dailymail.co.uk/femail/food/ https://www.youtube.com/watch?v=- article-4608276/IKEA-debuts-insanely-easy- Balanced diet and components of nutrients - follow-recipes.html dPxia1OT28 b. Recipes of a particular region can be https://www.youtube.com/ mapped to the particular location in a watch?v=iWwOAi3lvSg

https://www.youtube.com/ map. Below is a model map. watch?v=GN1BzbcTIzE

-http://food.ndtv.com/food-drinks/the- • Balanced diet and sources of nutrients ideal-balanced-diet-what-should-you-really- eat-1214286

components of healthy balanced diet - • Maintain a Balanced Diet Chart and https://truweight.in/blog/food-and- nutrition/balanced-diet-chart.html

http://www.nhs.uk/ Livewell/Goodfood/Pages/Healthyeating. • Healthy eating - 2. Quiz on ingredients of food and steps of aspx cooking it.

Balanced Diet https://www. • Nutritive Value Of Indian Foods, Calorie The general purpose of food consumption is youtube.com/watch?v=zhioXpxzXC0 Sheet of Common Food Items - access to diverse food items it is necessary to for the nutritive value. Hence with increased away - http://www.knowyourdiet.org/ identify the nutrients of the food we consume • Know your diet - Get your diet report right and maintain a balanced diet

F¬êñ£Q Ü‚«ì£ð˜ 2017 69 producing manure using vegetable waste. • Midday meals Midday Meal - http://pib.nic.in/newsite/ i†´ˆ«î£†ì‹ 裌èP èN¾èO™ Þ¼‰¶ 1. Measurement of Nutrition Value of PrintRelease.aspx?relid=148353 àó‹ 2. Midday meal scheme in Puducherry http://schooledn.puducherry.gov.in/ HTML/Plan/edu_ENG_RajivGandhi_ Scheme.htm

http://pandr.puducherry.gov.in/flagship/2- Mid-day.pdf

Ideas for display

adults • Posters on balanced diet for children and

meals. https://www.youtube.com/watch?v=x9Y_ • A poster on nutritious values of Midday csZIzfM suggested food - • Quiz on matching health needs and Process of Farming MarketPhotography Exhibition about a Young New Jer After an initial exposure to various food items, sey Farmer to be shown at Metuchen Farmers it is necessary to understand the process of producing the food. This is essential in understanding the hardship behind the process and hence realizing the value of the food. The practice ideas will enhance overall knowledge on the process while also developing skills for the students. Resources

GardeningThis video atis Home/schoolabout cultivating chilli plant in a http://metuchenliving.com/photography- exhibition-about-young-new-jersey-farmer-to- smalli†´ setting«î£†ì‹ (school/home). - I÷裌 ªê® ðFòI´î™ be-shown-at-metuchen-farmers-market/ https://www.youtube.com/ Ideas for display watch?v=0TklAXskg0I

• Poster presentation HowThis tovideo produce talks manure about theat home? easiest manner of • Photo documentation of a farm and farmer • Photo exhibition 70 Ü‚«ì£ð˜ 2017 F¬êñ£Q Photo exhibition on the life of farmer http://vikaspedia.in/agriculture/best- practices/sustainable-agriculture/ A visual exhibition of the life of a farmer who marketing/right-crop-for-the-right-market- produces food exposes the hardship behind is-the-key-success-story-of-mr-muthu food production. In the process students can also gain skills like building relationships, · F¼‰Fò ªï™ ꣰ð® Mõê£JèO¡ documenting and exhibiting while also getting ªõŸP è¬îèO¡ ªî£°Š¹ This video is a compilation of success stories first-handSamples experience. frhttps://www.youtube.com/watch?v=mywU4om farmers of Tamil Nadu. P4lNVo&index=32&list=PLhcFlPrI6GO4hSjr0 • Matti Manushulu — People of the Soil, A Telangana tdkj8CLuvLpI9lPB Photo Exhibition for The Women Farmers of This article is about the photo exhibition on Ideas for display the life of ‘Women farmers of Telangana’

https://blog.rangde.org/matti-manushulu- • Interaction and interviewing the farmers people-of-the-soil-a-photo-exhibition-for- • Success stories of a farmers the-women-farmers-of-telangana- farming. • Farmland visit and the equipment used for 42d49c86c8cf Farmer’s market

Through understanding a farmer’s market, we can understand the concepts of direct marketing and native vs exotic.

Resource

This article is about possible activities and discussion for the kids on a farmer’s market.

http://www.sheknows.com/parenting/ articles/836245/things-your-kids-can-learn-at- the-farmers-market

Ideas for display

• Poster preparation Success story of Mr. Muthu • Right crop for the right market is the key - • Photography exhibition This article is about a small farmer who grows • Market in classroom – displaying the farm jasmine and citrus on his 50 cents land and produce (vegetables, fruits, grains, pulses) earns more than Rs. 4 lakhs as annual income. All he uses as a manure are goat and farmyard manure, groundnut and neem cake.

F¬êñ£Q Ü‚«ì£ð˜ 2017 71 Jugs and Mugs Teaching Teaching Resources

Lesson ideas to teach measurement of quantity through interesting and engaging activities

Objectives:

Students will be able to:

• Measure items by different means.

• Major Sol veConcepts: word problems related to volume.

• Understanding the standard units of volume. vessels. 3. The Compar teachere divides Your Jug: the class into four groups. A • Estimate the volume of liquids in different jug or mug is given to each group. It is ensured Engage that the jugs and mugs given are of different

and compare with the other group’s jug. 1. The Non- teacherStandard can ask Measurement students to Activity bring different sizes. Students are asked to fill them with water containers like tumbler, shoe box etc. They can Teacher can ask the following questions

1. Which teams have the same quantity of greater/ lesser capacity. compare and find which of these items have

water?

2. 3. Which tteameam has has the the least maximum quantity quantity of water? of

Explain:water? The teacher shows samples of measuring jars marked with the units - ml and liters. Students have to observe the different capacities in the measuring jars. The teacher assesses their 2.The Fill teacher it up asks students to create paper observation. The teacher can then distribute worksheets asking students to solve simple stone. The cylinders are then emptied and the problems on capacity. numbercylinders of ofstones different counted. sizes Students and fill can them compare with the number of stones in each cylinder. Are they

equal72 Ü‚«ì£ð˜ or unequal? 2017 F¬êñ£Q Measurements using Standard Measurement 3. The teacher can ask the students to calculate objects the capacity of containers like water bottle, bucket etc. Students can roughly guess the In our daily life, we use different measuring quantity of water that can be held by these containers that are marked in litres and ml. The jugs, mugs, bottles and glasses. teacher can show them to the students. She can 4. Students can be asked to arrive at 1 litre in different ways through smaller measurements. Different Combinations: 1. 100 ml x 10 = 1000 ml = 1 litre 2. 200 ml x 5 = 1000 ml = 1 litre 3. 500 ml x 2 = 1000 ml = 1 litre explain the concepts - 250 ml = ¼ litre; 500 ml = ½ litre; 1000 ml = 1litre. 4. 250 ml x 4 = 1000 ml = 1 litre Worksheet 5. 750 ml + 250 ml = 1000 ml 1. The teacher gives a work sheet asking = 1 litre students to match appropriately. 6. 300ml + 300ml + 400 ml = 1000 ml 1. 250 ml - 1 l = 1 litre

2. 750 ml - ¼ l Evaluate:1

3. 500 ml - ¾ l Paper, stone, pencil box, gift wrapper, pencil, 4. 1000ml - ½ l duster, chalk, eraser, table, chair, fan, tube light,

2. The teacher can circulate the following door, geometry box, water glass, spoon, jug, worksheet asking students to guess the schoolsocks, shoe, bag, notebook, bottle, tiffin leaf, box, chart scale, paper, pot, window,scissors, capacity of the containers. knife, labels, stickers, plastic covers, television, bucket, soap, mobile, plate, key, clothes, switch,

water tap, tea cup, dustbin, clip, water can bell, flower, seed, bus, road, cycle, water tank,

Teacher can give the list of items mentioned above and ask the following questions to students. i. List out and draw the objects that have the capacity to hold something. ii. Guess the capacity of these items approximately and tabulate them.

F¬êñ£Q Ü‚«ì£ð˜ 2017 73 S.no Capacity of the object 1 Name of the object 2 3 4 5

capacity. iii. Find the object that has the maximum iv. Discuss and describe the item of your choice.

items with water v. Discuss on why it is not possible to fill certain 2. Tick the units that would work best for measuring each object.

