Instructional Strategy for Teaching Science at Standard V

Instructional Strategy for

Teaching Science at

Standard V based on the

Theory of Multiple Intelligences

___________________________________________________________________________________________________________

This instructional strategy for teaching science at standard V based on the theory of Multiple Intelligences was developed by Mr. Mogera Praful

Premvadan, NCERT Doctoral Fellow (2009-2012) for the degree of Doctor of Philosophy in Education under the guidance of Dr. Anjali

Khirwadkar, Assistant Professor, Department of Education (CASE), Faculty of Education and Psychology, The M. S. University of Baroda,

Vadodara, Gujarat, India.

1

Lesson 2 Learn Preparing Groups

General Objectives: (1) Students will develop the concept that a substance possesses more than one property by observation and

experimentation. (2) Students will learn the formation of group on the basis of properties of substances. (3) Students will relate the importance of

forming group (on the basis of properties) in day-to-day life.

Introduction The teacher asked the students to give the names of objects around them - the things they eat, the toys that they play, and the things that they use

daily. The teacher asked them questions such as: Whether all the objects were same in size, shape, and colour? How do objects varied from each

other?

The teacher explained shape, size, and colour are the properties of the objects that make each object unique form others. The teacher also told

some of the properties you learnt in standard III like smoothness of surface, differences in colour and taste. Today, we will Learn Preparing

Groups – Lesson 2 in which you will prepare group of objects / substance based on similar properties. We will also learn the benefits of

preparing groups in our daily lives. In this lesson, the activity of preparing groups will help us to work fast and easily without wasting our

precious time.

Sr.

No.

Instructional

Objective

Description of

Activity

Classroom Interaction Time

Required

1. Students will identify

the similarities and

dissimilarities among

various things /

substances.

Students will explain

that the group has

objects / substances

showing at least one

common

characteristic.

Activity 1

(Logical-

mathematical)

Study of similarity

and dissimilarity

of object and

concept of group

Process skill:

Classification

The teacher showed them the bag having different objects/substances

put together like tennis ball, cricket ball, key-chain, key, cotton, ball

pen, rubber, white chalk and salt. The teacher asked the students to

arrange such things in group. The teacher asked the reasons for

grouping the objects / substances into particular groups. Thereafter, the

teacher explained that we keep the things of same colour together,

objects having same shape together, and the things that are used for

similar purposes together. Thus, objects or things are grouped based on

similar characteristics such as colour, their uses, and shape or taste

also. Thereafter, the teacher asked the students to explain the concept

of group in their own words.

15 mins.

2

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

group the

objects as

manmade and

nature’s gift.

Activity 2

(Logical-

mathematical)

Classification of

objects into

manmade and

nature’s gift

groups.

Process skill:

Classification

The teacher showed different objects to the students. Some were naturally

available and some were manmade things. The different objects given were

glass, plastic bowl, bark of tree, teaspoon, toothbrush and neem tree’s

leaves. The teacher asked the students to classify the objects / things into

naturally available things / objects in the given activity sheet 2 which is

mentioned on the page no. 3. The students were instructed to put ‘X’ if the

object is naturally available and ‘√’ if the object is manmade. The students

classified the objects / materials and put appropriate tick marks in the given

activity sheet for activity 2. After collecting the activity sheets, the teacher

explained naturally available things and manmade things with illustrations.

20 mins.

3

Activity Sheet for Activity 2

Classify the given below objects into manmade and nature’s gift by putting the ‘√’ or ‘X’ in given table. Things/Objects: Glass, Plastic bowl, Bark of tree, Neem tree’s leaves, Toothbrush, Football, Table, Boat, Rose, Jasmine, Bamboo, Wool and

Jute

Objects Manmade Nature’s gift

Plastic bowl

Tooth brush

Glass

Neem tree’s leaves

Bark of tree

Football

Table

Boat

Rose

Jasmine

Bamboo

Wool

Jute

4

Sr.

No.

Instructional

Objective

Description of

Activity


Required

3. Students will

classify the

objects into

the material

from which

the objects are

made.

Activity 3

(Logical-

mathematical)

Classification of

objects based on

the material from

which object is

made.

Process skill:

Classification

The teacher wrote the names of various objects and asked from which material

(like wood, paper, iron, glass and plastics) the objects were made. The objects

are denoted as under.

Objects: chair, table, toys, belt, purse, cloth, notebook, newspaper, artificial

flowers, glass, rod, nail, bars, measurement-weights, pencil, desk, duster and

plastic bottle. The teacher classified the objects into different categories such as

objects made up of wood, iron, glass, and plastic material based on students’

answers. The teacher drew the schematic diagram for the objects made from

wood and glass on blackboard based on the students’ responses. One such

schematic diagram for objects made from wood is mentioned in figure 2.1.

20 mins.

Chair

Table

House / Hut

Ruler Writing Pad

Boat Chopsticks,

Toothpicks

Board games,

Pawns for chess

Figure 2.1 Objects Made from Wood

Wood

5

Sr.

No.

Instructional

Objective

Description of

Activity


Required

4. Students will

write prediction

about which

objects /

substances will

sink or float.

Students will

report the correct

observation of

sinking and

floating of the

objects /

substances based

on

experimentation.

Activity 4

(Logical-

mathematical

and Musical)

Putting

substances into

tub filled with

water, and

singing of the

song

Process skill:

Prediction

The teacher explained the meaning of the term ‘predict.’ Thereafter the teacher

showed students the various substances and told them to predict whether

objects / substances will sink or float over water and instructed them to write

their predictions in activity sheet. Then, the teacher called different students to

drop various objects / substances into the tub filled with water one by one and

instructed them to observe. The teacher told them to write their observations in

the activity sheet for activity 4 which is mentioned on page no. 6. The teacher

asked students about their predictions and actual observations for the objects /

substances when kept into the tub filled with water. The teacher asked them to

collect easily available objects and do the same activity at their homes after

taking parents’ permission. Next day, the teacher asked them what they

observed and what were the differences in their prediction and observation for

particular objects / substance. The teacher encouraged the students to sing the

below mentioned song with claps and bodily movements. (Source: Floating

and sinking. Retrieved March 1, 2009 from

http://www.k12.hi.us/~shasincl/poems_prop_cycle_weather.html)

Floating and Sinking “Why do things float?

Why do things sink?

What do you think?

What do you think?

Things that float

Are lighter than water.

That's why they float.

That's why they float.

Things that sink

Are heavier than water.

That's why they sink.

That's why they sink”.

20 to 25

mins.

6


Name of Student: Date: Look at the objects given to you and think which object will sink in water and which object will float. Write down the objects in below table

accordingly.

Objects: Egg, Rubber ball, Cooking oil, Kerosene, Banana, Lemon, Wooden block, Nail

Table 1

Table 2 Put the objects one by one in a tub filled with water and record your observation in below table. Now compare it with what you have written in

table I. Object Result

Egg

Rubber ball

Cooking oil

Kerosene

Banana

Lemon

Wooden block

Nail

Objects I think will sink Objects I think will float

7

Sr

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

display correct

observations for

the objects /

substances under

study.

Students will

classify the

substances /

objects on the

basis of various

characteristics.

Activity 5 (Logical-

mathematical, Musical

and Interpersonal)

Classification of

objects based on its

characteristics like

dissolving in water,

edible, floating or

sinking, softness,

transparency and

shape.

Process skill:

Classification

It was the group activity. The teacher explained the acronym-

DCEFPTS where D dissolves in water? C= Colour, E=Edible,

F=floats or sinks in water? P=Pressed? T= Transparent? and S=

Shape.

Then, the teacher encouraged the students sing below mentioned

song with clapping. The song is mentioned as under.

Song on Characteristics of Objects “Different objects

So have different properties.

So Use DCEFPTS

To make group, group.

D means dissolving in water.

C means see the colour.

E means edible

F means float, float.

P means press, press.

T means see through the object.

S means see the shape, shape”.

The teacher instructed the students to sit in groups. After that, the

teacher provided various objects to them in groups and asked them

to test various objects using DCEFPTS approach. The teacher took

care that all the students would have enough chance to do the

activity in their groups. The teacher told them to write their

observations and predictions in the activity sheet.

35 mins.

8


Name of Student: Date:

Study the things mentioned in table. Put ‘√’ in the columns of the table where applicable. Put ‘X’ where the thing is not applicable. Write the

name of colour and shape in respective columns.

Things D =

dissolves in

water?

C= Colour E=Edible F=Can

float?

S=Sinks

in water

P=Can be

pressed?

T= Transparent? S= Shape

Oil

Chalk

Butter

paper

Plastic

Material

Sand

Cotton

Rubber

Ball

Thermocol

Ball

Table salt

Crushed

paper

Sponge

9

Now classify all above things in suitable groups as under.

l. Things that dissolve in water:

2. Things that float over water:

3. Things that sink in water:

4. Things that cannot be pressed easily:

5. Things that can be pressed easily:

6. Transparent Things:

7. Edible Things:

8. In how many colours and shapes can we classify above things? Classify things in different colours and shapes.

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will

write reasons

(in their own

words) for the

importance of

systematic

working and

classification of

objects /

substances into

group which

make daily

tasks easy.

Activity 6

(Linguistic and

Intrapersonal)

Completing the

statements related

to importance of

classification of

groups/objects in

daily life based on

personal reflection

Process skill:

Communication

The teacher asked the students about the things they kept in bookracks,

kitchen shelves, study table, computer table and school bags. The

teacher told them if things were not kept at proper places, what the

situation would be. The students gave their views about the difficulty

they would face if they did not take care to place the things where it

should be, and in proper way. Then, the teacher told them to read the

incomplete sentences from the activity sheets and asked them to

complete the statements with reasons.

20 mins.

10


Student’s Name: Date:

Complete the below given statements with proper reasons.

1. When I will be free, I will help mother to keep the edible things at one place…

2. I will keep notebooks, pen, pencil, textbooks, and assignments on the study table…

3. Textbooks and workbooks should be kept separately because…

4. School uniforms should be kept at a place in my cupboard because…

5. I learnt from this chapter to organize………………as that will help to keep my work…

Recapitulation: Multiple Intelligence: Logical-mathematical

Process skill: Classification

The teacher wrote the below motioned instruction and items on blackboard and asked the students to classify the objects/substances based on the

similarities among them.

Classify the following items as per the similarities.

Plastic scale, pencil, wooden block, sweets, neem leaves, Ginger, aero plane made from paper, paper, glass, oil, milk, salt, sugar and boat.

11

Lesson 3 Living - Non Living

General Objectives: (1) Students will understand the characteristics of living. (2) Students will understand the characteristics of non-living.

(3) Students will demonstrate the understanding of differences between living and non-living. (4) Students will develop interest to study living.

(5) Students will develop due regard and sensitivity for living.

Introduction: Questioning Session

The teacher asked following questions to introduce the concept of living and non - living.

1. What is the similarity between aeroplane and birds?

2. How do we make distinction between aeroplane and birds?

3. Does bird feel sensation like pain?

4. Do cat, dog and tortoise give birth to young ones?

5. What will happen to dog or goat if you beat them with a stick?

6. What changes do you observe in plants around you?

After asking above mentioned questions, the teacher explained living is sensitive towards changes in surrounding such as hot and cold. They

give birth or lay eggs and show movement which are the characteristic features of living. The teacher told non - living does not show such

features. Today, we will learn such characteristic features that differentiate living from non - living.

12

Sr.

No.

Instructional

Objective

Description of Activity Classroom Interaction Time

Required

1. Students will

list down the

names of

various living

and non - living

from given

word block.

Students will

classify living

from non -

living on the

basis of

characteristics.

Activity 1 (Linguistic,

Logical-mathematical,

Interpersonal and

Musical) Students were

given the activity sheet

containing a word block.

On each word block,

letters were written and

students were instructed to

make different names of

objects, fruits, trees,

animals by encircling.

Thus, they made names of

various living and non -

living from the word

block.

From the word block, the

different names of living

and non - living were with

the students. Then, the

students in pair attempted

to differentiate living from

non - living on the basis of

their characteristics.

Process skill:

Classification

The teacher distributed the activity sheet containing a word

block to the students and asked them to make a meaningful

word for living and non - living. The teacher instructed the

students to encircle the letters meaningfully to find out the

names of living and non - living.

The students followed the teacher’s instruction from time to

time to time and they made the names of living and non -

living from the given word block.

The teacher discussed the characteristics that made living

different from non - living (Figure 3.1 on blackboard which

is mentioned on page no. 13). The teacher gave the activity

sheet to the students wherein they were asked to write the

names of living and non - living by recalling various names

of living and non - living made by them from the word block.

They were also given freedom to write the names of the

living and the non - living other than that they found in the

word block. Before proceeding for the activity, the teacher

made pairs of students and instructed one student in each pair

to raise the query to other, and other student to reply. After

putting tick mark in the characteristic features of the living in

the activity sheet, each pair was asked to derive the

conclusion why specific things were classified as living or

non - living. The teacher encouraged the students to sing the

song mentioned below in rhythm with claps and bodily

movements. The activity sheet is mentioned on page no. 14.

20-25

mins.

13

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Song on Characteristics of Living

“Plants and animals

are living

Living feels pain

Living takes food

Living shows growth

Living shows movement

Living reproduces and respires.”

Figure 3.1 Schematic Diagrams for Characteristics of Living and Non - Living

14

Lesson 3 Living –Non Living


Group Name: Date:

Students’ Names:

The box below shows letters. Find out the names of objects / fruits / trees / animals and encircle them.

Word Game: Living – Non Living

R S P A R R O W R I Q B

S O D R R D I N O U S A

R F G S W I O P R S M I

O D H H M C A K O B N K

C L B O A T S R A O A S

K I T L N R H I T O B A

E O G Q G Z O N L K S K

T K J P O C K Q S O W T

X R A U N B A L B W R A

E A P B I A O A D M J B

R I T J O N L S A X G L

S P O N T A E W I Z E E

I N B S R N O A K Y R M

R I C U E N W N Q U S A

I O L T F W S T R N V C

P A P P Y A L A S K I S

E G A U N G O H I O O O

A W H E M O N K E B A T

15

Lesson 3 Living-Non Living


Group Name: Date:

Students’ Names:

Recall the names of trees, objects, and animals that you have framed in earlier activity. Write those names in the given table. Now check

their characteristics and classify them by writing ‘Yes’ or ‘No’ in below mentioned table.

Table 1: Classification into Living and Non-Living

No. Things Characteristics Conclusion

(Write

Living or

Non-living)

Does

it

move

on its

own?

Has it

sensitivity?

Does it

take

food?

Does it show

respiration?

Does it

Excrete?

Does it

Reproduce?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

16

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will write

the appropriate

characteristics of

living and non -

living in the Venn

diagram.


mathematical)

Writing

characteristics of

living and non-living

in Venn diagram

Process skill:

Communication

The teacher explained the concept of Venn diagram and how to

write the characteristics of living and non - living in Venn

diagram by asking the questions mentioned as under.

Questions:

• What is the similarity between living and non - living?

• What makes living different from non - living?

The students replied to teacher’s query and they mentioned the

characteristics of living and non - living in the Venn diagram.

The students also drew the Venn diagram for aeroplane and bird

in their notebooks. The teacher completed the Venn diagram for

aeroplane and bird with the help of the students.

10 mins.

17

Figure 3.2 Venn Diagram of Aeroplane and Bird

Aero plane Bird

Aero plane is flown by man while birds fly by their wings.

18



Write the answers under each question.

1. Which trees’ and plants’ leaves do you have?

2. What was the colour of leaves before keeping it in the sunlight?

3. What was the colour of leaves after keeping it in the sunlight?

4. Do you find any change in a non-living thing after keeping it in sunlight for two days?

5. How can you say that plants are living?

Sr.

No.

Instructional

Objective


Required

3. Students will

explain that

plants are

living after

observing the

effects of

sunlight over

the plants’

leaves.


mathematical and

Naturalist) Students will

do an experiment by

plucking leaves of plant

and keeping them in sun

and note the changes in

leaves.

And preparing scrapbook

for leaves

Process skill:

Observation

The teacher told the students to collect leaves of plants or trees

from neighbourhood and instructed them to keep the leaves in

open air / sunlight for two days in their home. The teacher

instructed them to observe the leaves during two days and write

their observations in their notebooks. The teacher told them to

prepare the scrapbook for leaves of different plants.

The students performed the activity at their home. Next day, the

teacher collected the activity sheets and discussed their

observations about the effect of sunlight over the leaves. In this

way, the teacher helped them to deduce that plants are living.

The activity sheet for activity 3 is mentioned on page no.18.

15 mins.

19

Sr.

No.

Instructional

Objective

Description of

Activity


Required

4. Students will

explain that

plants are

living on the

basis of their

growth in

sunlight.

Students will

explain that

plants are

living by

measuring

their growth

under two

different

conditions.


mathematical and

Naturalist)

Plants are living.

Take two pots with

plants.

Situation 1: Put one

pot in sunlight and

water it regularly.

Situation 2: Put

other pot in darkness

and do not water this

plant.

Now observe the

difference in both

the plants after 15

days.

Process skill:

Measurement

The teacher brought two plants of the same height in the class and

instructed students to place one plant in dark without giving water (plant

in Pot A). The teacher also instructed the students to keep one plant in

sunlight and water it regularly (plant in Pot B). The teacher asked them to

measure the height of both the potted plants. The teacher told them to

observe the changes in the plant kept in sunlight daily. The students

regularly observed the changes in the plant kept in sunlight and wrote in

their notebooks. After 15 days, the teacher asked the students to measure

the height of the plants kept in two different conditions. The teacher asked

questions noted below.

• How the plant in pot A looked after 15 days?

• How the plant in pot B looked after 15 days?

