Academic Plan EVS 3-5 Classes

OBJECTIVES OF TEACHING ENVIRONMENTAL STUDIES
Introduction
The National Curriculum Committee had recommended in the 1975 policy document “The Curriculum for the Ten-year
School: A Framework”, that a single subject ‘Environmental Studies’ be taught at the primary stage. It had proposed that in the first
two years (Class I-II) Environmental Studies will look at both the natural and the social environment, while in Classes III-V there
would be separate portions for social studies and general science termed as EVS Part I and Part II. The National Policy on Education
1986 and the National Curriculum Framework (NCF) 1988 also posited the same approach for the teaching of Environmental Studies
at the primary stage. Contemporary research on how children learn to make sense of the world around them and how pedagogy in
primary school can enable them to develop scientific abilities and understanding in consonance with social and environmental
concerns has further supported this integrated structure. The NCF 2000 had recommended that Environmental Studies be taught as an
integrated course for the entire primary stage, instead of in two distinct parts devoted to science and social studies in Classes III-V.
The present NCF 2005 has called for the continuation and further strengthening of this integrated approach for Environmental Studies
during the primary years.
NCF 2005 and Objectives of Environmental Studies
The present syllabus is designed to forge an integrated perspective for the primary stage of schooling that draws upon insights
from Sciences, Social Sciences and Environmental Education. The National Curriculum Framework 2005 indicates some of the
objectives of teaching science and Social Sciences at the primary stage as follows:
o to train children to locate and comprehend relationships between the natural, social and cultural environment;
o to develop an understanding based on observation and illustration, drawn from lived experiences and physical, biological,
social and cultural aspects of life, rather than abstractions;
o to create cognitive capacity and resourcefulness to make the child curious about social phenomena, starting with the family
and moving on to wider spaces
o to nurture the curiosity and creativity of the child particularly in relation to the natural environment (including artifacts and
people);
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o to develop an awareness about environmental issues;
o to engage the child in exploratory and hands-on activities to acquire basic cognitive and psychomotor skills through
observation, classification, inference, etc.
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State Institute of Education, Sector 32, UT Chandigarh
Integrated Approach of Teaching EVS proposes themes that allow for a connected and interrelated understanding to develop
the child's personality. This requires moving beyond traditional boundaries of disciplines and looking at priorities in a shared way.
Each theme is woven in a web and continuation with the previous ones. It is a suggested format which indicates the key themes and
sub themes along with their possible connections. This approach triggers the thinking skills of child and thus opens up new horizons in
child's growth .These themes also indicate how adults can stimulate and actively support child's learning rather than restricting it.
Themes for a Child Centered and Integrated Approach
This syllabus web has been developed within a child centered perspective of themes that provide common interface of issues in
social studies, sciences and environmental education. The syllabus for Classes III-V is woven around six common themes given
below;
1. Family and Friends:

The predominant theme on ‘Family and Friends’ encompasses four sub-themes:
o Relationships.
o Work and Play
o Animals
o Plants
‘Plants’ and ‘Animals’ have consciously been included under the theme of ‘Family and Friends’ to highlight how humans
share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them.
Traditionally ‘plants’ or animals’ are presented as autonomous categories, seen purely from the perspective of science. Here an
attempt is made to locate them in a social and cultural context, and also to see how the lives and livelihoods of some communities,
such as the gujjars, musahars or ‘pattal’-makers, are closely connected with specific animals or plants. Moreover, in the universe of
young children narratives of animals and plants play a significant role, and they can relate well even to the animated characters
perceived as ‘family and friends’. Our Bodies, Ourselves: ‘Family and Friends’ offer Sensitivity and Sensibility
This theme especially through its two subthemes –‘Relationships” and ‘WORK AND PLAY ’allow the children to look at their
body as part of their inner “SELF’. In Class III in the sub-theme on Relationships, they discuss their relatives, who live with them and
those who have moved away, to get a basic idea of relationships and changing households. They reflect on whom they admire among
their relatives and for what qualities or skills, and describe on which occasions or festivals they meet most of them. The unit ‘our
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bodies – old and young’ helps them place their own body in relation to those of their family members, and asks them to notice
differences that may occur with age In Class IV, the same sub-theme ‘Relationships’ has a unit on ‘your mother as a child’ to make
children find out about who were her relatives with whom she lived then. They also think about their body in relation to their
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mother’s; how a baby rat or kitten is related to its mother, and through a possible narrative, about children who may have been

adopted/looked after by foster parents, say, after a cyclone. By ‘Feeling around with eyes shut’ they explore their senses of touch,
smell, etc. - not in isolation of the people or animals they care for - but by trying to identify all those living with them only by
touching, hearing or smelling them. In Class V, the unit ‘Whom do I look like?’ helps them identify family resemblances, to look for
any similarities in the face, voice, height, etc., and also to note particular traits such as ‘who laughs the loudest?’. It goes on to how by
‘feeling to read’ on a Braille sheet, someone like Helen Keller could manage to overcome tremendous challenges, as described
through accounts of her autobiography.
2. Food
Theme Food begins in Class III with cooking, eating in family and about what we eat and what others eat , what animals eat
etc. Class IV proceeds ahead to how food is grown, what different plants are known to students and how food reaches us. Class V
advances to who grows the food , the hardships farmers may face while staying grounded to reality of own pangs of hunger or plight
of people who do not get food. In addition, when food gets spoiled-explores spoilage and need for preservation of food. The changes
in food habits and crops grown are analyzed through experiences of elders/ grandparents. Finally our mouth- how it tastes the food and
even what helps in digesting food, sees the role of saliva in making food sweet on chewing. While food for plants also introduces the
idea of some curious insect eating plants.
3. Shelter
The theme Shelter begins in class III with explanations of need of a house and reasoning for the same houses in the same
region. Class IV deals with the differences in urban and rural houses, slums and multistoreyed houses. Class V deals with variety of
houses in different topographical regions.
4. Water
Dealing with the important issue of water, class 3 deals with availability and storing of water.Class IV continues with water
scarcity and its reasons. Conservation of water is dealt with in class V.
5. Travel
The Objective was developed to help child on journey of ideas of expanding social and physical spaces into newer and
unfamiliar terrains of often mind boggling and no less fascinating diversity.
The topics covered in class III encourage children to look at their own journeys and compare it with journeys of older people in
family while in CLASS IV, the theme suggests travelling through deserts, hills, forests or big cities. Moreover it suggests resources to
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be brought into class rooms like the experiences of the children of migrating families and discussion of problems faced in starting new
life in new city. In CLASS V, this theme takes children through rough and tough terrains of Himalayas, story of Bachchendri Pal and
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her hoisting flag after a trying expedition.

6. Things we make and do
The area of Things we Make and Do is visualised as an important component as well as a common thread inherent in the
process of understanding all the other themes. We humans make things not only to meet our needs but also to express ourselves in a
variety of ways and to transcend our limitations. We also comprehend better when we do things ourselves. Often when a young child
gets a toy for a gift, she has fun dismantling and later re-assembling it in a completely novel way as much as enjoying it as it is. When
she is given a new book she is eager to add ‘her pictures’ into it as much as appreciating the book. Formal education as well as all that
goes into ‘being a good child’ however discourages these acts. The theme of Things we Make and Do therefore is an opportunity to
recharge the variety of energies/components that make learning more fulfilling, and where cognition is not an end but a process
enriched by experience, failure, observation, success, etc. There is also a need to give our rich living traditions of art and craft, of
‘making and doing things’, their rightful place in our curricula. To teach environmental education activities, teachers are encouraged
to use the acronym CARE. CARE stands for "Complexity, Aesthetics, Responsibility and Ethics".
Complexity - There are natural and human systems that are all connected. As teachers and students, how do we interact with and affect
those systems?
Aesthetics - Help your students develop an appreciation for the natural world that will encourage them to learn about and protect the
environment.
Responsibility - Provide opportunities for your students to take responsible actions and explore the environmental impact of what they
do.
Ethics - As your students' understanding of environmental issues develop from participating in environmental education activities,
they form an environmental ethic of their own.
Students are working towards:

o sharing ways to rethink, refuse, reduce, reuse, and recycle
o describing features of local plants and animals
o comparing local plants & animals
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o describing attributes of their immediate environment (playground)
o showing an awareness of the concept of change
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o identifying groups and places that are part of their lives

o identifying characteristics of different local environments
o showing responsible behavior in caring for their immediate environment
This child centered approach is not something which enhances rote memory but is something which gives practical approach to
child. It helps in shaping the personality of child. Child realizes his inner self in coordination with his surroundings. It also helps him
to increase his sensitivity towards helpless people .To sum up, these themes make the child in harmony with his inner self and realize
his worth and is able to respect his surroundings and people in his life. The ultimate aim is to make him a responsible member of the
family and finally a responsible citizen of the country.
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Academic Plan
of
ENVIRONMENTAL STUDIES
(Class III)
STATE INSTITUTE OF EDUCATION

Sector 32, U T Chandigarh
Introduction
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people);
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below;

o Relationships.
o Work and Play
o Animals
o Plants
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2. Food
3. Shelter
4. Water
5. Travel
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those systems?
environment.
do.
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Academic Plan
of
(Class III)

Academic plan of environmental studies
(Class III)
Week Content Suggested Activity Suggested Resource
Wk 1 Introduction of EVS and

(April) readiness for general  Taking students outside and discussing about  Picture showing relationship
concepts of family, animals, constituents of nature i.e. plants, animals etc. between man and his
surroundings*
plants and water
 Pre-knowledge of students  Naming and drawing the human body parts,  Pictures and flash cards of
about surroundings, body like HEAD,EARS,EYES, NOSE, ARMS, o human body parts*
parts, water, plants and LEGS
animals, family members.
 Introduction to EVS  Naming the animals (Cow, Horse, Dog, Cat, o animals*
o its importance Rat, Monkey) and birds (Sparrow, Pigeon, o birds*
o relation with daily life Crow, Eagle) seen around the school/ home
 Naming the trees (Mango, Peepal, Neem,  Pictures of trees and flowering
Banana) and flowering plants (Rose, Marigold, plants *
Dahlia)
 Discussing Family relationships i.e. Grand  Pictures showing family

Parents, Parents etc. members*
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 Discussion on sources (Tap, Handpump,  Pictures showing sources of water
Tubewell, Tanks) and uses (Domestic and and uses of water*
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Commercial) of water
* Available in Resource book Class 3/ Environmental Studies