1 Glass of milk early in the morning ml km g 2 Water used to wash your clothes g km l 3 Water used for a bath l km g 4 Water in an ice cube km ml g 5 l km g 6 km ml g A big fish tank 7 An expensive bottle of perfume g km ml Juice squeezed from one orange Shampoo to wash your hair once ml km g 9 The amount used to water the lawn l km g 8

74 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching

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80 Ü‚«ì£ð˜ 2017 F¬êñ£Q ⶡ ªê£™ø£ƒè? (è™M) Þ¼‚°ñ£? (èwìñ£/ è®ùñ£Œ Þ¼‚°‹) · õJÁ G¬øò„ ꣊H†«ì¡ â¡ð¬î · å¼Cô «õ¬ôò ï£ñ ßCò£ ªêŒ«õ£«ñ, õJø£ó â¡Á ªê£™«ø£‹. õ£Œ Fè†ìø ܶ ⊫ð£? (ï™ô£ 舶‚A†ì Hø°) Ü÷¾ ꣊H´ø¬î â¡ù¡Â ªê£™½«õ£‹? · ÜŠ«ð£ è™M? (舶‚è 舶‚è ßCò£ (õ£ò£ó) ÝJ´‹) · ò£˜ A†ì ªê£™ø£ƒè? (â¡ ¹î™M) · 舶A†ì Hø° è™Mò ðˆF ïñ‚° â¡ù “ñ¬ôõ£¬ö «ð£™ ÞQ‚°‹ è™M ªîK»‹? (Ü«î£ì ܼ¬ñ) õ£ò£ó «ð£Œ à‡µ â¡ ¹î™M” “è®ùñ£Œ Þ¼‚°‹ ÞŠ«ð£¶ - è™M 舶A†ì£ Üî¡ Ü¼¬ñ ªîK»‹ ÜŠ«ð£¶” · ï£ñ vý‚° «ð£è£ñ Þ¼‰î£ ï‹ñô (ð®‚è£î â¡ù¡Â ªê£™½õ£ƒè? ðì‹ : 6 ªð£‡µ) · Þ¶ â¡ù ðì‹? (îI›ï£´) · ªð£‡µ ð®‚è«ô¡ù£, Ü‹ñ£õ â¡ù ªê£™½õ£ƒè? (ªè†ì Ü‹ñ£) · îI› ï£†ì ²ˆF Í ð‚躋 â¡ù Þ¼‚°? (èì™) · ‘ªè†ì Ü‹ñ£, ªè†ì Ü‹ñ£’¡Â ªê£™L â¡ù ð‡µõ£ƒè? («èL ð‡µõ£ƒè) · ÜŠ«ð£ Þ¶ â¡ù îI›ï£´? (èì™ Å›‰î îI›ï£´) · ò£¼? (áó£˜) · ªð‡èœ â™ô£‹ â¡ù ð‡ø£ƒè? (ð®„C‚ “ð®‚è£î ªð‡í£Œ Þ¼‰î£™ - «èL 舶Aø£ƒè) ð‡µõ£˜ ⡬ù Þ‰î á󣘔 · ã¡ Üõƒè â™ô£‹ îI›ï£†´‚°œ÷ Í¡ø£‹  ðì‹ : 5 Þ¼‚裃è? (îI› ´ô Þ¼‚Aø â™ô£¼‹ ªð‡è÷ ð®‚è ªê£™ø£ƒè) · Þ‰îŠ ðì‹ Íô‹ â¡ù ªîK…CAlƒè? Þõƒè â™ô£¼‹ ⶂè£è æ´ø£ƒè? · âŠð® ªê£™LJ¼Šð£ƒè, Ü®„C, àî„C, (ðöCô Þ¼‰¶ ¹¶²‚°) F†®ò£? (Ü¡ð£) · Þ¶‚°‹ è™M‚°‹ â¡ù ê‹ð‰î‹? “èì™ Å›‰î Þ‰î îI›ï£´ - ªð‡è™M (ð®„ê£î£¡ ðô ¹Fò Mûòƒè÷ˆ ªîK… 舶‚赋 â¡Á ªê£™½¶ Ü¡«ð£´” C‚èô£‹) å¡Á Ü™ô¶ Þó‡´ ê£˜†´èO™ 6 · è®è£óˆ¶ô Þ¼‚Aø ºœ â¡ù ªêŒ»‹? ðìƒè¬÷»‹ ñ£íõ˜è÷£™ à¼õ£‚èŠð†ì (GŸè£ñ™ æ´‹) ð£ì™ õKè¬÷»‹ â¿F õ°Šð¬ø„²õK™ · ܶ «ð£ô ‹ â¡ù ªêŒò‹¡Â 冮Mì «õ‡´‹. (ð®„CA†«ì Þ¼‚è‹) ªê£™ø£ƒè? 裋  - ï£ìèñ£è ﮈî™: · i†´A†«ìJ¼‰¶ ò£¼ Ãì vý‚° Üõ˜èœ à¼õ£‚Aò ð£ì¬ôŠ 𣮠õ£CˆîŠ õ¼iƒè? (܇¬ì i†´Š ªð‡è«÷£´) H¡ ܬî ï£ìèñ£è ﮂèô£‹. ñ£íõ˜èœ · Ü‹ñ£ àƒè÷ â¡ù ªê£™L ªè£… 嚪õ£¼õ¼‹ Ü‹ñ£, ªð‡, «î£Nèœ, «èL ²õ£ƒè? (â¡ è‡í™ô) «ð²‹ áó£˜, i´, ðœO, õ£¬öñó‹, è®è£ó‹ “è®è£ó‹ æ´‹ º¡ æ´ - â¡ è‡í™ô â¡ø ð£ˆFóƒè¬÷ â´ˆ¶ õêùƒè¬÷ ܇¬ì i†´Š ªð‡è«÷£´” à¼õ£‚A, î‚è àì™ Ü¬ê¾è«÷£´‹ ºèð£õƒè«÷£´‹ °ó™ ãŸøˆî£›¾è«÷£´‹ ð£ì¬ôŠ 𣮠ñAöô£‹. Þ¶ Üõ˜èO¡ · Þ¶ ñ£FK â™ô£ˆ¬î»‹ 舶Aø¶ ßCò£ F¬êñ£Q Ü‚«ì£ð˜ 2017 81 ¹Kî¬ô Ýöñ£‚°‹. Þó‡ì£õ¶  õ°Šð¬ø‚°œ ÝCKò˜ ÜÂðõ‹: ¸¬ö»‹ º¡«ð ܬùˆ¶ ñ£íõ˜èÀ‹ ºî™  î£ƒèœ à¼õ£‚Aò ð£ì™ · Üõœ ñó£ˆF¬òˆ ªñ£Nò£è‚ õKè¬÷ êˆîñ£è ð£®ù˜. ä‰î£‹ õ°Š¹ ªè£‡ìõœ. ñŸø ñ£íõ˜èœ ܬùõ¼‹ ñ£íõ˜èœ ñ†´‹ Ü™ô£¶ õò¶ MˆFò£ê‹ ñ†´ñ™ô£¶ ÜõÀ‹ îù‚°ˆ îIN™ Þ¡P ñŸø ñ£íõ˜èÀ‹ ÜŠð£ì¬ôŠ «ðê«õ£ õ£C‚è«õ£ ªîKò£¶ â¡ø£œ. 𣮂ªè£‡®¼‰î¶ ñA›„Cò£è¾‹ Üõ¬÷ ܬöˆ¶, “àù‚°‚ ªîK‰î Ý„êKòñ£è¾‹ Þ¼‰î¶. õ£˜ˆ¬îè¬÷ ñ†´‹ ð®, «ð£¶‹.” · Þ‰î ܵ°º¬ø Üó²Š ðœOèO™ â¡«ø£‹. Üõœ ºî™ õK¬ò º¿õ¶ñ£èŠ ªñ£NŠ ð£ìƒèÀ‚°Š ªð£¼ˆîñ£è ð£®ù£œ. Þó‡ì£õ¶ õK ÜõÀ‚°ˆ Þ¼Šðî£è«õ ⇵A«ø£‹. ªîK‰F¼‚èM™¬ô. ܬùõ¼‹ «ê˜‰¶ Þó‡´ º¬ø 𣮫ù£‹. ÞŠ«ð£¶ «ñ«ô MõKˆî ܵ°º¬ø¬ò‚ Üõ÷£™ Þó‡´ õKè¬÷»‹ ð£ì ¬èò£‡ì«ð£¶, ܬùˆ¶ ñ£íõ˜èÀ‹ º®‰î«î£´ 嚪õ£¼ õ£˜ˆ¬î¬ò»‹ ð£ìL¡ ªð£¼¬÷ ÜP‰F¼‰îù˜, ܬìò£÷‹ è£í¾‹ º®‰î¶. “â¡ù£™ õ£Cˆîù˜. Þ¬õñ†´ñ¡P, ܬùõ¼‹ ð®‚è«õ º®ò£¶” â¡ø å¼ ªð‡°ö‰¬î à¬óò£ìL™ ðƒ«èŸøù˜ â¡ð¶ CøŠ¹. ÞÁFJ™ “â¡ù£™ îI¬öŠ ð®‚è ÞQ ï‹ õ°Šð¬øJ™ îI¬ö õ£C‚è º®Aø¶” â¡Á ÃPò«ð£¶ â¬î«ò£ ê£Fˆî à혾. · Þ¶ñ†´I¡P ñ£íõ˜è÷£™ 嚪õ£¼ õ£˜ˆ¬î¬ò»‹ ܬìò£÷‹ è£í º®‰î¶ â¡ð¶ Ü´ˆî G¬ô ªð¼Iî‹. · ºî™ ðìˆFŸ° â´ˆî «ïóˆ¬î Mì Þó‡ì£õ¶ ðìˆFŸ°‚ °¬øõ£ù «ïó«ñ â´ˆî¶. ñ£íõ˜èÀ‚° Þ‰î ܵ°º¬ø êŸÁ H®ðìˆ ªî£ìƒA»œ÷¶ â¡Á è¼F«ù£‹. º®ò£î ñ£íõ¼‹ Þ¼Šð«ó£! îIN™ · ܬùˆ¶ ñ£íõ˜èÀ‹ «ðꈪî£ìƒAù˜. îñ¶ ð¬ìŠ¹è¬÷ à¼õ£‚è º®ò£«î£¼‹ â‰î õ£˜ˆ¬î»‹ ‘îõÁ’ â¡Á ÝCKò˜ Þ¼Šð«ó£!! b˜ñ£Q‚èM™¬ô. Üõ˜èÀ‚°œ«÷«ò °PŠ¹ : Þ‰î ܵ°º¬øJ™ à¼õ£‚èŠð†ì èô‰¶ «ðC å¼ õ£˜ˆ¬î¬ò„ «î˜¾ 1, 3 ñŸÁ‹ 4Ý‹ õ°ŠHŸè£ù ð£ìˆF†ìƒèœ ªêŒõ¶, Üõ˜èœ à¼õ£‚Aò õKè¬÷ ªî£ì˜‰¶ Ü´ˆî´ˆî ð‚èƒèO™. Üõ˜è«÷ 𣮠õ£CŠð¶, ð£ìŠªð£¼¬÷ º¿¬ñò£è ¹K‰¶ ªè£œõ¶ «ð£¡ø ªêò™èœ, Üõ˜èÀ‚°œ î¡ù‹H‚¬è¬ò õ÷˜‚Aø¶.