• Which plant grew better?

• What is the height of both the plants?

• Why the plant in pot B grows better in comparison to plant in pot

A?

The teacher wrote the important points regarding effect of sunlight over

the growth of plant on blackboard and instructed the students to write the

same in their notebooks.

10 -15

mins.

20

Sr.

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

explain that

plants are

living on the

basis of

Jagdish

Chandra

Bose’s work.

Students will

explain that

plants should

not be cut.

Students will

write uses of

plants.

Activity 5 (Musical

and Intrapersonal)

Explanation of

scientist Bose’s

work and inner

reflection of plant

life.

(CD, Folder-

Lesson 3, File- Dr

Bose)

Process skill:

Communication

The teacher played pop and classical music in the class and instructed the

students to listen. (CD, Folder – Lesson 3, Files- X-files, jugal Track 02)

(1. Source for X-files: Top 50 MP3 Groovy Instrumental Hits, 26 number

– x –files marketed by ME2 Records a division of Virgin Records (India)

Pvt. Ltd. Sewri (W), Mumbai -15 & 2. Source for jugal Track 02: Volume

1, Track 2, jugalbandi – an impeccable blend by Reader’s Digest Book and

Home Entertainment India Pvt. Ltd.) The teacher asked questions as under.

• Which music do you feel soft in hearing?

• Do you feel music should be played while you do some activity? If

Yes, Why?

• Do you think music can make us feel better?

Then, the teacher gave brief outline of the research conducted by the

Indian scientist Jagdishchandra Bose for the effect of music over the plant.

The teacher also showed them photograph of scientist Jagdishchandra Bose

using PowerPoint Presentation (CD, Folder- Lesson 3, File- Dr Bose).

Then, the teacher distributed the activity sheet 5 to the students and

instructed the students to write the questions after reading the given

paragraph.

The students read the paragraph given in the activity sheet 5 and answered

the question. Thus, the students related themselves with the life of plants

and understood that the plants are living and we should not harm or cut

them. The teacher collected the activity sheets from the students and

discussed the uses of neem tree and the reasons for not cutting it. The

teacher also explained that living feels sensation. The teacher wrote

important points about uses of plants and plants’ sensitivity on blackboard

and instructed the students to write the same in their notebooks.

25 mins.

21



Read the following passage carefully.

I am neem tree. My leaves are bitter in taste. I am a big tree. I provide home to all birds. I am useful to man. Neem soap and some medicines are

made from my leaves. Mosquitoes run away when my leaves are burnt. I give coolness in summer. I do not harm man but I feel unhappy and

upset when man cuts me.

Review Questions: (1) How is neem tree useful to man?

(2) Should we cut neem tee? If not, why?

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will explain

plants are living

because plants show

sensitivity when it is

touched.

(Based on the example

of ‘touch-me-not-

plant’)

Students will explain

that the living is

sensitive towards the

changes occurring in

their nearer

surroundings.

Activity 6

(Visual spatial

and Naturalist)

Touching a

‘Touch-me-not-

plant’

Process skill:

Communication

The teacher showed ‘touch-me-not-plant’ to the students and

engaged them in drawing the leaves of the touch-me-not plant.

The students drew the picture of leaves of ‘touch-me- not-plant’.

The teacher asked them regarding the colour of the leaves of

‘touch-me-not plant’ and its branches, and size of stem. The

teacher called one student, asked him to touch it, and asked the

other students what happened while touching. The students

answered the teacher’s query. The teacher asked the students to

note such behaviour of plant in one word and asked them to

explain why the plant is living.

The teacher explained the effect of heat to humans when we

switch off fan. The teacher also explained dogs pant to keep them

cool. Thereafter, the teacher asked students to explain the

sensitivity of plants and animals towards the changes in

surrounding.

15 mins.

22

Sr.

No.

Instructional

Objective

Description of

Activity


Required

7. Students will

explain plants are

living by

measuring change

in their height.

Activity 7

(Logical-

mathematical and

Naturalist)

Observing the

potted plant and

measuring the

height of plant

periodically

Process skill:

Measurement

The teacher brought potted plants in the class and conducted the

activity. The teacher formed the groups, gave them string, activity

sheets and told them to measure the height of the plant after a week

for four consecutive weeks using string and scale. After a week, the

teacher asked what was the height of the same plant at the end of

first, second, third and fourth week? What will you say for plant

based on change in its height?

The students measured the height of the plant weekly. They noted

down the changes in the plants, and reported in activity sheet. The

activity sheet 7 is mentioned as under.

15 mins.


Group Name:

Students’ Name:

Weekly Observation of Plant

Days Height in

Centimeters

Changes in Plants

1st week

2nd

week

3rd

week

4th

week

Conclusion: Height of plant increases on four weeks, so we can say that plant is….

23

Sr.

No.

Instructional

Objective

Description of

Activity


Required

8. Students will

draw the picture

of germinated

‘mung’ seed.

(Based on

observation.)

Students will

explain

germinated

‘mung’ seed as a

living. (Based on

observation.)

Activity 8 (Visual

spatial, Logical-

mathematical and

Naturalist)

Demonstrating the

Sprouted seeds of

mung

The glass has lump

of soil covered

with piece of paper

and seeds of mung

are kept between

the paper and the

glass.

Process skill:

Inference

The teacher showed students the sprouted seeds of ‘mung’ and asked

them to observe. Thereafter, the teacher took a piece of paper and

kept in beaker in such a way that shallow space in beaker could be

created. The teacher put a lump of soil in this shallow space created

in the beaker. The teacher put 4-5 sprouted seeds of ‘mung’ between

piece of paper and wall of beaker so that students can observe the

growth of sprouted seeds of ‘mung’. The teacher asked them to

observe the sprouted seeds of ‘mung’ after adding water to the lump

of soil for three days. The figure of this demonstration is mentioned

in figure 3.3. The teacher told them to observe the sprouted seeds of

the ‘mung’ and asked them to draw the picture of the same in the

activity sheet. The students drew the picture of sprouted seeds of

‘mung’.

The teacher asked the students why did root of sprouted ‘mung’ seed

increase in size upon adding water and keeping it for 2-3 days? The

teacher asked questions as under.

• Do we classify sprouted seed as a living? Why?

The students wrote about how seeds germinated in their notebooks.

The teacher explained that root of sprouted seeds of ‘mung’ moved

towards the lump of soil because root showed sensitivity towards

water and soil. The teacher told students to do the activity at home

after taking their parents’ permission and instructed them to report

their observations to the teacher.

20 mins.

24

Figure 3.3 Studying Germination of Seed (Source of Figure 3.3: Science and Technology, Standard V, Gujarat State Board of School Textbooks, Gandhinagar)



Draw the picture of Germinated Seed.

Conclusion: Complete sentence by giving reason.

Germinated seed is living / non-living. (Cross the inadequate word) because…………….

25

Sr.

No.

Instructional

Objective

Description

of Activity


Required

9. Students will

explain plants

are living

based on the

experimental

evidence for

respiration in

plant.

Activity 9

(Naturalist,

Logical-

mathematical,

Intra-

personal and

Musical)

Carbon

dioxide gas

emitted by

plant

Process skill:

Inference

The teacher attempted to demonstrate the activity of plant showing carbon

dioxide emitted by the plant makes limewater milky. For this activity, teacher

took a potted plant having broad and big leaves and tied a plastic bag filled with

lime water to its twig and kept it darkness for a whole day. The teacher could not

show limewater turned milky and explained that it was difficult to show lime

water turns milky due to absence of air-tight apparatus. The teacher showed them

the freshly prepared lime water and lime water turned milky after passing Carbon

dioxide through lime water. The teacher asked to name the gas which is inhaled

and exhaled by human. The teacher explained that carbon dioxide gas turns lime

water milky. Thereafter, the teacher asked the question: What can be deduced

about the plant? The students wrote observation and conclusion in the activity

sheet which is mentioned on page no 26. The teacher encouraged the students to

sing the song mentioned below with claps and action.

The Plant Song

Lyrics by Kate Steffer

“I'm a little plant that grew and grew.

Photosynthesis is what I do.

Energy and water and CO2

Help me make my growing food”.

(Source of the song: The plant song, to the tune of "I'm a Little Teapot", Lyrics

by Kate Steffer. Retrieved 10 January, 2009, from http://suzyred.com/plantsong.html)

20 mins.

26



Materials required for above activity 9:

Time Taken:

Observation:

Write your observation here.

Conclusion:

Write appropriate word to make sentence true.

1. Plant emits………………gas during respiration.

Write scientific reasons. 1. We should not sleep below the trees at night because…

Sr.

No.

Instructional

Objective

Description of

Activity


Required

10. Students will

derive from their

own experiences

that living does

respiration.

Activity 10

(Bodily-

kinesthetic and

Logical-

mathematical)

Inhaling and

Exhaling exercise

Process skill:

Inference

The teacher instructed the students to take deep breathe inside and stop

inhaling and wait for a few seconds. The students repeated the exercise.

Then, the teacher told students what they experienced. The teacher asked: If

living stops taking breath, what would happen then? The students took part

in discussion and replied the questions asked.

10 mins.

27

Recapitulation: Crossword based on characteristics of living and non - living

Multiple Intelligences: Linguistic

Process skill: Communication

The teacher gave the activity sheet (mentioned on page no. 28) to the students in a group and instructed them to complete the crossword by

supplying word using horizontal and vertical keys. The teacher discussed the answers of both the vertical and horizontal keys after collecting the

given activity sheets.

28

Review -Activity Sheet


Read the vertical and horizontal keys carefully. Fill the below shown crossword with appropriate words using vertical and horizontal

keys.

7

12

6

8

13

5

15

19

2

3

9

14

1

16

10

17

18

4

11

29

The Horizontal keys

1. I fly but I am not living. .….. (Plane) (5)

4. Plants are living. They release carbon dioxide gas because they …….. (Respire) (7)

5. I slide and I am poisonous and I am ……… (Snake.) (5)

6. I float and I am ………(boat) (4)

9. When a seed germinates shows ……..(root) (4) which has sensitivity towards soil and water.

10. Plants prepare …….. (Food) (4) by photosynthesis.

11. Scientist ………. (Bose) (4) showed that plants are affected by music.

14. False tears of man in Gujarati language is compared with the tears of …………… (Crocodile) (9) animal of water.

16. I have four legs; people make use of me for writing and dinning. I am …….. (5) (table)

17. I can jump. I make a typical voice in rainy season and I am ……..(frog) (4)

The Vertical keys

1. I am an animal. I feel discomfort and (pain)…………., when man hits me. (4)

2. In old times, I was used as a carrier but I am non-living. (3) (cart)

3. Plants are ……. (9) because they feel pain and happiness. (sensitivie)

7. Plant requires ……..(5) to grow. (water)

8. Plant emits………….( carbon Dioxide) gas at night. (13)

12. Train ……. (moves) (5) but it is non-living.

13. A huge animal of Jurassic era, ……………(Dinosaur)(8) is an extinct animal.

15. In old times, train used …….. to produce energy ( coal) (4) and emits smoke but it is non-living.

18. My height increases. I am living because I……….. (grow) (4)

19. Plants are living because they ……….( reproduce) (9) the same plant from the seed.

30

References for Audio Clips used for Activity 5

1. Top 50 MP3 Groovy Instrumental Hits. ME2 Records a division of Virgin Records (India) Pvt. Ltd. Sewri (W), Mumbai -15 (Source for X-

files instrumental song, song number 26) (CD, Folder – Lesson 3, Files- x-files)

2. Jugalbandi – an impeccable blend. Volume 1, Track 2. Reader’s Digest Book and Home Entertainment India Pvt. Ltd.( Source for jugal

Track 02) (CD, Folder – Lesson 3, Files- x-files, jugal Track 02)

31

Lesson 4 Let Us Know the Soil

General Objectives: (1) Students will understand various components of soil. (2) Students will understand that different types of soil are made

up of different components in varying proportion. (3) Students will appreciate the types of soil. (4) Students will understand the concept of

moisture holding power and filtration power of soil. (5) Students will know that soil is a treasury of wealth. (6) Students will develop the attitude

to conserve soil.

Introduction: The teacher asked the students to consider apple as the planet earth which is round in shape and explained that water covers approximately

(75%) of the surface of the earth / apple. The teacher cut the apple in quarters and tossed three quarters (75%) away. The teacher explained that

these three quarters (75%) as shown in figure 4.1, represented how much of the earth was covered with water. The teacher further told that only

(25%) of the portion left of the apple/earth represents dry land and (50%) of this (25%) of the dry land is desert, polar or mountainous regions

which are too hot, too cold or too high to be productive. (50%) of the (25%) of the apple/earth is shown in figure 4.2.

Figure 4.1 Three Quarters of Apple / Earth

Figure 4.2 (50%) of the (25%) of the Apple / Earth

32

The teacher told we will remove this (50%) of the (25%) of the apple/earth and so, we will have (12.5%) of the original apple/earth. (40%) part

of the apple/earth of this (12.5%) is severely limited by terrain, fertility or excessive rainfall. It is too rocky, steep, shallow, poor or too wet to

support food production. Therefore, we will remove (40%) of the (12.5%) of the apple/earth. In doing so, we have small portion of the apple

which contains approximately (10%) of the original apple/earth. These approximate (10%) of the apple/earth (shown in figure 4.3) covers small

fragment of the land area on which we depend for the world's food supply. This fragment also provides other needs - housing, cities, schools,

hospitals, and shopping centers.

Figure 4.3 (10%) of the Apple / Earth, shows the Soil

(Source of above activity including figures 4.1, 4.2, 4.3: National Aeronautics and Space Administration, Goddard Space Flight Center. Soil

Science Education. How Much Soil Is There? A Learning Activity to illustrate the amount of soil on planet Earth. Retrieved from January 5,

2009, from http://soil.gsfc.nasa.gov/index.php?section=70)

33

Sr.

No.

Instructional

Objective


Required

1. Students will give

examples of

wealth available

from the crust of

earth.

Students will give

reasons for

conservation of

the soil.

Students will

colour the

pictures of

creatures living

inside soil.

Activity 1 (Visual-spatial

and Logical-mathematical)

PowerPoint Presentation of

various uses of soil included

buildings that can be built on

land, trees are planted on it,

various metals, and

petroleum is taken from it.

Rabbits, ants and earthworms

are making home inside soil.

(CD, Folder – Lesson 4, File-

Presentation for soil)

Two pictures-

1. Most of our food is grown

in soil!

2. A teaspoon of soil

contains more creatures…

than there are people on the

earth.

Process skill:

Communication

The teacher showed PowerPoint Presentation (CD,

Folder – Lesson 4, File- Presentation for soil) of

various uses of soil to the students. The students

watched the PowerPoint Presentation carefully. The

teacher initiated the discussion by asking below noted

questions.

Questions:

• What did you see in this presentation?

• How soil is useful to you?

• What does soil give us upon digging?

• Explain in brief- soil should be conserved.

The teacher distributed activity sheet to each student.

The activity sheet contained either of the two pictures

and instructed them to read the sentence on the

picture carefully and colour the picture. Both the

pictures are shown in figures 4.4 and 4.5 on next

page.

10 mins.

25-30 mins.

34

Figure 4.4 Picture related to Soil Figure 4.5 Picture related to Soil

(Source of Figure 4.4: Activity: Colour Me! Retrieved January 1, 2009, from http://www.soil-

net.com/sm3objects/activities/Colouring_2.pdf)

(Source of Figure 4.5: Activity: Colour Me! Retrieved January 1, 2009, from http://www.soil-

net.com/sm3objects/activities/Colouring_5.pdf)

35

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will state

the differences in

the texture of soil

based on their

observations.

Activity 2

(Bodily-

kinesthetic,

Logical-

mathematical and

Interpersonal)

Experiment:

Sieving the soil.

Process skill:

Observation

The teacher showed the students the lump of soil and distributed

the required apparatuses in group along with the lump of soil. The

teacher asked a student to grind the lump of soil into fine powder.

The teacher instructed the students to sieve soil, and told them to

observe. The teacher instructed students to touch and mark out the

differences in soil particles on slight rubbing and pressing. (To

feel the texture of soil particles for its smoothness and roughness.)

The teacher asked the students to share their observations in pairs.

The teacher instructed them to write the answers in the group-

activity sheet which is mentioned as under.

30 mins.


Experiment: Sieving the Soil

Group Name:

Student’s Names: Date:

Type 1 Sieve: Sieve used for wheat

Type 2 Sieve: Sieve used for flour

Type 3 Sieve: Cotton cloth

Questions:

Write the answer in one sentence. 1. What type of particles of soil do you see above the type 1 sieve?

2. What is the difference between particles of soil obtained above and below the type 1 sieve?

3. Write the difference between particles of soil obtained below type 2 sieve and type 1 sieve.

4. Which sieve gives smallest particles of soil after sieving?

36

Sr.

No.

Instructional

Objective

Description of

Activity


Required

3. Students will

deduce the

presence of

water in soil.


mathematical and

Visual- spatial)

Deduce water remains

present in soil.

Process skill:

Inference

The teacher showed the students the lump of soil packed in a plastic

bag which was kept in the sunlight for more than one hour. The

teacher told them to observe. After giving some time for

observation, the teacher asked the students to tell what they

observed. The students recorded their observations in the activity

sheet which is mentioned as under.

10 mins.


Experiment: Keeping Packed Soil in Sunlight


Observations:

Read the following statements carefully. Write your observation in one or two lines to make the statement meaningful.

The airtight plastic bag having lump of soil was kept in sunlight for more than one hour. When I observed the lump of soil by magnifying glass, I

saw……………………….

Conclusion:

Therefore, I conclude soil contains …………………

37

Sr.

No.