# Available in Text book State Institute of Education, Sector 32, UT Chandigarh
Wk 2 Poonam’s Day Out
(April)  Visiting Chhatbir zoo if possible.  Chhatbir Zoo (14 km from
 Exploring children’s idea Chandigarh)
about animals
 Classification of animals,  Collecting or pasting pictures of animals seen  Pictures and flash cards of
flyers, insects on their: around school / home on note book o Animals*
o movement  Making a list of animals seen around school / o Birds*
o Habitats home and their food habits o Insects*
o habits  Naming and identification of animals which  Pictures to show different birds,
o sounds. can animals and their habitats*
 Making child aware about o crawl
animals and their life styles. o fly
o walk
o hop
o have wings
o have feet
o have tail
(Page 2 and 3)#
 Colouring of wild animals (Page 4)#
 Recognising the animals from their o Cross word puzzles (Page 5)#
characteristics and sound. o Worksheet*
 Making pictures of bird and animals by thumb

and finger prints (Page 6)#
 Naming the animals which can be seen on

Branches, Leaves, Trunks, Ground and around
Tree (Page 8)#
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 Sequencing the cut outs in a jigsaw puzzle to
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complete the picture of an animal (Page 8
and 9)#

 Matching the animals with their sounds.  Sounds of animals and birds from
 Mimicry on sounds of animals and birds internet (http://www.animal-
sounds.org)
(http://www.youtube.com/watch?v
=t99ULJjCsaM)
 Worksheet*
 Role play on sensitization of care and love for

animals.
 Refer to Poem “How Creatures

Move” Unit 10 on Page 97 of
English Book Marigold of Class
III.
Wk 3 The Plant Fairy
(May)  Reciting the poem on leaves (Page 13)#
 Different types of plants on
basis of  Making pictures of animals using dry leaves.
o size, (Page 14)#
o shape
o colour  Taking original texture of leaf and stem using  Wax colours and paper to trace
o edible as food. colours and pressing it on paper (Page 15)# dried leaves and barks of different
types of trees.
 Decoration with help of
 Listing the names of some of the leaves which  Pictures of the leaves which are
leaves
are used as food items used as food items*
 Role play on sensitization of care and love for

plants and trees
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 Organizing a nature walk and observe the  Visit to the school park.
plants keenly.  A field trip to a near by park.
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 Integrate with Lesson Magic
Garden of Marigold of English
text book of class III.
 Collecting or pasting different types of leaves  Pictures of different types of
(Lemon, Mango, Neem, Tulsi, Pudina, leaves*
Coriander etc.) in Note book.
 Making clay impressions of different leaves  Clay and Dried fallen leaves of
 Prepare picture cards using leaves different plants in the school and
around home.
 Interviewing the school gardener
 Making a compost pit*
 Listing medicinal plants i.e. Neem, Amla, Aloe-  Pictures of medicinal plants*
vera
 Matching the uses of leaves  Worksheets*
 Refer to Chapter 14 “Sab se

achha Per” of Hindi Book
‘Rimjhim’ of Class III.
 Refer to Poem “Little by Little”
on Page 23 Unit III of English
Book Marigold of Class III.
Wk 4 Water’ O Water
(May)  Reciting the poem on Water (Page 19)#
 Local sources of water.
 Uses of water.  Naming the three states of water (Poem on  Picture showing the three states of
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Page 19)# Water*
 Importance of clean water for
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drinking.
 Ways to conserve water  Naming the activities that can be done with /
without water (Page 20)#

 Listing the sources and uses of water (Page 20
& 21)#
 Drawing and colouring the pictures of the

containers used for storing water (Page 22)#
 Showing different containers used for holding

water for comparing capacity (Page 23)#
 Finding different sources of water from

crossword grid (Page 23)#
 Making multi coloured mingled prints using

colours and water (Page 24)#
 Suggesting ways how we can save water on  Visual clips of conservation of

daily basis.* water.
(http://video.nationalgeographic.c
om/video/player/environment/goin
g-green-environment/green-home-
makeover/conserve-water-
greenguide.html)
(http://video.nationalgeographic.co
m/video/player/environment/fresh
water/env-freshwater-
whycare.html)
 Poster making/slogan writing on the message  Poster on the message of saving

of saving water water*
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 Drawing the journey of water
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 Showing the picture of water–cycle  Picture of Water Cycle*

Wk 5 Our First School
(May)  Writing the name of family members and their
relationship (Page 25)#
 Concept of family-Our first
school
 Discussing about similarity of features like
 Different types of families looks and habits i.e. walking, talking, smiling
o Nuclear family etc with other family members (Page 27)#
o Joint family
 Family as support system  Writing about the family profession (Page 28)#
 Relationships in a family
 Writing about any one custom of the family
(Page 29)#
 Discussion on family customs and celebration  Pictures of family festivals like

of different family festivals Diwali, lohri, birthdays.*
 Discussion on different types of families like  Pictures of joint and nuclear

nuclear and joint family families *
 Picture of Family Tree
 Drawing a family tree  Worksheet*
 Listing the duties carried by each family  Worksheet*

member
Last Week of May for Unit Tests and other Activities.
Wk 6 Readiness &
(July) Chhotu’s House  Showing the pictures of different types of
houses (Page 122)#
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 Different types of houses,
 Drawing a picture of home in the notebook and
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 Need for shelter i.e. home
 Protection from heat, cold, colouring it (Page 32)#
rain and other problems

faced.  Reciting poem “Home Sweet Home”
 Need for living together (PAGE 33)#
 Garbage disposal.
 Listing the wanted/unwanted insects / Animals  Pictures of different animals found
living in and around houses (Page 34)# in and around the house*
 Worksheet*
 Listing ways to decorate a house (PAGE 35)#  Worksheet*
 Showing pictures of various animals / birds and  Pictures of various animals / birds
insects in their shelters and insects in their shelters*
 Worksheet*
 Discussion on Garbage Disposal
 Discussion on “How to keep our house clean?”  Worksheets*
Wk 7 Foods We Eat
(July)  Listing of food we eat during different times in  Photographs of nutritious food
 Appreciation of cultural a day (Page 37)# items we eat during the day*
diversity in food.
 Basic ideas about various  Discussing relationship between health status,  Chart of Ideal age, height and
plants used as food. physical activity and food intake (Page 39)# weight for people of different
 Different ways of eating ages*
food-raw, cooked, steamed,
boiled, baked and fried.  Writing what all may be prepared from RICE
 Different eating practices- and WHEAT (Page 40)#
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amount of food varying with
gender, age, physical activity  Listing the food items that students like / dislike
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etc. to eat (Page 40 & 42)#
 Cooking and gender role in
family.
 Food for baby and  Naming food items of different states of India  Pictures of different Indian foods*
significance of mother’s (Page 41)  Worksheet*
milk.
 Tabulating food we get from different plants  Pictures showing variety of food
and animals. items we get from plants and
animals*
 Choosing the food items obtained from  Worksheet*

vegetables and animals
 Drawing different plants used as food like  Pictues of Vegetables like carrot,
carrot, radish etc. radish, cucumber etc.
Wk 8 Saying Without Speaking

(July)  Playing Dumb Charads in the class (Page 43)#
 Inculcating among the
children sensitivity to the  Reciting the poem with expressions (Page 45)
physical challenged persons
 Importance of facial  To draw different face expressions based on
expressions situations (Pages 46-47)
 Different senses and their
functions  Developing story based on pictures (Page 49)
 Use of sign languages and
dance mudras  Explaining the meaning of Mudras from the  Refer to sign Languages and
pictures (Page 48) dance mudras on Pages 94 & 95
(“LET’S KNOW THESE
SIGNS”) of English book
Marigold of class III.
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 Discussing the sign boards used in traffic  Pictures of sign boards used in
signals traffic signals*
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 Explaining the concept of Traffic Lights  Picture of Traffic Lights*

 Showing various Smileys and naming the  Picture of Smileys*
emotions depicted in each
 Introducing and using sign language in class  Pictures of sign language using
hands*
Wk 9 Flying High
(July)  Recognizing the birds on the basis of their  Worksheets*
 Exploring children’s ideas on characteristics i.e. Size, Colour, Feathers, Beak
birds and their habitats, eating and Eating habits (Page 50-51)#
habits ,
 Common features like feathers  Drawing pictures of different birds (Page 50-
and sounds produced by them. 51)#
 How to feed the birds.
 Making lists of birds seen around school, home  Pictures of birds seen around
etc. (Page 53)# school and home*
 Drawing pictures of beaks of different birds and

discussing its use (Page 53-54)#
 Matching the birds with their food (Page 54)#
 Collecting feathers of different birds and

identifying to which birds it belongs (Page 55)#
 Making a Paper Bird (Page 56)#
 Mimicking different sounds and neck  Visual and audio clips on sounds
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movements of birds and asking the students to of birds (http://www.animal-
recognise. sounds.org)
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 Making a nest or birdhouse to be placed in
their garden/balcony/backyard using straw, dry
grass, leaves*
 Writing a poem on peacock /cuckoo /parrot

/swan or any other bird.
 Visiting Chhatbir zoo, if possible and writing a

report or initiating a talk about it in the class.
 Integrate with the Lesson “Nina

and the Baby Sparrow” from
English text book Marigold for
Class III.
 Chhatbir Zoo (14 km from

Chandigarh)
Wk 10 Its Raining
(Aug)  Observing the growth of plant in school or at  Frequent Visit to school garden
 Importance of rain, home
 how rain comes,
 discussion on formation of
clouds,  Reciting a poem on clouds (Page 59)#  Visual clips of rains
 how water is useful for (http://www.fotosearch.com/vide
plant and animal life o-footage/rainfall.html)
 Discussing the problem faced by the people  Pictures of harm done by

when excessive / no rains*
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o it rains heavily
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o it rains less
 Making a list of good and bad effects of rain  Worksheet*

(Page 60)#

 Writing few lines on the ‘Rainfall’ and
‘Clouds’
 Drawing ‘a rainbow ‘  Picture of rainbow*
 Drawing the ‘scene of a rainy day’*  Picture of scene of a rainy day*
 Discussion on clothes worn on rainy day.  Pictures of clothes worn on rainy

day*
 Making a paper boat.
(This chapter is to be done preferably

on rainy day) to be coordinated with
chapter 7 “TIPTAPVA” of Hindi
book “Rimjhim” of Class III.
Wk 11 What is Cooking
(Aug)  Drawing and colouring of different food vessels
 Different types of utensils (Page 61)#
used
 Different methods of  Making a list of things eaten raw and things  Worksheets*
cooking eaten cooked (fried, roasted and steamed) (Page
 Different types of fuels 62)#
used for cooking and their
impact on environment  Collecting & pasting the pictures of food items  Pictures of Food Items*
 Conservation of fuel in the note book
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 Writing steps of cooking a food item (Page
63)#
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 Discussing the different methods of cooking  Worksheet*
observed at home (Page 63)#

 Identifying and drawing pictures of different
types of devices used for cooking. Also naming
the fuel used at home and discussing whether it
pollutes the environment or not (Page 64)#
 Comparing the chulha, a gas stove and other

devices used for cooking and listing the
advantages and limitations (Page 64)#
 Preparing fruit chat, lemonade, sprouts etc.

