The Lazy Frog 32 Maatram Ondre Maarathathu 83 EVS - Walls Tells Stories 35

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Dear Readers teachers. As you get ready to start the new trimester, don’t miss checking out some interesting We are back with a new issue of Thisaimaani, with more ideas and reflections from your fellow ideas for the upcoming lessons.

The illustration on the cover page may have piqued your interest, if you look closer, you will find it is not quite alright. This is an example of taking science teaching beyond sharing facts to developing critical thinking abilities. You will also find the example of Jayasundar and Gnanamani using the KWL chart to involve his students in deciding what they would like to learn about electricity. They have shared their reflections on getting students to tinker with simple circuits to start understanding how electricity works. Lakshmi and Anitha have developed some the process. interesting materials for brightening up the classroom and helping students learn language in

As teachers, it is very important for us to keep deepening our understanding in order to make the classroom interesting for students. With this intention in mind, a group of primary school teachers went exploring heritage buildings in the city – to experience for themselves how ‘walls tell stories’.

Gandhi and Manimegalai have sent their feedback after trying out the ideas shared in the last issue. Please keep sending your feedback and ideas, they are helping the entire teacher community in Puducherry. In order to make accessing these resources easier, we have created a website for Puducherry teachers – www.azimpremjifoundationpuducherry.org. From November, we will start planning a few learning festivals for the students of government schools. We will reach out to you with further details shortly.

Till then, Happy reading! Happy teaching! Team Thisaimaani Table of Content

Readers’ Feedback 5 Classroom diaries

Lesson Ideas In this section teachers share their classroom experiences.Grade 2 This section is an array of classroom ideas English - Funny Bunny 46 Tamil - Naadi payilvom 50 theand 5E lesson framework plans createdto encourage by the independent Puducherry Teachers’ Circle. They have been created using Tamil - Pasuvum Kandrum 54 thinking, conceptual understanding and real life Grade 3 application of classroom learning. Tamil - Palliyilae Kondattam 57 Grade 1 Tamil - Vanna Vanna Pookal 7 Grade 4 English - Balloon Man 60 Grade 2 Tamil - Olimayamaana Ethirkaalam 64 EVS - My Food 10 Grade 5 Grade 3 Maths - Parts and Wholes : Type of Fraction 67 English - The Yellow Butterfly 14 Tamil - Kalai Ulagil Kalai Vaanar 70 EVS - What is Cooking 17 Tamil- Maatrathirku Aatriya Paniyai Maths - Measurement 22 Manavargal Katranar 73

Grade 4 Grade 7 English - Helen Keller 27 Electricity 76 EVS - The Valley of Flowers 30 Reference Corner Grade 5 Heritage Walk 81 English - The Lazy Frog 32 Maatram Ondre Maarathathu 83 EVS - Walls Tells Stories 35

Grade 6 Science - Cell Structure 37

Grade 8 Science - Body Movements 39

Classroom Resources Grade 8 Science - Acids and Bases 43 Feedback Readers’ ÝCKòK¡ H¡Û†ìƒèœ

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«ñŸ ªê£¡ù ªð£¼†è¬÷ ¬õˆ¶ ñÁï£œ õ°Šð¬øJ™, å¼ õ£OJ™ î‡a¬ó ¬õˆ¶ I tried this lesson with my class 8 students. Thirty ñ£íõ˜èœ º¡Q¬ôJ™ ðK«ê£î¬ù ªêŒ¶ students were divided into five groups. The ð£˜‚èŠð†ì¶. ñ£íõ˜èœ îQˆîQò£è¾‹, different parts of the plant (stem, root, leaves,

F¬êñ£Q seeds, flowers) and their structuralÜ‚«ì£ð˜ differences 2015 5 students were asked to summarize the important were discussed in the classroom and all the able to apply their learnings from the classroom during the field visit. The trip has created an features in a table form. We used the picture everlasting memory in their minds. charts for the identification of monocot and dicot There was an initial difficulty to bring a shift in plants. Students were than to the nearby garden the pedagogy and conduct the class outdoors to observe the fruits and flowers in detail and while remaining focused on the content. We also confirm their classroom learnings in the field. had to get permission from various authorities Students enjoyed learning outdoors and the to arrange for the visit. Students were extremely hands-on experience made their learning excited to be outdoors and it was difficult to hold even more impactful. By the end of the lesson, their attention towards the lesson. It will take a method. students were easily able to identify monocot while for students also to also get used to this and dicot plants, differentiate between tap root S.Gandhi, TGT. KBGHS, Kuruvinatham and fibrous root and recognize parallel and Puducherry reticulate venation. Outdoor visits also helped in peer learning as students constantly engaged in discussions with each other. Students were

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F¬êñ£Q Ü‚«ì£ð˜ 2015 9 My Food ldeas Lesson CBSE, EVS, Class – II

Exploring what we eat... R. Nithia

Major Concepts: EXPLORE Time, Sources of food and Note: Before starting the explore activity, the HealthyLearning & unhealthy Resources: food

Food grains, Vegetables, teacher asks children to bring small quantities Fruits,Prior Charts Knowledge: and Worksheets. of available food grains from home (cereals and pulses).Activity 1: items Ability to identify vegetables & fruits, names of a few local food Identifying food made from different Learning Outcomes: pulses - Teachers asks the students to observe Students will be able to the cereals that they brought and share their fruits and cooked food names in Tamil and English. The teacher makes • Observe different types of vegetables, a list of food items on the blackboard (e.g. Rice, theyIdly, areDosa, made Poori, from Chappathi, rice or wheat. Porota, Idiyappam, or raw Aappam, Uthappam) and asks students whether • Identify vegetables that are eaten cooked Activity 2: Distinguishing between raw and

• Identify the sources of fruits and cooked food - The teacher asks children to name vegetables [trees & plants] vegetables and fruits they have eaten at home or • Distinguish between healthy and groupsseen in tothe categorize market. The them teacher according lists downto whether these unhealthyENGAGE food theynames are on consumed the black rawboard. or Childrencooked or then both work ways. in Activity 1: Activity 3: Passing the ball – The teacher engages asks students about food items that we get from Food from animals - The teacher children in a game where students name their favorite food and pass the ball to another student animals (e.g. meat, eggs, milk etc). Students are who then names his / her favorite food. (e.g. encouraged to answer the question in either Food…food…foodActivity 2: - I like Idli) TamilActivity or 4:English. Coloring activity – Students are given Different meals - The teacher divides aWorsheets few coloring are attachedworksheets. towards end of the lesson plan children into three groups and shows different types of food items to each group. Students have 10 Ü‚«ì£ð˜ 2015 to categorize them according to the mealF¬êñ£Q they ELABORATE The teacher assesses how many students know are consumed for (breakfast, lunch or dinner). Activity 1: the names of food items in English and how they Pet plants - Teachers ask the students whether they have seen the plants that give us assessed.divide the food items. Their group participation and knowledge about local food items is also food. She encourages them to plant cereals and EXPLAIN pulses in the school premises. Waste plastic bottles and cups can be used to grow these plants Activity 1: two weeks. and children can observe the growth of plants for Favorite food – The teacher asks Activity 2: students to name their favorite food and Distinguishing healthy and unhealthy biryani,speak 2-3 poori, lines mutton about etc. it. E.g. carrots, potatoes, food – The teacher divides the class into groups cauliflower, oranges, apples, sambar rice, pongal, and makes a chart depicting healthy and Example: Tomato unhealthy food. This activity should be done during the class hours. The groups can present why they consider a particular food healthy or I like tomatoes….Tomatoes grow as a shrub... unhealthy.Note: Teacher need not mention fast food and A tomato is Red in color. My mother prepares tomatoThe teacherrice using encourages this vegetable. students to frame packed food unless it raised by the students during the presentation. Students can be sentencesActivity in 2: English. etc.sensitized towards some local food related issues Matching the meal – The teacher like hunger, food wastage, nutritional deficiency shows picture cards of various food items and EVALUATE: consumed.writes them on the board. Children have to match the food items with the meal and time they are Example: The teacher uses the worksheets given during various stages of the lesson and students Idli Breakfast Morning participation during various activities. Chapathi Dinner Night

R. Nithia

PST, GPS, Thanampalayam

F¬êñ£Q Ü‚«ì£ð˜ 2015 11 12 Ü‚«ì£ð˜ 2015 F¬êñ£Q F¬êñ£Q Ü‚«ì£ð˜ 2015 13 The Yellow Butterfly ldeas Lesson CBSE, English, Class – III, Unit - V

Appreciate nature and the colours around us R. Anitha

CBSE, ENGLISH, CLASS – III, UNIT - V

Theme of the unit: Students also fill an activity sheet after this. Appreciation of natural Questions for children: Major Concepts: beauty – sky, colors, insects etc. 1. Name some things that can fly in the sky? grammar - past tense, describing words Kindness towards all creatures; 2. Do people fly? How do people move to other countries?

Learning Resources: Poster of a garden, activity 3. What do butterflies get from the flowers? Activity 2: Making butterflies – sheets,Expected worksheets, Learning audio-visualOutcomes: aids 4. Do you like to fly kites? Listening:

• Go for nature walks and The teacher gives students an outline of a butterfly and asks them to make designs using appreciate the nature and the little creatures buttons, sequins colour papers etc. She can use picturearound us.cards. To listen to the story and audio visuals. Listen to the questions asked in each stage using questionsEXPLORE: on Pg 49 of the textbook for discussion. Speaking: Activity 1: Action words the sky and the describe creatures around them • Speak about the things seen in

• The teacher divides the students into in simple sentences. Discuss how they make Reading: Read the prose, new words groups to do a set of actions. They are given an models. Dramatize the story activity sheet where they choose the right action and identify the describing words. Read the with the present tense. • verb against the picture and match the past tense given sentences and sequence them. Read the • The teacher asks them to read the instructionsWriting: to make a paper butterfly. sit-sat,sentences and using try-tried. both present and past verbs and words. Carry out substitution writing. Write new guides them to match the verbs like hold-held, • Frame sentences using new ENGAGE theAs present the students tense with are the familiar past tense with with the ease. past words from the given words. tense of words like look-looked, they can match Activity 1: Nature walk – Wherever they struggle, the teacher can help them match the words. Using the verbs given in the activity sheet, children form simple sentences The teacher takes the children on a nature walk E.g. and asks them to observe their surroundings. She like the one below. asks them to name the objects and their colors. 14 Ü‚«ì£ð˜ 2015 F¬êñ£Q The boy climbs the tree. help students develop the story. The boy climbed the tree. EXPLAIN Activity 2: Picture reading – Activity 1: Story reading –

repeating after her. The teacher displays a picture The teacher reads the story, with the children of a garden and asks children to Activity 2: Vocabulary building – eachdiscuss group the and various they thingsare asked they to answer them The teacher acts out the meaning of the new usingsee in the the picture. picture. Question cards are given to words, points out to new words using the poster