Instructional

Objective

Description of

Activity


Required

4. Students will

deduce the presence

of air and organic

matter while adding

the lump of soil in

water.

Students will infer

that organic matter

is lighter than water

so it floats.

Activity 4

(Logical and

Visual- spatial)

Experiment-

Deduce air and

organic matter

remain present in

soil.

Process skill:

Inference

The teacher demonstrated the activity of adding lump of soil in

the glass filled with water and gave prior instructions to observe

what happened while doing this activity. The teacher, thereafter,

distributed the activity sheet to note down their observations. The

activity sheet is mentioned as under. After collecting the activity

sheets, the teacher asked questions which are mentioned as under.

• Which materials are required for doing present activity?

• From where do the bubbles come?

• What do you observe in the glass filled with water?

• What do you observe on the surface of the water?

• Which type of material / object can float?

• What can you say about the weight of organic matter

found in soil?

The discussion was followed by the teacher’s explanation in

detail about the organic matter found in the soil.

10 mins.


Experiment: Adding Lump of Soil in Glass Filled with Water


Add the lump of soil in a glass filled with water. Observe it carefully. Write your observation in one or two sentences.

Observation:

Draw the figure showing various layers seen when lump of soil is dropped into glass filled with water.

Conclusion: Therefore, I can say soil……………………….

38

Sr.

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

represent the

components of soil

(gravel, sand, mud

and clay) in both -

umbrella form of

chart and in diagram

of hand.

Activity 5 (Visual-

spatial)

Schematic

representation of soil

components in chart

form

Process skill:

Communication

The teacher asked the students “how many components

are there in soil and what are they?” The teacher drew the

schematic diagram of components present in the soil on

the blackboard mentioned in figure 4.6 and instructed

students to draw the same schematic presentation in their

notebooks. The teacher distributed chart papers to each

student and instructed them to draw the shape of their

hands showing four fingers and thumb. The teacher told

the students to write the components of soil in the shapes

of fingers and thumb and in the strips of umbrella.

8 mins.

Figure 4.6 Schematic Diagram of Components of Soil

COMPONENTS

OF SOIL

GRAVEL

SAND

CLAY

MUD

39

Sr.

No.

Instructional

Objective

Description

of Activity


Required

6. Students will

classify the

samples of soil

on the basis of

colour and the

components

present in

them.

Activity 6

(Visual-

Spatial and

Logical-

mathematical)

Classification

of soil based

on colour and

components

present in it.

Process skill:

Classification

The teacher displayed the different coloured soil samples - black, red and

brownish questioned how the different types of soil can be classified based on

the characteristics they observe. After knowing the students’ responses, the

teacher explained that one can classify soil on the basis of colour and

explained the characteristics of sandy, clayey, and muddy soil in brief. The

teacher presented the characteristics of sandy, clayey, and muddy soil on the

blackboard in diagram. The teacher asked the questions as under.

• In how many ways can we classify the soil?

• On the basis of components present in soil, what are three different

types of soil?

12 mins.

40

Sr.

No.

Instructional

Objective

Description

of Activity


Required

7. Students will

classify the

sample of

soils into

clayey and

muddy soil by

experimenta-

tion.

Activity 7

(Logical-

mathematical,

Interpersonal

and Visual-

spatial)

Differences

between field

and river bed

soil

Process skill:

Inference

The teacher explained different layers of components present in the soil sample

by demonstration. The teacher used a plastic jar for that purpose. For the

demonstration, the teacher placed a lump of soil in a plastic jar and added water,

shook the mixture with the glass rod, allowed soil particles to settle down, and

discussed what they observed, how many layers, and what they were. The teacher

called the students to come on the stage to observe in groups. The students

observed the settled lump of soil along with the layers found in the plastic jar.

Thereafter, the teacher provided two samples (field and river bed) of soil to the

students. The teacher pasted the stickers showing the sample of soils taken for

study on outer surface of the plastic jar. The teacher told the students to do the

activity using plastic jar, and glass rod to stir the solution. The teacher told them

to observe the activity carefully and write their observations in a group activity

sheet after sharing, and discussing their observations with their group members.

The students worked in groups and noted down their observations in the given

group activity sheet mentioned as under.

45 -55

mins.


Experiment: Adding Lump of Soil in Glass filled with Water to Study the Type of Soil

Group Name: Date:

Students’ Name:

Observations:

No. Sample of soil Taken Are sand, gravels

found maximum?

Is clay seen more? Are organic matter

and mud seen

more?

Type of Soil

1 Field

2 River Bed

41

Conclusion: The soil of field is different from river bed because ……………………………………

Sr.

No.

Instructional

Objective

Description

of Activity


Required

8. Students will

explain the

process of

measurement

of water using

measuring

cylinder.

Activity 8 (Visual-

spatial and Musical)

Showing the movie

clip of Measurement

song

(CD, Folder – Lesson

4, File -Measuring

volume)

Process skill:

Communication

Before showing the movie clip, the teacher instructed the students

to listen to the music in movie clip carefully and catch the words

sung. The teacher showed the students the movie clip (CD, Folder

– Lesson 4, File -Measuring volume) on LCD screen about how to

measure liquid using measuring cylinder. The students watched the

movie clip on how to measure the liquid using measuring cylinder

carefully. Afterwards, the teacher asked questions as under.

• What have you watched?

• Name the equipment used for measuring liquid.

• What was the volume of the liquid as shown in movie clip?

The students took part in the discussion and replied as per their

understanding. The teacher asked students to summarize the

procedure to measure volume of water by means of measuring

cylinder.

15 mins.

42

Sr.

No.

Instructional

Objective

Description

of Activity


Required

9.

Students will

compare the

filtration capacity of

sandy, muddy and

clayey soil.

Students will infer

sandy soil has

highest, muddy soil

has moderate and

clayey soil has the

least filtration

power.

Students will draw

the bar graph of

filtration capacity of

soil. (sandy, muddy

and clayey)

Activity 9a

(Logical-

mathematical and

Visual- spatial)

Checking the

water holding and

filtration capacity

of given sample.

Process skill:

Inference

Activity 9b

(Logical-

mathematical and

Visual- spatial)

Drawing the bar

graph

Process skill:

Communication

The teacher explained the apparatus (beaker, funnel, measuring

cylinder and filter paper) used in this experiment. The teacher

explained the concept of filtration power and moisture holding

power of soil. The teacher explained the meaning of ‘hypothesis’

and asked the students to hypothesize which sample of soil

would not absorb more water and instructed to write the

hypothesis in the activity. The teacher took the help of the

students in arranging the apparatus and for the experiment. The

teacher demonstrated the entire experiment and instructed the

students to observe experiment carefully. The teacher instructed

them to measure the level of water (filtrate) in the measuring

cylinder and to note down the same in the activity sheet. The

format of activity sheet 9a is mentioned on page no. 45-46.

The teacher explained the procedure of plotting the graph and

instructed the students to draw the bar graph of filtration power

of soil samples in graph papers.

45 mins.

25 mins.

43

Song on Soil “All soils have various properties

Like color, texture and fertility

A soil’s ability to retain water

Or hold it

Is known as its water capacity

Each of these properties

Play a large role

While determining

A specific type of soil

Topsoil’s dark

And rich with organic materials

Like tiny bits of plants and animals

Sr.

No.

Instructional

Objective

Description

of Activity


Required

10. Students will write a

letter narrating which

soil sample is better

for agriculture-

purpose on the basis

of filtration capacity

and organic matter

found in soil.

Activity 9c

Musical and

Linguistic

Writing a letter.

Process skill:

Communication

The teacher motivated students to sing the song on ‘soil’

mentioned below. The teacher discussed them the letter-writing

format with the students which is mentioned on page no. 44-45.

The teacher explained the different parts of letter writing like-

introduction, middle, and last section of the letter. The teacher

distributed the activity sheets and instructed them to write the

letter at homes. The format of activity sheet 9c is mentioned on

page no. 46-47.

The teacher asked questions as under.

• Why sandy soil does not hold water on filtration?

• Which soil contains the highest amount of organic matter?

• Which soil is the fertile soil?

• Which soil do you think should be used for growing crop?

Why?

15 mins.

44

It retains a lot of water... Top soil

So think of it

Like a big kitchen sponge

Sandy soil drains very well

So its water capacity is a bit low

The sandy grains

Don’t stick together too well

And contain little organic material

Clay soils are very sticky

And the texture of clay

Is very fine

Mix wet clay and straw

To make adobe

A great building material

If you have the time”.

(Source of the Song: Soil - Musically Aligned. Retrieved from April 10, 2009 http://www.songsforteaching.com/earthsciencegeology/soil.htm)

(The song is shortened)

The letter-writing format discussed is as under.

What will I tell Farmer Green?

Planning Sheet for My Letter

Introduce myself:

____________________________________________________________________________________________________________________

________________________________________________________________________________

Tell him what I think about the field he is interested in buying:

____________________________________________________________________________________________________________________

_______________________________

Tell him what I found out about the 3 soil samples:

__________________________________________________________________________________________________

45

Sample 1:__________________________________________

Sample 2:_________________________________________

Sample 3:_________________________________________

(Source of the Letter writing format: What will I tell Farmer Green? Planning Sheet for My Letter. Retrieved April 10, 2009, from

http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDEQFjAA&url=http%3A%2F%2Fsoilscientists.wi

kispaces.com%2Ffile%2Fview%2FLetter%2BWriting%2BPlanning%2BForm.doc&ei=LvXuUOanGoTVkAW8yYCwCg&usg=AFQjCNEIRPx

5KFhT9CU6RYYmjhy1jhxYxQ&bvm=bv.1357700187,d.dGI)

Activity Sheet for Activity 9a


Hypothesis:

Write the type of soil, which you think, has the maximum filtration power.

Observation

Take the sample of sandy, muddy, and clayey soil one by one and measure its filtration power in Milliliters. Note down your observation in

given table.

Table - Study of the Filtration Capacity of the Different Types of Soil

No. Type of Soil Volume of Water

Added (Mililitres)

Volume of Water Obtained

after Filtration

(Mililitres)

1. Sandy Soil

2. Muddy Soil

3. Clayey Soil

46

Question:

Write the answer in one sentence.

1. Which soil takes long time to filter? Why?

2. Which soil dries fast? Why?

Conclusion: Fill in the blank with appropriate word.

1. The filtration capacity of …………………….soil is minimum.

2. The filtration capacity of …………………….soil is maximum.

Activity Sheet for Activity 9b Graph paper was given to draw.

Activity Sheet for Activity 9c

Letter Writing


You have tested the filtration power of sandy, clayey, and muddy soil. You also know which soil has higher amount of organic material.

Ramjibhai Patel is a farmer who wants to buy soil to grow crop. So, write a letter to Ramjibhai Patel telling him clearly to buy the best soil to

grow the food with reasons.

Turn your page to write the letter in given format.

47

Activity Sheet for Activity 9c

Letter Writing

From:

Date:

To,

Ramjibhai Patel

A-3,Nehru Nagar Society,

Sultnanabad,

At & Post: Dumas,

Surat.

Yours faithfully,

XYZ

48

Project: Save the Soil (A Group Project)

Instructional Objective

• Students will relate the adverse effects of acidic solution on the growth of plants in their own words.

• Students will suggest the different ways to make soil fertile.

Multiple intelligences: Logical-mathematical and Linguistic intelligences

Process skill: Inference

The teacher added acidic solution to plant of vinca and instructed students to observe its growth for a week. The teacher gave activity sheets to

them for writing their observations after a week. The teacher asked students how soil is useful to man. The teacher explained various activities

that pollute soil and motivated them to prepare different slogans to save the soil. The students participated in groups. They observed the plant’s

growth for a period of one week and wrote the answers in the given project sheet.

Project sheet – Save the Soil

Group Name: Date:

Students’ Names:

Observation:

Observe the teacher’s activity carefully. Check the growth of plants after a week. Write your observation in the table below.

Chemical Added in Plant Effect of Added Acidic solution to the Growth of Plant

Acidic Solution added to

Plant

Write the Ways to Make Soil Useful for Farming

49

Recapitulation The teacher divided the whole class into two major groups. The teacher told students that one group is going to sell land in cities like

Ahmedabad, Surat, Vadodara, Rajkot and Bhavnagar. The teacher instructed the seller group - students to ask the questions related to the lesson

on soil. The buyer-group students were supposed to reply. The teacher instructed that seller group can remove land in one city from selling if

buyer group gives one wrong answer. This way, the revision of the content was carried out by game and the roles of the buyer and seller group

were also exchanged. The teacher made tally on the blackboard for correct answers on blackboard.

References for Movie Clip:

1. Measuring volume by Peter Weatherall. Retrieved from December 13, 2008 http://www.youtube.com/watch?v=Wl6VDFaNn10 (CD,

Folder – Lesson 4, File -Measuring volume)

50

Lesson 5 Seed and Its Germination

General Objectives: (1) Students will understand different seeds differ in terms of their sizes, ridges, smoothness and colour. (2) Students will

understand the monocot and dicot seeds. (3) Students will know the conditions required for germination of seed by experimentation. (4) Students

will appreciate the factors responsible for the dispersal of seed.

Introduction

The teacher showed the students the PowerPoint Presentation of seeds (CD, Folder – Lesson 5, File- Presentation for seeds) which included the

animated slide of growth of plant along with the slides of seeds like sunflower and cantaloupe, and various seeds. The PowerPoint Presentation

also contained slides of different stages of growth of plants. The teacher asked the students to summarize in their own words about what they

saw in PowerPoint Presentation and inquired about their basic understanding of the seed and its germination. Thereafter, the teacher explained

that plant is living and it shows growth as child grows. The teacher further told them that we also see various plants grown in monsoon season on

grounds and on the corner of roads too. You might have question that no one has sown the seeds but why we do see the plant in our surrounding.

A seed germinates in proper environmental conditions, grows and it develops into a plant with increase in height and with new leaves. So, today,

we will learn together about the reasons for the growth of plant including types of seed and its germination process by experimentation.

51

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Students will

name various

seeds.

Students will

differentiate

seeds on the

basis of

characteristics

like size,

smoothness,

colour and

ridges.

Activity 1

(Naturalist, Bodily-

kinesthetic and

Logical-

mathematical)

Differentiation of

seeds on the basis

of colour,

smoothness and

ridges and size

Process skill:

Observation

The teacher told the students that we eat different fruits like apple, orange

and mango. When we cut the fruit, we find the seeds from it. No two

different plants have the same seeds. Even, the seed of the same plant also

vary in size and shape. So, today we will see how each seed differs from

others.

The teacher provided them various seeds in groups and instructed them to

observe the colour, smoothness, ridges and size with reference to peanut.

The teacher gave the activity sheets to the students which is mentioned on

page no.52 and instructed them to note down the observations in the given

activity sheet. Then, the teacher initiated the discussion by asking the

students about the characteristics of particular seed with reference to its

size (compared to peanut), smoothness, colour and ridges. The teacher

told them to prepare a scrapbook on seeds including its characteristics.

25 mins.

52



Observe the seeds carefully. Write your observation in the given table.

Name of

Seed

Is it larger

when

compared

to peanut?

Is it ridged? Is its

surface

smooth or

rough?

Colour

Watermelon

Mango tree

Papaya

Ladies-

finger

Neem tree

Maize

Gram

(Chana)

Bottle Guard

(Dudhi)

Cotton Plant

Methi

Muskmelon

Sapota

(Chiku)

Orange

Blackberry

(Jambu)

Lichee

Peach

Lemon

Cherry

Jack Fruit

(Fanas)

53

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

differentiate

the seeds into

monocot and

dicot.

Activity 2

(Logical-

mathematical

and Musical)

Classification

of seeds into

Monocot and

Dicot

Process skill: Classification

The teacher showed various 8 to 10 seeds soaked for 8-10 hours to the

students. The teacher called the students one by one and asked them to

press the soaked seed between first finger and thumb. Here, the teacher

developed the chart of types of seeds on blackboard as shown in figure 5.1.

The teacher asked questions such as: What happened upon pressing the

soaked seed? Could it be easily pressed? Could the seed divided into two

parts? The teacher instructed students to note down their observations in

the given activity sheet which is mentioned on page no. 55.

Then, the teacher explained that the seed which is not divided into halves

is known as the monocot seed. While the seed which is divided into halves

upon pressing, is known as dicot the seed. The teacher also explained that

‘mono’ means ‘one’ and ‘di’ means ‘two’. The students wrote the

definitions of monocotyledon and dicotyledon seeds in their notebooks.

The teacher encouraged the students to sing the following mentioned song

on the varieties of seed with claps.

Song on Varieties of Seed

“Seeds so wonderful

Big and small

Having different colours

Smooth and rough surfaces

Can be monocot or dicotyledon

So small

Plants grows from them

I am surprised! Surprised!”

20 mins.

54

The blackboard work is as shown in figure 5.1

Figure 5.1 Types of the Seeds

DICOT

Green Gram,

Bean, Peanut

and other pulses

MONOCOT

Maize, Bajra,

Wheat, Juwar

TYPES OF SEEDS

PRESS BETWEEN FIRST

FINGER AND THUMB

IS SEED DEVIDED INTO

TWO PARTS?

YES NO

55



Hold the soaked seeds between thumb and first finger. Press the seed. Write your observation in the table below.

Name of Seed Can seed be divided into

two parts on pressing?

Monocot or Dicot?

Wheat

Green Peas (Vatana)

Juwar

Mung

Maize

Beans (Val)

Peanuts

Bajara

Gram (Chana)

56

Sr.

No.

Instructional

Objective

Description of

Activity


Required 3. Students will

conclude

conditions

required for

germination of

seed in their

own words

based on the

experiment.

Activity 3

(Logical-

mathematical and

Bodily-

kinesthetic)

Demonstration of

conditions

required for seed

germination.