(Page 65)#
 Discussing the specific food items of various  Worksheet*

states of India
Wk 12 From Here To There

(Aug)  Reciting poems on ‘Train’ with dramatization  Refer to Poem “TRAINS” on
 Need for travelling (Pages 66-67)# Page 23 Unit 6 of English Book
 Travelling for migration, Marigold of Class III.
sightseeing, Family
occasion etc
 Travelling within the  Listing the various vehicles named in the book  Pictures on Page 68-69#
locality and beyond (Pages 68-69)#
 Modes of travel (Land,
water and air)  Discussion on pictures of polluting and non  Pictures of polluting and non
 Uses of different vehicles. polluting vehicles polluting vehicles*
 Classifying the modes of transport on basis of  Pictures of Land Transport., Water
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land, water and air. (Page 68-69)# Transport and Air Transport (Bus,
Train Ambulance, Aeroplane,
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Ship)*
 Worksheets*

 Matching and discussing the use of different
vehicles (Page 70, 71, 72 & 76)#
 Joining the vehicles to the number of wheels

each vehicle has (Page 73)#
 Recognising a vehicle from its sound (Page

75)#
 Making a toy train (Page 75)#
 Solving a scramble puzzle to make the picture

of an animal used for riding (Page 77)#
 Discussing the animal driven and human  Pictures of animal driven and
driven vehicles human driven vehicles*
 Drawing the picture of the vehicle of choice
 Also Refer to Chapter 23 “PAYIE

UTTE DUNIYA GHUME” on
Page 74 of Punjabi book of Class
III.
Wk 13 Work We Do
(Aug)  Naming different occupations from given  Worksheet*
 Introduction to different picture (Page 78-80)#
occupations
 Work inside and outside  Identifying five different types of work and the
names by which those people are called
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the home
 Discrimination on the (Observing people at work in the
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basis of gender, age, caste, neighbourhourhood of Home or School) (Page
economy etc 81) #
 Importance of school for
all children  Making a list of school employees and work

 Discouraging child labour. done by them (Page 82)#
 Writing the names of any five buildings and

work done in them.(Page 82)#
 Drawing a daily time table chart for parents and

students (Page 84)#
 Making a list of family members which earn

money and who do household work (Page 85)#
 Differentiating between the works done to earn  Worksheet*

and household works
 Naming the places where the work is done.  Worksheet*
Wk 14 Sharing our Feelings –

(Sept)  Reading the story of Ravi Bhaiya (Page 87-
 Introduction to sense organs: 88)#
o Hearing
o Sight etc.  Listing sense organs and recognizing the  Pictures of sense organs and their
importance of sense organs. uses*
 Understanding physically
challenged especially blind,
 Discussing the problems faced by old members  Pictures of old people with their
 Understanding the basic idea of family (Page 88)# problems*
of BRAILLE.
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 Enacting blind fold Act (to recognize the fellow
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student on basis of sound) (Page 89)#
 Playing a blindfolded game on the playground

– to sensitize the importance of eyes.(Page 90)#
 Introducing the idea of Braille (Page 90 – 91)#  Sheet of Braille Script*
 Visiting local blind institutions and enlisting  Institute for Blind, Sector 26,
their problems, if possible Chandigarh
 Discussing the importance of smell in

identifying the food
 Watching the News for deaf and dumb  Television for news of deaf and
dumb
Last three weeks of September and First week of October are for Reflective Assessment and other activities.
Wk 15 The Story of Food

(Oct)  Describing the work done by different members
 Introduction to eating pattern of a family (Page 92-93)#
 Different role of family
members of buying and  Listing the food items that we get from plants
cooking food and animals (Page 94)#
 Different sources of food
 Parts of plants eaten as food  Listing the medicinal plants.  Pictures of medicinal plants.*
 Traditional knowledge of
medicinal plants  Showing various things like Turmeric, Honey,  Turmeric, Honey, Ajwain, Lemon,
Ajwain, Lemon, Saunf etc and discussing their Saunf etc
medicinal uses.
 Classifying the part of plants eaten as food into

Leaves, Stem, Root, Flower etc.(Page 95)#
28
Page15 of
 Drawing pictures of favorite Fruits and
Vegetables

 Finding names of fruits and vegetables from a  Crossword Puzzle*
Crossword Puzzle*
Wk 16 Making of Pots
(Oct)  Narrating story on pot making in early times
 Studying different types of and asking questions based on the story (Page
pots 96-98)#
 Understanding the making of
pots by different methods and  Discussing the steps of Pot Making and  Pictures of making a Pot*
following the proper sequence demonstrating the same in the class  Clay
 Knowledge about KILN
 Making pots of various shapes / Drawing pots

and exhibiting in the class (Page 98-99)#
 Discussing the use and importance of pots

(Page 100)#
 Discussing the use and importance of kiln.  Picture of kiln*
 Collecting soil from different places (such as

school playgroud, farm, paddy fields and the
place where construction work is going on),
observing the size of particles, colour and
texture of the soil and identifying the soil
suitable for pot making.
Wk 17 Games We Play
(Oct)  Listing the indoor and outdoor games played
 Concept of games with family members in their free time (Page
28
 Comparisons of past and 101-103)#
Page16 of
modern games
 Concept of outdoor and indoor  Making a list of games played in the school and
games at home and writing the number of players
 Uses of games. involved in each (Page 104)#

 Knowledge of games.
 Discussing the games played with the family
members (Page 105)#
 Pasting the pictures of famous sports persons  Pictures of Famous Sports

in the note book and discussing them Personalities*
(Page 106)#
 Making a list of games played with Ball (Page

106)#
 Matching the riddles with the pictures and

writing the name of the game in the given space
(Page 107)#
 Listing the activities done by family members

in their free time (Page 108)#
 Taking students in the school playground and

playing traditional games like Stapu, Hide &
Seek, Pakam-Pakadai, Vish-Amrit, Chor-
Siphai, Pithoo etc.
 Making a Kite  Steps of Kite making*
 Refer to Chapter 13 “AAO

GITTE KHEDIE” on Page 40
of Punjabi Book of class III.
28
Wk 18 Here Comes a Letter
Page17 of
(Nov)  Arranging the pictures in correct order to show
 Letter as a means of the journey of a letter(Page 110)#
communication
 Work of people associated
with post office  Making a model of a letter- box for the class.
 Different means of (Page 111)#
communication
 Changes in means of  Enacting the process of delivering a letter
communication with time (Taking into consideration all the steps required
in reaching letters to destination) (Page 111)#
 Collecting stamps and pasting on note book.

(Page 112)#
 Trip to local post office for observing weighing,

stamping, sorting of letters etc (Page 113)#
 Making of post card and writing a letter on a

post card with the correct addresses of sender
and recipient (Page 113)#
 Discussion on different means of  Pictures depicting modern and

communication and comparison of modern old methods of communication*
methods and past methods*(Page 114)#
 Making a toy telephone (Page 115)#
 Drawing the picture of a Telephone

(Page 115)#
28
 Students may be taught about pin code of their  Sample pin codes in class *
Page18 of
area and its importance in letters and explaining
the importance of first two digits*

 Also Refer to Chapter 14 “DAK
KHANE DE SUVE” on Page 45
of Punjabi book of class III.
Wk 19 A House Like This
(Nov)  Discussion on climatic conditions of different
 Different types of houses regions mentioned in the chapter like Manali,
Rajasthan, Assam etc. (Page 116-121)#
 Houses at
 hilly areas,  Making drawings of different houses (based on
 dry areas, topography and climatic conditions)
 rainy areas, (Page 116-121)#
 snowy areas,
 plains etc.
 Matching the name of the house with the
picture (Page 122)#
 Different materials used for
construction. Worksheet*
 Writing the name of materials used in each type 
of house and discussing the reasons for using a
particular material for constructing a house in a
particular region (Page 123)#
 Making a toy brick (Page 123)#
 Dividing the students into four groups and  Fancy paper made material.
asking them to decorate the four corners of the
class room using the materials that are nature
friendly. This may be done as a competition
and the same may be assessed.
28
Wk 20 Our Friends - Animals
Page19 of
(Nov)  Discussion on the stories given in the Chapter
 Sensitizing children towards to develop sensitivity in the students towards
animals animals (Page 124-126)#

 Concept of inter dependence
of living thing and non living  Discussing the types of food and ways of  Worksheet*
things on environment feeding and looking after various domestic
 Eating habits of birds and animals like cow, cat dog, donkey etc. (Page
animals 126)#
 Food habits of domestic and
wild animals  Making a list of pet animals and their utility
 Care of domestic animals (Page 127)#
 Asking the child to write what to do when the

pet is hungry, feeling hot or cold, teased or hurt
by someone (Page 127)#
 Observing and reporting the food habits of a

bird and an animal for few days (Pages 128-
129)#
 Matching the animals with their food (Page

130)#
 Writing names of animals which can be touched

and which cannot be touched (Page 130)#
 Narrating the story to explain the concept of

balance in nature (Page 131)#
 Visiting to a poultry farm/ zoo/ diary farm/ fish  Gau Shala Sector 45, Chandigarh
rearing farm and studying the feeds and
feeding process of sparrow, cow, ox, hen, fish
etc.
28
Page20 of
Wk 21 Drop By Drop
(Nov)  Narrating the story of Madho and making a list
 Water scarcity of difficulties faced by people due to scarcity of
 local methods of collecting water (Page 132 - 133)#
water
 Methods to save and re-use  Demonstrating the importance of every drop of  Activity*
water water (Page 134)#
 Introduction to concept of
water harvesting  Listing daily life activities in which water is
wasted (Page 135)#
 Writing activity how to re-use water (Page

136)#
 Discussion on methods to save water in daily

life*
 Discussion on Rain water harvesting  Picture of rain water harvesting *
 Discussion about Desert life*  Pictures of camel, Oasis, Palm

trees*
 Poster making on water conservation
The entire month of December and First two weeks of January are for Reflective Assessment and other activities.
Wk 22 Families Can Be Different

(Jan)  Organizing a play game on grouping (Page
 Concept of family 137)#
 Diversities in the family
 Types of families  Organizing a role play by asking students to
28
 Relationship between behave like grandfather, grandmother, son,
different members of family daughter, etc. to illustrate their roles and
Page21 of
 Recent trend of changes in the relationships on the basis of stories given (Page
family 137-142)#
 Drawing a family tree (Page 143)#  Picture of a family tree*

 Worksheet for identifying different family  Worksheets *
members based on stories given on Page 137-
142
Wk 23 Left Right
(Jan)  Reciting the poem with actions and recognizing
 Introduction of traffic rules Left and Right (Page 145)#
 Signs and symbol of traffic
 Directions  Drawing and completing the picture according
to Left and Right directions (Page 146)#
 Tracing the Ruchira’s path from home to school

and completing the related worksheet (Pages
147 - 148)#
 Locating different objects and buildings using

signs and symbols (Page 149)#
 Drawing the map with signs and symbols (Page

150)#
 Drawing signs and symbols which indicate

some building or institution like + for a
hospital (Page151)#
 Reading the map ( Page 152)#
28
 Visit to traffic park, if possible  Children traffic park, Sector 23,
Chandigarh
Page22 of
 Introduction to Traffic lights and symbols  Pictures of signs and symbols of
traffic rules*