2. What are the things you can see in the 1. What is this place? writing.and checks if children have understood what it means. Students are given an activity sheet for

garden? corresponding words, read and understand the Students watch the action, find the 3. Name the flower that is yellow in colour 4. What is the water source shown in that you have read in Magic Garden lesson. meaning. They form simple sentences using the words and fill in the blanks by writing the Activity 3: Sequencing the sentences – picture? appropriate words for the given sentences. 5. Name the flower seen in the pond and

what is the colour? sentences.The teacher gives six sentence strips to each 6. What is the insect that can be seen mostly group and asks them to read and sequence the in the garden? ELABORATE 7. Name the insect shown here? Activity 1: Writing about insects - 8. What is the color of the peach flower? Teacher asks the students to draw a garden 9. How many legs does a spider have? Activity 3: Model Making 10. How does a spider move? in the the garden. given activity sheet with insects flying around. Students draw and identify the insects Divide the children into groups and ask each Eg. There is a green grasshopper. It has long group to make one of the following things: A Activity 2: Video Screening - paper butterfly, model of a pond, paper tree or hind limbs (legs) a spider’s web. The teacher helps the groups with materials required to construct the things. The teacher plays the video on Florence Students are also shown videos on making these Nightingale. models or https://www.youtube. and https://www. (https://www.youtube.com/ (https://www.youtube.com/ . watch?v=6JpToD-xAgE watch?v=6mDGfQpl4Qk com/watch?v=1ugQ8fd2L9U ). youtube.com/watch?v=Ol6kml6t6Wk ) Students share their experiences where they They present their work to the entire class have shown kindness towards other creatures. and explain how they made these things during Activity 4: Framing a story – “Showcase” time. Questions for children: The teacher presents the poster to the class and 1. How will you behave towards other ask them to frame a story based on the poster. The creatures? teacher asks probing questions using the poster to 2. If you see an injured dog, what will you do? F¬êñ£Q Ü‚«ì£ð˜ 2015 15 Activity 3 -

3. How will you take care of the animals The children are asked to around your house? dramatize the prose “The Yellow Butterfly” using Reflection: 4. Have you ever fed an animal? the materials made in the explore stage

5. Is it right to keep parrots or birds in a When taken for a nature walk, the children cage? really enjoy the sense of freedom. Experiential learning happens and children learn through EVALUATE all the senses. Art activities encourage their Activity 1 - imagination and develop their concentration skills. Group activities encourage peer learning. Teacher gives a worksheet for reading During these activities, the teacher can assess comprehension. Students are required to find their interest, involvement and participatory Activity 2 - the describing words and colour them in yellow. skills. A comprehensive poster helps in covering all aspects of language learning. Audio visual Students are asked to sequence the aids help in reinforcing their learning. sentences given on Pg. 50 of the textbook. They also work on the exercise on word building on Pg. 51

R. Anitha,

P.S.T Government Primary School, T.V. Koil

16 Ü‚«ì£ð˜ 2015 F¬êñ£Q Feedback Readers’ Lesson What is Cooking? ldeas

CBSE, EVS, Class – III, Term - 2, Unit - 10

Food is just more than a meal... B. Surendhar

Learning Objectives:

for cooking. They can do this activity by recalling their experiences and observations from home. • To identify the utensils used for cooking. cooking.The teacher then shows video clips of cooking • Todifferent know regions. the different types of utensils and ask the children to list the items used for used for cooking and its diversity in

• Ask the students to complete the activity • To observe and identify different types of - Coloring and naming the utensils in Page no.61

stoves and fuels used for cooking. ofAssessment: the Textbook Teacher assesses the students’ that can be eaten raw or • Tocooked identify and and both classify raw and the cooked. food items prior knowledge and participation in the

activities. of cooking. • To observe and describe various methods EXPLORE Theme: Activity 1:

Exploring various utensils Prior• Knowledge: Food – Cooking motherStudents tongue. are shown They utensils can be used asked for cookingfurther and asked to name them in English or in their Learning• Names Resources: of some utensils, food items. questions like what it is made of, what is cooked in the particular vessel, are there utensils which • Work sheets areActivity used 2:for Raw making food specific and cooked food fooditems, etc. • Authentic utensils be eaten either raw or cooked or both raw and • Pictures Teacher shows various food items that can • PowerPoint Presentation worksheet. cooked. Students are asked to complete the • Video Clips Activity 3: ENGAGE Understanding the steps involved in preparation of a juice/salad • Students can be divided into groups and Teacher prepares a lemon juice or fruit salad askedF¬êñ£Q to prepare a list of items that are required and asks the children to observeÜ‚«ì£ð˜ the ingredients 2015 17 preparationand utensils of used food anditems method in their of houses. preparation. Students are also asked to observe the

Name of the Food ______Step 1______Step 2______Step 3______Step 4______ActivityStep 5______4: cooking Different stoves and fuels used for

Teacher shows video clips and pictures of types of stoves and fuel used for cooking. Children are cookerasked to and identify demonstrates the ones used the method in their ofrespective cooking houses. Teacher makes the model of a solar Ask children to write the names of food items, at least three food items that are eaten raw, usingActivity solar 5: Methodscooker. of cooking cooked,Activity both 4: raw and cooked respectively. Teacher’s Initiative: Divide the Teacher shows PowerPoint or pictures or students into groups. Each group must collect home.videos of different methods of cooking and asks list of food items that other children had the children to observe method of cooking from their previous day for breakfast, lunch and dinner. Assessment: Teacher assesses the students’ They can then classify them based on the data collected. participation, activity of completing worksheets, Ask the students to collect data of types of their observation write ups from home work. fuels and stoves used in the houses of other EXPLAIN children and find the type of fuel and stove Activity 1: used by number of families. They then discuss the effect of fuels within the group and present

Explaining a utensil it to the entire class ( Data Collection Sheet-See annexure)ELABORATE whatDivide it is the made students of and inthe groups. food that Each is groupcooked has in it.to explain about a utensil - its shape, purpose, Activity 2: methodsTeacher explainsof cooking the variousare demonstrated types of utensils to using real utensils and pictures. The different Ask each group to enact the preparation of one Sequence and method of cooking through pictures. students and the effect of fuels are explained and the method of cooking. food item explaining the sequence of preparation by their parents and grandparents and write the Activity 3: Raw and cooked food Children are asked to collect old utensils used

names of those utensils. 18 Ü‚«ì£ð˜ 2015 F¬êñ£Q forTeacher those changes. explains the history of changes that for its preparation; list out the ingredients; write have occurred in using fuels and also the need cooking.the steps involved in preparing the food; indicate EVALUATE the method of cooking and the fuel needed for

WorksheetTeacher asks 2 children to select any one food item and make / draw models of utensils needed Data Collection Sheet A (No of children – IIII ) S.No Objects used in place of the Bulb glows or not Conductor /insulator switch

1 Iron key

2 Wooden scale

3 Iron nail

4 Eraser

5 Matchstick

6 Safety pin

7 Aluminium wire

8 Glass bangle

9 Plastic ruler

10 Paper

WORKSHEET 3 S.no Name of Food Names of Food Item Method of Preparation grains/Fruit/vegetable Write the names of different food 1 Example: Rice Steamed Rice, Puffed Steaming, Frying Rice, Rice Murukku, Steaming, Roasting items made from Idli, Dosai any three Grains/ 2 Write its method of Fruits/ Vegetables. preparation. 3

F¬êñ£Q Ü‚«ì£ð˜ 2015 19 Data Collection Sheet B

Type of Stove No of Homes

Firewood stove

Gas stove

Kerosene stove

Electric Stove

Electric Induction Stove

Electric oven

Solar stove

Others

B. Surendhar

, P.S.T, Government Primary School, Meenachipet

20 Ü‚«ì£ð˜ 2015 F¬êñ£Q Worksheet 3 A. Encircle the odd one

1. a) Kerosene b) Firewood c) cow dung d) copper 2. a) Pongal b) Tomato Rice c) Dosa d) Lemon Rice 3. a) fruit salad b) Sambar Rice c) Lemon Juice d) Cucumber B. Write the name of Utensils

1 2

4 3

6 5

F¬êñ£Q Ü‚«ì£ð˜ 2015 21 Measurement ldeas Lesson CBSE, Maths, Class – III, Unit - VI

Longer will be short, when there is longest D. Sankara Devi

Prior knowledge: Know the difference between EXPLORE: objects Activity 1: Measuring the height of a person. longer, shorter, longest and shortest among Learning objective:

Students will be able to: Students are asked to measure the length of an object or the height a person using needles, pins,

• Get an idea of length and distance blocks, linker cubes, fingers etc... measurement measurements. • Appreciate the need for standard units of Children are asked to note down the Major Concept:

Students will know: used for measuring distances. • That centimeter, meter, and kilometer are The Length of My Body Parts

7 measurement. 8 • That the meter is the metric standard of 6 Learning Resources: 5 4 crayons etc. Text book, blackboard, worksheet, YouTube videos, linker cubes, Cubes Linker 3 ENGAGE: 2 Activity 1: 1 Hand Head Video Foot measurement.Students are made to watch a video on YouTube to introduce them to the concept of Activity 2: https://www.youtube.com/ Standard and non-standard units between nonstandard and standard units such watch?v=Ll21j2r8gDc as Studentsmeter and are centimeter. given worksheets to distinguish Affter waching video, teacher initiates a discussion with the students based on the video. Object: length of the table

22 Ü‚«ì£ð˜ 2015 F¬êñ£Q Non - Activity 1: How tall am I ? Name of the Standard Sl.no standard student units (cm) units (arms)

1. Kavitha 65cm Children are given a yarn (string) to measure 13 the height of their peers. A chart is placed in one 2 Madhishnee 14 65cm corner of the classroom to paste the photograph 3 Narmadha 10 65cm of children along with the strings that denote

4 their respective heights.