Visual-spatial

Two small clips

(CD, Folder -

Lesson 5, File -

bean sprout

germination and

File - Time lapse

radish seeds

sprouting, top and

roots growing)

Process skill:

Inference

The teacher demonstrated the experiment to the students with the explanation of

the position of the seeds at three different places on the ruler shown in figure

5.2 mentioned on page no. 57. The teacher asked students to observe the

experiment and asked the following questions them.

• What did you see?

• What are the materials used in conducting experiment for germination

of seed?

• Which of the seeds are germinated?

• Which of the seeds did not germinate?

• Did you find any change in the seeds kept at the upper end of scale?

• What happens if seeds do not get water?

• What happens if seeds do not get air?

• What happens if seeds do not get heat?

• What should we do to germinate seeds?

The teacher instructed the students to do the same experiment at home with the

permission of their parents and asked them to write their observations in the

given activity sheet. The activity sheet 3 for this activity is mentioned on page

no. 58. The teacher told the students to bring the germinated seeds after two

days in class. After two days, the teacher collected the activity sheets and

showed them two small movie clips on seed germination (CD, Folder -Lesson

5, File- bean sprout germination and File- Time lapse radish seeds sprouting,

top and roots growing). The teacher discussed with them regarding the steps of

experimentation and conditions required for germination of seed. The teacher

developed the schematic chart of the conditions required for seed germination

as mentioned in figure 5.3.

35 mins.

57

Figure 5.2 Seed Germination Experiment

(Source of Figure 5.2: Science and Technology, Standard V, Gujarat State Board of School Textbooks, Gandhinagar)

58



Draw the figure of experiment showing the conditions for seed germination assigning proper names.

Write your observation in the given table.

Position of

Seeds

Is air available

to seed?

Is water

available to

seed?

Is heat

available to

seed?

Is seed

germinated?

At the end of

scale,

completely

drenched with

water

At the middle

part of the scale

At the top end

of the scale

Conclusion: From above experiment, write in your own words the conditions required for seed germination.

59

Figure 5.3 Procedure for the Experiment to Study the Germination of Seed

Take beaker filled

with water Take some seeds Take cotton

Seeds at the lower

end do not

Seeds at the middle

points

Seeds at the Upper

end

60

Sr.

No.

Instructional

Objective

Description

of Activity


Required

4. Students will

conclude the

conditions

required for

germination

of onion or

potato in their

own words.

Students will

draw the

picture of

germinated

onion or

potato.

Activity 4

(Logical-

mathematical,

Naturalist, Bodily-

kinesthetic,

Visual-spatial)

Demonstration of

condition required

for germination for

onion.

Visual-spatial

Drawing the

picture of

germinated onion,

potato, and sweet

potato

Process skill:

Communication

The teacher showed students the germinated onion. The teacher

explained the procedure for germination of onion as under.

Take a little water in a glass and place onion with toothpicks in such a

way that some of the part of the onion will immerse in water. Observe

it after some days. The teacher asked the students to observe the

germinated onion and instructed to note down the important points in

their notebooks. The students observed the demonstration and noted

down important points in their notebooks.

The teacher asked them to describe the entire procedure for the

germination of onion in their own words. The students replied

accordingly. The teacher instructed them to do the activity at their

home by their parents’ permission to use onion or potato.

The teacher asked them to draw the picture of the germinated onion in

their notebooks and instructed them to prepare a chart of it. The

students drew the picture of germinated onion in their notebooks.

20 mins.

61

Sr.

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

name the factors

responsible for

seed dispersal.

Students will

explain the

factors that cause

the dispersal of

seed.

Activity 5a (Visual

spatial and

Naturalist)

PowerPoint

Presentation of seed

dispersal (CD,

Folder – Lesson 5,

File- Presentation

for seed dispersal)

and

two movie clips on

seed dispersal

(CD, Folder-

Lesson 5, File-

Burdock Seed

Dispersal,

File- Seed

Dispersal2)

Activity 5b

(Bodily-

Kinesthetic) Seed

dispersal – A game

Process skill:

Communication

The teacher showed the students the PowerPoint Presentation of

seed dispersal (CD, Folder – Lesson 5, File- Presentation for seed

dispersal) in which the content of slides describes the concept of

seed dispersal. The slides also contain the pictures of meswak

tree, bombax, calotropis, lotus, takmaria, rajko, cocklebur

(gaderu) and gokhru. The teacher also showed them two small

movie clips on seed dispersal (CD, Folder- Lesson 5, File-

Burdock Seed Dispersal, File- Seed Dispersal2). The movie clip

shows the journey of seed from one place to other by animals, air,

and water. The teacher asked questions mentioned as under.

• What is the role of air and water in seed dispersal?

• How do the insects disperse seeds?

• How seeds are carried by animals?

• How seeds can be carried by birds and insects?

The teacher asked the students to note down their causes for seed

dispersal in their notebooks.

The teacher revised the content of seed dispersal by game. The

teacher said aloud the names of seeds like lotus, rajko, seeds of

bombax and meswak tree, cocklebur, gokhru, takmaria, and

calotropis one by one. The teacher instructed the students that

they have to show the sign of drinking if the seed is dispersed by

water. If the seed is dispersed by insects, they will have to make

humming sound. If the seed is dispersed by wind, students will

have to show the action of blowing it out. If the seed is dispersed

by birds, they will have to show the sign of flying. If the seed is

dispersed by animals or found in excreta of animals, they will

have to say aloud the names of animals.

30 mins.

7-8 mins.

62

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will

appreciate the

factors responsible

for seed dispersal by

writing reasons in

one or two lines.

Activity 6 (Visual

–spatial, Intra

personal,

Naturalist and

Linguistic)

Reflecting on

factors

responsible for

seed dispersal

with human life

Process skill:

Communication

The teacher told the students to close their eyes for

awhile and instructed them to recall and visualize the

conditions required for seed dispersal. The teacher told

them to complete the incomplete statements by providing

scientific reasons in the given activity sheet mentioned

on page no 63.

10 mins.

63



Read the following sentences carefully. Complete them meaningfully. Write proper reasons with examples.

1. I should appreciate the role played by water and wind as ………………

2. I must appreciate birds, insects and animals because they help in ………………

Recapitulation:

Multiple Intelligences: Logical-mathematical and visual-spatial


The teacher asked the students to summarize the lesson into points step by step. The teacher guided them to represent what they learnt into chart.

The students summarized the lesson orally and developed the concept chart for the Lesson 5 Seed and Its Germination.

References for Movie Clips

1. Bean sprout germination. Retrieved February 25, 2008 from http://www.youtube.com/watch?v=JbyImpvrO74 (CD, Folder – Lesson 5,

File - bean sprout germination)

2. Time lapse radish seeds sprouting, top and roots growing. Retrieved 25 February, 2008 from

http://www.youtube.com/watch?v=d26AhcKeEbE (CD, Folder – Lesson 5, File- Time lapse radish seeds sprouting, top and roots

growing)

3. Burdock seed dispersal. Retrieved December 28, 2008 from http://www.youtube.com/watch?v=bMXHkEeR4_U (CD, Folder – Lesson 5,

File-Burdock Seed Dispersal)

4. Seed dispersal. Retrieved October 28, 2008 from http://www.youtube.com/watch?v=zbQ1jWl3AOM (CD, Folder – Lesson 5, File- Seed

Dispersal2)

64

Lesson 6 Water and Its Importance

General Objectives: (1) Students will know various sources of water. (2) Students will understand water cycle and its importance in human life.

(3) Students will appreciate the uses and importance of water in life.

Introduction

The teacher introduced the lesson by telling that you have learnt that there are three basic necessities of life such as air, water, and food. Water is

available from nature and we cannot imagine our life without water. In monsoon, water falls in rain form which is stored and used by men. We,

human beings make use of water widely in various activities. We cannot live without water. We get water from river. You might be surprised

that after some years, many people will not get pure water to drink. Therefore, water is valuable to us and we should not waste water. Today, we

will learn together about water. Here, in this lesson, we will learn about usefulness of water, various sources of water and water cycle. We will

also learn the reasons how ground water is formed.

65

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Students will list

down the day- to -

day usage of water

in human life.

Activity 1

(Visual-spatial)

Pictorial

Presentation of

usage of water

Process skill:

Communication

The teacher discussed with the students about various uses of water. The

teacher listed down uses of water on black board. The teacher asked the

students to prepare pictorial chart for usage of water in their daily lives.

15 mins.

2. Students will display

the data of usage of

water in a table

systematically.

Students will

appreciate the uses

of water in day to-

day life. (By

counting quantity of

water in tins or

buckets)

Activity 2

(Logical-

mathematical

and

Interpersonal)

Counting the

need of water in

daily life

Process skill:

Communication

The teacher asked students to occupy their seats in group. The teacher

provided the activity sheets in groups and instructed them to write their

uses of water per day expressed in number of tins or bucket in the activity

sheets after the discussion among the group members. The teacher took

care that one student in each group acted as a group leader to monitor the

discussion, and the other one as a reporter to note down the data in the

given activity sheet. The students discussed in groups and wrote the data

for usage of water in activity sheets.

The teacher discussed the other uses of water in life such as water was

extensively used in building homes. Apart from that, water was used by

industry to produce goods and various chemicals, and foodstuff. The

teacher asked students to explain importance of water and the students

discussed accordingly.

15 – 20

mins.

66


Group Name: Date:

Students’ Names:

Discuss with your group members about the daily usage of water. Complete the following table with appropriate data.

Activity During Day How much water is used?

(Write in number of tins or

buckets.)

Brushing the teeth

Toilet

Bathing

Cooking

Drinking

Washing clothes

Cleaning vessels

Cleaning of house

Plants in Garden

Animals

Total Amount of water

per day

67

Sr.

No.

Instructional

Objective

Description

of Activity


Required

3. Students will

write names of

various sources

of water.

Activity 3 (Visual-

spatial)

PowerPoint

Presentation of

Different Water

Sources

(CD, Folder –

Lesson 6, File-

Sources of water)

Process skill:

Communication

The teacher showed the students the PowerPoint Presentation on various sources of water

like well, river, lake, hand pump and ocean (CD, Folder – Lesson 6, File- Sources of water)

and explained that these are known as sources of water as they provide us water, and we

use water in our daily activities. The teacher asked the students to summarize briefly of

what they saw and asked them to give the names of various rivers of Gujarat state.

10 mins.

4. Students will

draw the

picture of cloud

formation with

appropriate

labels.

Students will

explain the

process of

cloud

formation.

Activity 4 (Visual-

spatial and

Logical-

mathematical)

Cloud Formation

in Jar

Process skill:

Observation

Prior to demonstration, the teacher instructed the students to observe carefully. The teacher

demonstrated the cloud formation using the jar, matchsticks and ice cubes as under.

The teacher poured the boiling water in the transparent glass jar. The teacher lighted the

matchstick and immediately threw in the glass jar. The teacher showed the students the ice

cubes. The teacher wrapped the ice cubes in cotton cloth and immediately covered the

mouth of the jar with it. The teacher asked the students to observe the activity carefully.

The teacher asked them to relate the observation that they made with actual process of

cloud formation in nature also. The teacher distributed the activity sheet which is

mentioned on page no. 68 and instructed them to report their observation and draw the

diagram of formation of clouds in the jar. Thereafter, the teacher asked questions as under.

• What did you see in the jar?

• How did cloud form?

• How did the warm water affect the cloud formation?

• How ice cubes helped the formation of cloud?

• Describe the process of cloud formation in your own words.

20 mins.

68

Activity Sheet for Activity 4-Cloud Formation


Draw the diagram showing clouds formed in a jar with proper labels.

Write down your observation of what you have observed when clouds form.

Sr.

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

compare the

analogy of

evaporation in

plastic bag

with the

evaporation of

seawater.

Students will

infer

evaporation is

required for

cloud

formation.

Activity 5 (Linguistic and

Logical-

mathematical)

Concept of

Evaporation as

a first step in

cloud

formation

Process skill:

Inference

The teacher told that we learnt how the clouds were formed in jar but question

arisen that what was the first step in formation of clouds. So, let’s try to explain

the first step of cloud formation. Here, the teacher instructed the students to write

their possible reasons for what happened first during cloud formation. The

students interacted in group or worked alone. They wrote down what happened in

the first step of cloud formation in their notebooks and answered accordingly.

The teacher showed them the closed transparent plastic bag containing water. This

plastic bag was kept in sunlight for 6-8 hours. The teacher asked the students to

observe this plastic bag and asked what did they observe inside the inner surface

of plastic bag? Why did we see moisture gathered on inner surface of the plastic

bag?

The teacher also probed what they saw when water was boiled in kettle or heating

tea in vessel. The teacher moved in the class, checked the students’ notebooks, and

encouraged them to think what happened at the first stage in cloud formation. The

teacher instructed them to keep the closed transparent plastic bag containing water

in the sunlight for two or more hours and observe at home.

5-7 mins.

69

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will

explain water

cycle.

Students will

label the

diagram of water

cycle

appropriately.

Activity 6

(Visual spatial,

Logical-

mathematical

and Musical)

Two Movie

clips for water

cycle

(CD, Folder –

Lesson 6, File -

Cool Water

Cycle Song,

File- Water

Cycle Song)

Process skill:

Communication

The teacher instructed the students to watch both the movie clips carefully. (CD,

Folder – Lesson 6, File -Cool Water Cycle Song, File- Water Cycle Song)

The teacher instructed the students to hear the song played in the movie clip

carefully to catch the words and encouraged them to sing the same song with

clapping.

The teacher explained that the heat energy of the sun evaporated water. The

evaporated water vapour went up, cooled down, and combined together to form

bigger molecules. This process was known as condensation and made bigger

cloud from the small clouds. These clouds moved from one direction to the other

by the force of wind and they fell in the form of water. Thereafter the, teacher

wrote the definitions of evaporation and condensation on the blackboard and

explained both the terms with appropriate drawing on blackboard mentioned as

under in figure 6.1. The students wrote the important points in their notebooks.

The teacher encouraged the students to prepare the water cycle chart at home.

The teacher gave the students the activity sheet wherein they had to label the

diagram of water cycle. The activity sheet for activity 6 is mentioned on page

no. 71.

20 mins.

70

The blackboard work for activity 6 is mentioned as under in figure 6.1.

Figure 6.1 Steps of Water Cycle

71

Activity Sheet for Activity 6-Water Cycle


Label the water cycle diagram.

.

(Source of the above figure: Label water cycle diagram. Retrieved March 2, 2009, from

http://www.enchantedlearning.com/geology/label/watercycle/)

72

Sr.

No.

Instructional

Objective

Description

of

Activity


Required

7. Students will

explain the

creation of

well and

stream of

water.

Activity 7

(Logical-

mathematical)

Brainstorming

+ Practical

activity

(Bodily-

kinesthetic and

Interpersonal)

A game of water

maze

(Visual-spatial)

Process skill:

Communication

The teacher asked below mentioned questions.

• In which season does rain fall?

• Where does the rainwater go?

The teacher drew the mountain showing the rainy water collected at the base

of mountain. The teacher explained this collected water, when gets the place to

come out, it starts flowing. This is known as stream of water. The teacher

explained the formation of stream of water with drawing on the blackboard

which is mentioned in the figure 6.2. The teacher showed them the

demonstration of ground water formation in a cup by pouring water in a beaker

filled with gravels and sands. The teacher told students to observe how water

moved from gravels and sands and initiated the discussion by asking following

question.

• Where did the water go in the glass filled with gravels and soil?

The teacher explained that rainy water was absorbed by soil in the same way

as you saw just now.

45 mins

73

Sr.

No.

Instructional

Objective

Description

of

Activity


Required

7. Students will

explain the

creation of

well and

stream of

water.

Activity 7

(Logical-

mathematical)

Brainstorming

+ Practical

activity

(Bodily-

kinesthetic and

Interpersonal)

A game of Water

maze

(Visual-spatial)

Process skill:

Communication

The teacher demonstrated the formation of well with the help of the students.

The teacher formed a group of the students and instructed one student in a

group to add water in the tub filled with soil. After a few minutes, the teacher

asked another student to wear plastic gloves and dig soil to make pit in the

centre of the tub. The teacher asked the questions as under.

• What did you observe after digging?

• Why did we get water while digging soil?

At last, the teacher gave them the activity sheets wherein they had to find out

the path of water among sand particles and gravels using pencil or sketch pen

at homes. The activity sheet is mentioned on page no. 75.

45 mins

74

Figure 6.2 Stream of Water


75

Figure 6.3 Activity Sheet for Activity 7 – Water Maze (Source of this figure: Deep subjects – Wells and Ground Water. Retrieved 12 February, 2009, from

http://www.epa.gov/region1/students/pdfs/ww_well.pdf)

76

Sr.

No.

Instructional

Objective

Description of

Activity


Required

8. Students will explain the

importance of water in

life.

Students will write a

paragraph on ‘My life

without water.’

Activity 8

(Linguistic,

Logical-

mathematical,

Visual-spatial

and

Intrapersonal)

Writing

paragraph on

‘My life

without water.’

Process skill:

Communication

The teacher discussed the importance of water with respect to

following mentioned points.

--Need of water in physiological process of body like digestion,

excretion, and circulation of blood.

--Sea and river as transportation of heavy goods.

--Paper industry.

--Seed dispersal by water.

The teacher instructed the students to close their eyes and visualize

the scenario of plants, animals and human life in the absence of

water.

Thereafter, the teacher provided an opportunity to share what they

visualized the scenario without water. The teacher explained water is

the amazing gift of God which is used to cook food, to wash clothes,

utensils, and for bathing. The teacher discussed that water makes our

physiological process possible to live. After that, the teacher gave

the activity sheets to the students to write a small paragraph on ‘My

life without water.’

