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EditorialO ur students are most often our best judges in letting us know what works best in our classrooms. As vigilant observers, we get instant feedback from children regarding our teaching. It is a constant motivation and challenge to cater to all the diverse needs of the class and yet, that's what keeps us going - the thirst to be innovative. The Teachers’ Circle members are constantly at work in trying to come up with creative ideas for the classroom. We are happy to bring out another issue of Thisaimaani that has the ideas that can make your class exciting.

The Tamil section has articles for grades from two to five with an intent to develop skills such as listening, speaking, reading and writing. Santhakumari has shared her reflections of a language class that was taught using multiple strategies to include learners at various levels. Four teachers, Kayathri, Rajakumari, Karthikeyan and Malathy have created story cards for children to kindle interest in reading. In EVS, there are students’ projects on animals that was done when Paraneswari taught about snakes to her fifth graders. How to teach classification in an interesting manner is the theme of Ramakrishnan’s article.

In the Math section, Gomathy discusses teaching addition using concrete objects and Shanmuga Priya has shared a few games that can be used to teach numbers ten to twenty. Our historian teachers have written their experience of visiting and exploring historically relevant sites like Keezhvazhai, Panamalai, Singavaram, Mandakapet, Thalavanur, and Bhramhadesam.

The TLM kit also has a variety of resources in all subjects. There are story cards to enhance reading in Tamil and Math aids to introduce numbers and addition to primary children. In science, there are resources to teach animal classification and the periodic table in a fun and interesting manner.

Members of the Teachers’ Circle have been meeting regularly to discuss their classroom experiences as well as to generate new resources that can be used in the classroom. We hope you enjoy reading and trying out these ideas as much as we enjoyed working on it. Don’t forget to send us your feedback and suggestions.

Till next time

Happy reading! Happy teaching!

Team Thisaimaani

Grade 2

Tamil - Seval Koovuthu 5

Tamil -Ennai Patri naan 8

English - The wind and the sun 60

Grade 3

EVS - Foods we eat 46

English - Little by little 62

Grade 4

Tamil - Vazhangum thamizh 10

Tamil - Illayum Irakum Ondre 13

EVS - Anita and the Honeybees 48

Grade 5

Tamil - Vaazhvin Vazhikaatti 16

EVS - Experiment with water 50

Tamil - Nermai Thantha Parisu 41

Grade 7

Science - Basis of Classification 90

Grade 1

Maths - Addition 68

Grade 2

Tamil - Veedu enge 17

Tamil - Thavalayin Thanthram 20

Englsih - Haldi's Adventure 63

Maths - Ten's to twenty 71

Lesson Ideas This section is an array of classroom ideas

and lesson plans created by the Puducherry Teachers’ Circle. They have been created using the 5E framework to encourage independent thinking, conceptual understanding and real life application of classroom learning.

Teacher ReflectionsIn this section teachers share their classroom experiences.

Grade 3

EVS - Water O' Water 52

English - Magic Garden 65

English - Bird Talk 67

Maths - Fun with number 72

Grade 4

Tamil - Iyarkai 22

Tamil - Iyarkai 25

Tamil - Vinnappam ezhuthuvom 31

EVS - Ear to ear 54

Grade 5

Tamil - Kaadu em veedu 36

EVS - Snake charmers story 57

Grade 6

Science - Magnetism 87

Teacher Learner

This section includes learning experiences of teachers from an exposure visit or a striking episode in the classroom and similar others.

Learning History through field trip 78

History in Classroon 84

Resource CatalogueThis section suggests various resources that can be used to teach a particular lesson.

Maths 77

Science 92

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Learning Objectives: • Appreciation of cultural diversity in food. Also to appreciate and understand the food needs of various people

• Sources of food – plant and animal sources

• Values – avoid wasting food, share food, respect food customs of other people

Previous Knowledge

Names of vegetable and fruits, food items and their ingredients.

EngageThe discussion could be started with a video on popular food items. (https://www.youtube.com/watch?v=KTie2rmrFhk). Students could be asked some questions about food items shown in the video.

Screenshot from the title song (Intha

Porapputhan) of the movie ‘Un Samayal Arayil’

K. Maheswari

Food We EatCBSE, EVS Class - III, Unit - 6

Explore• Sources of food: List different foods like vegetables, pulses, honey, milk, curd, etc. and ask the children to differentiate based on food from plants and food from animals.

• Favorite foods: Children could be asked to name their favorite/ least liked food and their reasons for the same.(E.g. I like Halwa because it is sweet; I dislike Pongal because of the taste of ghee). The activity helps the student to understand the likes and dislikes of their friends.

• Distinguishing healthy and unhealthy food: Students could be shown a video on ‘Tasty vs healthy food’ (https://www.youtube com/watch?v=Td_ucj7F8p4) to explain healthy and unhealthy food. This could be followed by a discussion on why healthy eating is necessary.

• Distinguishing between raw and cooked food: Ask the children to name vegetables and fruits they know and then ask them to categorize based on how they can be consumed (raw, cooked or both).

Screenshot from the story video

Guess... Juicy fruit from tall tree?

Ýèv† 2016 47F¬êñ£Q

Explain• Different meals: Ask the children to categorize food items into breakfast, lunch or dinner. Encourage them to use names in English and Tamil.

• Dietary needs: Students can interview their family members to study their diet. This could be followed up with a discussion on the varying dietary needs according to age.

• Food types: Explain the importance of types of food (energy giving food, body building food, protective food through a video (https://www.youtube.com watch?v=fHyeUCI1_1s).

Screenshot from the video

• Salad making: Make a vegetable/fruit salad with the vegetables/fruits brought by children from home. Ask the children to identify the vegetables/ fruits found in it and

also to share the salad with other classes.

Elaborate• Children could answer riddles on food items Some riddle cards are printed with this issue Children could also make their own cards.

• Organize a food festival at school. Students could bring food from home and talk about its ingredients, nutritional value – and have some fun tasting different varieties of food!

• Show children examples of food from different parts of the country and the world This will help them understand the diversity of foods and how foods vary from place to place according to availability and climate.

Evaluation• Differentiate between healthy and unhealthy food items from a given list

• Classify foods – raw / cooked, from plants animals etc

• Interview elders to analyze how food habits have changed over time.

Sample riddle cardsClue 1: A Sweet and juicy fruit from a tall treeClue 2: Used widely in temple ceremoniesClue 3: Hard outer shell. Sweet fruit insideClue 4: Commonly consumed as chutney

Answer card: Coconut

Clue 1: Source of vitamin A, good for eyesClue 2: Eaten raw or cookedClue 3: Commonly orange in colour, but also seen in purple, red, white and yellow Clue 4: Comes from the root of a plant

Answer card: Carrot

K. Maheswari, PST, GPS K T Kuppam Pet.

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s Anita and the honeybeesCBSE, EVS Class - IV, Unit - 5

Lesson Objectives:

• Value of equal opportunity for all

• Find inspiration from examples of men and women who fought obstacles to come up in life

• Learn about honey bees and apiculture

Engage:• Discuss with students about importance of school education.

• Briefly discuss with students about famous inspiring women. Examples could include Puducherry Lt. Governor (first woman IPS officer) Ms. Kiran Bedi, Savitribhai Phule, Malala etc.