5 The heights of all the children are then measured using a scale or meter table and Note: Here the non-standard units of tabulated.Activity 2: Measuring using a meter tape. measurement differs for each student but the

and centimeter using a toy car and some The teacher extends the concept of meter thestandard importance units remain of standard the same units for all. and Building then on from this experience, the teachers explains it consistent. Launch the car from the starting introduces centimeter and meter to students. building blocks. Mark the starting point to keep Activity 3: Measuring distance point and record the distance travelled. Now, add a block to the car and launch it. Repeat the activity by adding more blocks to the car. Try the • The teacher asks the students to jump distance in cm using a measuring tape. They are activity with different cars. Record the distance according to their ability and measure the covered in each case and tabulate it. distances are measured in m and shorter ones then asked to run for a particular duration (2-3 areIt measured is explained in cm. to students that longer introduceseconds) and the measureother unit the meter distance. which It iswould used n'tto usually exceed 100 cm. Here, the teacher can sutdents. Further teacher discuss these questions with measureEXPLAIN longer distances. share and discuss their • Did you get consistent results in all the understandingStudents are from asked the to trials?ELABORATE: What are your findings? Activity 1: Using a ruler previous activities. Then the Students are asked to measure the length of the following activity is done to line segments using a ruler. For example below. further explain the concept. 1)______= ______cm Sl.no. Name of the student height 2)______= ______cm

3)______= ______cm

4)______= ______cm 5)______= ______cm

F¬êñ£Q Ü‚«ì£ð˜ 2015 23 Activity 2: Sl.no Objects Measurement Measurement name in centimeter in meter (m) (cm) Measuring the length of various objects in the classroom and tabulate them. 1 Sl.no. Object name length 2

1 Table 3 2 Blackboard

3 Window EVALUATE:

4 Door The following worksheets can be used to evaluate the students. Activity 3:

Standard units of measurement differentiate between cm and m. This activity is to further help children cm and m. Name some objects that can be measured in

D. Sankaradevi,

P.S.T, G.M.S, Adingapet

24 Ü‚«ì£ð˜ 2015 F¬êñ£Q F¬êñ£QSource : www.mathworksheets4kids.com Ü‚«ì£ð˜ 2015 25 Source : www.mathworksheets4kids.com 26 Ü‚«ì£ð˜ 2015 F¬êñ£Q Lesson Helen Keller ldeas

CBSE, English, Class – IV, Unit - V

Empathise with the differently abled and develop an understnding that their needs are different K. Padmini

Learning Objectives Activity 2: Role Play

This activity is to sensitize the students 1. ariseIdentify out andof them. understand the differences in certain children and the needs that towards the differently abled people in their environment. The class is divided into groups. Each group is given a topic and asked to do a 2. Speak a few sentences in English on Helen shortGP 1: role play. Keller through role playing and story- telling. trying toYou buy and fruits your in friend a shop. are As on he your is about way to school. There is a visually challenged person 3. Narrate the story in their own words. pay, his money drops to the ground. What do you

4. Use new words in context ( dear, illness, agreed, important, smart, bright, special, andGP your2: friend do? ENGAGE strict and copy) There is a physically challenged lady Activity 1: Video Screening limping on the road near your house. A street dog keeps barking at her, scaring her. How will

you help her? A short video on Helen Keller is shown to the Students discuss in groups and present it students. The teacher asks the following questions before class. Teacher asks different students basedhttps://www.youtube.com/ on the video. Learning Objectives: to present the same before the class so that all childrenAssessment: get a chance to present before the class. watch?v=A6p282-QTNsTeacher then starts a discussion by asking the

Teacher assesses the students’ willingness to following questions: present before the class, their understanding • What thoughts came to your mind when themthat there be made are adifferently part of the abled mainstream persons society.around you saw the video? and that they should not be discriminated but

• Did you notice the expression on the faces of the people on the road, in the bus?

• Have you had a similar experience of helpingF¬êñ£Q someone with difficulty? Ü‚«ì£ð˜ 2015 27 EXPLORE her/him. Activity 1: Famous personalities

Teacher shows the pictures of some famous • She then asks the children to read from the picture chart they have prepared. The chart will have the lesson in small readable chunks. personalities and asks them to say a few lines about them. (E.g. Mother Teresa, Florence • The poster is fixed on the wall and the Nightingale) children take turns to read it.

Students will be able to understand that The pictorial story and the content helps Activity 3: many famous personalities have worked with children read the lesson with interest. differentlyAssessment: challenged Teacher peopleassesses in thethe society.background The teacher Story reads Reading the story again with the knowledge of the children and their ability to right pronunciation and intonation. Children talkEXPLAIN in English. byfollow the teacher.the lines and the new words are explained in context. Children fill the work sheet prepared Worksheets: To enable children to understand the lesson Fill in the blanks with the words given below: story.and read it with reasonable fluency and make them talk fluently by asking them to narrate the Activity 1: Story Strips [Dear, agreed, smart, important, bright, by, strict, copy, illness, special] and asks them to arrange them in order. Then Teacher gives pictures of Helen Keller story 1. She is my ------friend her ------they are given story strips and asked to paste 2. Kavitha didn’t come to school because of teachers can use the poster. 3. My mother ------to come with me. them under the relevant picture. Alternately Activity 2: Model Reading

4. Water is ------to live.

To help children read the story independently 5.6. The babysun shines is very ----. ------and thereby develop their fluency in the language.

• Teacher reads the story slowly making sure that the children understand and follow 7. My brother gave me a very ------gift.

28 Ü‚«ì£ð˜ 2015 F¬êñ£Q Activity 2: Role play

8. My father is ------. Mother are assigned to the students and they Activity9. In 4: exams Chain we Reading should not------Role of Helen Keller, Annie Sullivan, Father and The teacher askes the students to read the story enact the story in front of the class. chart once more. Then she asks the students to

usingDialogue the words strips from are giventhe book to the are students used to create in the sequence they will perform. Here short sentences do relay reading. stage can be used here. Students are made to stand in a semi- circle dialogues. The dialogues used in the ‘explore’ and asked to read a sentence each and complete Assessment: Teacher assesses whether they the story. The teacher can also stand along with them and read a line to be one with the children. pronunciation. have grasped the content of the lesson, and also This way the children will listen to the correct assesses their performance, dialogue delivery, Assessment: The teacher assesses whether expressionEVALUATE and enjoyment. Activity 1: Story Narration Activity 5: Action Words the students are able to read properly. The teacher asks the students to narrate the story.

Teacher’s Activity: Teacher explains simple Assessment: Assesses the students’ narration of past by showing a chart with list of action words the story. with pictures of simple actions. Activity 2: Using conjunctions for the entire term. Students read the chart and it is left on the wall ELABORATE The teacher gives worksheet to the students Activity 1: Using conjunctions : Book work studentsto fill in theto combine blanks with sentences the words using and them. another worksheet based on ‘and’ and ‘but’ and asks the Project work: Teacher gives sentence strips to children containing two sentences. Children will have to combineAssessment: using Teacher ‘and’ and assesses ‘but’. whether they are Students are asked to create their own story unit.with 15 words they have newly learnt from the able to combine the sentences properly. lesson along with a few words from the previous

K. Padmini

PST, GPS, Ariyur

F¬êñ£Q Ü‚«ì£ð˜ 2015 29 Valley of Flowers ldeas Lesson CBSE, EVS, Class - IV, Chapter - 11

Exploring Flower Diversity K. Bhuvaneswari

Lesson Objectives:

instruction needs to be given to the students to not pluck too many flowers. The following details • Understand and appreciate the beauty have to be captured in the worksheet: and importance of flowers 1. Colors of flowers which are seen in • Understand the different uses of flowers their Neighbourhood. rose, jasmine, lily, lotus, • Draw, identify and understand the parts December flower, hibiscus etc. ENGAGE of a flower 2. Type of plants these flowers grow on - Activity 1: shrubs, herbs, trees, water plants etc. and absence of fragrance. Discussion on flowers – The teacher 3. Classify flowers based on the presence asks students different questions on flowers to elicit their prior knowledge. Some of the 4. Categorize flowers based on their size questions could be – where have you seen (small, medium and large) and shape (flat, round, flowers, in what types of plants have you seen conicalActivity etc.) 2: Identification of floral parts thereflowers in yourgrow, garden, do you can have you any name flowering some of plants them in your garden, how many kinds of flowers are which are seen in the market or around them and The teacher asks students to bring flowers etc. The teacher needs to consolidate and write asks them to write down their characteristics downActivity their 2: responses on the black board.

Flowers and festivals - Students write (how many colored parts, how many green parts the names of flowers associated with different etc.). Students can also list the different uses of cultural and religious occasions. They are also flowers. asked to list down names of different flowers Students now fill in a worksheet by observing theyEXPLORE: have seen in the market. the characteristics of one flower in detail. Some Activity 1: Categorizing flowers - of the characteristics they could observe are - Color, fragrance (Y/N), kind of plant the flower grows on, number of petals (colored parts), Students will be asked to bring different number of sepals (green colored parts), size of flowers that they see fallen on the road the flower (small, big), shape of the flower (open, on their way to school. The teacher also closed, circular), use of the flower, its local name, needs to bring some flowers so that the the scientific name, flowering season, part of the 30 Ü‚«ì£ð˜ 2015 F¬êñ£Q students will be motivated. A special plant the flower grows on (tip of branch, side Activity 3: Uses of flowers - of the branch etc.) flowers and their uses. The discussion could cover the following topics:

In this phase, students need to collect some • Life span of a flower - why do information on the uses of flowers. The following flowers die sooner compared to leaves, pointers can guide this activity. etc.how long does it take for the plant to flower, different seasons in which flowers bloom a. Why are some flowers plucked? How does it come to the market? • Life cycle of a plant - seeds develop into b. Put some flowers in water and observe plants, plants develop flowers, flowers mature to what happens. (This is to understand that some develop fruits, fruits have seeds and these seeds coloring dyes and perfumes are made out of canEXTEND be used to grow more plants. flowers) Activity 1: Making a floral album – c. Why shouldn’t flowers be plucked indiscriminately? (opinions from an elder, a Activity 4: Exploring flowers in their natural farmer or a botanist) Students could make a floral album using the environment - instructionsActivity 2: Preparing given in the paintings textbook. using flowers -

white papers. Students can be taken to a botanical garden Materials required: different flowers, pencils, to observe flowers in their natural environment. Flowers which are cultivated in their surroundingsActivity 5: Map could reading also be - observed. Procedure : Children need to draw the picture of the flowers they have brought, color the diagram using the same flower petals, and keep A map of India will be shown to students. it for display. Show students images of different Different places where flowers are seen paintings and pictures (E.g. Elora and Ajantha abundantly will be pointed and students will be caves, Madhubani paintings) and discuss how assisted in reading the map. Point their attention flowersActivity were 3: Uses used of for flowers painting - in olden times. to places which are known for their natural diversity e.g. Kashmir, Uttarakhand, Ooty. Discuss used in the preparation of food, cosmetics etc. how directions help in reading a map (east, west, A discussion on different flowers which are north,EXPLAIN south) EVALUATE The teacher asks students to sit in a group and

Students need to develop the flower album and discuss the characteristics of the flowers that write different characteristics of the flowers. The they have explored. Students will then explain can also be asked to identify the characteristics what they have collected and understood about of matured flowers from its photographs. K. Bhuvaneswari,

Head Teacher, G.P.S. Madukarai F¬êñ£Q Ü‚«ì£ð˜ 2015 31 Feedback Readers’ The Lazy Frog

ldeas CBSE, English, Class – V, Unit – 5 Lesson

To be active always and appreciate the value of time B. Manjula Devi

Learning Objectives:

Frog breathes through its skin (learnt in • To recite the poem with proper intonation The EVS)teacher assesses their interest and • To enrich the students’ vocabulary • To express their thoughts freely involvement, skills in hand work and the way on time theyActivity answer 2: the Using questions. picture story cards • To understand the importance of being Learning Resources: Teacher divides the class into 4 groups and gives them a set of picture story cards (any • Audio Visual aid story relevant to the cognitive level of the class). ENGAGE• Worksheets studentsStudents through have to this arrange entire the process. pictures in order, Activity 1: (Origami) Frog on paper within a stipulated time. The teacher guides the Activity 3 : Sentence strips

each student and asks them to make a frog out The teacher gives a white sheet of paper to cardsTeacher and dividesassists thethe studentsclass into in two arranging groups andthe of it. All the students participate enthusiastically gives the picture story cards along with sentence frog.as they have learnt this activity in their drawing class. Students also have to say a few lines about pictures with sentence cards sequentially on time. Teacher appreciates the group that finishes the activity on time. Teacher assesses the For example: understandingEXPLORE ability of the students. Frog lives in water. Frog croaks.