20 mins.


Student’s Name: Date: Write a short paragraph on ‘My life without water’ in 7-8 lines.

Recapitulation: Teacher read aloud the below mentioned hint mentioned in table 6.1 and told students to reply in one word.

77

Table 6.1 Questions

(Source of these Questions: Water cycle. find it quiz. Retrieved March 2, 2009, from

http://www.enchantedlearning.com/classroom/quiz/watercycle.shtml)

The Word

Starts With

this Letter

Hint

W A substance that is very important to us. We need it to live, and it

covers over two thirds of the surface of the Earth.

O A large body of water on the surface of the earth.

E A process in which liquid water turns into water vapor (a gas).

C A fluffy-looking object in the sky that contains tiny water droplets

or ice particles. It is formed when water vapor condenses.

R The type of precipitation is water that falls from clouds in a liquid

state.

S The type of precipitation is water that falls from clouds in a fluffy,

frozen state.

R A large flow of water that usually empties into a sea.

W The process in which water circulates from the oceans to the clouds

to the land to the rivers, and then accumulates back into the oceans.

78

The teacher will assign any project to students or a student as per his or her interest and ability.

Project 1 - Making of chart of water cycle Multiple intelligences: Bodily-kinesthetic, Logical-mathematical and Visual-spatial

Instructional Objective: Students will create the chart of water cycle.

The teacher also developed the schematic diagram of chart of water bracelet on blackboard. On each bracelet, the teacher wrote the sequence of

water cycle. The teacher encouraged the students to prepare the chart in their notebooks at homes using sketch pens and colours. The teacher

instructed students to prepare either water cycle bracelet or chart of water cycle. The figure 6.4 shows only the bracelet without mentioning the

steps of water cycle. The teacher guided the students for making chart of water cycle.

Figure 6.4 Bracelet for Writing the Steps of Water Cycle

79

Project 2 - Making of posters describing the importance of water Multiple intelligences: Logical-mathematical and Visual-spatial.

Instructional Objective: Students will create the posters describing importance of water.

Process skill: Communication.

The teacher showed one ideal specimen of poster on water. The teacher also showed them PowerPoint Presentation of posters showing water

conservation. (CD, Folder – Lesson 6, File -WATER IS PRECIOUS-posters) The teacher facilitated the group discussion on what types of

posters should be made and directed the students to work in a group.

Project 3 - Making of Roof Top Rain water Harvesting Model through Recharge Pit for Urban Area

Multiple intelligences: Logical-mathematical and Bodily-kinesthetic.

Instructional Objective: Students will create roof top rain water harvesting model through recharge pit for urban area.

Process skill: Communication.

The teacher discussed the scarcity of water and invited students’ suggestions for its conservation. Thereafter, the teacher introduced the concept

of ‘Roof top rain water harvesting through recharge pit for urban area’ which is mentioned in figure 6.5.

(http://cgwb.gov.in/documents/RWH_GUIDE.pdf). The teacher explained that ‘Roof top rain water harvesting through recharge pit for urban

area’ is suitable for buildings having a roof area of 100 sq.m.. The teacher explained the shape and size of recharge pit such as it is constructed 1

to 2 m. wide and 2 to 3 m. deep which are back filled with boulders (5-20 cm), gravels (5-10mm), and coarse sand (1.5- 2mm) in graded form.

The teacher further illustrated with the drawing of the recharge pit on the blackboard showing boulders at the bottom, gravels in between and

coarse sand at the top. It was also explained that mesh should be provided at the roof to prevent leaves or any other solid waste / debris from

entering the pit. Need of a desilting /collection chamber at the ground to arrest the flow of finer particles to the recharge pit was also discussed.

The teacher showed them the ideal model for roof top rain water harvesting through recharge pit for urban area and motivated them to create the

same model at their homes.

80

Figure 6.5 Roof Top Rain Water Harvesting Model through Recharge Pit for Urban Area

(Source of this activity & figure 6.5: Ministry of water resources, Central ground water board, Faridabad (2003). Rain water harvesting

techniques to augment ground water. Retrieved March 2, 2009, from http://cgwb.gov.in/documents/RWH_GUIDE.pdf)

81

References for Movie Clip

1. Cool water cycle song. Retrieved December 15, 2008 from http://www.youtube.com/watch?v=okZBiy_I (CD, Folder – Lesson 6, File -

Cool Water Cycle Song)

2. Water cycle song by Peter Weatherall. Retrieved on February 12, 2009 from http://www.youtube.com/watch?v=462heG_TjiE (CD,

Folder – Lesson 6, File- Water Cycle Song)

82

Lesson 7 Observation of Living World

General Objectives: (1) Students will know the utility of plant kingdom and animal kingdom in human life. (2) Students will develop

understanding of diversity found in living world from their shape, size, colour, food habits and habitat. (3) Students will appreciate the uses of

plants and diversity among them. (4) Students will develop love and compassion for animals.

Introduction: PowerPoint Presentation of various herbivores and carnivores, various plants and flowers.

The teacher showed the students the PowerPoint Presentation (PPT) for observation of living world (CD, Folder – Lesson 7, File- Presentation

for observation of living world). This PPT includes the pictures of various animals and birds. The students watched the PowerPoint Presentation

carefully. The teacher asked the questions as under.

• Are all the animals same?

• In what ways, do the animals differ from each other?

The teacher showed them different leaves and instructed them to notice the size, shape, smoothness and colour of the different types of leaves.

The students observed, touched the different leaves and discussed about their colour, sizes and some specific features of the leaves among their

friends sitting nearer to them. The teacher asked questions as under.

• Are all the trees same?

• In what way, do the trees differ from each other?

After getting responses of the students, the teacher told them that various animals, plants, flowers and trees differ from each other as we do differ

from each other by colour, height and weight. Today, we will together learn the lesson 7 Observation of Living World. In this lesson, we will

learn different types of plants, and differences among animals in food habits, habitat, size and colour. We will also learn how animals and plants

are useful to us.

83

Sr.

No.

Instructional

Objective

Description

of Activity


Required

1. Students will write the

diversity of animals and

birds based on their daily

observations.

Activity 1

(Naturalist,

Interpersonal

and Logical-

mathematical)

Discussion in

pair

Process skill:

Observation

The teacher discussed with the students about variations in

animals and birds with respect to their food, colour, size, and

habitat. The teacher showed the realia of the nest of tailorbird

and model of sparrow’s nest for comparison. The teacher

explained the differences in the legs of sparrow and flamingo.

The teacher also explained the differences in food habits of

sparrow and peacock. The teacher also explained that the wood

packer uses beak to make hole into trunks and branches of trees

while tailor bird stitches leaves and small wooden sticks

together to make beautiful nest. The teacher gave them the

activity sheets and guided them how to work in pair. The teacher

instructed them to write their responses in the activity sheet 1

after discussing in pair which is mentioned on next page.

15-20

mins.

84


Student A: Date:

Student B:

Write the characteristics of animals / bird in the table given below.

Sr.

No.

Animal /

Bird

Habitat Food

Habits

Colour Other Features

1.

Tailor Bird

2.

Sparrow

3.

Fox

4.

Shark

5.

Camel

6.

Cow

7.

Lion

8.

Lizard

9.

Rat

10.

Ant

11.

Bat

12.

Dog

85

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

classify plants

into herb, shrub,

and tree.

Students will

explain the

variation of

different plants

in terms of their

height, colour of

leaf and stem in

their own words.

Activity 2

(Naturalist,

Logical-

mathematical &

Musical)

Observation of

plant and

measuring its

height

Process skill:

Classification

(Continued on

next page)

The teacher explained the concept of herb, shrub and trees.

The teacher drew the diagrammatic chart on blackboard for

classification of plants into herb, shrub, and trees as shown in

figure 7.1. The students drew the same in their notebooks.

The teacher provided various potted plants having stem of

different colour and thickness such as rose, basil, vinca,

hibiscus and lemon. Moreover, the teacher provided string

and measure tape to measure the length of the plants. The

students measured the length of the plants in group. The

teacher gave the activity sheet to the students to record their

observations which is mentioned on page no 88. The students

wrote their observations in the activity sheet giving scientific

reasons for conclusion.

The teacher motivated the students to compose the song on

classification of plants in their words which is mentioned as

under.

Song Composed by the Students

A Song on Classification of Plants

“Three types of plants.

First is herb, second is shrub

And third is tree.

Shorter in height are herbs.

Taller than herbs are shrubs

And tall are trees.”

The teacher instructed the students to sing the composed song

with claps.

20 mins.

86

Small Herb

Medium Shrub

Long Tree

Figure 7.1 Schematic Diagram of Classification of Plants

Classify

The

Plants

HOW? By its

height

Measure

the height

P

R

O

B

L

E

M

87

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

explain the

differences in

plants of the desert

area, pond, hot

humid area and

aquatic plants.

Activity 2

(Naturalist and

Logical-

mathematical)

Observation of

plants

The teacher showed them the specimens of aquatic plants

such as Pistia, Lemna, Cerratophyllum, and Lotus and

asked them to observe the given specimens of the plants.

The teacher also provided them leaves of various plants to

observe. The students observed the various leaves of plants.

The teacher discussed the differences in various plant

specimens that they observed. The teacher discussed the

differences among coconut tree and thorny plants also. The

teacher asked question: What is the difference between

desert plants and aquatic plants? The students replied

accordingly and noted down the differences in the desert

plants and aquatic plants in their note books.

15 mins.

88



Observe the plants and write proper details in the table given below.

Sr.

No.

Name of the

Plant

Herb,

Shrub,

Tree

Height in

inches

Colour

of

Stem

Thickness

of Stem

Colour

of

Leaves

Size of leaves

compare to leaves

of rose plants

1. Rose

2. Basil

3 Vinca

4. Hibiscus

5. Lemon

6. Aasopalav

Write 5-6 scientific reasons to complete the following sentence meaningfully.

All plants are not same because…………..

89

Sr

No.

Instructional

Objective

Description of

Activity


Required

3. Students will draw

picture of leaves

showing minute

veins based on

their thorough

observation.

Students will

differentiate the

leaves of a

particular plant

from other plants’

leaves based on

shape, colour and

size.

Activity 3

(Naturalist and

Visual-spatial)

Drawing the

picture of

leaves

Process skill:

Communication

The teacher showed the students various leaves of plants that

were different in shape, size and colour. The teacher asked

them to select a leave to draw and colour the picture of the

same leave in their notebooks.

The teacher asked the students to tell the differences in

various leaves they observed. Afterwards, the teacher

explained them that different plants’ leaves differ in colour,

shape and size of the leaves. For better clarity, the teacher

discussed the differences in leaves, flowers and stem of vinca

and hibiscus.

30 mins.

4. Students will

create the

colourful print of

leaves.

Activity 4

(Bodily-

kinesthetic and

Visual-spatial)

Creating

colourful print

of leave using

water colours

Process skill:

Communication

The teacher showed them an ideal specimen of colourful print

of leaves. The teacher took the help of the students to show

the entire procedure of creating colourful print of the leaves

using water colours. The teacher distributed chart paper and

leaves to the students to do the activity at home. The

activities was carried out to help students to make their

learning concrete that different plants’ leaves vary in shape,

colour and size.

15 mins.

90

Sr.

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

create images

of various

animals using

thumb

impression and

painting.

Activity 5 (Bodily-

kinesthetic and

Visual-spatial)

Drawing and

colouring of

animals’ pictures

using thumb

impression and

painting method.

Process skill:

Communication

The teacher asked students which animal they liked the most. The

teacher showed them a specimen of picture of tortoise, cat and dog

prepared by thumb impression. The teacher called the students to

prepare water colour-mixture. The teacher explained them the

procedure to create images of the animals using the prepared water-

colour mixture.

The students observed the teacher’s act carefully and created the

picture of the animal that they liked using thumb impression at

home. The students gave their views on the pictures prepared by

others. Thus, they appreciated each other’s pictures. The activities

was carried out to develop communication skill among the students

considering the shapes of the animals and also to arouse their

interest to learn in detail about the characteristics of the animals.

20 mins.

91

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will

make a list of

plants with

their uses.

Students will

give reasons to

conserve

plants.

Activity 6 Visual-

spatial and Logical-

mathematical

Listing of plants

and their uses

including medicinal

values

Process skill:

Communication

The teacher instructed students to write down about various plants

that they know. The students listed down the names of plants. The

teacher gave the additional information of some plants used in

medicine. The teacher showed some herbs like liquorice, pushkar

mul, leaves of neem, basil, tylophora asthmatica, ardusi, brambhi

which are used as ayurvedic medicines. The students in a group

observed the specimens of medicinal plants. The teacher did the

blackboard work for plants having medicinal values and uses of

plants as shown below in figure 7.2 and 7.3 using coloured chalks.

The students wrote down the uses of plants in their notebooks. The

teacher initiated the discussion using below noted questions.

• Name the plants of medicinal value.

• How are plants useful to us?

• Why should we conserve the plants?

Students replied teacher’s query.

15 mins.

92

Figure 7.2 Schematic Chart for Medicinal Plants

Figure 7.3 Schematic Chart for Uses of Plants

Making

paper from

pulp of plants

To decorate

homes with

flowers

Used in

medicines, &

It cleans the

air, gives rain.

Gives

cereals,

pulses, fruits

for food

Gum, lakh

are made

from stem of

trees.

Making

baskets,

pencils,

sweep stick

Making

furniture-

chair, table

Uses of

Plants

Neem

Turmeric

Powder

Ginger

Jethimadh

Garmalo

Adhatoda

Vasica

Basil

Plants as

medicines

93

Sr.

No.

Instructional

Objective

Description of

Activity


Required

7. Students will

explain the

utility of

white ant

(termite),

earthworm,

and honeybee

for human

beings.

Activity 7

(Naturalist,

Visual-spatial

and Musical)

Demonstration

of earthworm

PPT

presentation for

insects

including honey

bee, white ant

and earthworm

(CD, Folder-

Lesson 7, File-

INSECTS1)

Movie clip of

dancing honey

bee

(CD, Folder-

Lesson 7, File-

dance of honey

bee)

Process skill:

Communication

The teacher showed them earthworms moving in the lump of soils kept in a

plastic dish and instructed them to draw earthworm after thorough

observation of it. The students observed it and they drew the picture of

earthworm in their notebooks. The teacher asked the questions as under.

• Which insect have you seen just now?

• What is its colour?

• Why is it called friend of human / farmers?

The teacher showed them PowerPoint presentation of honeybee, white ant

and earthworm (CD, Folder- Lesson 7, File- INSECTS1) and explained their

uses.

The teacher showed them the movie clip of dancing honeybee (CD, Folder-

Lesson 7, File- dance of honey bee). The teacher instructed the students to

hear the music carefully. The teacher asked them the question as under.

• Which musical instruments have been used to create the music that

you have just heard in the movie clip?

The teacher encouraged the students to compose song on honeybee. The

teacher motivated the students to clap with rhythm and sing their composed

song on honey bee. The student’s composed song is mentioned as under.


A Song on Honeybee

“Honey Bee, Honey bee. (2)

You are wonderful. (2)

You make sweet tasty honey. (2)

I like your dance”. (2)

Thereafter, the teacher asked them to write the uses of earthworm, white ant,

and honeybee.

25 mins.

94

Sr.

No.

Instructional

Objective

Description of

Activity


Required

8. Students will

write the uses

of animals.

Students will

give reasons

to conserve

animals.

Students will

give reasons

in their own

words to ban

the

exploitation

of animals

for

entertainment

purpose.

Activity 8

(Naturalist,

Logical-

mathematical and

Intra-personal

Brainstorming

(Visual-spatial)

Movie clip for

cruelty to animals

(CD, Folder-

Lesson 7, File-

Circus Animal

Cruelty Abused for

Entertainment)

(Musical) Movie

clip of Animals

singing songs

(CD, Folder-

Lesson 7, File-

Animals singing)

Process skill:

Communication

The teacher applied brainstorming technique to know what the

students think about the uses of animals. The teacher asked questions

to the students and instructed to prepare the list of animals. Then, the

teacher asked them about the usefulness of animals to mankind in

details. The teacher wrote the uses of animals on blackboard based on

the students’ responses.

Thereafter, the teacher showed them the movie clip of animals

working in a circus (CD, Folder- Lesson 7, File- Circus Animal

Cruelty Abused for Entertainment) and instructed them to watch and

hear carefully. The teacher asked them which sentence they heard

often in the movie clip.

The teacher told them to close their eyes and linked the same

situation to them by placing themselves as animals working in a

circus. The teacher asked them: Is it appropriate to beat animals to

get entertainment? The teacher also asked how far it is appropriate to

kill animals. The teacher told the students to hear the clip of singing

animals carefully (CD, Folder- Lesson 7, File- Animals singing) and

asked: Which sentence did you hear most of the time?

30 mins.

95

Recapitulation: Multiple intelligences: Musical, Naturalist and Logical-mathematical


The teacher instructed the students to listen the movie clip of herbivores, carnivores and omnivores carefully (CD, Folder- Lesson 7, File-

herbivores, carnivores, omnivores2). After that, the teacher initiated the discussion by asking the noted questions as below.

• Which sentence do you hear often in the song?

• Tell the names of animals that you have seen in the movie clip.

• How are animals useful to us?

• What are the types of plants? Explain them.

• How each living differs from other?

• How are plants useful to us?

• How are earthworm and honey bees useful to us?

Project-Making a Manual for Medicinal Plants Multiple intelligences: Musical, Naturalist and Logical-mathematical


The teacher guided students to prepare a manual for medicinal plants and instructed them about the format of manual for medicinal plants. The

format of manual for medicinal plants is mentioned as under.

