G4-Sci-Teaching Plan

 SCIENCE TEACHING PLAN

Aligned with NEP 2020

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First Edition

Contents 1. Adaptations in Plants

01

2. Leaves — The Food Factory of Plants

06

3. Adaptations in Animals

10

4. Reproduction in Animals

15

5. Food and Health

19

6. Teeth and Digestion

25

7. Keeping Safe

31

8. Clothes We Wear

36

9. Our Universe — The Solar System

40

10. Our Environment and Pollution

45

11. Weather, Air, and Water

50

12. States of Matter

56

13. Force, Work, and Energy

60

1. Adaptations in Plants CHAPTER OBJECTIVES To enable learners to:   

Know about habitat, its types and adaptations Describe the different types of terrestrial plants based on their habitats Describe different types of aquatic plants

INTRODUCTION The lesson aims to help learners know about different types of habitats, adaptations, and different types of terrestrial plants and aquatic plants.

The lesson uses a 3-step method majorly and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities beforehand, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to know about habitat, its types and adaptations, and terrestrial plants in desert habitats.

OPENING:  

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class with the Let’s Recall section covering the ‘Classification of Plants’ topic.

1

TEACHER-LED [I DO]: 

Duration: 15 min.

Ask probing questions, including the one given in the Thinking Zone, before introducing the different types of habitats.

1) Do you see a difference in the type of plants when you go to a faraway place?

2) Why do we see different plants in different regions?

3) Why do you think certain plants grow better in specific places or regions?



Introduce the concept of habitat, adaptations, and terrestrial plants in desert habitats by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

What is a habitat?

What do the leaves of cactus look like?

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Discuss the solution of question 1 under Let’s Practise - 1.

Encourage students to read and understand the meaning of the word ‘Terrain’ given in the Word Zone section.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 3a and 3c in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to solve questions 2a and 2b in Worksheet 1 (WB) under the Level 1 section.

AT HOME   

2

Instruct all the students to complete questions 1b and 1e in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1 and 4 in Worksheet 3 (WB) under the Level 3 section.

Refer to the Life Skills section at the end of the lesson in the coursebook and instruct all students to check their home garden or any other garden having different plants and take care of plants that are not doing well.

CONCLUSION:  

Duration: 3 min.

Summarise the class by asking students to draw pictures of a desert habitat and one plant that grows in the desert habitat.

Ask them to label one unique feature of the desert plant drawn.

LESSON PLAN - 2 OBJECTIVE: To enable learners to know about the different terrestrial plants in the habitats - hills, marshes, plains, and forests.

OPENING:  

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by recapping the topic done in the previous class, ‘Habitat, adaptation and Desert Habitat’, and check the homework of a few students.

TEACHER-LED [I DO]: 

Duration: 5-7 min.

Duration: 15 min.

Ask probing questions before introducing the different terrestrial plants in hills, marshes, plains, and forest habitats.

1) Is the land the same everywhere?

2) What are some other types of landforms?

3) Do you see the same types of trees/plants in all different types of landforms?



Introduce the concept of the different terrestrial plants in hills, marshes, plains, and forest habitats by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

What type of trees grow in hilly areas?

In which type of region will you see grasslands?

GUIDED LEARNING [WE DO] • • •

Duration: 5-7 min.

Give the Question given in the 21st Century Skills section for group discussion. Ask each group to give a reason.

Encourage students to discuss in their groups.

Ask students to share their responses post-discussion with the whole class.

3

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS   

Instruct all the students to complete questions 1a, 1b and 1c under Let’s Practise - 2.

Instruct all the students to complete questions 2c, 2d, and 2e in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 3b, 3c, and 3d in Worksheet 1 (WB) under the Level 1 section.

AT HOME   

Instruct all the students to complete sub-question 1 of question 4 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 3, 4, 6, and 7 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 3 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by asking the students to write down the names of the different habitats and one plant/tree that grows in each habitat, as discussed during the class.