Part 1 – Inspiring lives

Whole class discussion:

Explore the lives of famous and less known people who have overcome difficult circumstances to do well in life and make a difference to the lives of others. Teachers can use story cards/ slide shows or videos for these discussions. This can be followed by students talking about what they found most interesting about the lives of these people. Some video links of stories are given here:

Story of Anita: https://www.youtube.com/watch?v=YYB8eJ-xvUY

Girl Star Series: https://www.youtube.com/results?search_query=Girl+Starsm+Going+to+school+India

Group work

Children could write short biographies of the people they found most striking. These biographies can be displayed in the classroom.

Part 2 -Bee-keeping

Show videos on how honey bees live and construct their bee hives. Discuss with students about uses of honey (for preservation, as a medicine etc) and bee keeping. An extension of this discussion can be done on how to identify whether the honey we buy from market is adulterated

(1) Using water- pour one drop of honey into half glass of water. If it is not mixing with water and forms lumps at the bottom the honey is pure

(2) Using cotton- dip cotton in some honey, show the cotton to a burning candle if the cotton has a steady flame the honey is pure

(3) Pour one drop of honey on top of your thumb nail, if the drop stays intact the honey is pure.

A series of videos on Honey bee: https://www.youtube.com/watch?v=CL60265xQz4

A Tamil video on apiculture: https://www.youtube.com/watch?v=A5Ivip26bj0

Inspire to achieve...

Ýèv† 2016 49F¬êñ£Q

Part 3 - Economic activities in your village

Students can be asked to collect various economic activities which are happening around them. They could collect some details about it.

Evaluate:Write on “what I want to be”: students can write what their dreams are. What would they like to become. Students can be encouraged to pull out instances from the famous personalities that they have learned to write their dreams.

Story cards to be read:

Molai sanctuary- Jadav Molai Payeng is the Forest Man of India. The story narrates how a sixteen year old boy started off on a mission to make the earth greener. Over the years, he has developed 1200 hectares of forest which is now thriving with a rich biodiversity. The story will motivate children that one man’s resolution is sufficient to make a difference to the life of generations to come.

Story of Raja Mahendra Pratap- This story is an extra ordinary narration of a person’s life. All his limbs had to be amputated because of an accident in childhood. He had to stop going to school and stayed at home till the age of sixteen. The story narrates how he continued his studies to finishclass 10, 12 and and go on to complete his MBA.

Kiren Bedi- this is the story of the first women IPS officer in India. The lesser know fact about her is that she was one of the best tennis players of her time. The story narrates some incidents from her childhood which show her grit and determination to make a difference.

K. Raguvaran, PST, GPS MadukaraiPet.

Ýèv† 201650 F¬êñ£Q

Curricular objectives: To arouse curiosity about natural environment, develop skills like experimenting, observation, recording, interpreting and recording

Themes to be covered: Forms of water, sinking and floating, Substances that mix with / dissolve in water, measuring volume of water

Classroom experience

Sink or Float:

Students are asked to predict whether different objects will float or sink in a bucket of water e.g. stone, needle, iron nail, pebble, bottle cap, pen cap, pencil, eraser, match stick, paper, leaf, candle, tennis ball, plastic lid, bolt,aluminum foil.They can also predict which objects will floatin water, which will sink quickly or slowly and which will float somewherebetween. It would be useful to design a worksheet that will enable you to record predictionsand subsequent observations of the objects in water with comments.

The teacher can help them understand concepts of density, weight and volume to explain these phenomena.

Dead Sea experiment:

A doll is dropped into a bucket of water, it sinks. Students are asked to dissolve salt in water and observe what happens. The experiment can be repeated with potato, lemon and also add enough salt to make the objects remain in float

M. RamakrishnanE. Maheswari

in between (semi-submerged). As the density of water is increased by dissolving salt, the object

(lemon as in below picture) comparatively becomes less dense and hence floats.

Make layer of float:

Teacher takes a test tube, water, oil, food coloring and washing liquid. Students pour water and oil in to the test tube, followed by the food coloring and washing gel. Through this experiment, we can explain that not all liquids mix with each other and also relate this to the concept of density.

Soluble and insoluble:

Students can try to dissolve different substances in water - salt, sugar, sand, chalk powder, oil, rasna powder, milk, food colour additive,

Less

on

Idea

s Experiments with Water CBSE, EVS Class - V, Unit - 7

Enquiry on water

Ýèv† 2016 51F¬êñ£Q

turmeric powder, etc. This can be used to explain the concept of solubility and insolubility.

Milk Test:

Take a rectangular glass piece, approximately 10 cm X 6 cm. In order to test the purity of the milk, place the rectangular glass piece in a sliding position and put two drops of milk that is to be

tested. The drops will slide down fast if it mixed with water. We can note down the timing of the each sample of milk, so that we can compare dilution of different milk and also can be compared with water drops. This can be used to explain the concept of viscosity and how it varies from density.

M. Ramakrishnan, PST, GPS Sulthanpet

E. Maheswari, PST, GPS Ariyur

Ýèv† 201652 F¬êñ£Q

Learning Objectives:

• Understanding the importance of water as a useful resource

• Knowing the sources and uses of water

• Estimation of water in different containers

Engage The student were engaged by showing the video “Mazhaiye Mazhaiye" - Tamil song (https://www.youtube.com/watch?v=1hKi5SlJYj8). Then asked the students to sing the song.

The students enjoyed the song and sang the song along with the video. The students answered enthusiastically while sometimes the teacher also induced the students. Through this, I assessed the prior knowledge of the students.

I drew pictures of some lesson related words to introduce the vocabulary

I asked them some questions about sources of water, where do we use water etc

Explore

Uses of water: I asked the students to list out the activities on where we require water

K. Maheswari

and then wrotethem on the board, insisting on why we cannot live without water. I gave them a worksheet and asked them to circle the activities requiring water (options included reading, bathing, playing, boating etc). Initially the students struggled to read the words, so I changed the sentence into pictures. Students were able to answer the questions with ease.

Water supply: Students were asked to collect the information below for discussion in the class

• How many pipes in your street?

• How many water tanks on your area?

• Who fetches water in your home?

• Is there any river near to your hometown? If yes, what is the river?

Collecting data created interest among studentsand to their prior group who will collect more data. They shared the collected data in the classroom. Some students took more time to collect data, who are appreciated to collect the data as soon as possible.

ExplainSources of water: Students watched a video

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Water O’ WaterCBSE, EVS, Class - III, Unit - 3

KiteEg: Mango

Rain River Mountain

Enjoyed while handling water to measure...

Ýèv† 2016 53F¬êñ£Q

on the sources of water(https://www.youtube.com/watch?v=T-QimFDbgi4). Encouraged the kids to draw pictures of different sources of water such as pond, river, well, etc.

The video captured more attention to students and they enjoyed drawing the sources while some struggled to draw. I helped them make simple pictures.

Understanding Capacity: Asked the students to bring water bottle and glass, made them to fill the water bottle using the glass and count how many glass of water needed to fill this. This helped

in understanding the capacity. This was very enjoyable activity to the students. They loved

and enjoyed while handling water to measure. Later, I asked them to draw the different shapes of containers they use at home for storing water.