ðˆIQ, ªî£.ð.Ý, û£LQ, ªî£.ð.Ý, Ü.ªî£.ð, î†ì£…ê£õ® (õ†ì‹1) Ü.ªî£.ð. êõKó£ò½

82 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Travel – ‘An Interactive learning’

This article gives you some interesting ideas like 'planning a heritage walk, organaising the classroom museum,' etc, that keeps students engaged as well as excited about learning

Children of age 10 and below loves to hear stories and they are also very eager to tell the stories. • Then screen the video of some historical forts about it like Gingee fort, Vellore fort and ask questions

In this article, we discuss five possible activities the monuments/forts. thatObjectives can be done with chidren of grade V • Then the teacher can show pictures/charts of o Red fort at Delhi

India. o Gateway of India • Identify and list the monuments/forts of

historical monuments in and around your • Enquire and understand the importance of Classroom o Huma museum/albumsyun tomb at Delhi area. Ask the students to bring or collect ancient Understanding the School's History old things / articles which have been used by

on the history of your school with the help of • Children can be asked to collect information our grandparents (like walking sticks, wooden parents, grandparents or any educationist. things in the classroom and talk about them. slippers, pots, etc). Students will exhibit these

walking sticks, wooden slipper, mud pots etc. o When was it established? • Students can collect ancient objects like

o How was the infrastructure? village men of that area and talk about the • Display the objects for the class • Then arrange a session with any one of the village with them. reasons behind their use • Discuss about the objects, its uses and the Make it as an exhibition of these and display it to about the old buildings or monuments or all the class students. • Then ask students to gather information temples near their house. Students can be asked to collect old coins, Forts and Monuments stamps, pictures and prepare an album and it can be displayed in the classroom.

Heritage walk • Children can be asked to list the forts/ monuments (known ones) and asked to explain its feature (its aerial view, carvings, buildings or historical places in Pondicherry. Teacher can arrange a field trip to heritage etc). F¬êñ£Q Ü‚«ì£ð˜ 2017 83 Children can be taken to museum, Bharathiyar • Point out the significance of the place house,After visiting Aayi mandapam, the place, Keezhur,students Arikamedu, can discuss etc. in • This Dr willaw thehelp place the students to understand the class. lesson better and give a wonderful learning experience.

• How did you visit the place?

• What is the name of the place?

M. Nithiya PST, GPS Archivakpet

84 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Resource Catalogue - Mathematics

Grade 2 - Foot Print

This web page is a source On this web page, there for different kinds of are worksheets showing worksheet on shapes different shapes to make and pattern. Students a picture. Students will be are expected to match highly interested in doing the shapes correctly. This this. There are a few more worksheet can be handy worksheets on this page for teaching shapes and on number, side, corners patterns. etc. These can be used by teachers to connect grade 1 and grade 2 concepts. http://www.2nd-grade-math-salamanders. http://sioncoltd.com/grade-2-shapes- match-the-shape-3.gif worksheets.html com/image-files/free-geometry-worksheets-

Fun with Give & Take, Grade 3

I. Arrow cards can be helpful for teaching place value using ten blocks. These will help students get an idea about tens and ones by grouping and regrouping. This concept needs to be well understood before students learn multiplication. Students should be able to decompose into tens and ones and compose a number using tens and ones.

II. The link below can be used by students to practice online. The test has multiple questions for students to answer. http://www.topmarks.co.uk/place-value/place- value-charts

F¬êñ£Q Ü‚«ì£ð˜ 2017 85 We can see that many classrooms do not practice basic ten blocks with all students. These worksheets will replace that materials. The web link below is a source of free worksheets. Teachers can print these worksheets and give practice to all students. http://www.mathworksheets4kids.com/blocks. php

Grade 5

Factor and Multiple Shapes & Number Pattern game on multiple and factors. This online game children get to know pattern rules. Teacher can Game for Multiple and Factor: This is an online This is a YouTube link on number patterns help will be interesting for students and also promote connect with picture pattern and also growing self-learning. This game can be played both patterns. This video is well designed and visually individually and as a group and can be a good attractive. group activity for this lesson. https://www.youtube.com/ Students have to click on a number to move it

watch?v=MKiF3LMjVlo&t=439s the right grid can be dragged to reorder them. between the left and right squares. Numbers in The aim is to make the longest possible chain where each number is a factor or a multiple of its predecessor. Each number may be used once only. not part of a chain Chains are bracketed in green. Blue numbers are

https://nrich.maths.org/5468

86 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Social Science - Rotation and Revolution

Grade 6

Our Earth is the only planet in the solar system that supports life. All living beings - from

unicellular organisms to complex organisms derive energy from the sun. Half the world sleeps in the dark while the other half is busy in bright sunlight. Have you ever wondered how night and

day happen? We enjoy the warmth of the sun in winter while we yearn for milder temperatures during summer. Why do we have different seasons? The following videos provide the scienti Rotationfic explanation and Revolution for the questions of the Earth mentioned above. This set up models the solar system. The video describes the rotation and revolution Switch on the yellow bulb and rotate the globe of the earth. It explains why we have 24 hours in slowly in the anti-clockwise direction. a day and 365 days a year. The light from the bulb falls on the globe. It can be explained that the side of the globe which is illuminated by light experiences day and the other half experiences night.

The teacher can explain to students that the alternating day and night is due to the rotation of earth and not all parts of the globe receive Rotation and Revolution of Earth | Educational sunlight at the same time.

Seasons on Earth Videohttps://www.youtube.com/ for Kids watch?v=cDed5eXmngE This video explains why there are different Activities on Rotation and Revolution seasons like summer, winter, autumn experienced in different places in the earth at a given time. The reason why a few countries have short summers different sizes. Materials: 60 watts bulb (yellow), globe, balls of / winters is also described. All the activities mentioned in the article have to be done in a dark room which depicts the Sun. Hang the yellow bulb at the center of the room light bulb. These depict the 7 planets in the solar Hang 7 balls at appropriate distances from the system other than the earth.

Place a globe marked with names of continents, Academy of Sciences Why Do We Have Different Seasons? | California tilted at 23.5° at the third position from the light https://www.youtube.com/watch?v=WgHmqv_- bulb. UbQ F¬êñ£Q Ü‚«ì£ð˜ 2017 87 Activity for Revolution (Seasons) When the earth is farthest from the sun in

Revolution and the formation of seasons are tilt of the earth causes the north pole to face correlated. Seasons occur due to revolution of the elliptical orbit, (month of July) and the the sun; the northern hemisphere and north earth around the sun. pole experiences summer. Move the globe in an elliptical path around When the earth is near the sun in the elliptical the light bulb without stopping the rotation of the globe. causes the south pole to face the sun; the south orbit, (month of january) and the tilt of the earth Since the earth is tilted at 23.5°, the angle of pole and the southern hemisphere experience impact of the sun’s rays on the earth differs at summer. The teacher can explain that the other different places. seasons occur as the earth moves along the eliptical path orbiting the sun.