 Enacting a traffic policeman controlling the
traffic
Wk 24 A Beautiful Cloth
(Feb)  Activity of printing with the help of
 Different types of clothes ladyfingers, potatoes etc (Page 155)#
 Use of different colours
 Designs on fabrics
 Use of Vegetable Dyes  Making a paper cloth with the help of paper
strip (using concept of weaving) (Page 155)#
 Observing threads of Mette cloth/ Sack/  School Home Science Laboratory

Woolen cloth and its measurement.
 Preparing printing blocks using patatoes, lady  Different samples of clothes,

finger etc and printing designs on paper using samples of block printing with
water colours. vegetables dyes, different designs
of fabric.
 Demonstration of Tie and Die method  Tie and Die method*

Wk 25 Web of Life
(Feb)  Making a flow chart of pictures of living and
Interdependence of all living/non non living things inter dependent on each other
living things on each other and forming a web. (Page 156-157)#
 Collecting pictures of plant eating animals and

pasting in the note book (Page156-157)#
 Observing and reporting the food habits of a  Visit to the school park
bird and an animal for three days  A field trip to near surrounding
28
Page23 of
 Showing picture of a food chain  Picture of a food chain *
Last two weeks of February are for Reflective Assessment and other activities.

Objectives of teaching environmental Studies
Introduction
24 of 28
people);
Page
below;

o Relationships.
o Work and Play
o Animals
o Plants
25 of 28
Page

2. Food
3. Shelter
4. Water
5. Travel
26 of 28
Page

those systems?
environment.
do.

27 of 28
Page

28 of 28
Page
Sincere Thanks to
Dr. Surender S. Dahiya

Director, SIE, Chandigarh
Our Team
Programme Coordinator Mrs. Sangeeta Chhabra

Lecturer, SIE, Chandigarh
Team Coordinator Mr. Satinder Jeet Singh

T.G.T., SIE, Chandigarh
Team members Mrs. Seema Dhillon

T.G.T., GMSSS-44, Chandigarh
Mr. Takinder Singh

T.G.T., GHS Sarangpur, UT Chandigarh
Mrs. Suman Sharma

Academic Plan
of
(Class IV)

Introduction
23 of 27
people);
Page
below;

o Relationships.
o Work and Play
o Animals
o Plants
24 of 27
Page

2. Food
3. Shelter
4. Water
5. Travel
25 of 27
Page

those systems?
environment.
do.

26 of 27
Page

27 of 27
Page
Academic Plan
of
(Class IV)

(Class IV)
Wk 1 Going to School
(Apr)  How the students in  Locating Kerala, Rajasthan, Haryana on the  Political Map of India*
different regions reach map of India
school in morning
 Different terrains and  Identification of transport used in a particular  Political Map of India*
climate conditions in India area depending on the climatic and  Physical Map of India*
 Different modes of topographic conditions (Pages 1 - 10)#  Worksheets*
transportation  Crossword Puzzle*
 Introduction to different
types of bridges  Listing of different types of bridges and their
usage in particular region of country
(Pages 1 - 10)#
 Describing the use of pulley (Page 2)#
 Making of trolley using a firki and a match

box*
 Making of walnut Boat*
 Making a picture of Jugad*
1 of 27
Page
Wk 2 Ear to Ear
(Apr)  Different shapes of ear  Making ears of different animals with the help
 Visible/ Invisible ears of of clay /drawing pictures of ears of different
animals animals / finding correct ears of animals
 Distinction between (Pages 11,12,13)#
animals with hair or
without hair  Listing the animals whose ears can / cannot
 Distinction between be seen (Page 12)#
animals which lay eggs or
give birth to babies  Identifying animals on the basis of pattern on
 Identification of animals on skin (Page 14)#
the basis of pattern on skin
 Co-relation between  Co-relating visibility of ears; hair and
visibility of ears; hair and reproductive pattern among animals
reproductive pattern among (Page 15, 16)#
animals
 Discussion on pets at home (Pages 17,18)#
 Drawing picture of pet at home (Page 18)#
 Discussing the extinct and endangered species  Pictures of endangered and extinct
of animals (Pages 19,20)# animals*
 Visual clips on endangered species (
http://www.youtube.com/watch?v=LaQ
d7Zfqj7g )
 Colouring the picture of Dinosaur.
2 of 27
 Making a Paper Bird (Page 20)#
Page
 Visiting Chhatbir Zoo and tabulating the  Chhatbir Zoo 20 km away from
animals on the basis of shapes of ears, pattern Chandigarh.
on skin and their reproduction pattern.
 Integrate with the lesson ‘THE

DONKEY’, ‘I HAD A LITTLE
PONY’ and ‘THE MILKMAN’S
COW’ from MARIGOLD, English
book of class IV.
Wk 3 A day with Nandu  Discussing the animals living in herds  Pictures of animals living in groups*
(May) (Page 25- 26)#
 Group behaviour of
elephants  Discussing the advantages of staying in a
 Animal and human group with reference to elephants (Page 25)#
interaction
 Discussion on animal rides (Page 26-27)#
 Making a paper elephant (Page 28)#
 Discussing how humans use animals for their  Worksheet *

own entertainment (Page 29)#
 Discussing the different uses of trunks by  Pictures of elephants using their trunks *
elephants
3 of 27
Page
Wk 4 The Story of Amrita
(May)  Sensitizing the students  Narrating the story of Amrita (Page 31-35)#
about the trees,
 Introduction of concept of  Locating Rajasthan on the map of India*  Map of India*
deforestation and how it
effects our environment,  Discussing the hunting of Birds and Animals
 Role of Bishnois in saving (Page 36-37)#
environment
 Writing about any one tree at home / School
(Page 35)#
 Discussing the uses of Khejadi tree (Page 37)#  Worksheet*
 Discussing about relationship between trees  Pictures of nests, birds on trees *

and birds
 Listing the importance the trees in our lives*  Importance of trees*
 Discussing methods to save trees  Ways of saving trees*
 Organising a Poster Making Competition on

saving trees
 Painting a tree*
 Discussion on Chipko Movement*
4 of 27
 Encouraging students to adopt a tree in the  Documentary movie on afforestation
school and look after it. and deforestation.
(http://www.youtube.com/watch?v=UkB
Page
yV2I-dlE)

 Integrate with “THE GIVING TREE”
of “MARIGOLD , book class IV.
Wk 5 Anita and the Honey Bees

(May)  Education and dream school  Narrating the story of Anita (Pages 38-44)#
 Becoming a bee keeper
 Type of bees and type of  Locating Bihar on the map of India.  Map of India*
ants
 Development in bee keeping  Discussing the role of different bees  Worksheets*
 Problems of a girl child (Pages 44-45) #
 Drawing a honeybee hive (Picture on Page

45)#
 Drawing an ant in the notebook and colouring

it (Page 46 )#
 Making insects by using peanut shells and

colouring them (Page 46)#
 Visiting the school garden to know how ants

move in a line, their colour & size, food eaten
by them and work done by them (Page 46 )#
 Students may be asked to match the ants and

bees with their description*
5 of 27
 Visiting a bee-farm (if possible )
 Discussing the first aid for bee’s sting*
Page
Last week of May for Assessment and other activities.
Wk 6 Omana’s Journey
(July).  Children’s experience about  Narrating the story of Omana’s Journey
train journey (Pages 48-51)#
 How to prepare for the
journey  Discussing the happenings in the compartment  Pictures of train and railway station*
 Importance of ticket, of a train during the journey (Page 49)#
 View of railway station at
different places,  Visiting a railway station (if possible )
 Facilities available in the
train,  Describing the things and the people involved  Cross word puzzle *
 Various do’s and don’ts in various activities on a Railway Station
during train journey (Page52)#
 Locating Gandhidham, Ahmadabad and  Political Map of India*

Valsad in Gujarat and Kozhikode in Kerala on
the map of India.
 Making model of train with the help of match

box (Page 75)#
 Enlisting the things required during a train
journey*
 Discussing the various Do’s and Don’ts during

train journey*
6 of 27
Page
Wk 7 From the Window
(July)  Different types of bridges,  Narrating the story of Omana’s Journey (Pages
tunnels and level crossings, 53-59)#
 Diversity in languages,
clothes, food and landforms
of different states of India  Locating Kerala, Gujarat, Maharashtra and  Political Map of India*
Goa on the map of India.
 Naming various fuels used in different trains.  Pictures of steam engines, (coal),
electric engines*
 Worksheets *
 Drawing pictures of signs and signals used

during train journey*
 Making models of tunnels, Railway Bridge,  Pictures of various types of bridges*

Transport Bridge, Level Crossing etc.
 Discussing about different states of India –  Physical map of India*

their language, clothes, food and landforms  Pictures depicting culture of Kerala,
Goa, Maharashtra*
 Worksheets*
Reaching Grandmother’s
House
 Various modes of  Narrating the story of Omana’s Journey from
7 of 27
transportation in Kerala railway station to home (Pages 60-62) #
 Importance of train ticket,
 Filling of railway  Enlisting the things required during a boat
reservation/ cancellation journey.*
Page
forms,
 Use of railway time-table
 Locating Kerala on map of India  Political Map of India*
 Discussing sceneries , culture, wild life of  Pictures depicting culture, sceneries,

different states of India (Kerala, Goa, wildlife of different states of India.*
Maharashtra)
 Discussing topographic conditions of Kerala  Physical map of India*

(Pages-60-62)#  Worksheets*
 Reading a Railway Ticket and discussing the

information provided on it (Page-63)#
 Reading the train time Table and discussing

the information provided on it (Page-64)#
Wk 8 Changing Families
(July)  Changes in the family due  Discussion on changes in the family due to  Worksheets on Pages (66 -73)#
to o birth of a new baby,
o birth of a new baby, o transfer of a family from one place to
o transfer of a family from another,
one place to another, o a wedding in the family
o a wedding in the family (Pages 66-73)#
 Comparison in families of
yesterdays, these days and  Discussing the concept of a Joint and a  Pictures of a Joint and a Nuclear family
of coming days i.e. Nuclear family
tomorrow's family.
8 of 27
 Importance of going to  Pasting pictures of the wedding attended  Wedding album available at home
school recently in the note book (Page 71)#
 Understanding of marriage
Page
laws

 Preparing a list of changes in the family in last  Worksheet on (Page 74) #
ten years on the basis of information gathered
from senior family members (Page 74)#
 Discussion on the marriage laws and

importance of going to school*
 Discussing the different stages of life of a girl*
Wk 9 HU TU TU, HU TU TU–
(July)  Different games at home  Discussion on importance of rules of games  Worksheet on Page (78-79)#
and school (indoor and (Pages 78 – 79)#
outdoor games)
 Importance of rule and  Introduction to the game of Kabaddi
number of players (Pages 79 - 80)#
 Idea of fair play and
restrictions on games  Narrating story of the three sisters who were
 Discrimination in games on Kabaddi players (Pages 81-83)#
the basis of gender, caste
and class ,  Discussion on discrimination in games on
 Understanding of Kabaddi the basis of gender, caste and class
game, (Pages 81-83)#
 Importance of coach in
uplifting the any game  Enlisting various indoors and outdoors  Pictures of local and traditional games*
games.
 Pasting pictures of famous sport  Newspaper and sports magazines*

personalities in the note book and writing  Worksheet*
9 of 27
five lines.
 Drawing the picture of a favorite game and  Worksheet*
Page
writing five lines on it.