Gender roles: We talked about gender equity when we discussed division of roles in the family through stories.

ElaborateHow it rains: We used a video and experiment to explain how it rains (https://www.youtube.com/watch?v=Z0ymnkj8N-U)

Sources of water: With the help of picture cards, students were asked to identify sources of water using Tamil and English words.

Importance of water: We discussed some stories of life in a desert to highlight the importance of water, keeping it clean and not wasting water.This was a new experience for them since they have never seen this kind of area. It broadened their view.

EvaluationThe following worksheets were used for assessment of learning:

• Name different sources of water

• Tick the activities for which we need water

• Collect pictures showing different sources of water

The students were able to complete the worksheets which shows that they understood the concepts clearly.

K. Maheswari, PST, GPS K T Kuppam Pet.

Ýèv† 201654 F¬êñ£Q

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The lesson is about snake charmer’s community called Khalbeliya’s. Before discussing about snake charmers it is important to take our students through snakes - what do snakes eat, where they live, how do they behave?

The note below describes the classroom discussion on this topic.

Engaging learners:

Teacher: Which animals do produce these sounds? Bow... Bow… Bow…mew… mew… mew… kaa…kaa...kaa…

Students: Dog…cat…crow

Teacher: Can you recognize this sound?What animal this couldbe?..hiss… hiss… hiss…

Students: Insect!...Eagle!...Tiger!...Lion!…Snake!

Teacher: Can you try once more, guess what this animal could be?

Students: It’s a snake.

Teacher: Yes, it’s a snake.

P. Paraneeswari,

CBSE, EVS, Class - V, Unit - 2

Exploring with learners

Teacher: What more do you know about snakes? Where do they live?

Students: House… Behind house … temple…. forest ….road…. water …snakes live in burrows

Teacher: Why are snakes not living in this classroom?

Students: This classroom is been used by us and there are people all around so snakes don’t live here

Teacher: What is missing in this picture?

Students: Ears and nose are missing in this picture

Teacher: Which animal doesn’t have ears and nose?

Students: Snakes (this was already discussed in the previous lesson)

Teacher: Then how would they find their prey?

Students: Vibrations of animals… movement of the leaves...using the tongue it help to smell the prey and catch it

Teacher

Reflectio

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The story of a snake charmer

Able to draw the animal they have seen...

Ýèv† 201658 F¬êñ£Q

Teacher: What do snakes eat?(A list was shown: Eggs, rats, rice, small insects/animals, fruits, vegetables, snakes and fish)

Students: Birds, eggs, small birds. (However some had doubts whether a snake will eat an egg or even another snake. One student rose up and said with confidence that snakes eat small birds since he had seen it once)

Teacher: Where have you seen snakes?

Students: Holes, bushes, dirty places, ponds, grass fields etc.

Teacher: Do you know there are poisonous and non-poisonous snakes?

Students: Yes, we know that there are poisonous and non-poisonous snakes

Teacher: What is the meaning of poisonous?

Students: When it bites, the poison enters the person’s body through the teeth/fangs and leads to death

Teacher: Are there any medicines for snake bites? Students: The only way is to go to hospital. (One student talked about his grandfather crushing some leaves and applying them on a snake bite)

A six minute video was shown on snakes to the students. Students watched the video with great interest. It covered topics like types of snakes, how snakes eat, where they live etc.

Evaluation of learning:

Students were asked to write two exciting things that they know about snakes on small slips. Some students couldn’t write on their own, so I asked them to tell me what they know and wrote it down for them on the paper. This helped them open up and share what they knew. Some of the answers I got:

I liked the green snake …. Snakes eat eggs…snakes live in burrows…snakes have teeth… I liked the video showing a snake eating eggs… snakes climb trees very fast…I liked the video showing a snake swallowing a frog… snakes live in fields, plants and trees…I liked to watch the snake twining over an animal…I like the video of the snake flicking its tongue…snakes are found in ant hills…I liked eyes of snakes.

Explain: A snake uses its tongue to smell. The tongue carries smelly molecules back to two small openings in the roof of snake’s mouth where they’re analyzed.Snakes don’t have external ears to hear sound waves in the air. Instead, bones in their lower jaw pick up vibrations in the ground or water. The vibes trigger signals in the snake’s brain which are received as messages.

Explain: Snakes feed on eggs, rats, small insects/animals, snakes, and fishes. Snaked don’t chew their food but they swallow. Showed pictures where snakes seen swallowing their food as a whole. Un-like popular misconceptions, snakes don’t drink milk

Explain: In case of a snake bite, call for emergency assistance immediately. While waiting for emergency assistance, wash the bite with soap and water, immobilize the bitten area and keep it lower

than the heart, cover the area with a clean, cool or moist dressing to minimize swelling and discomfort. Administer anti-venom at the hospital.

Ýèv† 2016 59F¬êñ£Q

A project on animals around us:

Students were asked to collect some information about animals they see around them. They could write about any animal - dog, cow, rat, cat or anything. Students were given time to carry out the data collection. What children have done is

fantastic. In fact all of them have tried to draw the animal that they have seen. Some of the write-ups are attached here.

It was a very satisfying experience seeing their creative work. After this, I plan to discuss the life of snake charmers with the students.

P. Paraneeswari, PST, GPS Madukarai Pet.

Project work done by students

Ýèv† 201660 F¬êñ£Q

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Objectives:• To bring out and develop good manners

• To develop listening, speaking, reading and writing skills.

• To create awareness about environment.

Learning ActivitiesWarm up

• Blowing tamarind seeds and catching it – pair activity or small group activity

• Drawing sun and sunny day picture and talk about the picture

Teacher explanation

• Showing pictures in the text book and introducing the new words to students (wind, sun, road, coat, stronger, cheeks, quickly, wind and kerchief)

• Screening the story video “The wind and the Sun” – asking students comprehension questions to check whether they have understood the

The wind and the sunCBSE, English, Class - II, Unit -3

English version of the story. Video link https://www.youtube.com/ watch?v=2qaBPthrUqs

Group Exercises

• Writing down good qualities of their friends

• Who is better? Discuss opposites in nature and give reasons for “who is better?” e.g. summer and winter, cow and dog, cat and mice, TV and books, knife and pot. Most of these examples will lead to a reconciliation of both having their strengths and uses.

• Matching exercise: Organize picture cards into their themes e.g. separate cards related to summer and winter.

• Draw-speak-writing: Write about imaginative scenarios - “What will happen if there is no sun?” Students will draw and talk about their picture and write about it with the help of teacher.

• Students could enact the story in bilingual form.

let’s don't fight... come on let’s play!B. KayathiriC. Sasi kumarJ. Syamala @ Vasanthi

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B. Kayathiri, PST, GPS Thattanchavady (V)

C. Sasi kumar, PST, GMS Manapet

J. Syamala @ Vasanthi, PST, GPS Irulansanthai

Story video The book box video gives an illustrative visual version of the story “the wind and the sun”. This is a famous Aesop’s fable that drives the message that being loud and forceful doesn’t necessarily show strength. The forceful wind loses out to the calm but hot sun. Similar versions of this story can be found on the internet. https://www.youtube.com/watch?v=0GGvRtuxglM;//www.youtube.com/watch?v=S63msLYXa9g

The dog and the cow

My name is Chitti…I do “bow wow”

I watch the house, I guard the way

I make Padma happy – we go out to play

I guard the hay, when you are away

So let’s don't fight now more, what do you say?