88 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Science - Electricity and Heat

Grade 8

After students make their own thermometer, an extension of the project can be to research Discoveries of fire and electricity have played advancement of our human society. We cannot different types of thermometers, the history of a significant role in the development and think of a single day in our lives without heat thermometers, and how thermometers are made and electricity. They have become an integral and calibrated.

http://www.middleschoolchemistry.com/ cooking, drying clothes, keeping ourselves warm part of our lives. Heat is very important for lessonplans/chapter1/lesson3 etc. Without electricity, most of our appliances 2. Heat in the kitchen function. Understanding the phenomena of heat like light, fan, grinder, phones, TV would not One of the important applications of heat in and electricity are integral to be able to come up cooking food. Sometimes, we need to cook on low with innovation that can make our lives more comfortable. In this article, we review a few project ideas in heat and electricity that will help flame for a longer duration and at other times, is also dependent on the vessel in which it is children explore the concepts deeper and relate we cook on high flame for a short duration. This cooked such as mud, aluminium, stainless steel, its application in their day-to-day lives. iron, and ceramics. In this experiment, students 1. What is temperature? How is it measured? will determine which material transfers heat the fastest. Try different kinds of pots to see which type boils water the fastest or use a kitchen

thermometer to find out which material delivers can also test and see how long the hot water stays the highest temperature after 10 minutes. You hot in the pot. After doing this project, conclude which pots are most suitable for which kind of dish.

https://www.sciencebuddies.org/science-fair-

food-science/choosing-the-right-pot projects/project-ideas/FoodSci_p031/cooking- The thermometer is the device that is used to 3. Thermos flask measure temperature. It works on the principle experiment from the ‘Middle School Chemistry’. that matter expands on heating. Here is an A thermos flask is used to keep contents hot or In this experiment, students will build a model of transfer of heat from the inside to the environment cold for a long time. For this, it has to prevent the their own thermometer using isopropyl alcohol or the other way round. This implies that its as the liquid. design should prevent conduction, convection and radiation. In this project, student teams F¬êñ£Q Ü‚«ì£ð˜ 2017 89 design insulated bottles with the Source: Active Physics – An inquiry-based challenge to determine which approach to Physics. materials work best for insulating hot water to keep it warm for as long as possible. 2. How electric currents create magnetic fields- Making a Galvanometer https://www.teachengineering. noted for his studies on the effects of electricity on Italian physiologist Luigi Galvani (1737-1798) is animal nerves and muscles. Galvani accidentally org/activities/view/ucd_heat_ discovered that the leg of a frog twitched when lesson01_activity1ELECTRICITY touched with an electrically charged scalpel. 1. Comparing light bulbs in terms of energy Principles discovered by Galvani and Oersted consumption and environmental impact battery. In this experiment, students will build a In this activity, students will analyze household led to Volta’s invention of the first electric Galvanometer. A Galvanometer is an instrument electric bills, relating energy consumed, billing for detecting the strength and direction of electrical current.

http://www.energizer.com/science-center/ how-to-make-a-galvanometer

rate and cost. At the first stage, they will compare will compare the costs of operating a variety of the efficiency of different light bulbs. Then, they electrical appliances in terms of power ratings, amount of time each appliance is used and the billing rate. At the next stage, the students will measure and compare the energy consumed by the appliances and its efficiencies.

90 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Creating our own diet plan

When it comes to overall wellness, maintaining This energy, which comes from the food we eat, our digestive system is just as important as is measured in calories. Calculate daily calorie maintaining our heart, bones and the rest of our needs based on height, weight, age, gender and body. Taking control of our digestive system can physical activity. If children are made to calculate help us improve our overall health, well-being the calories of their friends, the activity might be and happiness. How do we maintain a healthy more fun. digestive system? This article is on knowing one’s As per Dietary guidelines, 9 to 13-year-old girls calories and planning a balanced diet accordingly. require 1,400 to 2,200 calories per day, while What to eat to stay healthy? boys within the same age range usually need 1,600 to 2,600 calories daily to maintain healthy Children at their growing and developing stage are always active. They are found to have lots of calorie is the basic requirement of the body and physical activity and thus to provide the body body weights. Hence a minimum of 1200-1800 reducing calorie intake below that will signal the with the required amount of energy regular brain to slow down the metabolism and the body will start conserving fat and extract energy from carbohydrate, protein, fats, vitamin, minerals, and intake of nutrients is a must. Nutrients include muscles instead. water. Children can be given simple experiments, to test for the presence of carbohydrates, proteins https://manytools.org/handy/bmr-calculator/ and fats. Also, have a discussion on the nutrient Refer to this site to calculate required calorie. content available in each food item. What is the need of a Balanced Diet? My Calorie- burning energy:

Our body requires energy to perform various nutrition to stay healthy, where there is a right metabolic activities, repair mechanisms, etc. Balanced diet provides the body with optimum balance between the calorie intake and the calories utilized. What happens if there is

an of excess calories? Is that amount of calories F¬êñ£Q Ü‚«ì£ð˜ 2017 91 good or bad? If there is any excess of calories in the body they are stored. These stored calories Children should have a try at creating a diet plan should be burnt by physical activities or it will for themselves with the help of teacher guidance. lead to obesity. Therefore, when the food intake is healthy and Creating my own diet plan: balanced the digestive system will function properly thereby providing the body with When we know our calorie requirement, we can plenty of nutrients further helping in the better create our own diet plan. Remember that all the functioning of all other systems and thus gaining nutrients put together create a well-balanced diet healthy living. Given below are a few tips for a so it is important to take all of them in required better digestive system and thereby a better amount. Our diet plan will vary based on our body. nutritional needs and day-to-day activities.

Eat more fruits and vegetables maintain the digestive health These are full of vitamins, minerals and rich in fibre thus Consume adequate protein Proteins are used to develop digestive enzymes, maintain blood sugar level, protect heart health, etc. Limit fats and concentrated sweets

Low fibre, high fat diet can increase the risk of diabetes, Stay hydrated obesity, heart disease, difficulties in digestion. Healthy digestion requires adequate fluid intake. It is a day. recommended to consume an equivalent of 8 glasses of water Adequate physical activity A minimum amount of physical activity is a must as it helps in burning unwanted excess calorie, thereby remaining healthy.

Refer http://www.azimpremjifoundationpuducherry.org/ website for more details on testing of presence of essential nutrients, calculation of calorie, and creating balanced diet.

92 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Vitamin History- The Early Years

What could be the right food to prevent for human health. scurvy? Vitamins are essential Lack of vitamins in our diet can lead to that scurvy could be stopped by the right diet. many diseases such In 1747, a Scottish doctor, James Lind, decided as scurvy and rickets. had scurvy, such as cider, in others vinegar, in Isaac Asimov’s “what He added certain foods to the diet of sailors who we found out about vitamins”, describes still others various fruit juices (orange, lemons the experiments that or limes). Can you think which one among these recovery came when juice from citrus fruits was led to the discovery could prevent scurvy? He found that the quickest added to the diet. of vitamins. The following are few snapshots of the book that Goodbye scurvy!!! can be used to elicit student’s thinking on how science concepts evolve with time. In 1794, the use

Life on the warships became so open seas: of limes on British sailors were called On long common that British voyages, 1795 on, scurvy was sailors ate “limeys”. Finally, from wiped out in the dry bread and smoked meats. British navy. sailors often became sick, their gums started to challenge, but with different disease. However, 100 years later, Japanese army faced a similar due to the disease called “scurvy”. Onset of beriberi: bleed, their muscles hurt and finally many died Is there any relation between diet and health? became very weak, and their arms and legs were Scurvy also struck in prisons, and hospitals, In 1853, Japanese sailors often fell sick, they this new illness differs from scurvy, affecting the almost paralyzed. Finally, they die. And they found legs particularly, even when vegetables and fruits wherever the diet was dull. An Austrian doctor, J. had only bread and beans to eat fell sick, whereas are part of the sailor’s diet. G. H. Kramer, noticed that common soldiers who How “B”arley beats “B”eriberi? the officers also ate fruits and green vegetables were healthy. He thought, “Is there any relation betweenF¬êñ£Q diet and health?” The admiral in charge ,K. Ü‚«ì£ð˜ Takake, knew 2017 that93 were causing the disease. Do you think whether had beaten the British the scurvy he could find a causative microbe for beriberi? problem by old cook was feeding them with unpolished rice, He had no success. Then, he discovered that the changing the whereas the new cook was feeding polished rice, diet of their which resulted in beriberi. When he fed them sailors and with unpolished rice, they recovered. Was the knew that polished rice poisonous? Or did the polished rice lack something? Was the magic present in the husk? British sailors never got beriberi. He therefore compared the Warrior against Beriberi diet of British and Japanese sailors: rice. - Japanese sailors: Vegetables, fish, and white beriberi substance had a three-atom combination. In 1906, Frederick Hopkins, found the Anti- What probably could these atoms be? Any grains such as barley. substance that contained this group was called - British sailors: Did not eat rice, but ate other an “amine”. Oh! Amines… the combination of Can you imagine how he would have changed the two hydrogen atoms and one nitrogen…!!So, are diet of Japanese sailors?