 Dividing class into two groups and playing
any outdoor game with proper rules and
regulation.
Wk 10 The Valley of Flowers

(Aug)  Different flowering plants  Locating Uttranchal and Kerala on the map  Map of India*
and the seasons of India, the places famous for flowers, and
 Different flowers on basis introducing the Valley of Flowers
of shapes, colours, petals, (Page 84)#
aromas etc.
 Introduction to Madhubani Paintings
 Uses of flowers in daily life
(Page 85)#
 Preparing a design showing flowers on the
note book (Page 85)#
 Naming the different flowers (Page 86)#
 Showing an original flower and identifying  Labelled Diagram of flower*

its basic parts (Page 88)#  Worksheets *
 Showing a bud and a fully blossomed flower  Worksheet on matching the bud with its
and differentiating between the two flower*
(Page 89)#
 Listing the flowers according to the uses like
in medicines, scent, as a vegetable, for
colour dying, decoration etc. (Pages 90-94)#
10 of 27
 Collecting flowers that have fallen from
trees / plants, drying them and pasting on the
notebook / preparing cards (Page 95)#
Page
 Making a flower using coloured paper*
 Planting any flowering plant and observing  School or home garden
its bud blossoming into flower.
(This Chapter may be done in the Spring

Season.)
Wk 11 Changing Times
(Aug)  Concept of changing society  Narrating the story of Chetan Das
from time to time and (Pages 96-101)#
change in living standards
 Type of houses,  Showing the map of India before and after  Map of India before and after partition*
 Cooking methods - partition and locating Pakistan
traditional and modern
 Sewerage system  Discussing the different types of houses as  Pictures of different houses*
described in the chapter and listing the  Worksheet*
differences
 Showing the samples of the material used in  Worksheet on Page 105#

construction in earlier times and now a days.  Worksheet*
(Pages 96-101) #
 Discussing the traditional and modern ways of  Picture of Kerosene and Gas stove*
cooking and enlisting the differences
(Pages 99-100)#
11 of 27
 Naming the persons involved in the  Worksheet on Page 103#
construction of a house and listing the tools  Worksheet*
used by them (Pages 102-103)#
Page
 Enlisting the differences in the toilets used in  Pictures of Indian and Foreign style of
past and present (Pages 99-101)# Toilet Seats.*
 Making models of different types of houses  Pictures of a Kachha and Pakka House*
( Kachha and Pakka House)
 Visiting a construction site nearby (if possible)

followed by discussion in the class room.
 Making the layout plan of a house
 Refer to Chapter 2 ‘SAADA NAVAN

GHAR’of Punjabi text book of Ist
language of Class IV.
Wk 12 A River’s Tale
(Aug)  River as a source of water  Tracing the origin /source and journey of any  River on physical map of India.*
 The origin and journey of a river of India (Pages 106-110)#
river
 Water pollution - its  Naming the important rivers in India*
causes.
 Ways of cleaning water  Story writing on a given picture (Page 106)#
 Importance of safe drinking
water.  Discussing the causes of Water pollution  Pictures showing sources of Water
(Page 110)# Pollution*
 Worksheets*
 Holding the slogan writing competition on the

use of safe drinking water.
12 of 27
 Demonstrating the things that dissolve / do not
dissolve in water. (Pages 110-111)#
Page
 Discussing the ways of cleaning water to make
it safe for drinking (Pages 112)#
 Drawing pictures showing the ways of  Pictures of animals / plants that live in
cleaning the water (Pages 112)# water*
 Showing the effect of water pollution on  Pictures showing the effect of water
animals / plants that live in water* pollution on animals / plants that live in
water*
 Video on effects of water pollution
http://www.youtube.com/watch?v=Ku5d
gUtXcLo
Wk 13 Basva’s Farm
(Aug)  Steps of raising a crop  Discussing about process of raising a crop by
 Identification of narrating the story of Basava’s Farm
agriculture implements (Pages 113-117)#
 Work of the farmer
 Identifying the different tools used in farming  Pictures/illustrations/flash cards of tools
(Page-116)# used in agriculture*
 Worksheet*
 Arranging pictures of steps of raising a crop in  Worksheet*

proper sequence (Page 118)#
 Showing different modes of transport used to  Pictures of modes of transportation used

carry fruits and vegetables to market.* to carry vegetables and fruits.*
13 of 27
 Teacher may fix time with school gardener so  School Gardener
that he may show the children the various
implements used by him to prepare the soil
and discuss the methods of gardening.
Page
Wk 14 From Market to Home
(Sept)  Daily routine of the  Narrating the story ‘From Market to Home’.
vegetable seller (Pages 119-122)#
 Value of time
 Ways of keeping  Visiting a Vegetable Market.
vegetables fresh
 Differentiation between  Differentiating between fruits / Vegetables on  Worksheets *
fruits/ Vegetables on the the basis of colour, shape, texture and time for
basis of colour, shape, which these stay fresh etc. (Pages 124-126)#
texture and fragrance etc.
 Measures used for  Discussing the various measures used in  Pictures of measures used in measuring
weighing/counting weighing vegetables* vegetables and fruits*
vegetables/fruits.
 Making designs using Vegetable blocks*
 Discussing the ways of keeping vegetables

fresh*
Last three weeks of September and first week of October are for Reflective Assessment and other
activities
Wk 15 A Busy Month
(Oct)  Introduction to the world of  Reading the Letter of Gijubhai from the book
birds and animals, and Discussion on various types of birds and
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 Making of nests, variety of differentiating them on basis of beaks, feather,
nests, laying of eggs and feet etc (Pages 127-130)#
feeding young ones,
 Different types of beaks /  Discussion on variety of nests*  Pictures of different types of nests*
Page
feet of birds according to  Worksheets *
use
 Different types of teeth of  Making a nest by using straws stripes of  Worksheet*
Animals according to food things/fabrics, short sticks, dry grass, pieces of
they eat yarn, feathers, dried petals, cotton, wool or
pieces of clothes (Page 131)#
 Making a small paper bird*
 Making Charts of Animals living on land & in  Pictures of animals living on land & in
water and birds on trees (Pages 132-133)# water and birds*
 Showing the feet /claws of different birds and

discussing about their use. (Taking Students to
Biology Laboratory) (Page 133)#
 Showing the different types of beaks of birds  Worksheet*

and teeth of animals and discussing about their
use. (Taking Students to Biology Laboratory)
(Page 134)#
 Discussing the different types of animal teeth

and their use for different purposes
(Page 135)#
 Visiting Chhatbir Zoo  Chhatbir Zoo 20 km away from

Chandigarh.
15 of 27
Wk.16 Nandita in Mumbai
(Oct)  Different life styles / living  Locating Mumbai in the map of India.  Map of India*
Standards of rural and
Page
urban area  Naming the various maternal relations.
 Difference between
villages and cities in regard  Comparing Mama’s House at Mumbai and  Worksheets*
to water supply and Nandita’s House at village and drawing the
sanitation pictures of the two houses (Page 138)#
 Problems of slums
especially in Mumbai  Scene at public tap in a slum area may be  Videos on shortage of water
 Problem of shifting to a enacted (Page 139)# http://www.youtube.com/watch?v=TcRu4n
new place in Mumbai NMwy0
 Maternal relations http://www.youtube.com/watch?v=4jjwKpP
G-Jk
 Drawing different types of localities like

locality in a village, in slums and colony with
multi-storeyed flats. Writing two facilities and
two problems faced by each of them
(Pages 142 - 143 )#
 Discussing the different types of houses

(Page 143)#
 Discussing the problem of shifting to a new

place in Mumbai due to various reasons
(Page 145)#
Wk 17 Too Much Water, Too Little

(Oct) Water
 Importance of clean water  Narrating stories given in the chapter followed
16 of 27
 Harmful effects of polluted by discussion on following ideas:
water. o How water gets polluted
 Water borne diseases. o Different ways to clean water.
 Water Games o Ways we tend to waste water
o Methods of water conservation.
Page
 Importance of water
(Pages 146-150)#
conservation
 Preparing of ORS and its  Preparation of ORS (Page 151)#
application
 Carrying out Water survey in school
(Pages 151 - 155)#
 Discussing about water borne diseases and
collecting data related to it (Page 155)#
 Narrating story on the Children Panchyat

(Page 156)#
 Making Model of a house with its rooftop

filled with water to show how through
pipelines this water can be supplied for use*
 Locating Karnataka, Andhra Pradesh,  Political Map of India*

Maharashtra on political map of India.*
 Discussing the methods of water  Pictures of different ways of water

conservation* conservation*
 Refer to Chapter 22 ’PAANI’ of Punjabi

book of Ist Language of Class IV.
Wk 18 Abdul in the Garden

(Nov)  Different functions of roots  Narrating the story ‘Abdul in the garden’  Activity to observe roots of the plant*
 Prop roots in a Banyan tree followed by discussion on various functions of
17 of 27
 Effect of deforestation, and roots. (Pages 158-162 )#
laws preventing it.
 Growth in living things  Classifying vegetables into roots, stem, flower
etc. (Page160)#
Page
 Identifying and discussing the various types of  Pictures of different edible of roots *
roots eaten as food (Page160)#  Worksheet*
 Growing sprouts from moong dal, channa,  Moong dal, channa, rajma and damp
rajma (Pages 162-163)# cloth.
 Discussion on how roots grip water

(Pages 159-164)#
 Discussion on different types of roots and their  Pictures of different types of roots of
importance * plants*
 Worksheets*
 Listing the things that grow(Pages 164-165).#  Refer to Unit 8 ‘The Giving Tree’ of
English Book Marigold of Class IV.
Wk 19 Eating Together
(Nov)  Importance of community  Drawing a picture and writing on a festival
eating celebrated in their family.
 Names of various festivals
and their importance  Celebrating a festival in the class.  Local festival may be considered
specially Bihu of Assam
 Mid Day Meal scheme  Labeling and locating Assam, Tamil Nadu and  Political Map of India*
 Importance of balanced diet Punjab on the map of India and writing names
of the festivals celebrated there.
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 Enlisting the special food and dresses worn on  Pictures on culture of different states*
Baisakhi, Bihu, Pongal etc.*
 Introduction to the Mid day Meal scheme and  Worksheets *
Page
writing the Menu of Mid day Meal (Page 73 )#