I do “Moo Moo”, I am Lakshmi - the cow

I give pure milk, I eat just hay

If she drinks no milk, how will she play?

You work at night, I work in the day

You are right, come on let’s play!

Ýèv† 201662 F¬êñ£Q

Lesson objectives• To understand the concept of growth

• To make children aware of the importance of trees and plants in our lives

Learning ActivitiesFolk tale: Started the lesson by narrating a folk tale related to seeds and plant growth – the story of a prince who gave out seeds to a group of women and promised to marry the one who could grow it well. All of them but one return with a healthy sapling, but the one who returned empty handed was the honest one because the seeds were fried. The prince marries the honest woman.

Germinating seeds: Asked students to bring locally available seeds and identifying their names in home language and in English. To

K. PadminiS. Niranjana Devi

Little by little CBSE, English, Class - III, Unit - 3

Little by little, I learn to know

Less

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understand the germination of seeds – Students germinated some seeds. We discussed factors essential for the growth of plants - sun, water, air. We did this in home language and introduced new English words.

Pre-lesson vocabulary, Story reading: Introduced new words through picture given in the text book (acorn, sink, hidden, sipped, dew, thread like root, slender branches, mossy bed, hidden and tiny shoot). I sang the poem aloud with the whole class and asked students to follow. Later, we listed out the rhyming words.

Group activity: Students were asked to discuss how trees help us and how we harm trees. Students write in sentences what they have discussed in groups. The sentences will have the same structure but they substitute it with new vocabularies.

Happy tree Trees give us flowersTrees give us _________Trees gives us ________

Sad treeWe are cutting trees for _firewoodWe are cutting trees for __________We are cutting trees for __________

K. Padmini, PST, GPS, Thattanchavady (S.N)

S. Niranjana Devi, PST, GPS Moorthikuppam

Ýèv† 2016 63F¬êñ£Q

Teacher

Reflectio

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This lesson is about a girl’s adventure on her way to school.

We started the lesson by singing “brush brush, brush your teeth” with actions. Students enjoyed the action poem. This was followed by a line drawing activity from the textbook. This was easy and enjoyable for children. We also played a game on days of the week. I will discuss it in detail.

An activity on draw about your dreams

When they were done, I was surprised to see their creativity on paper. I felt I should do this more often instead of just asking them to copy pictures from the blackboard.

Most drawings looked similar – house, pond (river), tree, pet animals were the usual characters. However, when I asked the students to narrate or tell about the picture which they draw. Students mostly

Haldi’s AdventureCBSE, English, Class - II, Unit – 1

talked about their picture in Tamil but used English words as well.

Student 1 has drawn a picture with two houses and a road connecting the house and the school. He told me there is a pond and tree. He narrated the different things that he sees on the way from his home to school. Since the school building is taller, he has drawn it in proportionately taller than the house.

Student 2 didn’t speak much initially. But when I started asking her specific questions about the drawing – what is this, what is that, she started speaking in Tamil. Other students helped her with English words for those pictures. She has drawn trees, birds, owl, sun, house, fish, clouds and a lotus.

The joy of talking about the pictureV. Poovizhi

Drawing made by student 1

Drawing made by student 2

Ýèv† 201664 F¬êñ£Q

Teacher: What is this?

Student: Megam

Teacher: What is it in English?

Student: Clouds.

Teacher: What is the colour of the clouds?

Students: Blue.

Teacher: What is it sitting on the tree?

Student: Owl (I was surprised to see that she didn’t need any prompting for this)

The activity of drawing and the freedom to express themselves in their home language helped students overcome their fear of talking in class. when they were able to express themselves in English with support from others, they felt confident and happy. The other thing I learnt from this tryout is that ‘Questioning / asking questions’ is very important. The idea is not to evaluate what they have done, but to help them talk about their pictures. While teaching this lesson, I learnt a lot.

V. Poovizhi, PST, GMS Panayadikuppam

Ýèv† 2016 65F¬êñ£Q

Teacher

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A new academic year, new students, a new classroom. In my class (Standard III), there are 26 students. Among the 26, 4 to 5 children are able to read a book, 10-15 students are able to spell words, and 5-6 students are not able to identify alphabets. So I felt that the usual method of talk and chalk would not work for my class. So I set aside the standard lesson plan and designed a game plan for my class of children at different levels. This plan will be in place till September.

I also decided that finishing the portions was not a priority unless the children started mastering the language in a joyful and fear free environment. I had to be systematic to achieve this and hence have planned it in stages.

Sight word reading:

I analyzed the lessons and the word lists and identified a few important words. I categorized them into two, three, four and five letter words. These letters were made into charts and hung where all children could see easily. They have to read these words every day for 5 to 15 minutes. They start with two and three letter words and slowly move on to 4/5 letter words. As a follow up, the children are made to write these words in their notebooks.

The children from higher classes have been asked to help the class II children read the sight word charts during lunch break. This peer learning has been found to be very effective.

The Magic GardenCBSE, English, Class - III, Unit -1

Phonics sounds through songs:

The English letters and their phonic sounds are available in the form of a song. The song helps them correlate the alphabets to the sounds. When I sing

A says aah ‘a’ - apple, alligator, aunt

B says buh ‘b’ – bat

C says cuh ‘c’ cake, cat, cot,

Homophone cards:

Words that have the same pronunciation but have different meanings are called homophones (For example, rose – the flower) and rose – the past tense of the word rise are homophones.) I introduced a few such words through word cards.

Eye - I Bare – Bear Bee - be Brake – Break Buy – by Flour – flower Hair - hare

Magic garden: The lesson had words related to garden like flowers, trees, birds and garden tools. I created picture cards to help my students get started in reading. The picture cards with the names written under it helped the children identify the names; they first identified the picture and then began to read the words.

Rose, red rose, Beautiful redrose...D. Hemamalini

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Challenges: Despite giving the words through pictures, the children could not remember them in the next class. This has to be repeated multiple times in the class. The effort we put in the 1st lesson will benefit them in subsequent lessons as the vocabulary gets repeated in subsequent lessons.

Clapping game:

I tried a different strategy to teach describing words. Tall boy, long hair, lean girl, beautiful box, long pencil, wooden bench, green wall, round table, red pencil, Blue pen, long tail, blue bag, bright sun, clear water.

I was surprised to see and hear the children come to me voluntarily use describing words to connote to small pencil when I asked them to bring me one.

Creating sentences:

Using these picture cards I slowly introduced describing words. If the rose was red, then they will say

Rose Red rose Beautiful red rose One beautiful red rose This is one beautiful red rose.

I went near the school wall which was recently painted in two shades of vibrant green colour. I went near the wall and said

Wall Green wall. The children said Long green wall This is a long green wall.

This was an interesting activity and the children caught on to it. This needs practice and by giving regular practice children will become familiar in sentence structure. At first we can write the sentences on the board, make them write it in their notebooks and read them aloud.