Share the information given in the Fact zone section.

LESSON PLAN - 3 OBJECTIVE: To enable learners to know about the different terrestrial plants in the habitats –grasslands and coastal regions; and the different aquatic plants.

OPENING:  

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by asking the students to present their work on the activity given in the 21st Century Skills section discussed in the previous class.

TEACHER-LED [I DO]: 

4

Duration: 5-7 min.

Duration: 15 min.

Introduce the concept of different terrestrial plants in the habitats – grasslands and coastal regions; and the different aquatic plants by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

Name a common tree seen in the coastal regions.

What are grasslands useful for?

Name the three types of aquatic plants.

GUIDED LEARNING [WE DO]: • • •

Duration: 5-7 min.

Discuss the facts given in the Extend Your Knowledge section with the students.

Explain the concept of pollination to the students.

Ask the students to refer to the Word Zone section and understand the meaning of the word.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1d under Let’s Practise - 2.

Instruct all the students to complete the three parts in question 1 under Let’s Practise - 3.

AT HOME   

Instruct all the students to complete questions 1, 2a, 2e, 3a, 3e, 4b, 4c, 4d, and 4e in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 1c in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 2 and 5 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by discussing the main points discussed in the class.

Discuss the main idea behind the features of adaptations in plants as discussed during the chapter.

5

2. Leaves - The Food Factory of Plants CHAPTER OBJECTIVES To enable learners to:  

Know about the parts of leaves, how plants make and use food, and the functions of a leaf.

Know about insectivorous plants and the interdependence of plants and animals.

INTRODUCTION The lesson aims to help learners know about the different parts of a leaf, how plants make and use food, the functions of a leaf, and the interdependence of plants and animals.

The lesson uses a 3-step method majorly and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities beforehand, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to know about the parts of leaves, how plants make and use food, and the functions of a leaf

OPENING:  

6

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class with the Let’s Recall section, which covers the ‘Functions of the different parts of a plant’ topic.

TEACHER-LED [I DO]: 

Duration: 15 min.

Ask probing questions, including the one given in the Thinking Zone, before introducing the different types of habitats.

1) How do plants make food for themselves??

2) Why do plants need sunlight?

3) Why do you think leaves are green in colour?



Introduce the concept of parts of leaves, how plants make and use food, and the functions of a leaf by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

Name the process by which plants make food.

What gives a green colour to leaves?

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Encourage students to read the word ‘starch’ given in the Word Zone section and explain its meaning to them.

Discuss the solution of question 1 under Let’s Practise - 1.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS   

Instruct all the students to complete all the parts of question 2 under Let’s Practise - 1.

Instruct all the students to complete question 1 and all parts of question 2 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to solve questions 1a, 1b, and 1c in Worksheet 2 (WB) under the Level 2 section.

AT HOME   

Instruct all the students to complete question 2 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 3a, 3b, and 3c in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 1c in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

State the parts of a leaf and the functions of a leaf as discussed in the class in short.

Refer to the Life Skills section at the end of the lesson in the coursebook and instruct all students to find a solution for the same.

7

OBJECTIVE:

LESSON PLAN - 2

To enable learners to know about insectivorous plants and the interdependence of plants and animals.

OPENING:   

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by recapping the topic done in the previous class, ‘Parts of leaves, how plants make and use food, and the functions of a leaf’, and check the homework of a few students.

Instruct the students to present their solutions for the problem given in the Life skills section in the previous class.

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing insectivorous plants and the interdependence of plants and animals.

1) Can cactus plants make food with the help of spiny leaves?

2) What do we take in from the air?

3) What do plants take in from the air or photosynthesis?



Introduce the concept of insectivorous plants and the interdependence of plants and animals by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

Name two insectivorous plants.

Ask students to read and explain the meaning of the words ’spines’ and ‘pitcher’ given in the Word Zone section.

GUIDED LEARNING [WE DO] • • •

Duration: 5-7 min.