Wk 20 Food and Fun
(Nov)  Community eating like in a  Visiting a Gurudwara or a Temple and having  Most nearby Gurudwara or Temple
Gurudwara,temple,etc langar followed by discussion on the
 Life in boarding school experience of community eating
 Writing a note on the observation about food

preparation at Gurudwara, paste or draw
pictures associated with it (pages 175-177)#
 Discussing the differences between set up of a  Pictures .related to school hostels*

boarding school and normal school
 Worksheets *
Wk 21 The World in My Home –

(Nov)  Highlighting different  Narrating the different stories given in the
interests of family Chapter (Pages 179-185)#
members
 Different rules for girls  Making the list of family members and writing  Activity sheet *
and boys about the different roles played by them *
 The value of honesty ,
 Behavior of elders that  Discussing about gender discrimination with  Pictures depicting gender
hinder the progress sensitivity. discrimination*
 Distinction between  Worksheets *
good and bad touch
 Role play on distinction between good and bad
touch*
19 of 27
 Arranging a session with the School  School Counseller.
Counselor.
Page
The entire month of December and first two weeks of January are for Reflective Assessment and other
activities
Wk 22 Pochampalli
(Jan)  traditional occupations  Visiting a Handicrafts Exhibition.  Local handicraft mela or exhibiton
in different parts of
India like Carpet  Making or pasting pictures of different  Pictures of different handicrafts existing
weaving, Itr production, handicrafts works on scrap file (Page 190)# in India*
Art of weaving Silk
sarees, etc  Discussing and Writing the steps of weaving a
 Danger of extinction of saree (Page 187)#
traditional handicrafts
 Discussing how talent of handicrafts pass from
one generation to another (Pages 189-190)#
 Discussion on various tools used for  Pictures of tools *

traditional handicrafts *
 Locating Pochampalli on the map of India*  Map of India*
Wk 23 Home and Abroad

(Jan)  Information about Abu  Making a scrap file on different cultures,  Pictures of dresses, soils, currency etc of
Dhabi and Indian state dresses, soils, currency etc of Kerala and Abu Kerala and Abu Dhabi *
Kerala, Dhabi.(Page-195)#
 Life of desert and life of
coastal area included  Discussion on currencies (Pages 196-197)#
20 of 27
climate, dresses and
currency  Showing and discussing different modes of  Pictures of Land, Water and Air
 Different modes of travel travel.* transports*
Page
 Locating Kerala and Abu Dhabi on the map of  Map of India and Map of world*
world.
 Recognising the currency notes of different  Worksheets *

countries (Page 198) #.
Wk 24 Spicy Riddles
(Feb)  Importance and uses of  Reading the riddles given in the Text Book in .
spices in daily life the class followed by discussion on their
 Spices for preparing properties and uses. (Pages 199-201)#
garam masala
 Bringing spices used in kitchen to the  Cumin seeds, Cloves, Cinnamon,
classroom and recognising the spices by Amchur, Chilly powder.
smelling and touching (Page 202 )#  Worksheets *
 Listing the Indian names of the spices used in  Worksheets *

daily life.
 Enlisting the material used for preparing

Garam Masala (Page 202 )#
 Preparing Fruit / Allu chat (Page 203 )#
Defence Officer: Wahida

 Life in defense forces  Narrating the story of Defence Officer:
21 of 27
 Contribution of women’ in Wahida and writing about life in Navy (Page
society 204-209)*
 Life history of Wahida as
Lt. Commander  Locating Rajouri in map of Jammu and  Map of India showing Jammu and
Kashmir.* Kashmir.*
Page
 Writing the rankings in Defence Services.*  Worksheet *
 Enlisting women in important occupations  Worksheet *

with examples*
Wk 25 Chuskit goes to School -  Narrating the story of Chuskit

(Feb)  Problems of physically (Page 210-214) #
challenged ,
 Education for all  Collecting some information about Ladakh  Map of India*
 Problem in hilly areas and locating in the map of India*  Pictures of Ladakh*
and climatic conditions
 Discussing the people with special needs *  Pictures of children with special needs *
 Teacher may invite a special child and ask him  Worksheets*

to discuss the problem he faces in daily life
 Discussion on Wheel Chair, Ramp and Stairs  Pictures of Wheel Chair, Ramp and
and their utility * Stairs*
Last Two weeks of February are for Reflective Assessment and other activities.
22 of 27
Page
Introduction
23 of 27
people);
Page
below;

o Relationships.
o Work and Play
o Animals
o Plants
24 of 27
Page

2. Food
3. Shelter
4. Water
5. Travel
25 of 27
Page
those systems?
environment.
do.

26 of 27
Page
27 of 27
Page
Sincere Thanks to

Our Team



Mr. Takinder Singh

Mrs. Suman Sharma

Introduction
22 of 26
people);
Page
below;

o Relationships.
o Work and Play
o Animals
o Plants
23 of 26
Page

2. Food
3. Shelter
4. Water
5. Travel
24 of 26
Page

those systems?
environment.
do.

25 of 26
Page

26 of 26
Page
Academic Plan
of
(Class V)

(Class V)
Wk.1 Super Senses  Recapitulating the names and functions of Five  Pictures of five sense
(Apr)  Five senses and organs sense organs in humans organs*
involved .  Worksheets *
 Behaviour of animals
 Concept of hibernation  Discussing different senses of Animals (Page 1)#
 Observing and recording the behaviour of Ants

after dropping something sweet (Page 2)#
 Discussion on smelling power of Mosquitoes and

Dogs (Page 3)#
 Listing the various smells liked and disliked by

students (Page 4 - 5)#
 Discussion on different birds with reference to

their eyes (with special reference to the super
eyesight of various birds) (Page 6)#
 Differentiating between looking with one eye or  Activity

both eyes (Page 6)#
 Discussion on colours as seen by different

Animals / Birds (Page 7)#
Page1 of 26
 Listing animals with ears bigger than ours  Worksheet*
(Page 8)#

 Enacting the link between the size of animals’
ears and their hearing (Page 8)#
 Mimicry of sounds of animals in different  Video on animal sounds

situations. (Page 9-10)# (http://www.youtube.com/
watch?v=t99ULJjCsaM)
 Developing our own language of sounds and  Group activity*

playing blind fold game and the students may be
asked to recognize on the basis of the sounds they
make (Page10#)
 Introducing the concept of HIBERNATION  Pictures of animals in

(Page 10)# hibernation.*
 Worksheet*
 Expressing the sleeping time of animals

(Page 11)#
 Discussing the special features of TIGER

( Page 12)#
 Listing reasons for hunting various wild animals

( Page 13)#
 Making a paper dog (Page 14)#
 Locating national parks on map of India*  Map of national parks in

India*
Page2 of 26
Wk.2 A Snake Charmer’s Story  Showing the pictures and visual clips of a Snake  Picture of Snake charmer*
(Apr)  Studying the communities charmer (Page 16)# Visual clips of Snake
dependent on animals with Charmer in action
special reference to snake (http://www.youtube.com/

charmers watch?v=xVEhnoYJtok)
 Changing patterns of wild
and domestic animals  Showing the musical instruments used by snake  Pictures of musical
 Sensitizing the students charmers* instruments used by snake
against cruelty to animals charmers*
 Narrating the story of Roshan Nath
(Page 16 – 18)#
 Discussing the attitude of humans towards the  Worksheets*

animals and understanding the animal cruelty
(Page 19)#
 Discussion on laws of for protection of animals.
 Enlisting and recognizing the poisonous snakes  Pictures of Snake Fangs*

(Page 20)#
 Collecting information about the people who keep

animals for their livelihood. (Page 20 – 21)#
 Making of a snake puppet (Page 21)#
Wk.3 From Tasting To Digesting  Explaining the concept of mouth watering with  Activity*
(May)  Talking about different the help of activity (Page 23)#
tastes
 Process of digestion  Introducing the concept of Taste Buds  Samples of Lemon Juice,
 Behavior during hunger, (Page 24 -25)# Sugar, Salt, Bitter Guard,
food habits Chillies etc.
 Balanced Diet
Page3 of 26
 Drawing of diagram of tongue and showing taste  Labeled diagram of
buds on it. Tongue, showing taste
buds*

 Observing and recording the taste and smell of  Samples (realia) of food
different food items (Page 25)# items like Saunf, Garlic,
Onions, Chillies etc.,
 Observing the difference between simple  Activity (Page 25 - 26)#

chewing and chewing well (Page 25)#
 Drawing the path of the food through the human  Worksheets *

body. (Page 27)#.
 Enacting the feeling of hunger (Page 27)#
 Discussing the use of Glucose (Page 28,29)#
 Reciting the poem Martin’s Window (Page 29)#
 Narrating the story of Beaumont to explain

digestive system (Pages 30-31)#
 Narrating the story of Rashmi and Kailash to

explain the importance of healthy food. (Page 32
- 33)#
 Narrating the story of Gomti to explain the

proper utilization of food (Page 34)#
 Showing a chart of balanced diet*  Chart of balanced diet*
Wk. 4 Mangoes Around The Year  Naming the food items those get spoiled in short
(May)  Food storage and wastage time and can be kept for long time. (Pages 35-
Page4 of 26
 Information printed on 36)#
food products like-expiry,
weight, date of packing  Reading the information given on the packets of  Wrappers of the Biscuits
 Mangoes-ripe and unripe biscuits e.g. date of manufacturing, expiry dates provided during mid day

and products prepared etc. meal.
from mangoes
 Storage and preservation  Observing and recording the changes in bread due
of food items to spoilage produced by microorganism (Page
37)#
 Discussing preservation of food items like Milk,  Methods of preservation *

Pickles etc. used at home (Page 38,40)#
 Narrating the story ‘ Summer Treat – Mamidi

tandra’ (Page 38-40)#
 Write down the recipe of making mango

CHUTNEY (Pages 39,40)#
 Introducing the concept of Milk Pasteurisation*
 Listing the food items and their signs of spoilage*  Worksheet*
Wk.5 Seeds And Seeds  Listing the things that are soaked in water before
(May) cooking (Page 42)
 Germination of seeds
 Seed shapes, size ,colour  Showing the importance of proper conditions for  Documentary on
and texture sprouting with the help of an activity and germination of seeds
 Method of sprouting recording the observations (Page 43)# (national geographic.com)
 Dispersal of seeds through
air, water, birds and  Planting seeds and recording the changes for two
human beings weeks (Page 44 - 45)#
 Discussing the characteristics of a Pitcher Plant  Visual of a Pitcher Plant
Page5 of 26
( Page 46)# (http://www.youtube.com/
watch?v=bDCUnxcJYSM
&feature=related)