32 Ü‚«ì£ð˜ 2015 F¬êñ£Q Teacher gives the worksheet to the students sequentially on the board placed in one corner and asks them to mark the time for the given of the classroom. Students participate in this activities. activity enthusiastically. This activity helps the teacher to assess the understanding ability, After finishing this activity, the teacher things on time. accuracy in fixing the sentence and also doing gradually discusses with the students why these theactivities teacher differ to introduce during holidays. the concept When of children doing ELABORATE thingsanswer on the time. queries posed by the teacher, it helps Activity 1: Chain recitation EXPLAIN

Teacher gives the sentence strips to the The audio of the poem ‘The Lazy frog’ is played students which contain the lines of the poem to to the students. Children get to listen to the each student and asks the student who is having correct pronunciation of each and every word the first line, to sing, then student having second in the poem. The visuals help in reinforcing the line can sing and so on…. In this activity each meaning of certain words that are not likely to be student should be alert for their turn. Through Activity 1: Picture dictionary present in their environment. this task children become familiar with the poem and also able to recite it on their own. Teacher assessesActivity the 2: reading Role play and reciting skill. Teacher makes the students familiar with the makesnew words them byread using it, then flash shows cards them with the pictures picture toon reinforcethe backside. the meaningTeacher showsand associate the words it first,with Teacher can involve the students in a role the word. play with different animals like frog, rabbit, deer, squirrel, as characters. The script can be a dialogue between the animals, an advice to ActivityLOG 2: BOW Reciting LOLL the HEAP poem the frog not to be lazy. The script can entertain the audience (students) and the participants will be excited about their performance in the The poem 'The Lazy Frog' is written on a huge play. Teacher can help the students to deliver chart sheet and displayed prominently in the dialogues in simple English. This makes the class. When the teacher recites the poem, the classroomTeacher environmentassesses the joyfulstudents and lively.speaking and children listen to her and follow the lines.

Teacher recites the poem rhythmically twice creative skill, and their ability to reproduce the and the sutentds them follow her, then helps the playActivity through 3: aLet’s role Writeplay. - Text book activity students recite it along with her. As the students Teacher reinforces and enhances the students are by now familiar with the new words, they will be able to understand the meaning of the poem. Teacher assesses the students' understanding ability to make sentences about themselves (Use andActivity reciting 3: skill. Arranging the sentences the following clues to complete the sentence – people you like, game you play, a hobby, a habit) I LOVE ------. of Teacherthe poem divides and asks the theclass students into two to groups arrange and it gives sentence strips which contains the lines I LIKE------. F¬êñ£Q I DON`T MIND------.Ü‚«ì£ð˜ 2015 33 Activity 2

I DON`T LIKE------. Teacher assesses the reading and writing skill Teacher gives the worksheet to the students and checks their answering techniques. and asks them to color the words which they EVALUATE have read in this poem. Activity 1

Teacher gives the worksheet to the students and asks them to write about activities they have to finish on time. E.g.1. finish homework on time 2. 3. 4.

Students writing skill can be assessed here.

B. Manjula Devi

PST, GPS, Karuvadikuppam

34 Ü‚«ì£ð˜ 2015 F¬êñ£Q Lesson Walls Tell Stories ldeas

CBSE, EVS, Class – V, Unit -10

M. Ramakrishnan Study the Heritage Buildings... Know the Past... D. Priya

Learning objectives: Activity 3:

Experience sharing – The teacher • Understand heritage buildings as a source past.asks children to share their experiences about of knowledge about our past - how construction any fort or heritage place they have visited in the methods and materials used in the past differ EXPLORE from the present day; differences in the life style Activity 1: Creating a route map - Teacher asks of Learningpeople in theresources: olden days Photos of local historical places,ENGAGE slide show, flash cards children to draw a route map from their home to school. In the map, Activity 1: the important they have to mention Direction game – The teacher asks shops etc. en route. the students to gather in a circle. She calls out the buildings, temples, names of different directions and students have understand why to stand facing in that direction. Students who This helps them faceActivity the wrong 2: direction will be out of the game. maps are needed and how they may be Discussion on old buildings and made. temples in their locality - Teacher asks the children to share their knowledge about the local temples and places of historic importance know who constructed them, what forms and Activity 2: Reading the map - in their area – e.g. when they were built, if they sculpturesActivity have3: they seen in the building Teacher divides the children into four groups Video Screening - Teacher screens for an exercise in reading the map of Golconda the videos of some historical forts like Ginjee fort Activity 3: Heritage walk - or other heritage buildings. She can ask them fort. (Textbook page 90-91). questions about the ventilation system in the structure, the tools that could have been used for the carvings etc.https://www.youtube.com/ Teacher arranges a field trip to heritage building sites or historical places in Pondicherry. Videolinks: watch?v=5rADZ7sP0DQ; Pondicherry is gifted with many heritage building and important historical sites. Children can be https://www.youtube.com/watch?v=6V5bd- taken to museum, INTACH Pondicherry Centre, lEw34;https://www.youtube.com/ F¬êñ£Q Bharathiyar Memorial House, Aayi Mandapam 2015 35 watch?v=SWS2e1TENxg Ü‚«ì£ð˜ Keezhur,in Bharathi Arikamedu Park, Vysial etc. Street Heritage Tamil etc. Students will exhibits these things in the Houses, White town French Heritage buildings, classroom.Activity 2: Views on some historic places in EXPLAIN Pondicherry - Activity 1: Understanding the significance of heritage buildings - Students are given photographs of some of the historic places in Pondicherry and asked to say theirActivity views 3: Informationand thoughts gatheringabout it. - importantTeacher explainsto us and the why field we trip need to tothe safe children. guard Teacher explains why old/heritage buildings are Students will gather information about the old heritage buildings. Teacher also guides students buildings or monuments near their house (page- on some of the things that can be learnt from 97)Activity 4: Preparing an album - theseActivity buildings. 2: Slide show on Golconda Fort -

Teacher uses a slide show of Golconda fort and Students can be asked to collect coins/stamps/ explains every slide.http://www.dreamstime.com/ Teachers can find interesting pictures/photographsEVALUATE and prepare an album. photos on the internet. The link of one such site is given here - Activity 3: Sources in history - photos-images/golconda-fort-india.html Teacher assesses the children’s activities during elaborate stage. The evaluation can be oral and written. Teacher gives students a Teacher discusses the various sources used to heritage─ map and students will be asked to: records,study the historybooks, ofnewspaper, a place. Oral magazine,stories (Example: coins, another. the story of Aayi Mandapam), inscriptions, travel Find the shortest route from one place to stamps, photo graphs etc. are sources that can be ─ used. another. Find the direction of a place in relation to ELABORATE ─ Activity 1: Make your own classroom Write directions to get to a place. Example: museum - From Gandhi statue turn left and walk towards west, then turn right and walk northwards to reach Governor’s Teacher asks students to collect old things Further Bungalow. r from their house such as walking sticks, locks, Page : 81 umbrellas, wooden slippers, pots, wooden tools, eading : Reference corner - 'Heritage walk', M. Ramakrishnan,

P.S.T, G.P.S, Vadamangalam

D. Priya, T.G.T,

Our Lady of Victory Hr. Sec. School, Bahour

36 Ü‚«ì£ð˜ 2015 F¬êñ£Q Lesson Cell Structure ldeas

Samacheer, Science-Biology, Class - 6, Unit - 1

R. Hemalatha A microscopic exploration of the world around us K. Eswaran

Major Concepts:

Prokaryotic and eukaryotic it to the idea of cells as building blocks of the cells; Animal cell organelles and functions; Plant human body. Teacher facilitates a discussion on Learning Objectives: cell organelles and functions. the human body, its parts, finally arriving at the cell.

Students will be able to: EXPLORE Activity 1: Observing different types of cell 1. Understand how prokaryotic cells are structure different from eukaryotic cells.

2. Differentiate between plant and animal under the microscope to understand how the cells - the different organelles present, its The students observe different kinds of cells role and function.

3. Acquire important skills like drawing, cells differ in their shape size and complexity. Introduction: observation, comparison and analysis. The teacher can first prepare the slide for students to observe and later guide the students in 1.preparing Bacteria their cell: own Specimen slides. - Curd The teacher can begin the lesson by introducing ‘cell’ as a basic unit of life and discuss how it withtook the scientists naked eye, a long they time had toto discoveruse sophisticated it. Since Put a drop of curd on the slide to observe the the cell is extremely minute and cannot be seen cell structure of bacteria. Create a permanent and its function. slide2. toProtista observe thelike organelles Amoeba, inside theEuglena, cell. equipment like the microscope to study the cell Paramecium: Specimen – Stale water ENGAGE Pour a drop of stale water on the slide and Activity: Building blocks observe under the microscope to see Protista like3. amoeba, Plant euglenacell: and paramecium, students and asks them to construct any The teacher gives building blocks to the Students can be made to observe the plant cell structure they like. This is to help students relate F¬êñ£Q from two different specimens.Ü‚«ì£ð˜ They will 2015 be able37 to clearly see cell structure and nucleus in onion the differences observed in the size and shape of cell and a. chloroplast Specimen moving - Onion in peelhydrilla. (Epidermis the cells and different organelles present in each layer) of the cell type.

b. Hydrilla plant (from leaf) Based on this observation, students are asked to group the cells and the teacher explains the 4. Animal cell: Specimen - Cheek cells classification of cells.