Yes, Takake made the The result was the disappearance of beriberi theseWhat vitamins might be Nitrogen the other source? purposes vitamin Japanese sailors eat barley along with their rice. can serve in the body??.. fromIs there the Japanese“something navy. else” in the food besides carbohydrates, proteins, lipids and minerals? that there Funk said was a whole series of food containing carbohydrates, lipids, proteins, Jean Dumas (1870), tried to prepare an artificial amines minerals and water and hoping it would that were substitute for the milk for the needed babies. needed in small Through this, Dumas suggested that there might Do you think it worked well? It did not work. quantities be something in food besides these that was essential for life and health. “vitamines”- “vita” means “life” in Latin. The for life and health. Funk called them all Can microbe be a causative agent for beriberi? we have used that name ever since. Can we name, invented by Funk, became “vitamin” and think of calling them the vital amines too??... Christian Eijkman (1858-1930), found a flock of tested them for microorganisms that he believed chickens showing the symptoms of beriberi. He

94 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resources Teaching Experiments in digestion

Communicating the nature of science through historical perspective is a tool to illustrate a particular development in science thought.

How does the digestive system work?

Primitive man had little knowledge of digestion. began to search for answers for why digestion Only much later in the scientific era, man was necessary and why nature provided a gastrointestinal tract and digestive juices.

The two articles, “Man’s curiosity about food digestion: An historical overview” and “A short history of early digestion trials”, emphasise the Experiment 1- Is it mechanical? journey through history of food digestion. These articles start with the early belief systems about is capable of ejecting indigestible substances. digestion and how the scientists proved their The bird buzzard (a large hawk like bird of prey), hypothesis through experimenting. This will fed this bird, a variety of foods, such as meat, enable students to appreciate how the concepts A French scientist, Rene Antoine de Reaumur, vegetables and grains, encased in small metal of science evolve with time. cylinders with both ends covered with perforated Is digestion similar to cooking… Or is it metal gauze (Why do you think he preferred a Mechanical... Or Fermentation...?- Exploring metallic cylinder?). On researching the bird’s early belief systems: expelled food, he noted partially dissolved food, but the metallic cylinder remains intact.

digestion to a cooking process fuelled by body 1. Hippocrates (460-370 BC) compared process. heat. He inferred that digestion is a non-mechanical Experiment 2- If it is non-mechanical, what

else it could be? saliva in digestion and believed that the 2. Aristotle (384- 322 BC) proposed the role of stomach cooked ingested food, and the intestine absorbed the product. encased sponges that he fed to the buzzard, and Exp.01- He collected pure gastric juice with when these were recovered, he found the gastric 3. Later, scientists proved that digestion was juice was salt and sour in taste. Through this a mechanical process by observing stomach observation, can you guess what could be the movements.

nature of gastric juice? stomach digestion as fermentation. 4. Van Helmont (1572–1644) described F¬êñ£Q Exp.02- He then poured it ontoÜ‚«ì£ð˜ a food substance. 2017 95 dissolved. (Why do you think, the food was not He observed that food was softened but not digested fully?). mixture at body temperature, the result Because he failed to keep the juice. was reduced efficiency in the action of gastric action of gastric juices. He inferred that digestion is due to the solvent Experiment 3- Is the digestion similar in human? 1 hour- pulpy, well mixed with gastric juice To determine whether observations made about 2 hours- very pulpy and only half of the food applicable to humans. left animals (experiment done by Reaumur) were Spallanzani, an Italian biologist, swallowed food, This result led him to infer that different foods encased in perforated tubes, and recovered need different times for digestion. them through the anus. In addition, he kept food Experiment 5- The miracle wound What would have happened to the swallowed food A bullet hit a soldier named St Martin, although with gastric fluids at body temperature. and the food kept with gastric fluids at body the wound healed, the hole in the stomach temperature? remained open. Dr. Beaumont, who treated contained digestive juices all the time, even when him, was interested to find out if the stomach no food was present. He observed that swallowed food was digested well (similar to Reaumur’s experiment with animals) and food kept with gastric juices was for a few hours. Then he looked inside the Exp. 01: First, he asked St Martin to eat nothing readily dissolved (overcoming the failure of stomach. When he looked inside the stomach Reaumur’sExperiment experiement). 4 – what is in Gosse’s vomit? what could he probably had observed? found that stomach contained saliva, which St In 1760, Mr. Gosse who had developed the ability He to vomit by swallowing air, started observations Martin had swallowed, and some mucus from the stomach wall. food upon "diverse occasions" and after on digestion. He would eat essentially the same the stomach. After 1 hour, what he could have upon "diverse occasions" and after various Exp. 02: Beaumont put some bread crumbs into lengths of time would vomit it up and examine to collect on the wall of the stomach. the results. probably observed? He saw digestive juices start Observation: Inference: Digestive juices are not present in the stomach change all the time. There should be contact between Half an hour- not much change, foods retained the food and the mucosa for the secretion of digestive juices. 96 Ü‚«ì£ð˜ 2017 F¬êñ£Q bread.

Observation-

and potato. Half an hour: He could still identify pieces of fish One hour: Pieces of potato could still be seen but

mostOne and of the half-hours: fish had broken All the up. pieces of food had broken up.

2 hours- The stomach was empty.

What happens to the food in the stomach? Inference: Different digestion time is needed for different food and the time taken for the entire food to be digested completely was found. It was cooked and raw meat, bread and cabbage onto also concluded that digestion starts in the mouth Exp. 01: Beaumont attached different foods like silk strings and pushed them through the hole. due to salivary action.

Observation- Reference:

A short history of early digestion trials: http:// broken up but the meat remained the same. 1 hour later: Half the cabbage and bread had 2 hours later: cooked meat had started to break lib.dr.iastate.edu/cgi/viewcontent.cgi?article=2 down. 492&context=iowastate_veterinarianMan’s curiosity about food digestion: An historical overview: happened to the food after St Martin had eaten https://www.ncbi.nlm.nih.gov/pmc/articles/ Exp.02: Beaumont wanted to find out what it. He gave St Martin a meal of fish, potatoes, and PMC2625608/pdf/jnma00926-0133.pdf

F¬êñ£Q Ü‚«ì£ð˜ 2017 97 How much Vitamin C is present ? Teaching Teaching Resources

a part of the diet to keep ourselves healthy. A Vitamin C, is a vital component that should be condition called scurvy. This is because, vitamin person with deficiency in this vitamin will have a C plays an important role in the synthesis of collagen that plays an important role in the connective tissues. Citrus fruits like oranges and lemons are sources rich in vitamin C.

The Royal society of Chemistry in its publication of global experiments,2013, has given a detailed

present in our food. protocol to measure the amount of Vitamin C 6. Carefully add tincture of iodine drop by drop Split the class room into groups and provide to the cup and count the number of drops. Stir each team with different fruits and vegetables. the solution gently after each drop.

7. Stop adding drops when the solution turns a Follow the procedure given below to estimate Compare the results. the amount of Vitamin C present in the food. Procedure deep purple/black colour. Note down the total number of drops required (F). 1. Prepare your starch solution by putting a 8. Calculate the mass of vitamin C that reacts average mass of vitamin C that reacts with with hot water. Stir the suspension for a with one drop of iodine(G). Calculate the teaspoon of cornflour into a cup and ¾ fill it one drop of iodine. minute each time it is used. Similarly, the amount of vitamin C can be 2. Use the table below to record how much estimated in different kind of foods like

3. vitaminMake the C iscalibrated in the tablet solution (A). by dissolving • Cooked v/s raw food

a vitamin C tablet in 1 litre of water. Note this • Old v/s fresh food 4. Place 10 ml of your calibrated solution in a volume in the table (B). • Boiled food v/s fried food

• Conclusion: Food left over night clean plastic cup. Note this volume in the 5. tableAdd water (D). until the cup is about half full. Add The food that contains the most amount of 5 ml of starch solution to your cup and stir. Vitamin C is ______. 98 Ü‚«ì£ð˜ 2017 F¬êñ£Q Resul Units

(A) Mg

Mass of Vitamin C in the tablet (B) Ml

Volume of water added in Step 3 (A/B=C) mg/ml

Mass of Vitamin C per ml of calibration solution (D) Ml

Volume of small measure (used in step(CxD=E) 4) Mg

Mass of Vitamin C in small(F) measure Drops

No. of iodine drops added mg/drops

Mass of Vitamin C per dropFood of iodine Type added (E/F=G) Result Units

Mass of the food used (J) G

(K) Drops

No. of drops of iodine added (K/J = L) drops/g

No. of drops of iodine added per gram of food (LxG = M) mg/g

Mass of Vitamin C in milligrams per gram of food

F¬êñ£Q Ü‚«ì£ð˜ 2017 99 Event Visit to Auroville Botanical Garden Updates

A glimpse of the Auroville Botanical Garden - a paradise for nature lovers, researchers, teachers and students alike....