Give the Questions given in the 21st Century Skills section for group discussion. Ask each group to give a solution to the question.

Encourage students to discuss in their groups.

Ask students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS   

8

Instruct all the students to complete all parts of question 1 under Let’s Practise - 2.

Instruct all the students to complete questions 4d and 4e in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 1d in Worksheet 2 (WB) under the Level 2 section.

AT HOME   

Instruct all the students to complete all parts of question 2 under Let’s Practise - 2.

Instruct all the students to complete question 3e in Worksheet 3 (WB) under the Level 3 section.

Instruct all the students to find a solution to the question given in the Cross-Curricular section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by asking the students to draw a short flow chart to show the flow of energy as discussed during the class.

Discuss the information given in the Extend your knowledge section and explain in short about different pigments in leaves.

9

3. Adaptations in Animals CHAPTER OBJECTIVES To enable learners to:     

Understand the different habitats of animals.

Understand different ways animals adapt to their surroundings.

Understand different ways in which animals adapt to obtain food.

Understand the different habits of animals to protect themselves.

Understand endangered animals.

INTRODUCTION The lesson aims to help learners understand domestic animals — Reproduction in plants, reproduction from seeds, seed dispersal, reproduction through body parts, and crops.

The lesson mostly uses a 3-step method and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities in advance, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they have learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to understand the adaptation to various environments by animals.

OPENING:   

10

Duration: 5 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class with the Let’s Recall section, which covers ‘Basics of Plants’.

Then, ask the student to answer the question from the Thinking Zone section, which covers ‘Basics of Plants’.

TEACHER-LED [ I DO]: 

Duration: 18-20 min.

Now, introduce the concept of ‘Adaptation to Various Environments’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:     

What are terrestrial animals?

What are aquatic animals?

Mention a few examples of amphibians.

Mention a few examples of arboreal animals.

Mention a few examples of aerial animals.

GUIDED LEARNING [ WE DO] • • •

Duration: 10 min.

Encourage students to work together to solve all questions 1.a and 1.b under Let's Practise-1.

Help the students while they are discussing.

Explain the fact given in the Fact Zone section to the students.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 8 min.

IN CLASS  

Instruct all the students to complete questions 1.c and 1.d under Let's Practise-1.

Instruct all the students to complete question 3 under Worksheet 2 (WB) under the Level 2 section.

AT HOME:  

Instruct all the students to complete questions 1 and 3 under Worksheet 3 (WB) under the Level 3 section.

Instruct all the students to complete the question given in the 21st Century Skills section.

CONCLUSION:   

Duration: 3 min.

Let the students reflect on class by asking them to rate on a ‘fist to five’ learning scale.

Summarise the class by asking a few students about the main points that were discussed during the class and solve the question given in the Cross-curricular Connections section.

Give the information about the next class and homework.

11

LESSON PLAN - 2 OBJECTIVE: To enable learners to: • •

Understand adaptation to food.

Understand adaptation for protection.

OPENING:   

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by recapping the previous class’s topic and checking the homework of a few students.

Now, ask the following question to students.

1) Do all animals eat the same kind of food? Why is it so?

2) Why do tortoises hide inside their shell?

3) Why do elephants appear to be in groups?

TEACHER-LED [ I DO]: 

Duration: 20 min.

Now, introduce the concept of ‘Adaptation for Food’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is a carnivore?

What is an herbivore?

Mention a few examples of omnivores.

Now, Introduce the concept of ‘Adaptation for Protection’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

Which one releases ink when they sense danger?

Why do polar bears have white fur?

GUIDED LEARNING [ WE DO] • •

12

Duration: 8-10 min

Encourage students to work together to complete question 4 under Worksheet 1 (WB) under the Level 1 section.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 8-10 min

IN CLASS 

Instruct all the students to complete questions in 1 under Worksheet 2 (WB) under the Level 2 section.