The teacher further explains: Prepare a slide of cheek cells and ask students o Structure of the cells to observe under the microscope. They will be able to see the nucleus and cell membrane very o Organelles inside the cell. clearly.EXPLAIN o Functions of cell organelles.

o Difference between plant cell and animal o Difference between prokaryotic and theirAfter understanding. observing the They different can be cells,asked studentsto share cell. are asked to share their observations and explain

eukaryotic cells

R. Hemalatha, T.G.T,

G.H.S. Kodathur

K. Eswaran, T.G.T,

G.H.S. Thirukannur 38 Ü‚«ì£ð˜ 2015 F¬êñ£Q Feedback Readers’ Lesson Body Movements ldeas

Samacheer, Science,Grade – VIII, Term - II

Learning through the skeleton C. Nirmala

Learning Objectives: - Which system protects our body from - To understand the basic components of our body frame work. external changes, Name the parts involved - To understand the functions of the in it? current understanding of the structure and Questions can also be asked to check their - skeletalTo system.know the different types of bones their size, function of the skeletal system. These questions lead the students to think further about this lesson. - shapeTo know and the function) different types of joints and - Which organ system provides shape to our body? Pre-Requisite and their Knowledge: role in body movements. - Different types of organ systems and its - Have you seen bones? Why are bones

functions in our body. so hard? - Are all the bones of the same size and shape? What could be the reason? - Parts of skeletal system – Bones, Cartilage, - Are bones made up of a single structure ligaments etc., or are they attached with other bones? ENGAGE EXPLORE Activity1: checkStudents their areunderstanding engaged in a of discussion the different about organ the Skeletal system and the shape of our systemshuman body.in the A human few questions body. may be asked to body Objective: To study the importance of skeletal system. Some questions could be: Materials Required: - Name the organ system which removes waste materials from our body and what are the parts involved in that system? • Floppy rag doll - Which system supplies food and oxygen • Paper to all parts of our body? F¬êñ£Q • Pen Ü‚«ì£ð˜ 2015 39 Procedure: After the counting, the groups can brain storm

Bring a floppy rag doll to class and explain on why humans have this particular kind of that without bones, humans would look like this. skeleton. What would be the reasons why all the Divide the students into groups and ask them to bones are not of the same size and shape? What is itsActivity significance 4: Role in our Play daily -activities? Bones and its note down the advanatges and disadvantages of functions. having a skeletal system. One student from each group presents their discussionActivity summary2: To study to the theentire importance class. of Students will be assigned a bone/bones. They different types of bones and joints in our will come and present its function to body. the entire class. Materials Required: 1. Skull bone 2.Pivot joint 3.Ribcage 4. Spinal Cord 5. Femur 6. Girdles EXPLAIN • Sticks of different sizes • Threads The human skeleton is the internal framework Procedure: • Grains, pebbles, Pen and paper of the body. It is composed of nearly 300 bones at birth – this total decreases to 206 bones by adulthood after some bones have fused together. Tie a stick to the finger bones, elbow joint and The bone mass in the skeleton reaches its knee joint of children using a thread. They are maximum density around the age of 30. then asked to write on a piece of paper, collect the stones without bending the fingers, bend the The human skeleton can be divided into the elbow and walk a short distance. axial skeleton and the appendicular skeleton. The axial skeleton is formed by the vertebral column, Students are asked to note down the changes the rib cage and the skull. It consists of 80 bones. majorand difficulties bones in thattheir they own faced bodies, while such carriying as the out these activities. Students move some of the The appendicular skeleton, which is attached to the axial skeleton, is formed by the pectoral tibia (shinbone), the patella (kneecap), the femur girdle, the pelvic girdle and the bones of the (thighbone), and the mandible (jawbone). While upper and lower limbs. It consists of 126 bones. touching each bone, have them move that part ELABORATE of the body so they can locate the nearest joint to the part they are touching. Have the students describe how they are able to move the joint (up The skeleton protects organs in the body. and down, around in a circle, side to side and so Bones can cover and protect many of our major on), and in doing so, to identify which type of organs. They are like an armour that protects our jointActivity they believe 3- Study they on have skeleton discovered. insiders. Can anyone think of any examples? 1. Cranium: Protects the brain Students can be asked to study the skeleton 2. Ribs/sternum: Protects the lungs, heart bones, type of joints and the size and shape of thein the bones. lab. StudentsThey can must try to observe count thethe number of and some digestive organs. 3. Pelvis: Protects and supports the digestive and reproductive organs. bones40 Ü‚«ì£ð˜ in hands, legs,2015 ribs and vertebral column. F¬êñ£Q the object.

4. Spinal column: Protects the spine.

Other Functions: • Guess how many cubits long the teacher's

1. Blood Cell production: Inside the long desk is. Now use your body to find how many cubits long it really is. bones, there is a cavity that is filled with a substance called Bone Marrow. New • Guess how many cubits wide the blood cells are produced in this tissue. blackboard is. Measure to find how may cubits wide it really is. 2. inMovement. different Bonesways. are the levers that help the body move in different directions and EVALUATE:

3. Mineral Storage. Mineral is a substance 1. Movement is an important character of that the body needs to carry out all of animals? Which parts of our body do we use to our bodily functions like thinking, move? Activity breathing 1: Skeletal and moving system around. as a measuring system 2. Give any three reasons to prove that bones Objective: are important? non-standard units of the human body. 3. Joints are places where two bones To measure various objects using meet. You have joints at your elbows and your were others standards of measurement. shoulders. Move these joints and compare Before sclaes and rulers were invented, there how they move. Do they move the same way or differently? Can you think of other places in your • A cubit is the length from the elbow to the body where there are joints that move like your fingertips. elbows and shoulders? • A span is the measure of your outspread 4. Spinal cord is protected by bones, Can you fingers. name the bone which protects our spinal cord? arms. • A fathom measures your outstretched

•Procedure: A pace is a walking step.

1. Use your own cubit to find some measures in the classroom. Work with a partner.

• Find an object in the classroom that measures the same as your cubit. Name

C. Nirmala,

TGT, G.H.S. Oulgaret

F¬êñ£Q Ü‚«ì£ð˜ 2015 41 Worksheet 1:

1. Kumar completed putting Bone- man together. However, he has mixeda mismatch. up a few bones. Can you spot the errors? Circle the places where you see these bones. 2. Describe the correct place and position for

3. How would human body movements be affected, if the bones were indeed like this. smooth, the tip of 4. To make the movement of two larger bones

the larger bones are provided with cartilage caps. what would result if cartilages are not present in our skeleton?

42 Ü‚«ì£ð˜ 2015 F¬êñ£Q Class room Resources Feedback Acids and Bases Readers’

Samacheer, Science,Grade – VII, Term - II

Sour or Bitter !!!

Activity: areMany acids household or bases. substances, Acids and includingbases function cleaning to solutions and food/beverages that we consume, 1. Use three closed containers, pour ¼ cup acidic foods, the body uses a buffering system of lemon juice into one container and label it balance the pH levels in the body. When we eat “lemon juice.” to neutralize the positive ions released from the 2. Create a baking soda solution by mixing ¼ acids. Conversely, bases are also controlled to cup of water with one tablespoon of baking soda. keep the body from becoming too alkaline. Pour the baking soda solution into the container are kept in the open, they turn brown and decay. labeled “baking soda.” and similarly pour ¼ cup Apples are acidic. When fresh slices of apples of water into the container labeled “water.”

When exposed to oxygen, the enzymes in them 3. Collect the apple slices and place two causes the exposed flesh of the apple to turn to three apple slices into each of the three brown. If the enzymes are made less active, containers. Gently shake each the containers to the rate of browning can also be slowed down. make sure the apple slices are completely coated Enzymes are less active at lower pH levels. with the solution. Therefore, applying an acid to the surface of the 4. Take the apple slices out and place them apple slice slows the activity of the enzymes and on a table. keeps the apple from browning. However, basic usedsolutions, to keep does a fruit not lowerfrom browning the pH level because on the it 5. Observe the apple slices immediately surface of the apple slices. Lemon juice is often minutesfollowing and the then treatment. after one Then,hour. set the apple slices aside, and observe them later after 30 has a very low pH. Applying lemon juice to the surface of sliced apples increases the acidity on worksheet. 6. Note down the observations in the the surface to a pH level below 2. This low pH reduces the activity of the enzymes in the apple and slows down the browning process.

Acids are mainly used as preservatives. Through this activity, students will test the effect of solutions with different levels of acidity to determine which solution works best to keep the apple from turning brown.

F¬êñ£Q Ü‚«ì£ð˜ 2015 43 44 Ü‚«ì£ð˜ 2015 F¬êñ£Q F¬êñ£Q Ü‚«ì£ð˜ 2015 45 Feedback Readers’ Funny Bunny

CBSE, ENGLISH, CLASS – II, UNIT - V Diaries Class room

Learn about the names of various animals through funny names G. Lakshmy

Prior Knowledge:

Students are asked to form a circle, close their eyes, and try to recognize the animal sounds • Names of some animals. played produced by the teacher. The teacher • Difference between wild and domestic then calls a student aside and whispers the name animals of the animal in his/her ear. The student has to make the sound of the animal for the rest of the •Learning Some Objectives: facts about forest classActivity to identify 2: Animals the animal.

• Listening: To listen and produce the Children are shown some colorful books on animals. E.g. Animals in the wild, Domestic sounds of some animals. Using these books, the teacher then asks some animals. Picture posters could also be used. • Speaking: To pronounce words that have similar sounds. questions about the animals in their environment. reading and repeated reading. Some pointers can be: • Reading: To develop reading by choral 1. Do you have a pet-animal?

• Writing: To rearrange the sentences using 2. What is the name of your pet-animal? ENGAGE given words. 3. Say names of some animals which you can Activity 1: Animal Sounds see in your surroundings?

46 Ýèv† 2015 F¬êñ£Q EXPLORE

Activity 1: Tracing the animal - narratepicture storythe story in text in booktheir (pgmother no. 87)tongue teacher and asks the children to look at the pictures and Teacher gives a worksheet (having dotted lines of Rabbit, Hen, thenEVALUATION in English. and Duck) to the students and ask them to draw andActivity color the 2: dotted Sight picture. word chart - Teacher Teacher asks students to do a role play using displays the sight word chart with the names of the frequently used sentences in the lesson. and reads them out. HOME ASSIGNMENT: Teacher encourages the animals and their characters given in the lesson Evaluation is done in each step. EXPLAIN: around their surroundings. Activity 1: Picture story chart - students to create their own story by looking REFLECTION chart Teacher tells the story of the lesson using the picture story Activity 2: Rhyming words - Teacher uses the I am handling this class for the first time and in my class, students have directly joined class 2. So sight word chart to teach the words that have I had to teach the students alphabets and other basicsENGAGE initially.