The Format of Manual for Medicinal Plants

Name of Medicine:

Colour of leaves:

Which part of the plant is used in medicine?

Uses of Plants:

Picture:

96


1. Dancing bee. Retrieved February 24, 2009 from http://www.youtube.com/watch?v=34bU2brNwT4 (CD, Folder- Lesson 7, File - dance

of honey bee)

2. Circus animal cruelty: Abused for entertainment. Retrieved September 26, 2009 from http://www.youtube.com/watch?v=6Y6WKI8eKI4

Movie clip for cruelty to animals (CD, Folder- Lesson 7, File- Circus Animal Cruelty Abused for Entertainment)

3. Animals singing. Retrieved December 28, 2008 from http://www.youtube.com/watch?v=nVM5xXbUOtY Movie clip of Animals

singing songs (CD, Folder- Lesson 7, File- Animals singing)

4. Herbivores, carnivores, omnivores2. Retrieved December 28, 2008 from http://www.youtube.com/watch?v=7bWprkylAYU(CD, Folder-

Lesson 7, File- herbivores, carnivores, omnivores2)

97

Lesson 9 Food and Health

General Objectives: (1) Students will know the necessity and advantages of food. (2) Students will develop the understanding that intake of

food should not be based on liking. (3) Students will develop the insight to prepare balanced diet.

Introduction

The teacher explained that everyone requires pure air, water and food to survive. Without these three essential components, no one can sustain

life. If we will not eat or if we are not getting proper food, we will become weak. Moreover, we will be easily caught into diseases. The teacher

further told the students that they have also learnt in the third standard that how food is digested. So, let us, revise it once again by watching

small movie clip. The teacher showed the small movie clip (CD, Folder – Lesson 9, File - The Digestive System animation) on the digestive

system that shows how food is digested. Afterwards, the teacher explained how food is digested in stomach to give energy. The teacher told we

will learn about advantages of food and the wrong beliefs about food. We will also learn how to prepare balanced diet.

98


Group Name: Date:

Students’ Names:

Complete the following incomplete sentences with proper reasons. 1. Food provides…………..

2. Man will feel good and healthy if…………..

3. Man will not fall ill if…

4. We should eat food because….

5. Body becomes weak if…

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Students will relate

the necessity of

food with health.

Activity 1

(Interpersonal and

Linguistic) Group

discussion on

necessity of food

Process skill:

Communication

The teacher initiated the discussion by asking the advantages of

taking food. The teacher noted down some of the points discussed by

the students on blackboard. The teacher instructed the students to sit

in group and distributed the activity sheets group wise. Then, the

teacher instructed them to ask the questions for the advantages of

food to group members. The teacher took round in the class and

monitored the situation. The teacher told each group to complete the

sentences by giving chance to all group members to write answers in

the activity sheet.

20 mins.

99

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

find out the

hidden names

of food from

given word

block.

Activity 2

(Linguistic

and Interpersonal)

Word Block

Game

Process skill:

Communication

The teacher told the students that they might have seen and even tried to

solve the crosswords in newspaper or in children’s supplementary of

newspaper or magazines. Now, today we will experience a new game. In

this game, you will find a rectangle in which there are numbers of tiny

squares. Each square has a letter of alphabet. You have to see vertically or

horizontally to find a word for food that we take such as ‘peas.’ After

finding such word, you have to encircle it. The teacher drew the sketch of

word block and explained on blackboard for further clarity. The teacher

instructed the students to occupy seats as per their groups and distributed

the group activity sheets to them as it was a group activity. The teacher

instructed that they have to find words in two-three minutes only.

10 mins.

100


(Word Block Speed Game)

Group Name:


Find out the names of various nutrients / food items from either up or down ways.

F R S E H M A N T I G E N U T

R C B A N A N A U B R A T G M

U T A G A R P E A E A G C N A

S B J U F P U S R A P W W C N

M I A C A K L U R U F G H A E

R N R J P J S N A T O U E M A

B M A I Z D E M P Y X A A N T

A G L M C A S H E W N U T R S

N A E A R V L I O N U A R W A

F I G N E C U N B R T L I A R

I O G R E E N G R A M M I L K

R L S Q U B S D I I R O S N I

U Y R W T A T I C S I U I U N

T E F O N G H G E I H N N T G

O R C O W P E A H N S D X S R

101

Sr.

No.

Instructional

Objective

Description of

Activity


Required

3. Students will

define the term

‘nutrient’.

Students will

explain the need

of nutrients in

food.

Students will

relate cause and

effect relationship

between food and

health in fish-

bone structure.

Activity 3 (Visual-

spatial and Logical)

a. PowerPoint

Presentation of food

and Health for

explanation of

balanced food and

necessity of

including all

nutrients in food.

(CD, Folder –

Lesson 9, File - food

activity 2)

b. Indicating minor

and major causes

(types of food) in

fishbone structure

which affect health.

Process skill:

Inference

The teacher explained the definition of nutrients and how they help us in

fighting diseases. The teacher showed them the PowerPoint Presentation

of food and health covering nutrients and its need (CD, Folder – Lesson

9, File - food activity 2). It had the diagrammatic presentation of cereals,

pulses, dry fruit with the examples, and picture of various food items

like wheat, rice, beans, and almond into pyramidal shape. The

PowerPoint Presentation also contained the slide of the patient who is

not taking all types of food items. The teacher explained every slide of

this PowerPoint Presentation.

The teacher drew the diagram of fish on blackboard. Thereafter, the

teacher told that they have seen charts but today, they will see a new

chart. The chart is known as fishbone structure because of its shape.

After that, the teacher asked the students the necessity of good food.

The teacher asked them: What will be the effect of food if necessary

nutrients are not present in our food? Why? What is the effect of food

over our health?

Then, the teacher asked students to identify the major causes and minor

causes (Food which is required to take up in small and in more quantity)

that are required to have good health. The teacher instructed the students

to fill up the minor and major causes in the fishbone structure in the

activity sheet 3. The students did the work individually.

30-35

mins.

102


Student’s Name: Date: The back side of this page shows chart for food and health. This chart’s type is the fishbone structure because it looks like shape of fish. Observe

it carefully. Think which type of food makes body good and healthy. Write such causes in given four blank blocks. And write the names of food

and edible items nearer to each block.

103

Causes

………………… Juwar …………

…………………... ……………..……

……………………. …………………..

………………….. ………………….

…………………. ………………….

………………... …………………

Write the

Effect of

Food on

Body

Cereals

Causes

104

Sr.

No.

Instructional

Objective

Description of

Activity


Required

4. Students will

prescribe

balanced diet

by forming

groups.

Activity 4 (Bodily-

kinesthetic)

Grouping of students

to show the balanced

diet

Process skill:

Communication

The teacher distributed flashcards to each student wherein names of

various food items were written. The students carried the hanging flash

cards like names of cereals (Wheat, rice, bajara, maize), pulses(tuar,

green gram, gram, udad, beans, pea, cowpea), green vegetables (different

names of green vegetables), dry fruits (cashew nut, raisen, almond,

walnut, fig.), sweets, panipuri, noodles and food items sold at lorry.

Then, they grouped them in ‘cereals’, ‘green vegetables’, ‘pulses’ and

‘dry fruits’ when music was played. One student was selected on the

basis of chit method and was asked to prepare the balanced diet. It means

that s/he has to select the students with the hanging flash card that makes

diet meaningful but not on his / her likes or dislikes towards particular

student or food. The teacher instructed them to form a group showing the

balanced diet in one minute only.

15 mins.

105

Sr.

No.

Instructional

Objective

Description of

Activity

Classroom Interaction

Time

Required

5. Students will suggest

bad food habit based on

hypothetical situation.

Students will develop

the chart of the

balanced diet.

Activity 5

(Logical-

mathematical)

Hypothetical

situation

Process skill:

Communication

The teacher gave the students the below described hypothetical

situation to ponder awhile and asked questions noted.

Hypothetical situation:

Your younger sister Shraddha likes to eat sugar very much. She

takes sweet balls whenever she goes to party. She eats sweets too

much. She does not like to take milk. She eats only some of the

vegetables.

Questions:

• Do you find the food habit of your sister as good? If not,

give reasons for it.

• How will you correct your sister’s food habit?

• Which diet menu will you prescribe for your younger

sister?

The teacher wrote the main points on blackboard and instructed

them to write in their notebooks. The teacher instructed students to

prepare pictorial chart of balanced diet in pyramid form. The

students sketched the prescribed menu chart in their note books.

They made the same chart at home on chart paper.

20 mins.

6. Students will criticize

their own food habits.

Students will write a

paragraph mentioning

which food should be

taken with reasons.

Activity 6

(Intrapersonal)

Self-Checklist for

Diet

Process skill:

Communication

The teacher distributed the self-checklists for diet to each student

and instructed them to put tick mark whichever they found

applicable and true for themselves only. The students read the self-

checklist and put tick mark against each statement and wrote the

small paragraph on ‘Food that I should take.’ The activity sheet for

this activity is mentioned on next page.

20 mins.

106



Self Check list for Diet

Put √ mark, which is applicable to you. I eat dry fruits occasionally.

I eat all green vegetables.

I do eat rice very much.

I do not eat ‘karela’ / bitter gourd.

I eat sugar and sweets too much.

I do not take milk because it has typical smell.

I do not take fruits much in my food.

I love to eat spicy food sold by hotel and lorry.

I take all types of ‘dal’ (pulses) in my food regularly.

I like to take soft drinks instead of ‘nariyel pani.’

I sometimes eat salad.

I do not like spinach.

After putting tick mark, think whether your food habit is proper. If not, what should you need to do? Write a few sentences on ‘Food

that I should take’.

FOOD that I should take

107



Interview questions

Ask the following questions to any elder person of your family and write their answers under each question. 1. What type of food should be given to the child of 8 to 10 years age group? Why?

2. Why child should not be allowed to take junk food?

3. Why we should not eat food from outsides? (Lorry)

4. Should we avoid excess quantity of sugar, sweets, and soft drinks? Why?

Sr.

No.

Instructional

Objective

Description of

Activity


Required

7. Students will

indicate food for

their age.

Students will

explain the reasons

why junk food,

sugar, sweets, soft

drinks and food

from ‘lorry’ should

be avoided.

Activity 7

(Interpersonal) To

prepare the food

menu by taking

interview of the

parents.

Process skill:

Communication

The teacher told the students that we see the interview taken by

reporter on television. The reporter asks the question and s/he either

writes or records the answers. In the same way, you have to play the

role of reporter in which you will have to discuss with your parents

about good food habits of their children and food menu. The teacher

distributed them the activity sheet and asked them to do the activity

at their homes.

20 mins.

108

Project Activity Study of nutrients’ value on various packaged food, Biscuits and ‘Bourn Vita’

Instructional Objective Students will be able to explain which food is better based on the nutrients and their nutritional value.

Multiple intelligences: Logical-mathematical and intrapersonal

Process skill: inference

The teacher asked the students to collect the leaflets of packaged food and ‘Bourn Vita’ showing the nutrients’ value. The teacher instructed

them to study the various food packages that they are using at their homes. The teacher told them to do this project at home. After 4-5 days, the

teacher collected the project sheets and discussed which food item should be included in their diet and asked the reasons for the same.

109

Project Sheet


Collect the any three packets of Bourn vita / Horlicks, biscuit, soft drinks, potato chips, kurkure, noodles. Read the nutrients’ values like

fat, carbohydrates, vitamins from the food packet, and complete the following table by writing nutritional values.

Observation:

Sr.

No.

Food Item Nutritional Values

Fat Carbohydrates Protein Vitamins Minerals Energy in

K.cal

1.

(100 gms)

2.

(100 gms)

3.

(100 gms)

If you find other nutritional information for food item from its packet, write here.

Inference:

1. Arrange the food items in ascending order of energy that they give.

2. Write the name of food item in blank.

It is clear from the above table, packaged food………………….. has a higher nutrient value. It also provides nutrients

like……………………………………………………...……………………………………………………………………………………………

…………..………………………………………………………………………….....

Conclusion: Therefore, packaged food like……………………..can be taken when required, by looking at their calorific value and expiry date.

110

Recapitulation Multiple intelligences: Logical-mathematical and visual-spatial


Preparing pictorial representation of the various food items in pyramid chart

The teacher drew the picture of triangle on blackboard. The teacher told the students to place their daily food menu in it. The students drew the

picture of triangle /pyramid and mentioned appropriate food items in horizontal blank spaces of triangle /pyramid to make the food menu. The

teacher observed and selected the best food menu keeping into mind the requirement of food for children and provided feedback accordingly.

The teacher explained why particular food menu is the best. The teacher explained that the base of triangle or pyramid is broader and it becomes

narrow when going up. It means that we should write those items in horizontal blank spaces in pyramid’s / triangle’s base which we should often

include in our daily food menu. And, accordingly one should mention the food items from broader horizontal blank spaces of the pyramid /

triangle to reach its uppermost part. References for Movie Clip

1. The digestive system animation. Retrieved January 18, 2009 from http://www.youtube.com/watch?v=q3986Yfl5cU (CD, Folder –

Lesson 9, File -The Digestive System animation)

111

Lesson 11 Air

General Objectives: (1) Students will know that air occupies space and it is everywhere. (2) Students will appreciate the uses of air.

Introduction

The teacher told students they have learnt different types of substances with examples in last academic year. Therefore, the teacher asked

following mentioned questions.

• How many types of substance are there? What are they?

• Give the example of solid substances.

• Give the example of liquid substances.

• Why our lungs expand when we breathe in?

• What is inside the balloon?

• What do you see when ‘agarbatti’ is lighted?

The teacher demonstrated following activities to students to show the presence of air.

(1) The teacher showed the students the bottle filled with water. The teacher removed the cork keeping the bottle in inverted position to

remove some water from it. The teacher closed the cork of the bottle and pointed to the upper part of the bottle where there was no water

and asked: What was here in the upper side of bottle? The students gave their answers. Then, the teacher explained that the upper part of

the bottle had air so we saw bubbles when we removed some water from the bottle. The bubbles showed the presence of air.

(2) Thereafter, the teacher showed the transparent box of plastic to the students and told this box had one hole on the upper side and more than

one hole at the bottom of it. The teacher told them to fill water in the box so that water could remain in it. The teacher instructed a student

to lift his finger from the hole at the top of the box so water can flow from downwards through the holes at the bottom of the box. The

teacher involved the students in groups to do the activity in the class. The teacher asked them why water does not fall when we keep finger

at the hole of the top of the box. The teacher asked further why water falls down from the holes at the bottom end of the transparent box

when we lift the finger from the hole at the top of the box. After getting answers from the students, the teacher explained that air goes

inside, exerts pressure on water so water come out from the ends and we can have fountain. This also shows that air is everywhere. Today,

we will learn together about Lesson 11 Air and its uses.

112

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Students will find

out the uses of wind

(by reading the

paragraph given)

and write

accordingly.

Students will

mention the damage

caused by wind in

their own words.

Activity 1

(Linguistic)

Read the

following

paragraph

carefully and

answer the

questions asked.

Process skill:

Communication

The teacher distributed the activity sheet to each student

and instructed them to write the answers in the given

activity sheets by reading the paragraph carefully. The

activity sheet is mentioned as under. The students read

the paragraph carefully and wrote the answers for the

given activity. The teacher collected the activity sheets of

the students and discussed with them the uses of wind

and its devastating effect on man’s properties.

10 mins

Activity Sheet of Activity 1


Read the following paragraph carefully and answer the questions asked.

Man cannot see me or touch me. I am magic thing. I am not supernatural being or ghost. I am the air. When I move with force, I am generally

known as ‘Wind. I have great power to blow anything that comes in my way. I make kite fly in the sky. I rotate the wings of ‘farakadi’. I make

the flag of temple flutter. I am helpful to man by making man’s clothes and hair dry. I make windmill moving and thus man produces energy.

But I sometimes damage the man’s properties like buildings, bridges and trees when I blow with greater force.

113

Questions: (1) Describe in your own words- wind.

(2) Write the uses of wind.

(3) Will the wind affect the human life? How?

Sr.

No.

Instructional

Objective

Description

of Activity


Required

2. Students will give

reasons why

crushed paper kept

inside the glass

remained dry while

immersing glass

into a bucket filled

with water.

Activity 2

(Logical-

mathematical)

Paper does

not get wet.

Process skill:

Prediction

The teacher demonstrated the activity of immersing the inverted glass

having crushed paper inside in the bucket filled with water. Prior to this, the

teacher showed the glass to the students and ensured that the glass is dry

from inside. The teacher instructed them to observe the activity and to note

down the observation in the given activity sheet. The activity sheet 2 is

mentioned on next page. The students observed the demonstration by the

teacher. The teacher provided them the opportunity to do the same activity

in the class and encouraged them to repeat the same activity at their homes

after seeking the parents’ permission. The students wrote their observations

in the activity sheet. After collecting the activity sheets, the teacher asked

the questions: 1. Was the glass wet before immersing it in bucket filled with

water? 2. What do you predict? Will crushed paper kept inside the glass

become wet? 3. Why does the crushed paper inside the glass not become

wet? The students read their observations when the teacher asked the

questions.

20 mins

114

Activity Sheet of Activity 2


Read the following questions carefully and write answers in the space provided.

1. Was the glass wet before immersing it in bucket filled with water?

2. What do you predict? Will crushed paper kept inside the glass become wet?

3. Why does the crushed paper inside the glass not become wet?

115



Read the following questions carefully and write answers in the space provided. 1. What did you see while immersing the tilted glass in the bucket filled with water?

2. From where do the bubbles come out?

3. Why do bubbles come out?

Sr.

No.