AT HOME:  

Instruct all the students to complete question 3 under Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1 and 2 under Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  



Duration: 3 min

Let the students reflect on class by asking them to rate on a ‘fist to five’ learning scale.

Summarise the class by asking a few students about the main points discussed during the class and asking some students to read the fact given in the Extend Your Knowledge section and explain what they understood.

Give the information about the next class and homework.

LESSON PLAN – 3 OBJECTIVE: To enable learners to: • •

Understand adaptation in behaviour.

Understand animals in danger.

OPENING:   1.

2.

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by recapping previous class's topics and asking a few probing questions: Have you ever noticed birds flying south during the winter? Why do you think they do that?

Can you name any animals that are at risk of disappearing forever? Why do you think they're in danger?

TEACHER-LED [ I DO]:

Duration: 20 min.

Firstly, introduce the concept of ‘Adaptation in Behaviour’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is migration?

What is hibernation?

What is aestivation?

13

Now, Introduce the concept of ‘Animals in Danger’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING: 

Mention a few examples of endangered animals.

GUIDED LEARNING [ WE DO] • •

Duration: 8-10 min.

Encourage students to work together to complete question 1.d under Let’s Practise-2.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 8-10 min.

IN CLASS 

Instruct all the students to complete questions in 1.c under Worksheet 1 (WB) under the Level 2 section.

AT HOME:  

Instruct all the students to complete question 2 under Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 2 and 4 under Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:   

14

Duration: 3 min.

Let the students reflect on class by asking them to rate on a ‘fist to five’ (fist being zero, the lowest, and five being the highest rating) learning scale.

Summarise the class by asking a few students about the main points that were discussed during the class and ask them to answer the questions given in the Life Skills section.

Give the information about the next class and homework.

4. Reproduction in Animals CHAPTER OBJECTIVES

To enable learners to:  Learn about animals that lay eggs  Learn about animals that give birth to young ones

INTRODUCTION

The lesson aims to help learners to learn about reproduction in animals. They will learn about animals that lay eggs and animals that give birth to young ones.

The lesson mostly uses a 3-step method and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER

Prepare materials for activities in advance, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they have learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

OBJECTIVE:

LESSON PLAN - 1

To enable learners to learn about animals that lay eggs (birds and frogs).

OPENING:   

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class with the Let’s Recall section, which covers, “Animals and their Young Ones”.

Additionally, cover the question in the Thinking Zone section. Let the students come up with their answers.

TEACHER-LED [I DO]: 

Duration: 5-7 min.

Duration: 15-20 min.

Begin the lesson by discussing the answer to the Thinking Zone question and connect it to the topic.

15

 

Discuss the topic Egg Laying Animals – Birds and Frog by referring to pictures and examples in the Let’s Learn section of the coursebook.

You can ask the students to draw the lifecycles of a hen and frog in the notebook.

GUIDED LEARNING [WE DO]  

Duration: 5-7 min.

Encourage students to work together to solve questions 1.a and 1.c under Let's Practise-1. Help the students while they are discussing.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS 

Instruct all the students to complete questions 1.c and 2.a in Worksheet 1 (WB) under the Level 1 section and questions 1, 2, 3.a, 4.b, and 4.d in Worksheet 3 (WB) under the Level 3 section

AT HOME:

Instruct all the students to complete questions 1.c in Worksheet 2 (WB) under the Level 2 section.  Instruct all the students to answer the question in the Life Skills section.

CONCLUSION: Duration: 3 min. 

• 

Summarise the class by asking a few students about the main points discussed during the class and answer the question given in the Cross-curricular Section of the CB. Give the information about the next class and homework.

LESSON PLAN – 2 OBJECTIVE:

To enable learners to learn about animals that lay eggs. (Fish, Insects and Reptiles)

OPENING:  

Check students' well-being and ask them to get ready with the resources that help them in class.

Do a quick recap of the previous class differently. Draw the life cycle of a hen and a frog on board with blanks and ask students to complete it. You can also make a crossword puzzle of difficult words and ask students to solve it.