For the engage stage I asked a student to mimic animal sounds. But instead, using recorded studentsaudio or had teacher their herselfeyes open mimicking and were the distracted animal sounds might be more effective. In the beginning,

but after a while they became involved in the activity and started to make animal sounds and talked about their pets. Students were very energetic and listened and answered well. goat, students responded that it was a cat. Then In one instance, when I made the sound of a similar sounds (funny bunny, cocky locky, lucky ducky,Activity poosey 3: goosey)Story reading and asks them- Teacher to repeat reads it. I asked them what sound a cat makes to which they replied Meyow meyow. Then I asked them the story using the text book. First, the children what about the sound mamee mamee…. They identified it as ‘aadu’. I told them that it is called listen to the story and then they are involved in EXPLORE choralELABORATE reading. goat in English. Activity 1: Rearranging the sentences - Teacher guides the students to rearrange the All the students were excited to do the dotted line activity. Students sat in a circle where sentencesActivity using 2: Story text booknarration (pg no. - 85)Using another everyone could see each other. I went around and F¬êñ£Q asked each one what was in the picture. Students 47 gave the response in EnglishÜ‚«ì£ð˜ since the 2015 names were introduced to them in the previous activity. names of the animals after me. I first introduced For those who struggled, I helped them identify the five animal names that were used in the animals in the picture. Once they answered in Whenprevious students drawing got activity. confused So between I could reinforcecock and Tamil, I told them the English names. During the the names of these five animals again and again. activity students engaged in conversations with each other about the animals they were drawing hen, I asked them to look at the picture closely and they used English names of the animals and differentiate between the two. Since the in their conversations. Students were able to students are from rural background, they are more familiar with the local names. So Tamil names can be used to familiarize them with the English names.

I asked the students to guess the story using the picture story chart which I had prepared in advance. I had used it to teach the lesson. I told createthem that a story we haveout of drawn it. After some the animals guessing and game we know their names in English now we are going to animation and gestures. was over, I narrated the story twice with a lot of perform the activity well and I assessed their Conclusion: groupNote: behavior.

I have written this If the picture is not clear, reflection in the middle students will struggle to identify of the lesson and so it the animals. So ensure the may look incomplete. But I am continuing appearedpictures are easy, clear studentsin the activity did sheet. Even though the activity this lesson based on my5E lessonteaching plan. method 5E has given me clarity in namestake time was to a do good it. But sign their of progress.conversation using English and planning. When I EXPLAIN plan activities, I keep the student’s level in mind and introduce the activities accordingly. This has helped me see After the drawing activity, I brought the sight a lot of progress in my class. Now I use simple word chart where the names of all animals from aEnglish good sign sentences of progress. in class and when I converse the lesson were given. Students repeated the in English students also respond. This is indeed

G. Lakshmy ,

PST, GPS Ramanathapuram

48 Ü‚«ì£ð˜ 2015 F¬êñ£Q Try it…refine it…share it

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58 Ü‚«ì£ð˜ 2015 F¬êñ£Q H®ˆî ªêò™ð£´èœ, ñFŠH´î™ ñ£íõK¡ îQˆFø¡ ÝAò îèõ™èœ Þ¼‰îù. 1. ªêò™ F†ì‹ - å¼ Mö£¬õˆ Ü¬ùˆ¶ ã´è¬÷»‹ F†ìIì™: å¡Á «ê˜‰¶ˆ Fø¡ ñ£íõ˜è¬÷ å¼ °¿õ£è Üñó„ ªêŒ¶, Ý™ðˆ¬îˆ îò£Kˆ«î£‹. ãî£õ¶ å¼ î¬ôŠH™, ðœOJ™ å¼ Mö£ 2. õ°Š¹ Þî› ïìˆîˆ F†ìI´ñ£Á ÃP«ù¡. ÜF™, îò£Kˆî™: Ü¬öŠHî› îò£Kˆî™, è¬ô Gè›„Cèœ, ªð£ÁŠ¹èœ, «ñ¬ì Üôƒè£ó‹ «ð£¡ø¬õ»‹ ï£Oî›èÀì¡ õ¼‹ Þ¬íŠ¹Š ¹ˆîèƒè¬÷ Üì‚è‹. Üõ˜èœ ‘ð²¬ñò£ù á˜’ â¡ø ñ£íõ˜èOì‹ î¬ôŠH™ F†ìIì Ýó‹Hˆîù˜. ªè£´ˆ«î¡. å¼ ê£˜† Ü†¬ìJ™ î¬ô¬ñ ÝCKò¼‹ ñŸø ÝCKò˜èÀ‹ Üõóõ¼‚°Š H®ˆî Ü¬ö‚èŠ ð†ìù˜. ð£ì™, ï£ìè‹, «ð„² è¬î, ðì‹, ¹F˜, ÝAò¬õ º¬øò£è ïì‰îù. èM¬î â¡Á â¬î Þ‰î„ «õ‡´ñ£ù£½‹ ªêò™ð£†¬ì ªõ†® å†ìô£‹ ñ£íõ˜è÷£™ â¡Á ÃP«ù¡. îQˆ¶„ ªêŒò Þ¬õ ñ†´ñ¡P, ÞòôM™¬ô. î£ƒè÷£è¾‹ è¬î, â¡Â¬ìò èM¬îè¬÷ â¿îô£‹ ðƒèOŠ¹ Ü™ô¶ õ¬óòô£‹ ÜFèñ£è â¡Á‹ ÃP«ù¡. Þ¼‰î¶. Þ¶ âù‚° å¼ êõ£ô£è«õ å¼Cô ñ£íõ˜èœ Þ¼‰î¶. â™ô£ G¬ôèO½‹ ï£«ù ñ†´‹, ªõ†® å†®ò Üõ˜èÀ‚°Š ðJŸC ÜOˆ«î¡. ðìˆFŸ° ãŸø è¬îè¬÷ â¿FJ¼‰îù˜. 2. ¹ˆîèŠ ðJŸCèœ: Þ¶«ð£¡ø ªêò™è¬÷‚ ªè£´Šðî£™, ñ£íõ˜èœ, êñ„Y˜ ¹ˆîèˆF™, ñ£íõ˜èœ Ý˜õñ£è¾‹ ðòI¡P»‹, Þó‡ì£‹ ð¼õˆF™ ð‚è‹ 7 ñŸÁ‹ 8™ õ£C‚è¾‹ â¿î¾‹ ªêŒA¡øù˜. «ñ½‹ ªè£´‚èŠ ð†´œ÷ Ü¬ùˆ¶ ðJŸCè¬÷»‹ CP¶ CPî£è Üõ˜èO¡ â¿ˆ¶Š H¬öèÀ‹ ªêŒ¶ º®ˆîù˜. °¬ø»‹ â¡Á ï‹¹A«ø¡.

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F¬êñ£Q Ü‚«ì£ð˜ 2015 59 The Balloon Man diaries

Classroom CBSE, English, Class – III, Unit-5.

Enjoy the colours and their beauty through songs R. Anitha

ENGAGE Activity 1: Color Game (Listening and Here I assessed their previous knowledge about Recognizing colors) recognition of colors, their active participation andActivity involvement 2: of getting into the lesson. - Playing tick... tick game Role Play (Dramatizing the sellers- inside the classroom. When I played this game i Speaking and participating) - I asked the children felt like a child and played along with the children. to say about some persons who sell various I assigned myself the role of a catcher. The game things during local village functions/festivals continuedTr: Tick..Tick.. as follows… (Thiruvizha). In random, I noted down the names of sellers said in each group as Group1: Bangle seller, Saree seller, Group2: Dates seller, Rice ball Ch:Tr.: Mohini..Who’s that? seller, Group 3: Ice cream seller, Balloon seller, Group 4: Sweet candy seller (panjumittai), Soan Papadi seller and Group 5: Doll seller, Pop corn seller. Ch: What do you want? In groups they acted out the role of each seller Tr.: Jewellery.. in a great way. In later periods I showed the visuals of sellers. They talked about the carts, Ch: What jewellery? things they sell, the way they sell, the place Tr.: Color jewellery…. where they sell. A child shared that “Many items are only eatables and play things, nothing to Ch: What color? read and write”. Nobody can expect an eight year old boy to say this. As a first step to the poem Tr: Green color… “The balloon man” I assessed the children’s prior knowledge about people in general who all they As my children were already aware of the canActivity see in 3: the market square. colors, they played and enjoyed the game with supreme pleasure. Children went round and Listening and Reciting - I played an round the class, rushed and buzzed like bees Audio Visual song on colours in which things of different colours were shown. Children listened around a flower to touch the said colors. All the and tried to sing the song. Even a week after colors in the classroom were covered and the listening to the song they used to sing the color children who found it difficult to recognize were song while walking and when they were at helped by their peers. Some made fun in escaping leisure. from me. Some stood on the mat (barefoot) and when I was about to catch them they jumped 60and toldÜ‚«ì£ð˜ me “Miss, 2015 I am touching with the foot”. F¬êñ£Q EXPLORE Activity 1: Bloooooow the balloons (Colour reading was being assessed simultaneously. Recognition –Speaking) - At the beginning of the class I pasted smileys of different colors around the Activity 2: Match me to my colour (Reading classroom. I gave the children balloons to blow on groupand writing to read sentences) the things - and On thematch black them board with I hearing the teacher whistle twice. On hearing the wrote the following and asked 2 children in each 2nd whistle, children ran to the place where the write them in the form of a sentence. balloons matched with the smileys. Children spoke the colours. The other 2 children were asked to simple sentence. Each one was given a chance to speak. “My balloon is red”. “My balloon is purple”. I displayed the spelling cards of names of colours Eg. Blood is red. Sky is blue. and gave the activity sheet to ind the hidden colours with clues. So children could read the key words In later periods, the same activity was done in and ind the colours in the grid. the class work notebook and assessed.

Clues to ind the colors: Write the colors after Color the circles as per the color names given your search: and Match things with the colors: 1. Crow ______1. Your hair Black 2. Cement ______2. Blood Red 3. Teeth ______3. Sunflower Yellow 4. Tongue ______4. Your teeth White 5. Orange fruit ______5.6. Tomato Sea BlueRed 6. Sky ______

7. Your class board Black 7. Blood ______8. Sky Blue 8. Sunflower ______

9. Brinjal ______

Children were not confused as to which colour was left out since they were given the clues. Hence

F¬êñ£Q Ü‚«ì£ð˜ 2015 61 EXPLAIN Activity 1: blue or else green.