Reading corner:

Initially I had a big dream about the reading corner. I lay down the rules to handle the books. "Only three persons can come at a time; Handle the book carefully; Don’t tear the book." After the instructions were given, I thought the students would read the books with interest. Few minutes passed and they started looking at others' books. They were not willing to read, they just wanted to see the pictures of the book. So, I have decided to build their reading habits, only then would it be possible for them to read with genuine interest. It will take some time. At the end of this year, they should be able to read a book. Let's hope for the best!

D. Hemamalini, PST, GPS Ecole Anglaise

Ýèv† 2016 67F¬êñ£Q

Teacher

Reflectio

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K. Padmini

Bird TalkCBSE, English, Class III, Unit - 2

students to identify the birds by listening to the calls. The students identified five birds: owl, woodpecker, sparrow, parrot and cuckoo. Then I showed them pictures of a robin and a jay and played their call (song). When I did this activity, there was too much background noise, so I couldn’t complete this activity. The students couldn’t hear all the sounds of the bird calls.

I prepared a poem chart and sung the song with a proper rhythm. I asked the students to sing the song along with me. Then I encouraged the students to sing individually and in groups. I gave them a colouring sheet with a robin and jay and asked the students to colour it. I helped the students in identify the rhyming words in the poem. I divided the students into two groups and asked them to differentiate people and birds by using flashcards. The sentences given by the students were written on the blackboard. The students were able to identify the differences between human beings and birds.

The bird calls.... the bird talk.....

Ball and bird name game: I asked the students to form a circle and then I threw a ball to a student (randomly) and the student named a bird. I have played this game to get bird names from my students, and they have told us many local birds names. Kingfisher, parrot and crow are all given in English, and other birds like sparrow and crane are given in Tamil. This activity helps the students to brainstorm on bird names they know already.

Paper bird making: I asked the students to bring old invitation cards to make paper birds. Many brought and shared them among themselves for the activity. We all made bird puppets together, which are now all hanging on our school wall. They wrote their name and the bird’s name on their model and coloured it as well. Students enjoyed doing the activity. When their parents come to school and see the class, they are very happy when they saw their children’s work.

Identifying bird calls: I played audio tracks of different bird calls and songs and asked the

K. Padmini, PST, GPS Thattanchavadi (S.N)

Ýèv† 201668 F¬êñ£Q

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Objectives:• Adding two numbers, the sum not exceeding 9

• Add a single digit number with zero

• Solving problems involving single digit addition

Prior knowledge

Counting, numbers and number names.

Teaching process

Build on prior knowledge

Kanitha Mala: I used “kanitha malai” to check how comfortable students are with basic counting before we take up addition with numerals. I found that most of them are good at it. I noticed that one of the students was able to count but was not able to recognize numerals. Another student missed some numbers in-between while counting. So, I gave her another activity for counting using a

AdditionCBSE, Maths, Class - I, Unit -3

TLM.

Matching number of objects with the numeral: I gave them a number strip and bindis (stickers) and asked them to paste bindis corresponding to the number in the box. E.g. paste 1 bindi in the column with number 1, three bindis in the column with number 3 and so on. While designing this activity I was not sure if this will be interesting for first grade kids. But when I saw them doing it with great zeal, I felt very happy and motivated. I also gave them a project based on this as homework. This helped me to reinforce the concept of counting and numbers.

One of the students continues to struggle with counting. It was very challenging for me to handle and teach her with patience. I am now spending time with her separately and starting from one to one correspondence.

Exploring on their own:

I divided the class into two groups of five. I gave them picture cards, each having a different number of objects / animals. When a number is called out, the teams have to hold up 2 or more cards that add up to that number. E.g. When the number 7 is called out, they could hold up two

R. Gomathy

Fluidity and flexibility with number

Ýèv† 2016 69F¬êñ£Q

cards of 5 and 2 cows. They cannot use just one card, since the idea of the activity is to add numbers.

Students did this activity without any difficulty since they had good understanding and practice in counting. Some students even showed 7 using three cards. Working in groups helped in collaborative learning. They discussed with each other, observed their own mistakes and helped their friends.

Learning addition using picture worksheets:

I did this activity as an individual activity. I gave worksheets to students and count the number of objects in each collection and then count the objects in both the collection. There are two concepts involved here -’ Count all’ and ‘Count on’

Count all: While adding 4 and 2 students will take four objects and two objects then they start

counting the two collection from 1,2,3,4,5and 6 and say the answer as 6.

Count on: In this method the students don’t start their counting from 1 instead they start with 4

and add on the fifth and the sixth one to the four objects such that making the collection as 6.

At the beginning level it is easy for the children to do ‘count all’. One of the students struggled with this. For example on seeing the number 5, she started counting from 6…7...which gives her the wrong answer. I think if students were exploring addition on their own, each one of them would come up with their own strategies e.g. some were using materials and some were

using pictures or dots or lines and some are using their fingers. Our role is to support and channelize them.

A few places where children struggled:

• Though it is good to do addition using ‘count all’ method at the beginning, I wanted my students to move on to the ‘count on’ method. But all of them didn’t move on to this method. They need more practice in it.

• Another problem is again the identification of the numeral. One girl is having difficulty in this. She knew to count and even do addition orally. While writing the answer she was struggling. So, again I gave practice in reading and writing the numerals. I need to spend time with two such girls. I am spending time with them when the others have moved on to their worksheets.

Elaboration:

Different ways of adding up to 5: This is an open ended exercise. Here the students were asked to arrive at different ways of arranging 5 counters – in two different colors. This activity is a higher order thinking activity for their level. Here are two samples made by students.

Student 1: She has arrive at 5 using different formats: 4+1, 3+2, 2+3, 5+0. Students were able to arrange the counters as we expected. But they weren’t always able to write it as an equation.

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e.g. this student here has arranged the counters correctly, but has written the equation as 4 1 instead of 4 + 1 = 5. Here I am putting a question to the readers: Is it important for the grade 1 students to write a meaningful addition fact or just understanding the concept is enough?

Student 2: Not everyone was able to get this right. Here is a sample of student 2’s work. She has started off arranging the counters, but is not able to arrange it into groups of 5.

This activity also helped reinforce the concept of zero. They were able to use the concept of zero but could not explain it in a formal manner.

Missing Addend worksheet: I see this worksheet as a follow up worksheet of the previous activity. The colour differentiation given helped the

students to fill up the missing addend. Some students were able to do this without any questions but some asked me how to do this. I asked them to take the first one as the model and do the rest sums.

EvaluationWorksheet for assessment: Worksheet were given to student to assess their understanding. They were able to do single digit addition expect one girl. She was in the process of learning counting.

Summary: It took me a week (6 periods) to do all these activities. Even though my students were able to do addition using materials and pictures, I can’t say that my students had learnt addition. There are some students who need more help.

Going forward, I am planning to create some situations (like shopping games) and some self-learning materials for addition. This would help my children to strengthen the concept they have learned.

Student 1

Student 2

R. Gomathy, P.S.T, Savarirayalu GPS, Pondicherry

Ýèv† 2016 71F¬êñ£Q

Activity

Co

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K. Shanmuga Priya

NUMBER GAMES - 10 TO 20CBSE, Maths, Class III, Unit - 2

2. Number parade: Each student gets a number card (numbers from 0 to 9) that they wear around their neck. Students walk around the class in a random way. When they hear the sound of a whistle, they arrange themselves in the order of the numbers they are wearing.