Instructional

Objective

Description

of Activity


Required

3. Students will

explain the

reasons

responsible for

the production

of bubbles

while

immersing a

tilted glass into

a bucket filled

with water.

Activity 3

(Logical-

mathematical)

Air bubble

comes out.

Process skill:

Inference

The teacher demonstrated the activity of immersing the tilted glass in the

bucket filled with water. The teacher told the students to observe the

activity. The students observed the demonstration made by the teacher.

The teacher also provided opportunity to all the students to do the same

activity in the class and instructed students to note down their

observations in the activity sheet. The students wrote their observation in

activity sheets. The activity sheet is mentioned as under. The teacher

asked questions: (1) What did you see while immersing tilted glass in

bucket filled with water? (2) From where do the bubbles come out?

(3) Why do bubbles come out? The students read their observations when

the teacher asked the questions.

The teacher also demonstrated pouring water in various shaped vessel of

glass material and asked: (1) What did they see while adding water in the

vessel? (2) Why did the bubbles come out?

20 mins

116

Sr.

No.

Instructional

Objective

Description

of Activity


Required

4. Students will

explain that

air occupies

space.

Activity 4

(Logical-

mathematical,

Interpersonal

and Musical)

Air occupies

space.

Process skill:

Inference

This was a textbook activity. The teacher instructed students to sit in groups

and distributed matchbox with balloons and strings. The teacher asked each

group to count the number of balloons kept inside the balloons. The teacher

instructed to blow only one balloon in each group and fasten it with string.

The teacher asked below questions.

• Can you keep the blown balloon in the matchbox? Why?

• What was inside the balloon?

• What can be said about the property of air based on this activity?

The teacher motivated the students to compose the song based on the above

activity and instructed them to sing the same song with claps. The song

composed by the student is mentioned as under.


A Song on Air occupies space

“Balloons Balloons Balloons

You are big big and big.

Small space is not enough for you.

We need more place to keep you.

So, we can say, air occupies space”.

15 – 20

mins

117

Recapitulation: Multiple intelligences: Linguistic and Musical


The teacher wrote the below mentioned columns ‘A’ and ‘B’ on blackboard and asked the students to make meaningful sentences using the

words mentioned in both the columns ‘A’ and ‘B’.

Column A Column B

Air Space

Crushed Paper Present

Blown Balloons Inverted glass

Wind

Clothes

Bubbles

Wet

The students constructed meaningful sentences on ‘air’ using the words from the above mentioned columns ‘A’ and ‘B’.

The teacher also encouraged the students to sing below mentioned song.

Song on Air

“Everywhere (3)

We find air everywhere

Air spreads everywhere

Everywhere (3)

Air is shapeless

You can’t hold air,

Only you can experience it”.

118

Lesson 12 Light and Its Properties

General Objectives: (1) Students will understand the concept of sources of light. (2) Students will know the usefulness of light in human life.

(3) Students will discover the property of light.

Introduction: The lesson will be introduced with the following activity.

A textbook story (Story of Akbar-Birbal) with the discussion of which substance among the white paper, white glass, chalk, and milk is brightest

/ whitest was narrated by the teacher using the calendar chart. The calendar chart contained the different pictures of King Akbar, Birbal and other

court men discussing about the brightest substance among the different white substances.

Story-Points: Akbar asked Birbal- which is the brightest / whitest among white things - Court men told milk- Birbal once kept glass of milk at night in Akbar’s

Room - Milk was spilled by the King’s kick- Birbal replied light is needed to see.

The teacher asked the questions as under.

• What court men and King Akbar were discussing?

• Which thing was the brightest as per court men’s belief?

• What did Birbal do?

• Which liquid was spilled by King Akbar?

• What is the colour of milk?

• Which is the brightest substance according to Birbal?

The teacher told the students that King Akbar could not see the glass of milk due to darkness and it was spilled. So, we can say from this story

that light is necessary to see any object. Rays of light reach to retina and which are decoded by brain so we can interpret the things we see. The

students listened the story carefully. They took part in the discussion session about who is the brightest and whitest among white paper, white

glass, chalk, and milk.

119

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Students will

conclude

light is

necessary to

see the

object.

Activity 1 (Visual-

spatial and Logical-

mathematical)

Looking into box

through hole to find

out objects kept inside

the box.

Situation 1: Closed

Box

Situation 2: Box was

opened to allow light

pass in the box.

Process skill:

Inference

The teacher showed the box having hole on its top. This box contained

keys, white chalk, different coloured chalks, ruler, sharpener, rubber

band, pencil, key-chain, chain, coin and rubber in it.

The teacher provided opportunities to all the students to see through a

hole and asked the question: What have you seen inside the box? Then,

the teacher called one student to open the side door of the box. The

teacher provided opportunity to all the students to see into the box

again. The teacher asked questions as under.

• How many objects can you see? What are they?

• Why cannot you see the objects kept in the box through the hole

when box is closed?

The teacher instructed the students to write their observation in their

notebooks. The teacher recorded students’ answers and observations on

blackboard while asking them questions.

25 mins.

120

Sr.

No.

Instructional

Objective

Description

of Activity


Required

2. Students will

write down

the names of

various

sources of

light from the

letters given.

Students will

classify the

sources of

light into

manmade and

natural

sources of

light.

Activity 2

(Linguistic

and Logical-

mathematical)

Word Game

Process skill:

Classification

The teacher explained the concept of sources of light. The teacher explained

sources of light along with their classification into manmade and natural

sources of light. The teacher also explained why moon and other planets are

not the sources of light. The teacher wrote the definition of sources of light and

its types on blackboard. The teacher distributed the activity sheet to the

students wherein the letters of alphabet were randomly written. The activity

sheet is mentioned on the page no.121. The teacher instructed them to frame

the names of various sources of light and to classify them as natural and

manmade sources of light. The students followed the teacher’s instruction and

wrote the names of various sources of light in the activity sheet.

10 mins.

121


Student Name: Date: The letters of alphabet are given below. Using these letters, make the names of sources of light. Write the names of sources of light in the table.

Letters: L S W M N J T H P Q E R B U O A C I K D F X G Y T

Classify the above sources of light either as natural or artificial.

Natural Sources of Light

Manmade / Artificial sources of Light

Sr.

No.

Instructional

Objective

Description of

Activity


Required

3. Students will

give reasons (in

their own words)

for electric bulb

as manmade and

an artificial

source of light.

Activity 3

(Linguistic) A

Brief description

of Thomas Alva

Edison’s trials to

make electric

bulb

Process skill:

Communication

The teacher gave the students the brief description of Thomas Alva

Edison’s invention of electric bulb to arouse interest among students.

The teacher listed some of the inventions made by scientist Thomas Alva

Edison and told he invented electric bulb by several trials. The teacher

asked them questions related to electric bulb’s discovery such as: (1)

who invented electric bulb? (2) Mention the story of electric bulb in your

own words. (3) Why is electric bulb not a natural source of light? The

teacher asked them to write a small paragraph on the contribution of

Thomas Alva Edison in making electric bulb in their own words.

10 -12

mins

No Sources of Light

1

2

3

4

5

6

122

Sr.

No.

Instructional

Objective

Description of

Activity


Required

4. Students will

write down

5-7 sentences

on the ‘Uses

of Light.’

Activity 4

(Visual-spatial

and Linguistic)

Mind Imagery:

Writing a short

paragraph on

‘Uses of Light’

Process skill:

Communication

The teacher told the students to close their eyes and instructed them

to imagine a situation where there is no sun, no moon, no star, no

candle, no lantern, and no tubelight. The teacher told them to do the

same exercise at least for 3-4 minutes. The teacher asked them

following mentioned questions.

• Describe the imagination that you have seen about life

without light.

• How is light useful to us?

• Why is light necessary in our day to-day life?

• Give examples from daily life where the light is used.

The teacher explained the uses of light in daily life and wrote it on

blackboard as under.

Uses of Light in Daily Life: - For safety in industry and traffic

- For decoration and entertainment like birthday party, and

festivals

- For advertising - neon boards, sign boards.

Afterwards, the teacher distributed the activity sheet to write a

paragraph on ‘Uses of Light” which is mentioned as under.

10 Mins.



Write 5-7 sentences on ‘Uses of Light’

123

Sr.

No.

Instructional

Objective

Description

of Activity


Required

5.

Students will

arrange the

three

cardboards to

see the light

through the

holes of three

cardboards.

Students will

conclude that

light travels

in a straight

path.

Activity 5

(Logical-

mathematical,

Bodily-

kinesthetic

and

Interpersonal)

Experiment

to study the

path of light

Process skill:

Inference

With the help of the students, the teacher demonstrated the experiment to

show that light travels in a straight line. The teacher showed them the three

cardboards. Each cardboard had one hole in its centre. The teacher provided

various situations to the students to see what happened while placing one

cardboard away from the rest two while watching light of the burning candle /

torch through the holes of the cardboards. Then, the teacher placed any one /

two cardboards away from the straight line path and asked students to

observe. The teacher asked them questions as below.

• What do you see on the table?

• How many cardboards are there?

• Can you see light while keeping a cardboard away from the straight

path? Why?

• Can you see light while keeping two cardboards away from the

straight path? Why?

• What should we do to see light through all the three cardboards?

The students did the above activity in groups. The teacher distributed the

activity sheet to the students and instructed them to note down their own

observations in the activity sheet. The activity sheet is mentioned on page no.

124. The teacher wrote the observations on blackboard after collecting the

activity sheets from the students. The teacher instructed them to write the

observations in their science notebook also.

30 mins.

124


(Experiment of watching light through three cardboards)

Student’s Name: Date: Materials required for the Experiment of Light.

Observation: Write your observation in given table.

Sr.

No.

Position of Cardboards I can see the flame of candle

or light emitted from the

torch. (Write ‘Yes’ or ‘No’.)

1. Cardboards are arranged in such a way that

holes are in a straight line.

2. Only one cardboard is kept slightly away from

the straight path.

3. The two cardboards are kept slightly away from

the straight path.

Write the answer in one sentence. From the above experiment, what can you say about the path of light?

Draw the path of light.

125

Sr.

No.

Instructional

Objective

Description

of Activity


Required

6.

Students will

conclude that

light travels in

a straight

path.

Activity 6

(Logical-

mathematical,

Interpersonal

and Musical)

Looking the

source of

light -

burning

candle or

torch through

the straight

pipe and after

bending the

pipe

Process skill:

Inference

This was a group activity. For this activity, the teacher instructed the students to

observe and discuss among them about their observation and what could be said

about the property of light. The teacher gave them one plastic tube to see through

with its both the ends opened (not closed). Teacher ensured that all the group

members will have chance to do the activity. The teacher asked the students to

hold the straight pipe pointing towards the flame of the candle/torch. Then, the

teacher told them to see the flame of the candle/light of the torch and asked them

to share their observations in their groups.

In another situation, the teacher told them to bend the plastic pipe a little and

asked them to see the flame. Sometimes, the teacher also used the torch instead of

burning candle. Then, teacher ensured that all the students in group will get chance

to see the flame of the burning candle after bending the pipe a little. The teacher

encouraged them to share their observation in their groups by asking questions

such as: (1) What did they see? (2) Why could not they see the flame of candle

when pipe was little bent?

Thereafter, the teacher asked questions to entire class mentioned as under.

• In first condition (when pipe was not bent), can you see the flame?

• In second condition (when pipe was bent), can you see the flame?

• What will you say about the path of light?

• Does light travel in zigzag way?

• Does light travel in a straight line?

The students took part in discussion and gave answers. The teacher asked them to

compose a song on the property of light and encouraged them to sing it with claps.

The song is mentioned on next page.

40-45

mins.

126

Sr.

No.

Instructional

Objective

Description

of Activity


Required

6. Students will

conclude that

light travels in

a straight

path.

Activity 6

(Logical-

mathematical

Interpersonal

and Musical)

Looking to

the source of

Light -

burning

candle or

torch through

the straight

pipe and

after bending

the pipe

Process skill:

Inference

A Song on Property of Light

“Light travels

Light travels

Light travels in straight path

Because I saw the light

When the cardboards’ holes are matched”.

127

Sr.

No.

Instructional

Objective

Description

of Activity


Required

7. Students will

decorate the

‘Diva’ in a

group.

Activity 7

(Bodily-

Kinesthetic,

Visual-spatial,

and

Interpersonal)

Decoration of

‘Diva.’

The teacher formed various groups of students. Each group comprised of five

students. The teacher announced the aim of the activity and showed them the

ideal specimen of a decorated ‘diva’ and asked them to observe it. The teacher

took round in the class and guided them how to decorate the ‘diva’. The teacher

distributed the necessary things like ‘diva’, glue and other materials for its

decoration. The students themselves decided the colour and design for the ‘diva’

after taking consent of the group members. They decorated the ‘diva’ in groups.

The teacher took care that all the students in each group will have equal chance

of participation with the help of the group leaders. Then, the teacher collected

their decorated ‘diva’ and provided feedback to the students. The teacher lighted

the decorated ‘diva’ and asked them: What does candle give when it is lighted?

Where do we use ‘diva’ generally? The teacher also discussed the importance of

‘diva’ in ‘Diwali’ festival, the festival of light and its religious importance.

50 Mins.

Recapitulation: Preparing star from chart paper and summarizing major concepts in it

Multiple intelligences: Visual-spatial, Linguistic and Logical-mathematical


The teacher asked students to draw the picture of star in their notebooks and instructed them to write what they have learnt from lesson ‘Light

and Its Properties’ in the five parts of the stars. After that, the teacher told them to read what they have written and corrected their mistakes if

any. The teacher wrote their responses on blackboard and asked them to add the missing points. Thereafter, the teacher asked them to a prepare

star from chart paper and write points that they have learnt in the Lesson-Light and Its Properties using sketch pens and coloured pencils. The

students did the activity at their homes.

128

Lesson 14 Measurement of Length

General Objectives: (1) Students will know various changes in measurement of length with respect to time. (2) Students will understand the

importance of measurement of length in daily life. (3) Students will understand the procedure of using the standard measures to measure length

and width. (4) Students will appreciate the uses of the standard measurement of length.

Introduction PowerPoint Presentation of tall buildings and tall trees (CD, Folder – Lesson 14, file- measurement of length intro)

The teacher showed the PowerPoint Presentation of sky scrapper buildings and tall tress (CD, Folder – Lesson 14, file- measurement of length

intro) to make them understand the need of the standard unit of measurement. The students watched the PowerPoint Presentation and replied the

teacher’s below noted questions accordingly.

• Among different pictures of tall buildings and tall trees which do you find the tallest?

• How can you arrive at particular judgment?

The teacher explained that we require measurement to judge which tree is the tallest or the shortest or to decide the tallest student in the class.

We make use of rulers and meter tape to measure the length, height and width of the objects. Today, we will learn how the measurement of

length and width of the objects was carried out earlier. We will also learn the standard units of measurement of length.

129


Group Name: Date:

Name of Students:

Using span and finger, measure the length of the textbook of science and technology. Use the same measure for width of desk of your class

room. Write figures in the given table.

Table Measurement using Span and Finger

Students’ Names Length of Science and Technology

Textbook using span and finger

Width of Desk using span

and finger

A

B

C

Sr.

No.

Instructional

Objective

Description

of

Activity


Required

1. Students will

explain that

span and finger

are not the

standard

measures of

length.

Activity 1

(Bodily-

kinesthetic,

Logical-

mathematical

and Inter-

personal)

Process skill:

Inference

The teacher formed the groups and defined the roles such as group leader,

discussants, and reporter and distributed the activity sheets to the students. The

teacher instructed them to measure the length of their Science and Technology

textbook and the width of their desks using their span and finger. The students

followed the teacher’s instruction carefully and reported their measurements in

given activity sheet by working in groups. The teacher asked the measurements

reported by each group and asked why the measurements vary from other

groups. The teacher instructed the group leaders to make sure that the reason

for variation in measurements should be mentioned in the conclusion given in

the activity sheet. The activity sheet for activity 1 is mentioned as under.

20 mins.

130

Conclusion: Complete the following sentence giving scientific reasons.

1. The length of Science and Technology textbook measured by students using span and finger is different because…

2. The width of desk measured by students using span and finger is different because…

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

draw the scale of

measurement

with compass-

ruler showing

measurements in

inches or

centimeters.

Students will give

the names of units

of measurement

of length.


mathematical and

Visual-spatial):

Historical Story for

Units of

Measurements

using PowerPoint

Presentation

(CD, Folder –

Lesson 14, file-

Measurement of

length story)

Brief Explanation

for drawing scale in

centimeters

Details of units of

Measurement

Process skill:

Communication

The teacher explained the historical story of different units of

measurement of length using PowerPoint Presentation (CD, Folder –

Lesson 14, file- Measurement of length story).

(Source for pictures: Retrieved March 26, 2009.

http://www.immetrology.com/history_of_measurement.aspx)

The teacher also explained the students when to use particular units of

measurement such as centimeters and meters. The teacher told them to

draw the picture of scale with the measurements in inches/centimeters

in their notebooks. The students followed the teacher’s instruction

carefully and drew in their notebooks. The teacher asked students

various units used for measurement of length. The students replied

and wrote the units of measurement of length in their notebooks.

20 mins.

131

Sr.

No.

Instructional

Objective

Description of

Activity


Required

3. Students will

measure the

length and

width of given

object in

centimeters,

inches and

meter.

Activity 3 (Bodily-

kinesthetic,

Logical-

mathematical and

Interpersonal)

Measuring the

length, width of

given objects using

scales.

Process skill:

Inference

The teacher explained the students the right method of measuring

the length using the chart mentioned in figure 14.1 which is

mentioned below. The teacher asked question that what one will do

if the ruler is broken and it has no zero value. The teacher assigned

them the task to measure the length of the textbook and width of

desk using scale. The teacher instructed them to write results in

centimeters and inches for textbook in the given activity sheet. The

students followed the teacher’s instruction carefully. They measured

and reported the results in activity sheet along with the conclusion.