Singing the poem (Listening) - I 2. If you help your mother, color the second displayed the lyrics (chart) of the poem and sung balloon red or else yellow. in my own tune with actions. Children followed 3. If you know your age, color the third wordsthe same. with I drewdiagrams a rough meant sketch in the of poemthe scene how ofthe a balloon orange or else black. balloon man selling balloons and illustrated the 4. If you like potato, color the fourth balloon to their imagination Activity 2: balloon man sells. Children also drew according violet or else pink. Activity 2: Dictation (Listening and writing) - I Opposites (Sentence writing) - I gave piece of white chart paper to everyone and gave word cards and asked to read and find out dictated the names of vegetables, fruits, birds, the opposite words for the given words from the flowers which were familiar to them and asked them to write the spelling of the words dictated sentencespoem. Simultaneously using the opposite completing words. the bookwork. Later children were given practice in writing asin colorit was accrding a white chart.to the object’s colur The colours they used could be seen in the chart very clearly

Eg.: far x near Eg. I said apple. Sivan temple is near to school. Kids wrote the spelling “apple” in ‘red’ crayon. ActivityRailway 3: gate is far from school “Wood”, in ‘brown’ color and so on. Children Spot it (Listening, reading and who were unaware of the spelling just drew the speaking) - I put the questions about the place picture in the colour. where he sold balloons, the season mentioned, drawnHere the I picture assessed for the their spelling work and and tried color to the string to which the balloons are tied, etc. recognition. I praised the children who had Children now turned to the page and read the thesentences answers and and couldsome answeranswered the in their questions own read the spelling in the later classes by giving asked. Each child was given a chance to explain themActivity label 3: cards of color names. language. By reading the poem again and again Life oriented - Children made cut they could identify the rhyming words in the outs of balloons with golden rules written in it. poemELABORATE and highlighted as usual in yellow crayons. I displayed it in the classroom to be followed in their life. Activity 1: Eg.EVALUATE Grow plants, Save water, Help others. Read and color the balloons (Reading Activity 1: and recognition) - I framed the sentences with familiar words known to most of the children Fruits Colouring - Children drew their so that they could read and enjoy colouring. favorite vegetables and colored it and wrote Everybody was keen to know what colours others simple sentence. I assessed the singular plural amongused i.e. the whether kids. their friends like fish fry, they forms and the verbs used in the sentences. (Is/ know their age etc. I could see the real empathy are)Activity 2:

Grouping (Reading and classifying) - 62 F¬êñ£Q 1. Ü‚«ì£ð˜ If you like 2015 fish fry, color the first balloon I gave word cards of names of food, colors and them: booknature work. things. Children read out the words and FA(b)-2:Read the given colors and crayon grouped under the headings. And completed the

FA(b)-3:Match and color as indicated: Follow up activities carried out: I planned to take the children to the nearby poemI took and 10 the class other period 4 periods to complete for practice the poem. time temple for field trip to fly the balloons high when We took 6 periods to complete the5E of the I take the next lesson “The Yellow Butterfly” (for butterfly watching). Paper and pencil test for FA(b) activities. FA(a) was carried out during or readymade projects never judge a child’s the 5E itself. intelligence and uniqueness. This 5E way of learning clicks and shows their real talents hidden FA(b)-1: Color the balloon and write the names in them. Salute to 5E and Salute to children… of the colors given by you.

R. Anitha,

P.S.T Government Primary School, T.V. Koil

F¬êñ£Q Ü‚«ì£ð˜ 2015 63 åOñòñ£ù âF˜è£ô‹

diaries êñ„Y˜ è™M, îI›, õ°Š¹ 4, ð¼õ‹ 2, ð£ì‹ 2 Classroom

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66 Ü‚«ì£ð˜ 2015 F¬êñ£Q Class room Parts and wholes : Types of Fraction diaries

CBSE, Maths, Grade – V

Represented in Different Way, But it should give R. Gomathy same meaning

Prior Knowledge:

¼ - 5/ 4 = numerator and denominator. • An understanding about fractions - 2/4 – 6/4 – ¾ - 7/4 – fractions. • Knows to pictorially represent proper 4/4 – 8/4 – Objective: responseDuring tothis improper activity, fractionsstudents waswere that easily it is able not to represent the proper fractions. But their first • To develop knowledge about the types of fraction - proper, improper and mixed fractions. possible to pictorially represent them. • Convert improper fraction to mixed fraction and represent it pictorially. • Develop conceptual understanding about improper and mixed fraction. and improper fractions. • Solve simple problems related to mixed ENGAGE: EXPLAIN: These are some of the picture drawn by Students were asked to pictorially represent students. correctedas many fractional each other’s numbers answers as and they pointed can in out five if minutes. They then exchanged notebooks and they found any mismatch between the fractional number and its pictorial representation. They discussed and arrive at the right answers. misconceptions.Students understanding about fraction was assessed. I used this opportunity to clarify their Students tried to represent the improper EXPLORE: fractions based on their understanding. One intostudent four explained parts. And her 5 picturebeing the saying numerator, that since she 4 is in the denominator, the box needs to be divided Students were asked to pictorially represent the given fractions. drew five such boxes. F¬êñ£Q Ü‚«ì£ð˜ 2015 67 I explained that the fully shaded portion is called a whole and is represented as one and the other is ¼ . So 5/4 = 1¼. Then the children fractions.pictorially represented the other fractions 6/4, Some students struggled with this concept. So 7/4 and 8/4 and also wrote them as mixed they were asked to explain their rationale while ELABORATE: representing proper fractions like ¼, 2/4, ¾, 4/4. I asked them a few questions to check their students were asked to write the corresponding I have drawn a few fraction diagram in board. understanding levels.

1. Why did you divide the square into four mixed fraction and improper fraction for the parts? What does that mean? given diagram. 2. What does ¼ stand for? 3. What is each part called? Students responses were that since 4 is in the numerator.denominator it was divided it into 4 equal parts. The shaded region or selected parts denote the

Since they had understood the concept of proper fractions, they could be taught improper writtenfractions on now. the board. So I asked them to draw the pictures for all the proper fractions that were Assessment:

Students’ ability to count the whole and the 1/4 2/4 3/4 4/4 improperparts and fraction write it was as assessed. mixed fraction and their ability to convert a given mixed fraction into

Here I asked a few more questions based on the pictures. I asked them how many parts are inshaded the rest in of 1/4? the pictures - One. How three many and four portions portions are areshaded shaded. in the second picture? – Two. Likewise,

shadedSo, In andorder students to get 5/4 shaded how many5 portions. such portions would have to be shaded? - 5 portions should be Activity 2:

In this activity, I have given a few improper notefraction book. number. Students have to shade the picture and write it as mixed fraction in their

68 Ü‚«ì£ð˜ 2015 F¬êñ£Q EVALUATE

numberstopped, or the diagram. student who had the bowl, had to pick a chit and say 3 points about that fractional A game was conducted to evaluate the children. I drew many fractions in chits and put them in a bowl and passed them around. Music was played For example: the chits had both numbers and while they passed the bowl. When the music diagrams. Like 4/5, 5/4, 6/10, 9/7

R. Gomathy,

P.S.T, Government Primary School, Savarirayalu.

F¬êñ£Q Ü‚«ì£ð˜ 2015 69 è¬ô àôA™ è¬ôõ£í˜

diaries êñ„Y˜ è™M, îI›, õ°Š¹ 5 , ð¼õ‹ 2 Þò™ 1 Classroom

CKˆî£™ ñ†´‹ «ð£¶ñ£? C‰F‚è¾‹ «õ‡ì£ñ£? º.ê£‰î°ñ£K

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F¬êñ£Q Ü‚«ì£ð˜ 2015 75 Electricity diaries

Classroom Samacheer, Science-Physics, Class – VII, Term – II

V. Jayasundhar What makes a bulb glow! M. Gnanamani

Learning Objectives ENGAGE

students using a KWL Chart. Learners will be able to The teacher elicits the prior knowledge of the • Know different types of cells and its uses. Group Activity:

• Constructthe circuit. simple circuits using the symbols to represent the components of Children are asked to share their ideas on

electricity within their group and write on the circuit. • Analyze and solve problems in a simple KWL Chart. The teacher can give an example for each of the column. Students are instructed to fill current to pass through and some don’t. only the first two columns and the third column • Understand that some materials allow willKWL be - ELECTRICITYfilled once they learn the entire lesson. Pre-requisite Knowledge What I KNOW What we WANT to know What we have LEARNT

• Knowledge of different types of energy and that Electricity is one of them.

• Awareness of different sources of electricity like thermal, solar, hydel, wind, Once they have made their KWL charts, each

fossil fuels, etc. team shall be given few (2-3) minutes to share

their ideas and doubts on electricity to the entire • General awareness about how electrical class. The learners can keep adding on questions equipmenttime can generate work viz.heat electricity and harm flows the through the wires, using a device for a long and doubts in the “Want to know” column throughout the lesson. appliances, the role of a switch etc.

• Purpose of using batteries in toys, remote controls, clocks etc.

• Basic understanding of the conversion of energy into multiple forms and the law of conservation of energy. 76 Ü‚«ì£ð˜ 2015 F¬êñ£Q EXPLORE sizes, etc. and asks the students to predict which 1.1 Generation of electricity: volts [1.5V (AA, AAA), 3.7V, 9V etc.], shapes and Setting: of these cells can generate maximum electrical Whole class energy? asks the groups to come up with a way to test The teacher engages the class with a discussion theirThe prediction. teacher takes the opinion of the class and on electricity that triggers excitement among students. The teacher then asks if electricity can Materials required: be produced in the class and what are the things DEMO: that might be required to generate electricity? etc. The teacher makes a light glow in front Motor, blade of a fan, different batteries, wires of the class using a dynamo and asks the children what makes the light glow? How does this device The learners are made to try different batteries The teacher can open a toy motor to show its and record the difference in the speed of rotation generate electricity? with the same motor and blade. They observe

of the blades of the fan. The higher the electrical aroundcomponents the armature, and allow the childrenmagnets, tothe explore brush etc. it. Students can explore components like the coil energyBattery No. fromPrediction the with reasonscell, theObservation/Result faster the rotationReasons/Comments of the blades. chart.They are asked to write any questions/ doubts that arise in the Want to know column of KWL The teacher shares the difference between Question: a dynamo and motor and discusses other ways Can the power of an electric cell be identified by looking at the cell? of generating electricity like hydel, thermal, atomic, wind, solar etc. with examples closest to Look for “V”- 1.5V, 9V, 3.7V; AA, AAA, etc. on the Question: cells and ask them to observe and record their Puducherry. S.No Voltage of Shape (Cylindrical/ Size (AA, Primary cell / Uses observations.the cell cuboid, cube, button etc.) AAA etc.) Secondary cell

How else can we generate electric current?Individual / Pair activity:

Students are asked to make an LED bulb glow differences in the sizes, shapes and other using lemons and potatoes. A normal dry cell can The teacher elicits the similarities and also be used. them and discusses their uses. observable features found on the cells given to The teacher explains that electricity is produced in the electric cells by reaction of the understand the difference between primary and chemicals inside the cell. Here, chemical energy The teacher poses questions for students to is converted into electrical energy. Here, they discuss the law of conservation of energy and the secondary electric cells. teacher establishes that energy from water, heat, Q. What happens to the cells in torches, remote wind, sun, chemicals can also be transformed controls,Primary toys electric after prolonged cells: use? into1.2 Electric electrical cells: energy. Types of electric cells: The cells which cannot Setting: chargebe recharged is drained. and re-used are called primary electric cells. They are thrown away once the Individual/ Pair activity The teacher distributes electric cells (both Q. Do we throw the cell in a mobile phone once F¬êñ£Q Ü‚«ì£ð˜ 2015 77 primary and secondary electric cells) of different the charge drains off? What do we do? Secondary electric cells:

The electric cells flow of current from the cell to the bulb in the can be recharged and reused several times are cancircuit either that write they thehave names constructed or draw or the the pictures wiring secondary cells. It will be written on the cell as connection to a fan or light in their house. They “Rechargeable”.1.3 Construction of circuits: Setting: Pair/ Group to represent the fan, light, switch, wire etc.