An exposure visit to Auroville botanical garden to be heavy in the area, causing the near by sea to was planned for primary school teachers on 26th look reddish. The growth of thick vegetation and August 2017. The knowledge gained during the water harvesting have kept soil erosion under visit was related to the science lessons on plants, check. In addition, harvesting of rainwater has animals and biodiversity. Sathiyamoorthy, a ensured a sustained supply of water for Auroville. resident resource person in the garden guided The garden is useful for research scholars and the visitors.

About the garden: other learners. A batch of Indian Forest Service garden receives fund from the government for Located at an altitude of 52 meters above sea (IFS) once visited the garden for exposure. The conducting educational programs for students. level, the Auroville botanical garden serves as Otherwise, the garden sustains with its own a repository of native tropical and herbal trees. funds. Around 50,000 students have gained from the educational exposure programs over The garden was founded by Paul Blanchflower the past 10 years. The students of government in the tropical regions from sacred groves and in 2000. He collected various species of plants schools are accommodated free of cost, while other students from private schools and colleges traditional varieties of plants and has a repository forests of Tamil Nadu. The garden is home to bear their expenses. Also the selling of medicinal, of traditional seeds. Other exotic varieties like traditional, native seeds and saplings helps to

the development of the garden, soil erosion used cactus were sourced through contacts. Before meet the garden’s financial needs. During the exposure visit, lemon grass tea was served as refreshment. Biscuits and other packed refreshments are not served. This is an attempt to change consumption patterns through practice. Natural refreshments are served even during long-term camps and this practice had been fruitful in changing the consumption patterns of the participants.

Exploring the garden

1. Herbal Garden: The herbal garden is a collection of traditional herbal plants and some exotic plants useful in day-to-day life. Find the list of plants in the herbal garden in table 100 Ü‚«ì£ð˜ 2017 F¬êñ£Q Table 1 : Some plants in herbal garden

Name in Tamil Medicinal Uses Additional information Consumed by boiling leaves in Cˆîóˆ¬î Prevents cold and fever water CÁ°K…꣡ Consumed with millets Consumed with pepper and dried FŠHL Fights diabetes ginger Fights fatigue All herbs can be consumed with ⽋ªð£†® Leaf for muscle cramp pepper and turmeric

change, hence not advisable CPò£ïƒ¬è, ²¼†¬ì Treating snake bite Food habits also should CPò£ïƒ¬è = ªðKò£ïƒ¬è = Gô«õ‹¹ Salt should be avoided with any õ™ô£¬ó Improving memory herbs black part to be removed and white êƒè¡ part to be made as a porridge Fights fever Þ¼õ£„C stomach problems Fights indigestion and other

îÀî£O pain. Fights body ache and joint ñ…êœ èKêô£ƒè‡E CanBitter be in eaten taste as 'kadaisal' (è¬ìê™)

ªõŠð£¬ô Fights Jaundice Þô‰¬î Fights skin diseases colour after pollination Flower smells bad and changes For gaining bone strength The herbs are sourced mostly from the local villages and the knowledge about their uses and usage are gained from the village communities. Most of these herbs are available around us (near our houses and little effort and utilized for consumption and educational purposes. Many herbs are small and hence schools). But we either ignore them or are ignorant about their uses. These herbs can be identified with use of the herbs and the necessary changes required in diet, behaviour and consumption habits. E.g. they could be grown in schools or houses easily. But precautions should be taken to know the effective Some herbs have to be consumed in the morning on an empty stomach and while consuming certain herbs, the prescribed food directions need to be followed.

F¬êñ£Q Ü‚«ì£ð˜ 2017 101 2. Orchid garden: Most of the plants in the orchid garden are sourced from the Western Ghats. As these plants thrive best in climatic conditions as in the Western Ghats, it requires special efforts to grow these non- native plants. The roof of the garden is covered by an iron mesh and a network of water sprinklers that help maintain conditions similar to their native habitat. The orchids are known to survive only in conditions where the air is pure and hence it can be concluded Herbal Garden that the air is clean in the region. 5. Pollinators: 3. FERN House – Greenhouse: bees are an integral part of the ecosystem, Pollinators like butterflies and Ornamental plants are enclosed in a hence there is a need to accommodate the greenhouse to maintain perfect conditions of pollinators to maintain the ecological balance humidity and temperature. 4. Cactus garden: The Cactus garden is home and biodiversity in the garden. For this to 350 varieties of cacti from all over the designed with a garden bread which draws specific purpose, a pollinators’ nest is world. Most of the species are from India, pollinators towards it. 6. Grass garden: It houses different varieties of The section is elevated and sloped that Mexico, Australia, Namibia and Madagascar. grasses and nine varieties of bamboo. aid rapid draining of water to maintain dry conditions similar to their native habitat. The 7. Maze: As a special attraction, a maze is outdoor section houses the larger varieties designed with bushes, where the visitors have while the indoor section contains the smaller ones. The plants are specially adapted to save inside the maze with illustrations of animals to find their way out. There are 8 rocks placed water and ensure survival under dry climatic that live on tropical dry evergreen trees. The conditions. visitors are asked to identify and note down the names of the animals portrayed on these rocks. In addition to being a refreshing activity, this communicates the fact that tropical dry evergreen forests are home

to be preserved for ensuring biodiversity and to many animals. Hence these forests have ecological balance.

Discussions post the visit

After exploring the botanical garden, the teachers got into a discussion with Sathiyamoorthy, who responded to many of their queries.

Cactus garden

102 Ü‚«ì£ð˜ 2017 F¬êñ£Q Do you support schools in establishing a garden observed and listed the different types of leaves and leaf arrangements. They have observed that certain trees have similar types of leaves inWe their have premises? supported Gandhi higher secondary and arrangements. Students have also collected leaves that have hair on them. Students learn by school has 60 varieties of native trees. Some school, a government school nearby. Now the themselves by exploring the varieties of plants schools around Thiruvakkarai and Thazhuthali around them. They ask me about the relationship also have many trees in their campus. The between similar plants and trees and the reasons students are sensitive towards the plants in for special adaptation in plants. the school and they do not damage the trees or saplings. A small piece of land is given to a group of students. Students take the responsibility to develop it into What kinds of potted plants are ideal for growing a garden. Some groups have developed beautiful landscapes themselves. Gardening can also been inPlants schools like and tomato, home? cherry tomato, guava can be done on certain themes. E.g. creating landscapes safely grown in school premises. ‘Dividivi’ plants like a human body in which the different parts are grown with plants that aid in the well-being grown in pots can be used for demo in schools, of those body parts. attract at least ten species of butterflies. Plants but they don’t produce enough quantity for grown in pots. It is important to note that pots Do you have any suggestions to make EVS obtaining inputs for the kitchen. Herbs can be learningThe learning interesting should and be engaging? based on observation not be used as it can get harder. The soil can and analysis of facts. More emphasis should be should be filled with topsoil only. Red soil should be prepared for the vegetable plants by adding on exploring new things and less on writing and solutions of turmeric, cow dung and chilly to it. reporting. This ensures that the essential skills are acquired. Activities from the textbook book

How do children in the camp engage with the deeply considering and ensuring that they are are sufficient. They have been proposed after botanicalStudents whogarden? camp in the botanical garden have appropriate for their age.

F¬êñ£Q Ü‚«ì£ð˜ 2017 103 Event Earth, A Huge Magnet Updates

The magnetic property of the earth is well known. But, what makes the earth a huge magnet? Does the earth's magnetism exert influence over life on the planet ? Read on to know more...

An exposure visit to the Indian Institute of the mariner’s compass! This compass had a Geomagnetism, University of Pondicherry was arranged for science teachers. Dr.Rabindranath needle that would always align in the North- the geographic north is not the same as the South direction and guide their way. However, of Physics and Dr Anil Iype, in-charge of the geomagnetic north. Bowmick, Assistant Professor, Department observatory led the discussion. Some excerpts of Geographic poles v/s Geomagnetic poles the conversation have been captured here. Opposite poles attract each other. Therefore, How birds migrate across thousands of the north direction in the compass indicates kilometres from continent to continent? the geographical north which is actually the geomagnetic south. This is also not accurate because there is a tilt of about 11 degrees at the axis of the earth.

Source: rsbp.org.uk

How do birds migrating across continents Earth’s magnetic field find their way and the right direction? How do butterflies find their way? Why don’t fishes get Source :NASA with the massive magnetic property of the earth. lost in the great open waters? The answer lies Is earth a Magnet? These organisms, unlike human beings, can The planet earth behaves like a huge magnet. earth and align themselves along the right route. There are massive ferric materials found in the sense the variations in the magnetic field of the earth is a result of the convection of molten iron guide him during long sea voyages – he invented outer core of the earth. The magnetic field of the Man has also made use of this magnetic field to allied compounds or ferrum compounds. These 104 Ü‚«ì£ð˜ 2017 F¬êñ£Q convection currents are believed to be the cause in danger due to the solar winds of the sun. of the movement of the continental plates. Actually, the magnetosphere which is the

hundred kilometres into space, which covers magnetic field of the earth extends to several the atmosphere of earth. Every time these solar winds approach the earth, the magnetosphere

the charged ions and cosmic rays of solar winds deflects them. Without the earth’s magnetic field, would have stripped the earth’s atmosphere. These charged particles are known to trap the gaseous molecules. The scientists reason the loss of carbon-dioxide from the atmosphere of Mars to such a stripping action of solar winds.