3. Listen to the song : https://www.youtube.com/watch?v=wiGEEJLLKd8

4. Cube Rod: Students use cube rods to form numbers. E.g. If teacher calls out 19, they arrange the rod of 10 and 9 to show the number 19

5. Hit and call: The teacher ask the students to throw a ball at the number chart. This chart shows numbers from 10 to 20. Students have to call out the number hit on the chart.

6. Counter to 10 to 20: Students use the tokens to show numbers from 10 to 20. If teacher says 13 students should arrange a group of tens and 3 ones. By this method students got the knowledge how to group tens and ones.

Sing a Song

Shake shake shake, Shake your hands.

Wish wish wish , Wish your friends.

10 10 10 lion lives in a den.

11 11 11 my name is Helen.

12 12 12 I like this jewel.

13 13 13 my age is 13.

14 14 14 India has good fortune.

15 15 15 I plant plantain.

Shake shake shake , Shake your hands

Here are some number games that can be used for this lesson

1. Arrange Number: Divide the class into 3 groups (3 or 4 students in the group) and give plastic cups to them. Students count and arrange the plastic cups from the numbers 0 to 9 within the given time. The group that finishes first wins.

K. Shanmuga Priya, PST, GHS Kodathur

Ýèv† 201672 F¬êñ£Q

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Objectives:• Read and write three digit numbers both in numbers and names

• Expand a three digit number into its place values

Prior Knowledge:• Read and write numerals for numbers up to 99.

• Counting - starting from any number, group counting etc

Engage:• Song “One Two buckle my shoes”

• Some questions to test number sense. E.g. what comes after 99, how many digits are there in the number 100, what is the cost of your bag etc

ExploreActivity 1: My three-digit number: Here, Teacher gives digit cards to the students which contain only single digits e.g. 0, 1, 2, 9. Students are asked to form two-digit numbers initially and also students are asked to read out the number they formed. Students are asked to write their names as well.

Fun with NumbersCBSE, Maths, Class III, Unit -3

K. James Kumar

S. Sabarinathan

Play with Face and Place Value

Reflection: During this activity, students formed two-digit numbers and discussed whose number was greater. One student kept the number zero card in the first place, followed by the number three card. After my explanation of the game, he changed the order and read it out as 30. Students found it difficult to read numbers ending in zero (10, 20, 30 etc.). After some practice, they overcame this difficulty.

Later, Teacher asks the students to form three-digit numbers using the digit cards, read them aloud and write their names

Activity 2: Handful of money: Here students are given currency cards. Teacher asks the students to represent the price of each item they found in the classroom with the currencies. Here, the teacher may help the students by saying the cost of objects they don’t know.

Next, the teacher asks a student to give some amount of money to his friend. The friend who has got the amount should count it and write it down. He should write the number of ‘hundreds’, the number of ‘tens’ and the number of ‘ones’.

If a student gives two hundreds, three tens and five ones, then another student should count it and write it as two hundreds, three tens and five ones; he should also write it in numbers as 235.

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Reflection: When handling currencies, students were already familiar with the names of currencies. Students represented the prices of objects inaccurately (greater than or less than the actual cost). As my aim was getting three-digit numbers from the students, I didn’t bother about it. In the ‘Getting an amount and writing its number and name’ activity, one student asked me, “Sir, Rahul gave me only two hundreds and five ones but no tens. Tell him to give me some tens.” I told him “if he didn’t give you tens, just use zero in its place”.

EXPLAIN:Forming three-digit numbers by grouping the objects: Here students are given some ice-cream sticks. Students are asked to bundle them in hundreds. After bundling in hundreds, they may have some sticks remaining. Those should be bundled in tens and so on. Once all the sticks are bundled, students should be asked to write the corresponding three-digit numbers.

Forming three-digit numbers with the help of digit cards: Each student is given three different single-digit cards and asked to make as many different three-digit numbers as possible with those three cards. These cards help them to manipulate the digits and concretely experience

and understand how so many different numbers are made through just a few digits. They can later be asked to arrange the possible combinations in ascending or descending order. This also helps children to really understand the place of 0 (zero) in hundreds, tens and ones in forming a three-digit number.

‘Dig the digits’ game:

Materials needed:

1. Nine sets of digit cards on which the digits 0 to 9 are written.

2. One set of 9 hundred name cards (‘ONE HUNDRED’, ‘TWO HUNDRED’, ‘THREE HUNDRED’ etc.)

Procedure or directions:

1. The digit cards are shuffled and distributed one-by-one equally among all players.

2. The bundle of hundred name cards is also shuffled and kept upside-down in between the players.

3. The upper-most hundred name card of the bundle is turned over to reveal the hundred name to all the players.

4. Each player has to make the largest three- digit number possible starting with the revealed hundred name card, with their cards

Photos of students playing digit cards game

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For example:

The revealed card is ‘THREE HUNDRED’. The first player makes a number starting with digit 3 e.g. 398. The second player makes 399. The player who makes the largest number gets the most points (i.e. the second player).

How to give points:

If there are four players in a group, the highest number of points is 4. The person who makes the second-largest number gets 3 points and subsequently 2 and 1 for the students who make the smallest number.

Note: Points get adjusted according to the number of players.

• The cards which are used to make numbers in each round are put aside and not used further in the game.

• In case a player does not have the required starting card, the player misses to go and gets 0 points. In this case, the player who makes the smallest number also gets zero.

• If all the hundred cards are revealed once and not all the digit cards have been used, then they are shuffled again and kept upside-down and the game progresses. The game continues until all the digit cards have been used. In the end, all the points in the tally are added up for each individual player. The player who gets the most points is declared the winner.

Note: The game is played in the same manner for the thousand name cards

ELABORATE‘Place value, face value’ game:

Representing three digits with base 10 blocks

Students are divided into four groups. Only one should play at once from each group. The game goes like this. Teacher should say a three-digit

number aloud. One from a group should write the number, number name and represent the number using base 10 blocks. Teacher may use the chart below for this game. The group which completes it gets 4 points, the second finishing will get 3 points and so on. For the next turn, a new member from the group should play a number which has not already been played. The game ends when all the members have had a turn.

Reflection:

As soon as I showed the cards, the students started to ask if it was trump cards. I explained what the game was and how to play it.

As soon as I revealed the name cards from the centre cards, they read the number name and started to search for the first digit ie. the hundred place value digit. A wonderful thing I saw when one student didn’t have a hundred digit card and I told her that she couldn’t play in this turn but her friend, who was playing against her, gave her the needed digit card from her hand of cards.

In one turn, the SIX HUNDRED name card was revealed and all formed three-digit numbers starting with 6. When they were finding out whose number was the biggest, one girl formed 689 and one boy formed 698. After seeing the boy’s cards, the girl reordered her digit cards into 698. In the meantime, one boy who formed 698 in the beginning searched for the number ‘9’ from his cards and replaced 8 with 9. Finally, that boy got the most points.

During the game, students helped each other to form the biggest number. Students had difficulties when dealing with number zero cards. One student formed 601 as he only had 1 and 0 digit cards. I asked him which is greater, zero or one. He said ‘one’ and immediately formed 610.