Safety Precautions: doneAfter in thean easier students method. have finishedHere, the with teacher this activity, they are asked if the same drawing be

Children are given clear instructions that: discusses use of symbols and introduces the symbols for components of a circuit. 1. All electrical experiments are supposed to be done only with cells only and not with any plugs at home. It can be extremely dangerous. 2. Cells should not be connected to the bulb or any other device when not required. Different materials like bulbs (working and fused), wires (conductors and insulators) and batteries (charged and dead) are given to children and they are asked to make the bulb theyglow. underwent The groups during are asked the toprocess explain with the reasons. process adopted to make the bulb glow and the changes

Children are made to draw the simple circuits on the class board and notebook using the symbols.1.5 Analyzing circuits:

1. What will happen in the following simple circuits?(A) Will the bulb glow or not? Why? What can be done to make the bulb glow?

supportThe group from their which peers. still struggles to make the bulb glow can observe other groups or even take EXTENSION (B)

For students who finish earlier, they are asked to explore different ways to make a simple circuit to 1.4make Symbols a bulb glow for using some a cell electric and a switch. circuit components:

78 Ü‚«ì£ð˜ 2015 F¬êñ£Q Students are asked to draw the either the ELABORATE 2. The + ve & - ve terminals of a cell being connected with a wire. What will happen? What should we do? The children can be asked to make a simple model of a house with a bulb inside and outside the house. They can also design a poster to warn youngEVALUATE children about the dangers of electricity.

1. What will happen if a 9V cell is connected to small torch bulb of 2.5V and 5V? Which bulb will glow for a longer period of time? Why? ______1.6 Conductors & insulators: 2. If we connect a small LED to a 9V cell, what will happen? Why? ______. A set of materials (both conductors and passinsulators) through. are given to the children and they of 3.the There circuit. are a number of 1.5 volt cells. How can are asked to check whether they allow current to you make a 6 volt bulb glow? Draw the diagram

S.No Objects used in place of the Bulb glows or not Conductor /insulator switch

1 Iron key

2 Wooden scale

3 Iron nail

4 Eraser

5 Matchstick

6 Safety pin

7 Aluminium wire

8 Glass bangle

9 Plastic ruler

10 Paper

F¬êñ£Q Ü‚«ì£ð˜ 2015 79 ______be used to explain abstract concepts like flow predictionsof current inand a then conductor, testing induction them, drawing principle, the 4. A 5V bulb connected by wires in an electric working of a bulb, etc. Children enjoyed making circuit with a 9V battery and a switch is not glowing. In order to make the bulb glow, what symbols and circuits and presenting their ideas will you change? in front of the class. ______. The terminologies and other difficult words 5. List the things which you know will affect like Turbine, Generator, Battery, Primary cell, the performance of a light bulb in a circuit. Secondary cell, Volt, Watt, switch, LED, CFL, Incandescent light bulb, conductor, insulator 6. Why do you think we use batteries to power ______. etc. are to be displayed in the class throughout the lesson. We need to ensure that children do our circuits in school? not associate the color of the wire to +ve and – ve terminals. Any wire that is connected to the ______. +ve terminal should be considered positive irrespectiveProject: A of projecttheir color. on green energy can be 7. Varun built a circuit but he wants his bulb to be brighter. What could he do? experimented as a part of this lesson where ______. students are encouraged to generate electricity from waste materials. 8. Draw a complete circuit (one that would work) here. Label it 9. Draw an incomplete circuit. Explain why it wouldn’tTeacher's work? Reflection

The children were excited and enjoyed working in the groups. KWL chart helped the children recollect their existing knowledge and also express their interests and doubts. This helped me understand their level and build upon it. Real life examples and hands - on - activities helped the children understand the topic better. Children learn a lot on their own while engaging in hands-on activities. Relevant videos could

V. Jayasundhar,

T.G.T, G.H.S.S, Karayambuthur

M. Gnanamani, T.G.T,

G.H.S.S, T.V. Koil 80 Ü‚«ì£ð˜ 2015 F¬êñ£Q Reference Heritage Walk corner

CBSE, EVS, Class – V, Unit -10

We, a group of teachers went for a heritage

houses tells us a lot about their different culture walk in Puducherry on 1st October 2015. The and lifestyles. primary aim was to visit different local heritage The typical ‘white town’ houses are in the sites, discuss their historical importance and French quarter located near the beach and to find out the possibilities of taking children around the Bharthi Park. to visit these sites. We went to INTACH (Indian National Trust for Art and Cultural Heritage) and • In order to live in the tropical hot climate, interacted with experts in heritage conservation. house.the French built their houses with large windows, We learnt about the history of Puducherry town high ceilings and a lot of open spaces inside the and its important architectural features:

• How the town was planned

• How the old buildings were built

• What materials were used to build it

• How to conserve a heritage site etc.

We also got to know about the architectural features of a building that were in accordance with the cultural and climatic conditions. We visited two renovation sites: one was the Bharathiar Museum, a typical Tamil Heritage building and • The social rank and status of landlord is another was a French heritage building in white made known by the elaborate architecture and town. We also discussed ‘Aayi mandapam’ (Park style on their gates. Monument), another important heritage site • The rooms in the French buildings are situated in the center of Bharati Park. It is a white much more open when compared to the Tamil monument built during the rule of Napoleon III, morebuildings. freedom. This shows that French were more Emperor of te France. open, and particularly women were given much

The design of Puducherry town was laid out during the Dutch occupation (1693 AD – 1699 The houses of a prominent Tamil citizen would AD). There were two distinct parts and the show significantly different features, European quarters (white town) and the Tamil • The entrances of the house would be quarter (black town) separated by a depressed the façade from the sun. marked by a ‘Thalvaram’ – a veranda to protect area, which is now the canal.

F¬êñ£QA study of the structure of French and Tamil Ü‚«ì£ð˜ 2015 81 Students can:

• A Thinnai is a resting space for passerby. The ‘Veranda’ and ‘Thinnai’ are the ‘talking 1. Know the history of the building - who streets’ which reveal the intimate scale and built it, why and when, its architectural style etc. interactive nature of the Tamil society. 2. Get to know about the materials used for • The houses were large in large in size building houses – the source and logic for using with many room because people lived in joint those materials. families. 3. Appreciate the skill and contribution of • ‘Nadumutram’ or the central open space artisans in creating a beautiful building. used to be where the residents would meet and receive guests. The ‘nadumutram’ also ensures 4. See the present state and strength of the proper air circulation and helps to keep the place heritage buildings. Understand the importance cool. Privacy was very well taken care of in these of safeguarding heritage building. large houses. 5. Develop their thinking abilities and group The Tamil quarter is divided into three: behavior.Credits: Hindu quarter, Muslim quarter and Christian This article was written with the quarter and they can be differentiated by the help of the information provided by INTACH, minor architectural difference among them. For Puducherry andexample, there the are buildings arches in in the the windows. Muslim quarter will have a bit more decorated grills with art work If you want to take your school children http://to visit www.intachpondicherry.org/heritage sites, you can contact INTACH Heritage Centre, Aurobindo Street, Puducherry In Puducherry, in the late 1990s there were around 2000 heritage buildings; but recent data says that only 500 of them remain. Unplanned development activities, demolishing buildings to build new ones, lack of awareness about the importance of these buildings were some reasons forIF the WE fall TAKE in the STUDENTSnumber of buildings. TO THESE LOCAL HERITAGE SITES….

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F¬êñ£Q Ü‚«ì£ð˜ 2015 85 Events and Updates

Teachers' Resource Centers (TRC):

improving students’ reading levels. Teachers

TRCs at Nonankuppam, Lawspet and Villianur wereof the introducedkey discussion to modelpoints readingwere: How and are some we were inaugurated by the Joint director (JD) and the State Project Director (SPD) in the presence doing ‘model reading’? What should children do ofThis teachers brings andthe numberother government of TRCs to functionaries.four with the when the teacher is modeling reading? etc.

Mudaliarpet center functioning from our APF library. Each center has a library with computers and resource kits for Maths and Science. The centerson weekdays will be and kept from open 10 fromam on 4 weekendsp.m. onwards for

teachers to visit and use these resources. Lawspet TRC - Teacher’s Day

Eminent authors of the book “My dream

teacher”educationist Bava Geetha Chelladurai were the and guests Raghupathy of honour and for

this year’s Teacher’s Day. The guests shared the

best moments they had with their teachers and

Block activities: memorable anecdotes that were firmly etched

Nonankuppam TRC - Developing reading skill ininteraction their minds. among After teachers each talk and therethe speakers. was a rich in Tamil Town TRC - Book Review:

Beyond Methods, Macro Strategies on A half a day session was organized to discuss Language Teaching, P. Kumaravadivelu the components of ‘read aloud’ as a reading strategy and demonstrate its implication in 86 Ü‚«ì£ð˜ 2015 F¬êñ£Q A “reading interest” group of teachers gather courses? Teachers as reflective practitioners: Is it together every month to discuss on academic enough if teachers reflect on their teaching before topicsepisode, relevant the key points to their discussed profession. were, Teachers In this and after class, Teachers as Transformative

Intellectuals: How can reflective practitioners as passive technicians: Are they being given mere become transformative intellectuals? chunks of knowledge in their teacher training

F¬êñ£Q Ü‚«ì£ð˜ 2015 87 Notes :

88 Ü‚«ì£ð˜ 2015 F¬êñ£Q