 Recognizing the seeds on basis of their colour,  Realia or pictures of
size and texture (Page 47)# different types of seeds*
 Listing the uses of various types of seeds (Page

47)#
 Drawing of diagram of fruits with (a) few seeds  Pictures of dissected fruits-
(b) many seeds Orange, Mango,
Watermelon*
 Discussing the concept of dispersal of seeds

(Pages 48,49)#
 Narrating the poems on the countries of origin of

various plants (Page 50)#
Last week of May for Assessment and other activities.
Wk.6 Every Drop Counts  Narrating the story of Ghadsisar and Albiruni, the
(july) famous traveler and discussing the system of
 Traditional ways of drainage of Rain Water in India in ancient times. .
Wk.7 conservation of water, its (Page 51 - 52)#
(July) need in present scenario
 Locating Uzbekistan in the map of ASIA  Map of Asia or world
 Observing the difference between Wells and Step

Wells (Page 53)#
 Showing the pictures and discussing the customs  Pictures of the Customs
Page6 of 26
related to water (Pages 54-55)# related to water*
 Showing the pictures of various types of pots and  Pictures of various types of

stone carvings near the place of drinking water pots and stone carvings
(Page 55)# near the place of drinking
water*
 Discussing the reasons why wells are drying

(Page 56)#
 Making a list of sources of water for our daily  Pictures of sources of

need (Page 57)# water*
 Reading a water bill and discussing and recording  Water bill*

its information in class (Page 58 - 59)#
 Organizing poster making competition on saving

water
 Narrating the story of ‘Darki Mai’ to show

importance of rain water harvesting (Page 59)#
 Making a list of rain water harvesting methods*  Pictures of different

methods of water
harvesting in ancient times
( wells, step wells, boalis
etc. *
 Documentary films on
water harvesting and
conservation (national
geographic. com)
Page7 of 26
 Listing ways of saving water in daily life*
 Refer to chapter 16 ‘Paani
Re Paani’ of Hindi text
book RIMJHIM-V

Wk.8 Experiment With Water  Narrating the poem (Page 61)#
(July)  Different forms of water
 Soluble and insoluble  Experimenting and observing the floating  Work sheets*
objects in water ,floating property of any five objects on water (Page-62)#
and non floating objects
 Basic concepts about  Introducing the concept of heavy water with the  Pictures of Dead Sea*
liquids and litre as unit of help of an activity (Page 63)#
measurement of volume
 Grouping the things as soluble and insoluble
(Page 63 - 64)#
 Demonstrating the process of EVAPORATION

in Science Labortory (Page 65)#
 Discussing the Dandi March to explain the  Visual clips of Dandi

importance of salt and its origin, sea (Page66)# March
(http://www.youtube.com/
watch?v=WCvuo_NZcjo)
watch?v=nxH8aVNIb0Q&f
eature=related)
 Enlisting any five objects we obtain from sea  Pictures of objects we

obtain from sea*
Wk.9 A Treat for Mosquitoes  Discussing the causative agents and signs and  Visual clips on spread of
(July)  Malaria-its symptoms of malaria (Page 67 - 68)# malaria and its prevention.*
causes,diagnosis,treat
ment,analysis,cure  Observing and drawing conclusions from the  Worksheets *
 Causes of mosquitoes clinical pathology reports (Page 69-70)#
Page8 of 26
breeding
 Clinical and  Listing DO’s and DONTS’ to check mosquito  Pictures of cinchona tree *
pathological report breeding (Page 71)#

 Showing the pictures of iron rich food and  Pictures of iron rich food *
discussing the importance of iron in our daily
food (Page -71)#
 Discussing the process of breeding of  Pictures showing the

mosquitoes.(Pages 72-73)# process of breeding of
mosquitos*
 Surveying around the school and noting down any  Area around school
mosquito breeding place. (Pages 73)# boundary wall
 Narrating the story of Ronald Ross  Pictures of Ronald Ross

(Pages 74 -75)# and female anopheles*
wk10 Up You Go  Locate Uttarkashi in map of India  Political map of India*

(Aug)  highest peak and
mountains of India  Narrating the story of mountain climbing  Pictures of rock climbing
 Leadership Qualities (Pages 76-85)# and tents*
and duties of class  Visual clip on
monitor mountaineering
 Climbing mountains (http://www.youtube.com/
and tools needed to watch?v=IMDfRQ91NXg)
climb mountains
 Discussing the responsibilities of a leader
(Page 78)#
 Name a few trees and animals found on  Pictures of trees and

mountains animals found in
mountainous regions*
Page9 of 26
 Prepare a list of special equipments needed to  Pictures of mountaineering
climb mountains, if possible collect or draw these equipment*
equipment (Page 80)#  Worksheets *

 Showing the videos of Snow Storms (Page 85)#  Video on snow storm
watch?v=XmqySBLKQ1M
&feature=related )
 Listing great Indian personalities involved in  Pictures of great Indian

mountain climbing and mountaineering institutes personalities involved in
in India * mountain climbing*
Wk.11 Walls Tell Stories  Visit to a museum at Art Gallery , sec 10 , chd(If  Museum*
(Aug)  Understanding the possible)
importance of historical
monuments in our life  Narrating the history of Golconda Fort (Pages 87-  Video on Golconda Fort
 Rich cultural heritage of 89)# (http://www.youtube.com/
India watch?v=ipcdDLstI_w&fea
 Architect used in ancient ture=related)
buildings  Worksheet *
 Idea about war and
destruction and importance  Discussing the fine architecture of past(Page89)#  Pictures of objects made
of peace out of metals(weapons,
 Bond between past and artifacts, frames)*
present heritage
 Recognizing the four directions (Page 90)#  Map of India showing the
four directions*
 Showing pictures of the weapons used in ancient  Pictures of the weapons

times and discussing metals used for making used in ancient times*
them.(Pages 92-93)#
Page10 of 26
 Discussing the arrangements of water in past
(Page 94-95)#
 Writing the importance of various sources of  Worksheet *

history such as maps, pictures, excavated things,
records, books and ledgers(Page 97)#
 Making of own museum and studying the old

paintings (Page 98)#
 Make a list of things made up of steel, bronze,

copper and aluminum
 Make a project on any fort of India and explain its  Pictures of different forts in
importance and relevance in Indian history. India*
Wk.12 Sunita In Space  Showing visual clips and pictures of Kalpana  Pictures, visual clips of
(AUG)  Arousing the interest of Chawla in space Kalpana Chawla
students on space travels (http://www.youtube.com/
 Introduce concepts like watch?v=KK5xe5-WFgQ)
“space”,Earth Gravity “
International Boundaries
 Phases of moon and aerial  Discussing the shape of earth (Page 100)#  Globe
view of earth 
 Narrating Sunita’s experience in space.  Video on talk of Sunita
 (Page 101)# Williams from space
watch?v=yvfJgQKCS2M)
 Studying the steps of Sunita’s journey through

pictures (Page 102)#
Page11 of 26
 Introducing the concept of gravity (earth’s pull)  Pictures* and visual clips
with an activity and weightlessness with pictures of weightlessness in space
and visual clips. (Pages 103,104,109)# (http://www.youtube.com/
watch?v=rQbc1HJc5Nw)

 Introducing the concept of lines on the globe  Globe
(latitudes and longitudes)(Pages 105,106)#
 Understanding the different phases of moon  Pictures and visuals on

(Pages 107)# different phases of moon*

 Drawing and labeling the different phases of  Worksheets*
moon(Pages 108)#
 Narrating the story of Sunita (how she became an
astronaut) and encouraging students to give their
best to fulfill their dreams. (Pages 109)#
 Refer to chapter 22 –
‘KALPANA CHAWLA’
of Punjabi Pustak of Class
V.
Wk.13 What If It Finishes  Enlisting vehicles which create pollution and  Pictures of vehicles which
(Aug)  Renewable and non which don’t (Page 111)# create pollution and which
Renewable natural don’t *
resources
 Sensitizing on burning  Studying the importance of oil and writing
issue of Rising Petrol different steps for its conservation
Prices and stressing the (Pages 112 - 114)#
Wk.14 need to save petrol
(Sept)  Need to develop  Organizing poster making and slogan writing
alternatives that are competition on the conservation of oil.
Page12 of 26
environmental friendly
 Enlisting the different products obtained from
petroleum (Page 114)#

 Comparing the increase in rates of petroleum and
diesel (Page 115)#
 Studying different uses of petroleum and diesel

from pictures (Page 116)#
 Discussing the use of dry wood and cow dung as  Pictures of use of dry wood
cooking fuel in rural areas (Page 117)# and cow dung as cooking
fuel in rural areas*
 Comparing and contrasting the cooking fuels used

in the past and present(Page 118-119)#
 Suggesting ways to save oil*  Methods of saving oil *
 Introducing the concept of renewable and non-  Pictures of Renewable and

renewable sources of energy non renewable resources*
 Worksheet*
 Discussing possible options for reducing the

number of vehicles on the road.
 Locating Indian states having oil fields on the  Political map of India with
map of India. * states having oil fields*
Last Three weeks of September and first week of October are for Reflective Assessment and other Activities
Wk 15 A Shelter So High  Narrating the journey of Gaurav from Mumbai to

(Oct)  Different kinds of shelter Srinagar(Pages 123-130)#
Page13 of 26
 Inculcating sense of
adventure  Locating the states one would pass through while  Political map of India*
 Respecting the diversity traveling from Mumbai to Kashmir *
that exists on our country  Discussion on problems faced by travelers on  Pictures of different things
high altitude and showing pictures of different they need while traveling

things they need while traveling.(Page 124)# on high altitude *
 Enlisting the cities having 0o C and below in  Pictures of cities *

winters(Page 127)#
 Discussing from pictures different types of houses

in Jammu and Kashmir(128)#
 On the physical map of India the students may  Physical map of India
colour the (1) Mountainous region (2)Plains (3) showing different
Plateaus (4) Islands topographic regions *
 Recording week’s weather report from newspaper  Newspaper from Library.
 Showing pictures of plants and animals found at  Pictures of plants and

high altitude* animals on high altitude *
Wk.16 When The Earth Shook  Narrating the story of earthquake in Bhuj (Page  Worksheets *
(Oct)  Introduction of natural 131-134)#
disasters
 Talking about Earthquake-its  Introducing the term ‘Richter scale’ and  Worksheet*
effects on society ‘Siesmograph’
 Coping up with Earthquake
 Stressing the need and  Listing the different types of helps during the  Pictures and Videos of
importance of neighbourhood disaster (Page 136)# different types of disasters*
 Showing pictures and videos of natural disasters
Page14 of 26
and discussing their effects (Page 136)#
 Make a First Aid Box in class  First Aid box*

.