TEACHER-LED [I DO]:

16

Duration: 5 min.

Duration: 15-20 min.

  

Discuss the topic of ‘Egg Laying Animals – Fish, Insects, Reptiles’ by referring to pictures and examples in the Let’s Learn section of the coursebook.

You can ask the students to draw the life cycle of a butterfly and a cockroach in their notebooks.

You can also make them write the difficult spellings with meanings in their notebooks.

GUIDED LEARNING [WE DO]  

Duration: 5 min.

Encourage students to work together to solve question 1.b under Let's Practise-1. Help the students while they are discussing.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS 

Instruct all the students to complete questions 1.b, 1.d, and 2 in Worksheet 1 (WB) under the Level 1 section and question 5 in Worksheet 3 (WB) under the Level 3 section.

AT HOME: 

Instruct all the students to complete questions 4.a and 4.c in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION:  

Duration: 3 min.

Summarise the class by asking a few students about the main points that were discussed during the class and instructing them to answer the questions given in the 21st Century Skills section.

Give the information about the next class and homework.

LESSON PLAN – 3 OBJECTIVE:

To enable learners to learn about animals that give birth to young ones.

OPENING:   

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Do a quick recap of the previous class differently. Divide the class into 2 groups and play a quiz with them. Ask one-word questions for the topics covered in the previous class.

After this, introduce the topic for today’s class to the students.

TEACHER-LED [I DO]:

Duration: 15-20 min.

17

To begin the topic, ask a few students some questions: 1. Why is reproduction important for animals?

2. Do babies of animals look similar or different from their parents?

3. How are humans similar to and different from animals when it comes to having babies?

4. Do plants also reproduce? If yes, how?  Let the students come up with their answers. You can ask these questions together or before the relevant subtopic.  Discuss the topic Animals that Give Birth to Young Ones by referring to pictures and examples in the Let’s Learn section of the coursebook.

GUIDED LEARNING [WE DO] Duration: 5 min. 

 

Encourage students to work together to solve questions under Let's Practise-2. Help the students while they are discussing.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS 

Instruct all the students to complete questions 1.a, 1.e, 2.b, and 2.d in Worksheet 1 (WB) under the Level 1 section and question 2 in Worksheet 2 (WB) under the Level 2 section.

AT HOME: 

Instruct all the students to complete question 3 in Worksheet 1 (WB) under the Level 1 section.

CONCLUSION: 

Duration: 3 min.

Summarise the class by asking a few students about the main points discussed during the class and asking a couple of reflecting questions:

1. Can you think of any animals that give birth to live young like humans do? How are they similar or different from us?

2. How do you think plants reproduce compared to animals? Can you name anyways plants spread their seeds or grow new plants? 

Give the information about the next class and homework.

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5. Food and Health CHAPTER OBJECTIVES

To enable learners to:  Understand the role and importance of food.  Understand the role of water and roughage in health.  Learn about the importance of a balanced diet.  Understand the importance of exercise for wellbeing.  Know about safe food preparation and preservation methods.

INTRODUCTION

The lesson aims to help learners learn about different macro and micronutrients present in food. They will learn about the importance of a balanced diet and exercise. They will also learn about safe cooking methods and the preservation of food.

The lesson uses a 3-step method and follows guidelines based on best practices from around the world.

It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER

Prepare materials for activities in advance, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they have learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

OBJECTIVE:

LESSON PLAN - 1

To enable learners to understand the role and importance of food (carbohydrates, fats, and proteins).

OPENING:   

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class with the Let’s Recall section, which covers the topic ‘Daily food routine of students’.

Additionally, cover the Thinking Zone section and let the students come up with different answers.

TEACHER-LED [I DO]:  

Duration: 15-20 min.

Begin the lesson by discussing nutrients and types of nutrients found in food.

After this, discuss the subtopics Carbohydrates, Fats, and Proteins by referring to pictures and examples in the Let’s Learn section of the coursebook.