The teacher further probed them by asking the reason for the same

results for measurement. The teacher carried the same activity by

giving cloth to other groups.

20 mins.

Figure 14.1 Correct Way of Measurement of Length


132


Group Name: Date:

Measure the length of the textbook of science and technology using scale. Use the same measure for width of desk of your class room.

Write figures in the given table.

Table: Measurement using Scale

Students’ Names Length of Science and

Technology Textbook

using scale

Width of Desk using scale

A cms. inches. cms. inches.

B cms. inches. cms. inches.

C cms. inches. cms. inches.

Conclusion:

Complete the following sentence giving scientific reasons.

1. The length of Science and Technology Textbook in centimeters and inches using ruler is same because ….

2. The width of desk in centimeters and inches using ruler is same because ….

133


Group Name: Date:

Measure the length of cloth using meter tape. Write figures in the given table.

Table: Measurement using Meter tape in inches

Students’ Names Length of Cloth (Using

meter tape)

Width of Cloth (Using

meter tape)

A

B

C

Conclusion:

Complete the following sentence giving scientific reasons.

1. The length of cloth is same because ….

2. The width of cloth is same because ….

Recapitulation:

Multiple Intelligences: Logical-mathematical and linguistic


The teacher asked the students to summarize about what they have learnt in the Lesson 14 Measurement of Length in sequence of the content

taught. The students summarized what they have learnt in the class in sentences.

134

Lesson 16 Energy

General Objectives: (1) Students will know the sources of energy. (2) Students will understand the concept of energy. (3) Students will know

the inevitability of energy in human life. (4) Students will appreciate the importance of sources of energy in life. (5) Students will promote the

parsimonious usage of energy in society.

Introduction: Questioning Session

The teacher asked, “From where do we get energy to do work?” After getting the students’ responses, the teacher called one student to displace

the heavy bunch of books and instructed other students to observe the activity carefully. The teacher explained that the energy is required to do

the work such as to displace the books, to drive bicycle, to run, to jump and in other daily activities. The teacher asked following mentioned

questions to initiate the discussion to know their prior knowledge about energy.

• Why do we get tired after running or playing?

• What will happen if we switch on the battery of electric light for two or more hours?

• What keeps fan and train moving?

• Tell other uses of electricity in daily life.

• What happen if electricity is unavailable to us?

The students answered the questions accordingly. The teacher explained that energy is necessary for man to sustain life. Food gives us energy

and this energy is used to beat the heart continuously, to digest the food and for breathing. The teacher explained that energy is the main driving

force of economy because it is required to run machinery in industry to produce goods. So, today we will learn about different sources of energy

and how the sun continues the flow of energy. We will also learn about sources of energy needed to be used and the reasons for the same.

135



Write the source of energy of below mentioned living / non-living in the table given.

No. Living / Non-living Sources of Energy

1. Truck

2. Bike

3. Donkey

4. Lion

5. Sparrow

6. Frog

7. Snake

8. Cat

9. Rickshaw

10. Electric Train

Sr.

No.

Instructional

Objective

Description of

Activity


Required

1. Students will

list down

various

sources of

energy.

Activity 1

(Logical-

mathematical)

Sources of

Energy

Process skill:

Communication

The teacher gave each student the activity sheet and asked to

write the sources of energy. After collecting the activity

sheets, the teacher discussed the sources of energy for living

and non-living things mentioned in the activity sheet 1 to

know their responses. The teacher introduced the concept of

energy by explaining the simple definition of energy that it

is the ability to do work by writing on blackboard. The

students wrote the definition of energy in their notebooks.

10 Mins.

136

Sr.

No.

Instructional

Objective

Description of

Activity


Required

2. Students will

conclude the

sun as the

fundamental

source of

energy which

continues the

flow of

energy.

Activity 2

(Visual-spatial

and Logical-

mathematical)

Movie Clip:

Photo-synthesis

by plants –

Song

(CD, Folder –

Lesson 16, File

–Photosynthesis

song)

Process skill:

Inference

The teacher showed the movie clip of photosynthesis by

plants. (CD, Folder – Lesson 16, File - Photosynthesis song)

The students watched the movie clip of Photosynthesis by

plants carefully. The teacher showed the students the chart of

flow of energy and explained how energy cycle / flow of

energy is continued simultaneously. The teacher asked the

following questions to lead the students to draw the conclusion

that sun is the fundamental source of energy.

• What do herbivores eat?

• What is the food of carnivores?

• What is the photosynthesis process?

• How do plants prepare food?

• How can we say that sun is the fundamental source of

energy?

The students gave the answers accordingly. The teacher made

necessary sequence by the diagrammatic representation

regarding the flow of energy with the help of the students

shown as under.

Sun � Plants � Prepares food � Herbivore eats plants �

Carnivore kills herbivore for food.

The students developed the sequence chart in their notebooks

showing the sun as the primary source of energy that continues

the flow of energy.

15 Mins.

137

Sr.

No.

Instructional

Objective

Description of

Activity


Required

3. Students will

explain the

sun as the

fundamental

and

inexhaustible

source of

energy.

Activity 3 Visual -

spatial and

Logical-

mathematical) Sun

as a primary

source of Energy

using movie clip

from Teacher tube

(CD, Folder –

Lesson 16, File-

solar energy)

Process skill:

Communication

The teacher showed the movie clip of the sun as the source

of energy (CD, Folder – Lesson 16, File- solar energy).

Here, the teacher explained why sun is the fundamental

source of energy. The students watched the movie clip

carefully.

The teacher gave basic information for solar heater. The

teacher showed them the model of solar cooker and

explained how sun is used for energy and how food is

cooked. The teacher asked why the sun is known as the

fundamental source of energy. Students answered

accordingly.

10 mins.

138

Sr.

No.

Instructional

Objective

Description of

Activity


Required

4. Students will

name various

sources of

energy other

than the sun.

Students will

classify

sources of

energy into

exhaustible

and

inexhaustible.

Students will

explain

various

sources of

energy.

Activity 4

(Visual-spatial)

PowerPoint

Presentation of

Energy sources

(includes natural

and inexhaustible

sources of

Energy)

(CD, Folder -

Lesson 16 – File -

energy sources)

Process skill:

Classification

The teacher explained the terms ‘exhaustible’ and

‘inexhaustible’. The teacher showed them PowerPoint

Presentation (CD, Folder - Lesson 16 – File - energy sources)

mentioning the information regarding types of sources of

energy, and their pros, and cons in brief. After that, the

teacher asked the questions as under.

• What are the two major types of sources of energy?

• Give the examples of exhaustible sources of energy?

• Name the inexhaustible sources of energy.

• What is the difference between exhaustible and

inexhaustible sources of energy?

Thereafter, teacher listed down sources of energy such as

petrol, kerosene, CNG, LPG, wind, sun and flow of water on

blackboard.

20-25 mins.

139

Sr.

No.

Instructional

Objective

Description of

Activity


Required

5. Students will

explain the

uses of wind

and flow of

water to

generate

energy.

Students will

prepare the

model of

windmill

using waste

material.

Activity 5

(Logical-

mathematical &

Bodily-

kinesthetic)

Another natural

sources of

energy- wind and

flowing water.

The teacher showed students the hand-made model of

windmill which was prepared by chart paper and pins and

explained its functioning in brief. The teacher linked this

activity with the preparation of windmill from paper with a

focus on making best out of the west material at low cost. The

teacher explained students to prepare the same at their home

by providing required guidance. Thereafter, the teacher

discussed how energy is produced by flow of water in brief.

Teacher asked the questions as under.

• What is windmill? How does it work?

• Why dams are made?

• Which dame is built on the river Tapi?

• Why ‘Ukai’ and ‘Kakarapar’ dams are built on river

‘Tapi’?

10 Mins.

140

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will

give reasons

for judicious

use of sources

of energy.

Activity 6a

(Logical-

mathematical and

Intrapersonal)

Writing points

under the picture

of balance by the

teacher on

blackboard.

The pie chart of

countries

providing crude oil

in PowerPoint

Presentation

(CD, Folder-

Lesson 16, File -

My country India

needs energy)

Process skill:

Communication

The teacher distributed the activity sheet wherein the energy

consumption data was given. The teacher drew (on blackboard) the

graph-India’s Natural Gas Production and Consumption 1990-2007

(fig 16.1, page no. 141) and explained how to interpret it. The teacher

explained that the energy consumption for natural gas is higher than

its production. So, we should not use such energy sources blindly,

but, we have to move towards the search and use of other sources of

energy. The teacher explained in brief that India faces the scarcity of

energy showing the pie chart of countries providing crude oil in

PowerPoint Presentation (CD, Folder- Lesson 16, File -My country

India needs energy). The teacher also explained that petrol, kerosene,

and diesel are made from crude oil. So, we have to keep control on

usage of crude oil.

The teacher asked questions as under.

• What is required to run machinery?

• From where do we get the petroleum?

• What will happen if petroleum is not available?

• Name the countries which provide petroleum to India?

Then, teacher drew the picture of balance and discussed the

advantages and disadvantages of inexhaustible and exhaustible

sources of energy. The teacher helped them to write the advantages

and disadvantages of natural sources of energy / inexhaustible

sources of energy in one column and exhaustible sources of energy

in another column of balance-chart shown in figure 16.2 on page no.

141. The teacher gave the activity sheet 6a and asked them to

interpret the graph of India’s oil production and consumption and to

write the answers accordingly which is mentioned on the page no

.142.

25 Mins.

141

Figure 16.1 India’s Natural Gas Production and Consumption 1990-2007

(Source of Figure 16.1: India's Gas Production & Consumption (1990-2007). Retrieved April 21, 2009, from

http://www.eia.doe.gov/emeu/cabs/India/Full.html)

Figure 16.2 Picture of Balance to Write Pros and Cons of Sources of Energy

Sources of Energy

Inexhaustible

Source of

energy

----------------

----------------

----------------

Exhaustible

Source of

energy

----------------

----------------

----------------

142

Activity Sheet for Activity 6a


Study the below shown graph carefully. Write the answer under each question in one sentence.

Questions:

1. What could be the approximate production of oil by India in the year 2008?

2. What could be the approximate consumption of oil by India in the year 2008?

(Source of Above Graph: India's Oil Production & Consumption (1990-2009). Retrieved April 21, 2009, from

http://www.wrsc.org/attach_image/indias-oil-production-consumption-1990-2009)

143

Activity 6b

Complete the following statements to make it meaningful by writing scientific reasons in one or two sentences. 1. I should make thoughtful use of energy sources like……………………………………

2. I should not waste energy sources because my country India has………………………

3. I will tell my younger brother / sister not to use energy unnecessarily because…………...

4. I will not use petrol, kerosene unnecessarily because………………………………………

Sr.

No.

Instructional

Objective

Description of

Activity


Required

6. Students will

give reasons

for judicious

use of energy

sources.

Activity 6b

(Logical-

mathematical and

Intrapersonal)

Completion of the

incomplete

sentence to make it

meaningful with

connection to

activity 6a

Process skill:

Communication

The teacher distributed the activity sheet 6b to the students

and discussed the necessity of thoughtful usage of

exhaustible sources of energy. The teacher instructed the

students to think and write the reasons to complete the

incomplete sentences meaningfully. The activity sheet 6b is

mentioned on the page no. 143.

15 Mins.

144

Recapitulation: Multiple Intelligences: Visual-spatial and Logical-mathematical

Process skill: Communication and Classification

The teacher showed various charts regarding sources of energy wherein no explanation was written. The students had to observe the charts and

in groups. They answered what they learnt from these charts. The teacher asked them to summarize about what they saw from the charts in their

own words. The teacher asked the following questions.

• Why do you think sun is a primary source of energy?

• Do you think trees get energy from sun? How?

• How can we boil water naturally? (Without the aid of gas-stove)

The teacher gave them the task to categorize the following mentioned energy sources into fundamental, exhaustible and inexhaustible sources of

energy in their notebooks. The students classified the sources of energy in their notebooks.

Sources of Energy

Sun, Petrol, Kerosene, Diesel, Wind, Natural Gas, Coal, Flowing water

Fundamental Source of Energy: __________________________________________________

Exhaustible Source of Energy : __________________________________________________

Inexhaustible Source of Energy: __________________________________________________


1. The Photosynthesis song. Retrieved March 25, 2009 from http://www.youtube.com/watch?v=C1_uez5WX1o (CD, Folder – Lesson 16,

File -Photosynthesis song)

2. Solar energy video. Retrieved December 12, 2008 from

http://teachertube.com/viewVideo.php?video_id=10416&title=Solar_Energy_Video (CD, Folder – Lesson 16, File- solar energy)

145

GENERAL INPUT FOR INSTRUCTIONAL STRATEGY BASED ON THE

THEORY OF MULTIPLE INTELLIGENCES

The teacher used below mentioned activities before introducing the lesson or to

provide break of two-three minutes while implementing instructional strategy for

teaching science at standard V based on the theory of Multiple Intelligences (MI).

I. Intrapersonal intelligence

1. Quiet Time (Bellanca (1997))

The teacher instructed students to think on the area which demands improvement and

hard-working. The teacher asked them to decide short-term goals to achieve. This

activity was carried out in relation with daily log writing to modify their behaviour in

science class.

Alternatively, the teacher instructed students to close their eyes and revise what they

have learnt in last period. It was used before introducing a new topic or in a new

period to link students’ previous knowledge with new knowledge.

The teacher, thereafter, asked question to students to summarize what they have learnt

in last class and the teacher made list on the blackboard using colour chalks to

highlight main points. The students closed their eyes, thought, and replied

accordingly.

2. Daily Reflection Log (Bellanca (1997))

The teacher introduced the concept of daily log book to the students and explained its

utility and discussed the following mentioned statements and encouraged them to

complete them with proper words /phrases to make them meaningful. The teacher

asked them to write below mentioned incomplete statements in their notebooks and

instructed them to select a few incomplete statements to complete them based on their

personal reflection.

• Today I learnt….

• Today, I should not do….

146

• My mistakes are…

• Today I should do more efforts to learn…

• I will work…

• In this class, I want to learn….

• In this class, I intend to improve….

• In this class, I hope to…

• My goal for this class is…

• Today (this week) in this class, I learned…

• Today (this week), in this class, I improved by…. …

• In this class, I am pleased that I….

• A difficulty I am having this class is…

• I wish that this class….

This activity was carried out to help students to know their mistakes and motivate

them to bring systematization and discipline in their behaviour. The students were

instructed to maintain their daily logs regularly.

II. Interpersonal intelligence

1. To enhance the personal and group efficiency - High Jump (Bellanca (1997))

This activity was used for identifying the personal and group standards periodically.

After framing groups in science class, teacher showed the picture of high jumper and

asked students to explain what the jumper has to do when the bar is raised or lowered.

The teacher explained how the bar stands for a standard. The teacher explained when

standard is raised, it is harder for more people to meet it, and if it is lowered, it is

easier for more people to meet it. Then, the teacher asked students to suggest their fair

standards for home work, projects. The students answered the raised query and

worked in a group to set up standards of personal and group performance.

2. Discussion with Peers or Group

The students were allowed to discuss with their peers about what they learnt in last

science class. They were guided to ask relevant questions on the content of science.

147

The other student in a pair replied and it was taken care that each student in pair will

get opportunity to ask questions and to respond the raised query.

In group discussion, the students were instructed to raise the queries about the content

taught in last science class, their difficulties in learning science, doing activity and

writing activity sheets. The students were also asked to discuss their progress in doing

particular activity at home and what they learnt from the same.

3. Group Name (Bellanca (1997))

The teacher formed the groups and asked students to decide a group name for their

group. The teacher discussed the characteristics of particular animal and probed to

know why they selected particular animal’s name as their group’s name. It was

ensured by the teacher that all the students in a particular group had consensus for

their group name.

III. Bodily-kinesthetic intelligence

1. Quick Energizers (Campbell, Campbell and Dickinson (2004))

Following mentioned bodily-kinesthetic exercises were used as quick energizers for

the students in the science class.

a. Breathing - in and out exercise

This was carried out before introducing the lesson and to provide break of two-three

minutes to the students during classroom interaction. The students were asked to take

deep breath inside and to control it till they can do. The students were instructed to

repeat this small exercise.

b. Exercises

The students were instructed to stretch their hands up and down and to the front sides

and sideways. The students were also instructed to move their wrist in circular

motion. Such exercise was carried out to give them break during classroom

interaction and before introducing the topic of science. Along with this exercise, the

students were also asked to do knee rotations, neck rolls and shoulder rolls.

148

IV. Visual-spatial intelligence

1. Visualization – Thinking in images (Armstrong (2000))

The teacher instructed the students to close their eyes and think about what they learnt

in last class of science. The teacher instructed the students to think in images.

2. Colour Cues (Armstrong (2000))

In another exercise, the teacher also asked them to select a colour that they prefer or

they like as a peaceful colour. The teacher instructed them to visualize that colour and

asked them to meditate what they learnt. This was carried out to help students to

create their inside world with the colour and help them to tackle the stress they

generally face especially while working with activity, problem or new idea.

The teacher made effective use of coloured chalks while teaching. For instance, the

teacher used green coloured chalks to draw schematic diagram of living, yellow

coloured chalk for drawing sun in water cycle. The teacher also used coloured chalk

to highlight the main points.

V. Musical intelligence

The students were asked to recall the song that they composed and sang in the last

science class. The students were encouraged to sing the songs with clapping and

appropriate bodily actions. Thus, the content was revised in short time.

Documents

Instructional Strategy for Teaching Science at Standard V