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EVALUATEStudents can be evaluated using a few different types of questions.

Worksheet 2 Place value

Worksheet 1 Face value

Place value : The valure of a digit based on its position (place) in the given numberPlace value of a digit = Face value X Position value

Face value is the actual value of a digit. Face value of '9' in 7945 is 9

Place Value Chart

Photos of students representing numbers using base 10 blocks

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Worksheet 3

Write the 3- digit number

Worksheet 4

Write the missing place values

K. James Kumar, PST, GPS Aranganour

S. Sabarinathan, PST, GPS Aranganour

Ýèv† 2016 77F¬êñ£Q

Res

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A Trip to Bhopal_ Multiplication Concept Grade 4

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This is a good website for children to practice basic operations. When they make a mistake, it explains the concept visually leading to better understanding.

http://www.adaptedmind.com/pangv24.php?tagId=403

This is another web page for children to practice math operations http://www.mathplayground.com/multiplication01.html

This website has some interesting activities for doing multiplication using place values and the area method. Teachers could print these worksheets and use them in class.

http://www.mathplayground.com/product_blocks.html

This lesson teaches children to use their knowledge of multiplication in a real life situation – planning a trip to a certain place. Teachers could adapt the lesson to discuss a place more familiar to children e.g. Chennai. Here are a few online resources that could be a useful reference for this lesson

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Magnetism is a topic that is very exciting for children. They like to play with magnets and are fascinated by it. To convert their understanding to a more concrete and scientific knowledge, this time, the lesson on magnetism was taught to the sixth graders of our school through a lot of hands-on activities. Two classes were combined together and the total strength was 70 children.

They were split into groups, each group having 7-8 children. Each group had an adult supervisor to ensure that all the children were participating and were able to do the experiments. But we realize that an ideal group must have, at the max, 4 – 5 children. This will ensure that each child gets a chance and it can avoid one or two children dominating the group. To conduct the class in a hands on manner, the students must be seated such that it facilitates interactions among the groups and we must ensure there is enough room for them to perform experiments.

Story of Magnets – We started the session by narrating the story in the textbook on how magnets were discovered. Children love stories, and our children were no different. They listened with rapt attention on how Magnus the shepherd,

M. Akila

G. Joshy

Magnetism Samacheer, Science, Class VI, Unit - 4

discovered magnets.

After this, the children were given a worksheet which had a list of materials and they were asked to predict if it was magnetic or non-magnetic which the children were easily able to do and this set the ground for the rest of the activities.

Suspended bar magnet using a thread: This is a simple activity where the children suspended a bar magnet using a thread and waited until it came to a standstill. This was then followed by their observation and a whole group discussion. The objective of this activity was to understand that a magnet always rests in the north-south direction and the north seeking pole is the north pole of the magnet and the south seeking pole is the south pole of the magnet.

Teacher

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The story has some elements in it that the children are unfamiliar with. For example, children did not know what plateaus are, nor had they heard of the region Asia Minor before,etc. To help them visualize these, it is good to use some visual aids while narrating the story.

It would have been better to use a stand to suspend the magnet, as children’s’ hands kept shaking and they had to hold it for a long time for it to stop

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Strengths of Magnets: The activity was to understand the factors that determine the strength of the magnet. The set up required a pencil and three small ring magnets placed in three different arrangements and students were asked to measure the distance between the magnets and share their findings and inference.

moving. While children knew that the magnets had two poles – North and South and it rested in the N-S direction, they were not able to give reason as to why it was happening. The experiment provides a good platform to introduce the concept of the Earth as a magnet and explain why the magnets align themselves in the N-S direction.

While doing this activity, a few children were not able to get the magnets to float in the first attempt. Instead of reversing the polarity of one magnet, they would change both. So the magnets would attract. Only after explicit instruction, were they able to do it correctly. Children did not know that they had to keep one magnet constant and vary the other. Children also made some common errors while measuring the distance between two magnets. One was rounding off error where they rounded off the measurement to a whole number. So 1.6 would be 2 and 1.5 would also be 2. Also, they used the tip of the scale as the starting point instead of zero. So there was a 3mm difference to the actual measurement.

The students were excited in making their motor work. But they struggled to understand the science behind it. We could have used a power point presentation to show them the parts of a fan, speaker, electric crane, electric bell, etc. and explain the function of each part and then asked them to make the working model of a motor by which children would have made stronger association between magnets and its applications in appliances that they see around them.

To make this activity more effective, some modifications to the current design of activity are required. First, it is better to use a paper ruler wound around the pencile for measurement. This way, children would be able to take the readings more easily. The second factor would be to use bigger magnets so that there is a stark difference

in distances. A difference of 0.5cm is not sufficient for young children to find out a change in pattern. If the difference is stark in the three cases, it would help children to think and arrive at the reason.

Application of Magnets: We discussed the uses of magnets with children. They saw the video of a magnetic train, made a working model of a simple motor and how a simple generator works.

Ýèv† 2016 89F¬êñ£Q

M. Akila, TGT, GGHS Madukarai

G. Joshi, TGT, GGHS Madukarai

While engaging children through activities, we noticed that some of the silent children were also participating and answering questions. They were able to understand the concepts and remember the related activities. It definitely

generated a lot of interest and enthusiasm among children. Next time, along with activities, we need to provide space for group work and presentations as well.

Ýèv† 201690 F¬êñ£Q

Lass

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eas Basis of Classification

Samacheer, Science, Class VII, Unit - 4

When there are large number of living beings, it becomes very difficult to handle large volumes of information and making the best use of them. Sorting helps us to make sense of the information. When we put things into categories, we can see patterns, reflecting similarities and differen ces between them. It is at this stage we realize how important it is for the ‘things’ we are sorting to have names. It gets rather cumbersome to say the ‘long pointed orange things with leaves on top’ – it’s much easier just to talk about ‘carrots’.

Learning Objectives:

Students will be able to:

1. Understand that classification is the arrangement of objects, ideas, or information into groups, the members of which have one or more characteristics in common.

2. Understand that classification makes things easier to identify, study and understand.

3. Observe and recognize simple characteristics of a variety of living things and group them based on the characters that they have in common.

4. Appreciate the development and importance of binomial nomenclature.

Key Words:

Monera, Protista, Fungi, Plantae, Animalia, Unicellular, Multicellular, Prokaryote, Eukaryote, Autotroph, Heterotroph, Kingdom, Phylum, Class, Order, Family, Genus, Species, Binomial

Nomenclature

Activity 01: To experience the idea of classification in day to day life.

Materials required: Chart paper, writing materials, etc.,

Time required : 40 Minutes

Setting: Whole class and groups

Students are asked to imagine a big market place and list down every item that they see in it within 3-5 minutes.Soon after they get a list of 50 – 60 items, the class is divided into groups of 4 students each and the whole class is given a situation.

Situation: Students of grade VII are in-charge of the market in their town and they are supposed to group and arrange the items in the market in a better way that people can buy whatever they need quickly and comfortably. Ask them to describe it in as much detail as possible. Use every opportunity to be accurate. If, for example, they say it is ‘small’, let them measure it.

Then each group is asked to talk about the groups they made and present what they did and why in 3-4 minutes.