 Mock Drill to prepare for Earthquake to minimize
the loss of lives and property.(Page 134-135)#
 Writing a report on floods(Page 137)
 Find out the names and addresses of organizations  Telephone Directory

that extend help during natural disaster like
nearby hospital. Ambulances, police station etc
and their telephone help lines (Page 137)#
Wk.17 Blow Hot ,Blow Hot  Narrating the story of Woodcutter

(Oct)  Explaining the concept of (Page 139-141)#
breathing
 Traveling of heat from  Discussing the concept of cold air and hot air
hotter to colder object (Page 142)#
 Vibration produced during
sounds  Making a Paper Whistle (Page 143)#
 Increase in breathing rate
while doing strenuous  Demonstrating that the air blown out of our
activity mouth contains water vapour. (Page 144)#
 Making a model of stethoscope using funnel and

tube (Page 145)#
 Activity on Breathing in and out and observing

the difference in body expansion (Page 144)#
 Counting Heart beat and breathing rate

(Page 145)#
Page15 of 26
 Making and playing of snake game to discuss
direction of airflow (Page 146)#

 Collecting pictures of musical instruments which  Pictures of Trumpet, Flute,
produce melodious or pleasing sound when we Shehnai, Saxophone,
blow them * Bigul*
 Making a breathing machine*
Wk.18 Who Will Do This Work  Discussion on different kinds of jobs specially the
(Nov)  Enlisting various kinds of Cleaning Job (Page 149)#
work
 Respecting dignity of  Collecting information and writing about the jobs
labour and laborers people don’t like / like to do (Page 149)#
 Narrating the story of Mahatma Gandhi

(Page 151)#
 Discussing the importance of changing the  Worksheets *

outlook/ views towards different jobs*
 List 5 different types of work that people do for

you, based on discussion or on general
observation
 Discussion on Gandhi’s role of creating equality

in society and restoring dignity for lesser
privileged ones
Page16 of 26
 Comparing and contrasting division of society on
basis of jobs in the ancient and modern times*

Wk.19 Across The Wall  Narrating the story of Afsana
(nov)  Highlighting the concept (Page 154-158)#
of concept of Equality
 Developing of  Discussing gender discrimination and
sportsmanship difficulties faced by girls in sports
 Recognizing the role of (Pages 158 - 164)#
famous women
 Sensitizing the students on healthy
competitions and spirit of sportsmanship
(Page 160)#
 Discussing the importance of coach

(Page 163)#
 Making a list of indoor and outdoor games  Pictures of local and

traditional games (Martial
arts, Boat race etc )
 Worksheets*
 Demonstration of games like Basketball,  School playground

volleyball
 Collecting information on eminent Indian  Pictures of eminent Indian

sportswoman sportswoman*
Wk.20 No Place For Us  Narrating the story of Jatryabhai to highlight the  Pictures on plight of
(Nov)  Differentiating lifestyle of problems of displacement (Pages 165-172)# migrants and displaced
villages and cities people ( Sardar Sarovar
 The reason for migration dam)*
of people
Page17 of 26
 Difficulties faced by  Enlisting the problems of migrants (Page 173)#*  Documentary on people
people involved in living in slums
migration, displacement, (http://www.youtube.com/
demolitions etc watch?v=Xdo0bjRWXMY)

 Draw a picture showing village life and city life  Worksheets*
and enlist main differences*
 Discussion on different aspects of dams  Pictures of Bhakra Dam*
Wk21 A Seed Tells a Farmer’s story  Discussing the different grains used in preparing
(Nov)  Identifying different types rotis (Page 175)#
of crops
 Relation of crop  Enlisting the methods to protect grains and pulses
harvesting and festivals (Page 175)#
 Respecting hardships of
farmer and farming
 Differences between  Identification of different grains – Corn, Mustard,  Pictures of Seeds of
‘manures’ and ‘fertilizers’ Wheat, Bajra, Rice, Chana (Pages 176-177)# different crops*
 Arranging the pictures in order to show the  Worksheet*

journey of seed from field to the plate
(Pages 180-181)#
 Tracing the problems of farmers (Page178)#
 Discussing the progress in Agriculture

(Pages 176-177)#*
 Listing different things made from same grain

(Wheat or Rice)*
Naming the different festivals in India related to  Pictures of major festivals
Page18 of 26

harvesting (Page 175)# in India*

 Refer to poem ‘HUM KYA
UGAATE HAIN’in Hindi
book RIMJHIM- V
The entire month of December and first two weeks of January are for Reflective Assessment and other Activities
Wk 22 Whose Forests  Narrating the story of Suryamani to explain the

& 23  Need and importance of importance of forests and adivasis
(Jan) forests for Adivasis (Pages 182-189)#
 Life and culture of
adivasis  Discussing the RIGHT TO FOREST ACT,2007
 Jhoom farming in (Page 186)#
Mizoram
 Movements to save trees –  Discussing Jhoom farming in detail (Page 189)#  Worksheet *
chipko
movement,Vanmahotsav,J  Showing the rich culture of Adivasis using  Documentary on culture of
harkhand jungle bachao pictures* adivasis
Andolan (http://www.youtube.com/
watch?v=riXwJJHR4Yo*
 Locate seven sister states ( north eastern states) on  Political map of India*
map of India
 Poster making competition on ‘Save Trees’
 Identify green belt closer to your area
 Reading the map of forests in India and

identifying dense and less dense forests
Page19 of 26
(Page 188)#
 Viewing of visual clip on afforestation  Documentary movie on

afforestation and

deforestation.
watch?v=UkByV2I-dlE)
Wk 24 Like Father Like Daughter
(Feb)  Identifying same traits  Discussing the unique habits and traits of
in families different families (Pages 192-195)#
 Understanding cause
of similar habits of  Identifying the similar habits and traits in the  Worksheets*
members and role of family.
environment in
shaping one’s
personality  Enlisting the diseases inherited from one  Pictures of diseases
generation to another inherited from one
generation to another
 Narration of story to sensitize the students on  Story on environment*

importance of surroundings in shaping the
personality of a person
 Observation of any twins and writing the

similarities in the likes and dislikes, behavior of
the two. (Page196)#
 Different causes of loss of hearing and its

treatment (Page199)
Wk.25 On The Move Again  Narrating the story of Dhanu to explain life of
(Feb)  Dependence of landless farmers (Page 200-203)#
Agriculture and
different types of  Discussing and collecting pictures of different  Pictures of traditional and
farmers methods of irrigation modern methods of
Page20 of 26
 Shifts in cultivation*
habitation,migration,tr
ansfers  Showing visuals on latest irrigation methods  visual clips on Sprinkle
 Demolition and (Sprinkle irrigation and Drip irrigation) irrigation and Drip
displacement

associated difficulties irrigation
 Effects on education of (http://www.youtube.com/
children of these watch?v=RO4SlWr7CJo)
families (http://www.youtube.com/
 Exploitation of needy watch?v=S3-5Ca7VJmM)
by greedy
 Role Playing of a moneylender and a landless  Newspaper clipping of
farmer highlighting the plight of farmers plight of farmers in debt
(Pages 200-201)#
 Enlisting the differences between farmers-

Landless farmers and Landlords
Last two weeks of February are for REFLECTIVE ASSESSMENT and other ACTIVITIES
Page21 of 26
Introduction
22 of 26
people);
Page
below;

o Relationships.
o Work and Play
o Animals
o Plants
23 of 26
Page

2. Food
3. Shelter
4. Water
5. Travel
24 of 26
Page
those systems?
environment.
do.

25 of 26
Page
26 of 26
Page
Sincere Thanks to

Our Team



Mr. Takinder Singh

Mrs. Suman Sharma

Sincere Thanks to

Our Team



Mr. Takinder Singh

Mrs. Suman Sharma


Academic Plan EVS 3-5 Classes

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OBJECTIVES OF TEACHING ENVIRONMENTAL STUDIES

NCF 2005 and Objectives of Environmental Studies

Themes for a Child Centered and Integrated Approach

1. Family and Friends:

State Institute of Education, Sector 32, UT Chandigarh

State Institute of Education, Sector 32, UT Chandigarh

Students are working towards:

State Institute of Education, Sector 32, UT Chandigarh

STATE INSTITUTE OF EDUCATION

NCF 2005 and Objectives of Environmental Studies

State Institute of Education, Sector 32, UT Chandigarh

Themes for a Child Centered and Integrated Approach

1. Family and Friends:

State Institute of Education, Sector 32, UT Chandigarh

State Institute of Education, Sector 32, UT Chandigarh

Students are working towards:

State Institute of Education, Sector 32, UT Chandigarh

STATE INSTITUTE OF EDUCATION

Week Content Suggested Activity Suggested Resource

Wk 1 Introduction of EVS and

 Discussing Family relationships i.e. Grand  Pictures showing family

* Available in Resource book Class 3/ Environmental Studies

 Colouring of wild animals (Page 4)#

 Making pictures of bird and animals by thumb

 Naming the animals which can be seen on

* Available in Resource book Class 3/ Environmental Studies

 Role play on sensitization of care and love for

 Refer to Poem “How Creatures

 Role play on sensitization of care and love for

 Interviewing the school gardener

 Making a compost pit*

 Matching the uses of leaves  Worksheets*

 Refer to Chapter 14 “Sab se

* Available in Resource book Class 3/ Environmental Studies

 Drawing and colouring the pictures of the

 Showing different containers used for holding

 Finding different sources of water from

 Making multi coloured mingled prints using

 Suggesting ways how we can save water on  Visual clips of conservation of

 Poster making/slogan writing on the message  Poster on the message of saving

* Available in Resource book Class 3/ Environmental Studies

 Discussion on family customs and celebration  Pictures of family festivals like

 Discussion on different types of families like  Pictures of joint and nuclear

 Listing the duties carried by each family  Worksheet*

Last Week of May for Unit Tests and other Activities.

* Available in Resource book Class 3/ Environmental Studies

 Listing ways to decorate a house (PAGE 35)#  Worksheet*

 Discussion on Garbage Disposal

 Discussion on “How to keep our house clean?”  Worksheets*

 Choosing the food items obtained from  Worksheet*

Wk 8 Saying Without Speaking

* Available in Resource book Class 3/ Environmental Studies

 Drawing pictures of beaks of different birds and

 Matching the birds with their food (Page 54)#

 Collecting feathers of different birds and

 Making a Paper Bird (Page 56)#

 Writing a poem on peacock /cuckoo /parrot

 Visiting Chhatbir zoo, if possible and writing a

 Integrate with the Lesson “Nina

 Chhatbir Zoo (14 km from

 Discussing the problem faced by the people  Pictures of harm done by

 Making a list of good and bad effects of rain  Worksheet*

* Available in Resource book Class 3/ Environmental Studies