Solar storm Does the magnetic field protect the earth from solar winds a hundred percent? Magnetic flipping Source :NASA

This continuous movement of the molten iron disturb the earth. This happens when they hit No! There is a possibility for the solar winds to the tip of the magnetic poles. Since the magnetic also leads to switch in the magnetic field of the magnetic poles of the earth have switched many earth. It is believed that the magnetic field and the concentric circles, thus the north and south poles field of the earth runs from north to south pole in times. This is called magnetic flipping. These the poles unprotected. If the earth’s axis were in are devoid of magnetic field. The leaves region at flippings are random and there are no definite the east-west direction along the equator and had far. The study of the past events in geomagnetism patterns in the flippings that have happened so a horizontal rotation like Uranus, the magnetic is called palaeomagnetism. A group of scientists

would have led to the direct exposure to the solar of mass extinctions. It is because, during these field would have also run horizontally, which also believe that these flippings were the cause winds. If that were the case, no atmosphere could have existed nor would have any life survived. flippings, the earth will experience a momentary absence of magnetic field, which puts the earth

F¬êñ£Q Ü‚«ì£ð˜ 2017 105 °ö‰¬îèO¡ ËÁ ªñ£Nèœ Event Updates

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F¬êñ£Q Ü‚«ì£ð˜ 2017 107 Event Drama in Primary Education Updates

A workshop on”Drama in primary education” way by crossing the legs and twisting and rising as in a spiral form every time. Others saw this and tried it too. This is an example of how we can was conducted by BAL SAHITYA PURASKAR of Performing Arts, Pondicherry University. save or spend more energy for the same action. award winner Dr.Velusaravanan, Department This is helpful in forming interesting movements special schools participated in the workshop. The in a drama. Teachers from government schools, NGOs and workshop consisted of two sessions – warming Activity 2 - Gallop like a horse: Place the right up i.e. training the participants in basic theatre foot exercises and doing participatory theatre – story telling, story enactment. forward and raise one hand as if holding a sword and the other hand as if holding the bridle of a The idea behind the workshop horse. Run in the same circles back and forth. There is always a distance that persists between This is like a horse. We can see children do this teachers and students in the classroom. This often. They also pretend to be driving a vehicle distance act as major barrier to learning. Singing and moving faster in patterns. and dancing help break this barrier and create Activity 3 - Stick Jump: Each individual is a natural learning environment. Unfortunately, asked to jump while keeping the body stiff. Later these activities are seen as ‘extra’. they jump in groups of two, and then four in a The workshop started with some warm up rhythmic manner to clapping. They start off on activities to open up our body, mind and voice the wrong foot sometimes, but what’s important and bring a sense of rhythm into our actions. is to correct them selves

Warm up activities – and building up the story Activity 4 - Lifting a rock and throwing it: While balancing on spread legs, they had to pick Activity 1 - A new way to rise: The group was an imaginary rock and with a sigh raise the hand above the head and throw it. to the sound of a clap. They could invent a new made to sit on the floor and instructed to rise way to sit and rise. E.g. a teacher found an easier

108 Ü‚«ì£ð˜ 2017 F¬êñ£Q Other movements - Crying and laughing, flowering, animal movements (deer, elephant, fox, monkey, peacock), walking in five different hand raised, on ways (on toes, feet with hands spread, with palms turned inward on side and on inner Feedback from the participants:

sideParticipatory of the feet) theatre - Story Enactment the beach and tried some of the techniques • I saw Velusaravanan’s performance at Through the movements learnt, the group of storytelling with my school children. They enacted a story. enjoyed it so much that they want to hear a story every day at lunch time. Story -1

A long long time ago, the sky and the earth were very close to each other. Because of this, human • During school functions, it is a struggle to we have learnt today how it can be done. beings had to bend down while walking. And if involve all students in a play or drama. But they had to carry a bag over their back, their nose almost touched the ground. They struggled a lot. One day, an old lady was sweeping the ground with a broomstick. She got very irritated with the sky. When she angrily raised her hand with a the broomstick, the sky pulled away. But she also got carried away with the broomstick. Where did she go? Is she on the moon?

Story -2

A group of monkeys lived near a well. One day, a monkey peeped into the well and saw the moon • We used to think that drama meant acting had fallen into the well. He was very sad. He shared we learnt how to do a play with the help of with preparation and using props. But today his feelings with the other monkeys. He jumped in our body parts and voice modulation. and brought the moon out. But the moon spilled out of his hands. The monkey was dejected. But the other monkeys lifted him above their shoulders and helped him stretch higher. They showed him that the moon was still there - up in the sky.