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

You can ask the students to make a table that can list the sources and functions of these nutrients.

GUIDED LEARNING [WE DO]  

Duration: 5-7 min.

Encourage students to work together to solve questions 1.c and 1.d under Let's Practise-1. Help the students while they are discussing.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min

IN CLASS 

Instruct all the students to complete question 1 in Worksheet 1 (WB) under the Level 1 section and questions 2.b in Worksheet 2 (WB) under the Level 2 section.

AT HOME: 

Instruct all the students to complete question 3.a in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION: • 

Duration: 3 min.

Summarise the class by asking a few students about the main points that were discussed during the class and ask all the students to answer the question given in the Life Skills section.

Give the Information about the next class and homework.

LESSON PLAN – 2 OBJECTIVE:

To enable learners to: • Understand the role and importance of vitamins and minerals.

• Understand the role of water and roughage in health.

OPENING:  

Check students' well-being and ask them to get ready with the resources that help them in class.

Do a quick recap of the previous class differently. Divide the class into three teams and give each team a topic – carbohydrates, fats, and proteins. Students will have to tell at least 3 points about each macronutrient.

TEACHER-LED [I DO]: 

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Duration: 5-7 min.

Begin by asking a few questions to the students: 1. Which is your favourite fruit and vegetable?

Duration: 15-20 min.

2. How many glasses of water do you drink in a day?

3. Do you drink milk daily?

Let the students come up with different answers.  Next, discuss the topics of Vitamins, Minerals, Water, Roughage and Milk by referring to pictures and examples in the Let’s Learn section of the coursebook.  You can ask the students to make charts for different vitamins, their sources, and functions.

GUIDED LEARNING [WE DO] Duration: 5 min.   

Encourage students to work together to solve questions 1.a and 1.b under Let's Practise-1. Help the students while they are discussing.

Explain the fact given in the Fact Zone section of the CB. Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS 

Instruct all the students to complete questions 2, 3.a, 3.b, and 3.d in Worksheet 1 (WB) under the Level 1 section and questions 1.a, 1.b, 1.c, and 2.a in Worksheet 2 (WB) under the Level 2 section.

AT HOME:  

Instruct all the students to complete questions 3.f in Worksheet 2 (WB) under the Level 2 section.

Ask the students to answer the question given in the 21st Century Skills section.

CONCLUSION: 



Duration: 3 min

Summarise the class by asking a few students about the main points that were discussed during the class and asking them to answer the question given in the Cross-curricular Connections section.

Give the information about the next class and homework.

OBJECTIVE:

LESSON PLAN – 3

To enable learners to:  Learn about the importance of a balanced diet.  Understand the importance of exercise for wellbeing.

OPENING: 

Duration: 5-7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

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 

Do a quick recap of the previous class.

After this, introduce the topic for today’s class to the students.

TEACHER-LED [I DO]: 

 

Ask a few students some questions: 1. What do you eat for lunch and dinner? Does it include all the nutrients of the food?

2. Do you eat junk food? How often?

3. Is junk food good for our health?

4. Do you exercise daily?

5. How do you feel after exercising?

6. How does exercise help us in our wellbeing?

Let the students come up with their answers.

Discuss the topics ‘Balanced Diet’, ‘Food Pyramid’, and ‘Exercise’ by referring to pictures and examples in the Let’s Learn section of the coursebook.

You can ask the students to draw food pyramids in their notebooks.

GUIDED LEARNING [WE DO]  

Duration: 15-20 min.

Duration: 2 min.

Encourage students to work together to solve all questions under Let's Practise- 2 and 3. Help the students while they are discussing.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS 

Instruct all the students to complete questions 3.c, 3.e, and 3.f in Worksheet 1 (WB) under the Level 1 section and questions 1.a and 1.b in Worksheet 3 (WB) under the Level 3 section.

AT HOME: 

Instruct all the students to complete questions 3.b and 3.c in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION: 

Duration: 3 min.