1. How did they group and arrange? What were the criteria / basis of their grouping?

2. Details of groups ( No.of groups formed and information about each of the groups)

3. What was the purpose of the grouping? Why

R. ChitraC. NirmalaMaking sense of living world around us

Ýèv† 2016 91F¬êñ£Q

R. Chitra , TGT, GHS Uzhuvarkari

C. Nirmala, TGT, GHS Uzhuvarkarai

did they group like that? (Easy to take, difference in weight, frequency of sales.)

Teachers can ask them questions like, why did they place a particular item in a particular group/category? Why not in some other group? The fact that grouping depends on the purpose of organizing can be established strongly.

The teachers can also use the concept of arranging books in a library, dress in their dress shelf, or items in the kitchen. The class can discuss the idea that the items are grouped on the basis of the similarities and differences between them and the process of grouping them is called classification.

Who am I? Which group do I belong?

The students are given a set of cards with pictures/ information of living organisms.The children are expected to categorize them into groups based on the similarities they find in the information.

Refer : Animal Master Sheet

Character mapping:

Characters of 5 kingdoms are given in a flash cards/ strips and the children are expected to map the characters to the representatives of the kingdoms.

Binomial Nomenclature:

What’s in a name?

Children are asked to describe the features of a material for e.g. Carrot, coriander seed, etc., and make their classmates guess and find the name of the material, without using the name.

Note: Interesting names are to be chosen depending on the knowledge of the children to the make the activity exciting.

Story of development of binomial nomenclature: History Poster

The lesson is summarized with a note that only 1.5 million species are described and named so far More than 8 million species are yet to be discovered and described and the students can become the ones to discover more plant and animal species.

Ýèv† 201692 F¬êñ£Q

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2) Pressure exerted by liquid: a) Pressure exerted by liquids at the bottom depends on the height of the liquid columns. The pressure of the liquids increases with the increase in depth. b) Liquids exerts equal pressure at the same depth. c) Pressure depends on density and gravitational force

Height matters! The pressure of water that comes from tap is high in ground floor than the top floor even though it is near to the water tank. Why? This simple experiment demonstrates how pressure increases with depth. https://www.youtube.com/watch?v=jS3OlpHCRLk

Fat bottle and lean bottle Experiment! Conceptual Physics by Paul G Hewitt. This experiment uses 2 bottles – 1 liter and 5 liter to demonstrate that the pressure at the same depth is the same. The average pressure on walls depends on average depth and not on volume.

Cartesian Driver ! How does a submarine work? Well ! why not we make small submarines using match stick heads and a bottle of water. Let’s make the match stick heads sink, raise or hover at a level by varying the pressure applied on the bottle. Yes, it is time to play…

https://www.youtube.com/watch?v=YcrbtDQGk3s

1) The effectiveness of the force applied depends on the area on which it is acting.

Which is stronger Paper or Stick? The Atmospheric pressure that acts on the newspaper pushes it down. This experiment demonstrates how as the surface area of the newspaper increases it becomes so much difficult for a stick to push it up! https://www.youtube.com/watch?v=wuSSe0AQO0k

Sleeping on nails - The person is able to control his chi energy which enables him to sleep on a bed of nails…Well not really! It’s his knowledge of physics concept of pressure that allows him to sleep. Look at the video to find out more... https://www.youtube.com/watch?v=Ik5Lu9T-7Fc

Ýèv† 2016 93F¬êñ£Q

3) A pressure change occurring anywhere in a confined incompressible fluid is transmitted throughout the fluid such that the same change occurs everywhere. (Pascal’s Law)

4) Pressure exerted by this air column is known as the atmospheric pressure.

5) The pressure of a given mass of an ideal gas is inversely proportional to its volume at a constant temperature. (Boyle's law)

Balloon in a Bottle - How do our lungs work? Using a bottle and a balloon this video demonstrates how the pressure difference makes the air move in to balloon just like how it enters our lungs when we breathe in

https://www.youtube.com/watch?v=_CXd2h5O8OU

Candle Jar experiment - This experiment challenges the misconception that the water raises in the glass jar due to the consumption of oxygen by the flame of the candle. The observation of the time when the water raises will prove it wrong. Then how does the water raises? Again is it play of pressure? Watch the video to find out.

https://www.youtube.com/watch?v=gCMax4gZEoc

Balloon in Jar - Watch this video to find out how the balloon is sucked in to the jar by the difference in the pressure created by the cooling of the expanded air in the jar.

https://www.youtube.com/watch?v=WkGoG9g1QX4

Ýèv† 201694 F¬êñ£Q

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Elements, Compounds & Mixtures. Class VIII

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1. Classify materials into pure substances and mixtures

Sorting the Beads: Are there other ways to classify matter other than solids, liquids and gases? This is a fun chemistry class, where using beads, students will learn about pure substances and mixtures on the basis of their atomic arrangement. At the end of the class, they will be able to define elements, compounds and mixtures.

http://wiki.coe.jmu.edu/MSME/admin/download. tml?attachid=2188949

Elements, Compounds & Mixtures: What is a pure substance according to a scientist? How do we differentiate between pure substance and mixtures? This video has a simple explanation along with examples, and makes it easy for us to understand…

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

What is a mixture? What's in macaroni salad? Break down the pasta, mayonnaise, vinegar, mustard, vegetables, etc., and you're left with a bunch of molecules. The video uses a delicious recipe to exemplify three types of mixtures (solution, colloid and suspension), while reminding us that we're all made of the same stuff. https://www.youtube.com/watch?v=Vt7lN4QPU0k

2. Understand that groups of element have similar properties and are arranged in the periodic table accordingly

A lesson about every single element of the periodic table - This website link has lessons on every element of the periodic table. These lessons include facts and properties of the element and some fun experiments. http://ed.ted.com/periodic-videos

The (truly) Periodic Table is an animated film that tells you everything you ever wanted to know about the Periodic Table.

https://www.youtube.com/watch?v=xd4-Uy2FLWc

3. Differentiate between elements and compounds on the basis of the types of particles which these are made

Splitting a compound - Electrolysis of water: Ever thought that water could be further split into its component? Time we tried it out in class..! To add more fun to it, this video demonstrates how to make a Hydrogen balloon through water electrolysis.

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

Ýèv† 2016 95F¬êñ£Q

4. Appreciate the historical perspective of science - evolution of the modern periodic table from the

concept of an atom.

The Story behind the discovery of Elements - Who were the scientists, whose relentless efforts led to great discoveries and advances in science? How did we arrive at the modern periodic table of elements? This presentation takes us through the important milestones in the History of science.

The Story of Science - A book that is the perfect introduction to science. It has the highlights of 500 years of scientific discovery told in 27 episodes, featuring major scientists, their breakthroughs and the incredible discoveries that changes our udnerstanding of how the world around us worsks.

Great Ideas of Science - A book that talks about the men in science and the thinking behind them. It is a stimulating, dramatic and informative book about scientifically significant events and creative researchers

5. Analyze the properties of elements and evaluate its application in our daily lives…

Inquiry into the uses and properties of elements - An exploration into the properties of the elements based on its uses. Students will investigate, discuss and arrive at the best use of an element based on the set of clues that are provided.

Ýèv† 201696 F¬êñ£Q

Notes

Documents

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