F¬êñ£Q Ü‚«ì£ð˜ 2017 109 C‰î¬ù„ CŸH Cƒè£ó«õô˜ Perspectives

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F¬êñ£Q Ü‚«ì£ð˜ 2017 111 îI› ®™ îI›ˆªî¡ø™ F.¼.M.è. 裉Fò®èO¡ «õ‡´ «è£À‚Aíƒè ªî£NŸêƒèˆ î¬ôõó£è¾‹ Þ‰Fò «îCò 制¬öò£¬ñ Þò‚èˆF™ èô‰¶ ªè£œ÷ 裃Aóv àÁŠHùó£è¾‹ Þ¼‰î£˜. ÜŠ«ð£¶ õö‚èPë˜ ªî£N¬ô M†ì¶ «ð£ô, Cƒè£ó«õôK¡ ¹ˆîñîŠ Hó„ê£óˆ¬î‚ Cƒè£ó«õô¼‹  ÜE‰F¼‰î 輊¹‚ «è†®¼‚Aø£˜. Üî¡H¡ 죘MQ¡ «è£†¬ìˆ É‚A âP‰¶ ²î‰FóŠ «ð£ó£†ìˆF™ ðKí£ñ‚ ªè£œ¬è¬òˆ îIN™ M÷‚Aò¬î‚ ß´ð†ì£˜. «è†´ F¼.M.è. Üõ˜èœ 죘M¡ õ°Š¹ 1921 - Ý‹ ݇´ ªê¡¬ù èìŸè¬óJ™ ñ£í£‚èó£ù£˜. Cƒè£ó«õô˜ ÝCKòó£ù£˜. ïì‰î ªð£¶‚ ÆìˆF™ î¡ õö‚èPë˜ ÜƒA¬òˆ bJ†´‚ ªè£ÀˆFù£˜. ܉î ݇«ì 裉Fò®èÀ‚°‚ è®î‹ 塬ø â¿Fù£˜. ²òó£xò‹ â¡ð¶ ªî£Nô£÷¼‚°‹ à¬ö‚°‹ ñ‚èÀ‚°‹ à‡¬ñò£ù M´î¬ô ªðÁõªî¡ðî£è«õ Þ¼‚è «õ‡´‹ â¡Á °PŠH†®¼‰î£˜. 1922 - Ý‹ ݇´ 裡ÌK™ ï¬ìªðŸø 裃Aóv ñ£ï£†®™ ºî¡ ºî™ «î£ö˜è«÷ â¡Á ܬöˆî ªð¼¬ñ Cƒè£ó«õô¬ó«ò ñè£èM ²ŠóñEò ð£óFò£˜, «î£ö˜ M. ꣼‹. ê‚è¬ó ªê†®ò£˜, èŠð«ô£†®ò îIö¡ õ.à.Cî‹ðó‹ Hœ¬÷, «è£ð£ô A¼wí 1923 Ý‹ ݇´ ÝCò£M«ô«ò ºî¡ «è£è«ô, ð£ôèƒè£îó Fôè˜, ÜóM‰î˜ ºîô£è Þ‰Fò£M™, «ñ Fùˆ¬î‚ ޡ‹ â‡íŸø î¬ôõ˜èÀì¡ ï†¹ ªè£‡ì£®ù£˜. Ü¡Á  ªî£Nô£÷˜ A¬ìˆî¶. Mõê£Jèœ è†C Ýó‹Hˆî£˜. «î£ö˜ ªôQ¡  ªî£Nô£O Mõê£J è†C (LA- Þ‰î‚ è£ô è†ìˆF™ ªê¡¬ù ñ£è£í BOUR KISSAN PARTY) â¡ø ªðò¬ó «î˜¾ ªêŒ¶ êƒè‹ â¡ø æ˜ Ü¬ñŠ¹ ÞòƒA õ‰î¶. ÜŠH ¬õˆî£˜. Þ‰î ܬñŠH™  C‰î¬ù„ CŸH Cƒè£ó«õô¼‚°‹ î‰¬î ªðKò£¼‚°‹ ówòŠ ¹ó†Cò£÷˜ ªôQ¡ ‹ è£ó™ ê‰FŠ¹ ïì‰î¶;  õ÷˜‰î¶. ñ£˜‚v «ð£¡ø ÜPë˜èO¡ ªî£ì˜¹‹ Üõ˜èœ â¿Fò Ë™èÀ‹ A¬ì‚èŠ ªðŸø¶. 1918 Ý‹ ݇´ ºî¡ºîL™ ªê¡¬ùJ™ ªî£NŸêƒèˆ¬î GÁMù£˜ Cƒè£ó«õô˜. Ü«î ݇´ Cƒè£ó«õô˜ ªê¡¬ùJ™ ªð‡èœ àK¬ñ e†¹ ñ£ï£´ ïìˆFù£˜. ªð¼‹ ªê™õ‰îó£ù Cƒè£ó«õô˜ ˆîŠð†ì, ܉î ñ£ï£†®™ ºî™ õK¬êJ™ ð£«õ‰î˜ 嶂èŠð†ì, H¡ îƒAò ñ‚èœ è™M èŸè ð£óFî£ê¡ Üñ˜‰¶ Cƒè£ó«õô˜ à¬ó¬ò‚ àîMù£˜. Üõ˜èO¡ ðC ð†®Q¬òŠ «è†´ ªñŒñø‰¶ “⡬ù àƒèœ Yìù£è «ð£‚Aù£˜. ªê¡¬ù àò˜ cF ñ¡øˆF™ ãŸÁ‚ ªè£œÀƒèœ” - â¡Á ÃPù£ó£‹. õö‚èPëó£èŠ ðEò£ŸPù£˜. “«ð£˜‚°í‹ I°‰î ªêò™ º¡«ù£®, Ü‰î„ êñòˆF™ 裉Fò®èœ ²î‰FóŠ ªð£¶¾¬ì¬ñ‚° ã°è Üõ˜ H¡ù£®” - «ð£ó£†ì‹ ïìˆF‚ ªè£‡®¼‰î£˜. Cƒè£ó«õô¬óŠ ðŸP ð£óF î£ê¡ ¹è›‰¶ Þ¬÷ë˜èœ â™ô£‹ ï‹ ï£´ ²î‰Fó‹ â¿Fò 輈¶ Þ¶. ܬìõŠ «ð£ó£ì º¡ õó «õ‡´‹ âù ܬøÃõL†ì£˜. 1925 - Ý‹ ݇´ ®ê‹ð˜ 25 - Ý‹ «îF 裡ÌK™ ï¬ìªðŸø ñ£ï£†®™ Þ‰Fò ð‡®î «ï¼, C. ݘ. î£v ÝA«ò£˜èœ è‹ÎQv† è†C àîòñ£JŸÁ. 112 Ü‚«ì£ð˜ 2017 F¬êñ£Q 1925 - Ý‹ ݇´ ñ£ïèó£†C «î˜îL™ Þõ¼¬ìò i†®™ IèŠ ªðKò Ëôè‹ ²òó£xò‚ è†CJ¡ ꣘ð£è 13 -Ýõ¶ õ†ì‹ ܬñˆF¼‰î£˜. Þ‰î ËôèˆF™ ²ñ£˜ 20,000 ò£¬ù‚ è¾Q ð°FJ™ ªõŸP ªðŸø£˜. Ë™èœ Þ¼‰îî£è¾‹ ÜF™ ªð£¶¾¬ì¬ñ Ë™èœ ñ†´‹ ²ñ£˜ 9,000 Þ¼‰îî£è îI› ´ ïèóê¬ðJ™ îIN™  ðJ¡øõ˜èœ ÃÁAø£˜èœ ïìõ®‚¬èèœ Þ¼‚è«õ‡´‹ â¡Á õ£F†´ «ð£ó£® ªõŸP ªðŸø£˜. ðCJ¡ ªè£´¬ñò£™ Cƒè£ó«õô˜ 20 Ë™èÀ‹ îI›, ݃Aô‹ ã¬ö âOò ñ‚èœ ðœO‚°„ ªê¡Á ð®‚è à†ðì 450 膴¬óèÀ‹ ËŸÁ‚èí‚è£ù º®ò£ñ™ Þ¼Šð¬î‚ 致 ñFò àí¾ ¬è«ò´Š HóFèÀ‹ â¿F»œ÷£˜. F†ìˆ¬î‚ ªè£‡´ õ‰î£˜. Þ‰Fò£M™ Üõ˜ õ£›‰î Þ™ô‹  𣶠ªõLƒì¡ ºî¡ ºîL™ ñFò àí¾ F†ìˆ¬î‚ è™ÖKò£è Þ¼‚Aø¶. Üõ˜ Ëôèñ£èŠ ªè£‡´õ‰îõ˜ Þõ«ó. Þõ¬óŠ H¡ ðŸP«ò ðò¡ð´ˆFò Þì‹ î£¡ 𣶠މFò è£ñó£ê˜ îI›  º¿¬ñ‚°‹ ñFò àí¾ è‹ÎQv† è†C ܽõôèñ£è Þ¼‚Aø¶. F†ìˆ¬îˆ ªî£ìƒAù£˜. Cƒè£ó«õô˜ î¡Â¬ìò Íîò˜ 1928 - Ý‹ ݇´ ªî¡Q‰Fò óJ™«õ ªê£ˆ¬î»‹ ñ‚èÀ‚è£è«õ ªè£´ˆ¶M†ì£˜. ªî£Nô£÷˜èO¡ ªð£¶ «õ¬ô GÁˆîˆ¬îˆ ªð£¶¾¬ì¬ñ‚ ªè£œ¬è¬ò»‹ ð°ˆîP¾‚ î¬ô¬ñ«òŸÁ ïìˆFù£˜. ÜŠ«ð£¶ Üõ¼‚° ªè£œ¬è¬ò»‹ ñ‚èO¬ì«ò ðóŠH õ‰î õò¶ 70. HK†®w Üóê£ƒè‹ Üõ¼‚° 10 ñ£«ñ¬î Cƒè£ó«õô˜ 1946 Ý‹ ܇´ ݇´èœ C¬ø î‡ì¬ù MFˆî¶. H¡ 18 - HŠóõK ñ£î‹ 11 Ý‹  Þ‹ñ‡µô¬è ñ£îñ£è °¬øˆî¶. M†´ ñ¬ø‰î£˜. Üõ˜ Ìî àì™ ñ¬ø‰î£½‹ ïñ‚°ˆ îI› à‡´ îI¿‚°  à‡´ ¹è¿ì™ ⡪ø¡Á‹ G¬ôˆ¶ GŸ°‹. â¡Á ÃP 1937 ºî™ 1938 õ¬ó Þ‰F âF˜Š¹ «ð£ó£†ìˆ¬î ïìˆFù£˜. Þõ˜ ð¡ªñ£NŠ¹ôõ˜. Þõ¼‚° ݃Aô‹, ªû˜ñ¡, ༶, ówòªñ£N, Þ‰F, ñ¬ôò£÷‹, è˜ï£ìè‹ ÝAò ªñ£Nèœ ªîK»‹.

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Independence Day

Preparing Herbal Garden- G.H.S., Suthukeni Celebration-G.H.S., Suthukeni F¬êñ£Q Ü‚«ì£ð˜ 2017 117 Science Contest – Win exciting prizes!

Science is all about making enquiries that induces a child to think, interpret and draw conclusions. help them make informed decisions in their day-to-day life. In an attempt to develop an essence of Students will be able to better relate with science if the conclusions drawn through scientific principles individual entries. The details of the contest are found below: inquisitiveness, scientific temperament and curiosity in students, we hereby announce a contest inviting

WHO:

WHAT:Students Explore ofand Class discover 6 to 8 -

1. What’s my ideal diet? 2. How much energy do my electrical appliances consume?

Refer to the article titled – ‘Creating our own diet plan’ on page number 91 for guidance. Refer to the article titled – 'Electricity and Heat' on Students should - pageStudents number should 89 –for guidance.

calorie intake. A. Calculate BMI ratio and find their ideal A. Calculate the efficiency of the different types of light bulbs like incandescent bulb, halogen, CFL, LED. diet for the calorie requirement. The diet appliances in terms of power ratings, amount of B. Prepare a diet chart to provide balanced B. Compare the costs of operating a variety of electrical chart should include food items, which time each appliance is used and the billing rate. are not expensive and are commonly C. Measure and compare the energy consumed by the available.

appliances and its efficiencies WHEN: Last date for receiving entries – 8th November, 2017 The completed entries can be sent to:

Azim Premji Foundation Mudaliarpet, Puducherry-605004 No 5, Nessa Illam, Opposite to RTO, 118 Ü‚«ì£ð˜ 2017 F¬êñ£Q Notes :

F¬êñ£Q Ü‚«ì£ð˜ 2017 119