Summarise the class by asking a few students about the main points that were discussed during the class and asking a few probing questions:

1. Think about the foods you eat for lunch and dinner. Do you make sure to eat a variety of foods to get all the nutrients your body needs?

2. How often do you eat junk food? Do you think it's important to limit how much junk food we eat? Why or why not?

3. After exercising, how do you feel? Can you describe some of the ways exercise makes you feel better?

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4. Why do you think it's important to exercise every day? How does exercise help us stay healthy and feel good? 

Give the information about the next class and homework.

LESSON PLAN – 4 OBJECTIVE: To enable learners to know about safe food preparation and preservation methods.

OPENING:  

Check students' well-being and ask them to get ready with the resources that help them in class.

Next, do a quick recap of the previous class and introduce today’s topic to the class.

TEACHER-LED [I DO]: 

 



Duration: 10-15 min.

To begin with, ask a few questions to the students: 1. Do you eat raw food?

2. What types of food can be consumed in their raw state, and which ones require cooking?

3. Is it important to wash fruits and vegetables before chopping or cooking?

4. Does food get spoilt?

5. Can we eat spoilt food? What will happen if we consume spoiled food?

Let the students come up with different answers. Connect their answers to the topic.

You can either ask all questions together, or you can ask them before relevant subtopics.

Next, discuss the topics: ‘Cooking food and Preservation of food’ by referring to pictures and examples in the Let’s Learn section of the coursebook.

GUIDED LEARNING [WE DO] 

Duration: 10 min.

Duration: 5 min

Encourage students to work together to solve all questions under Let's Practise-4 and 5. Help the students while they are discussing.

Ask the students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min

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IN CLASS 

Instruct all the students to complete question 4 in Worksheet 1 (WB) under the Level 1 section and questions 1.d, 2.c, and 3.e in Worksheet 2 (WB) under the Level 2 section.

AT HOME: 

Instruct all the students to complete question 1.c in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  



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Duration: 3 min

Summarise the class by asking a few students about the main points that were discussed during the class.

Ask a few students to read the fact given in the Extend Your Knowledge section and explain what they understood from it to the whole class.

Give the information about the next class and homework.

6. Teeth and Digestion CHAPTER OBJECTIVES To enable learners to:    

Know about teeth and the parts of a tooth Describe the types of teeth and how to take care of teeth Describe the process of digestion and healthy eating habits Know about different microbes

INTRODUCTION The lesson aims to help learners know about different types of habitats, adaptations, and various types of terrestrial plants and aquatic plants.

The lesson mainly uses a 3-step method and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities ahead of time, discuss them with the learners a day before the lesson and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to know about teeth and the parts of a tooth.

OPENING:  

Duration: 5 - 7 min.

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class with the Let's Recall section, which covers the topic 'Identify the organs of the digestive system'.

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TEACHER-LED [I DO]: 

Duration: 15 min.

Ask probing questions, including the one given in ‘Thinking Zone’, before introducing the topic of teeth and parts of a tooth.

1) Which part of the body helps you chew your food?

2) Do you have all teeth, or are you missing any?

3) Aayu lost a tooth. How will he be able to eat now?



Introduce the concept of teeth and the parts of a tooth by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

How many teeth do adults have?

What is the soft part of the tooth called?

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Discuss the solution of questions 1a and 1b under Let’s Practise - 1.

Encourage students to read and understand the meaning of the word ‘Permanent’ given in the Word Zone section.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1c, 1d and 1e under Let’s Practise - 1.

Instruct all the students to solve questions 2a and 2b in Worksheet 1 (WB) under the Level 1 section.

AT HOME  

Instruct all the students to complete questions 4a and 4b in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1a and 1c in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION:  

26

Duration: 3 min.

Summarise the class by asking students to draw a diagram to show the structure of a tooth.

Ask them to label the different parts of a tooth.

LESSON PLAN - 2 OBJECTIVE: To enable learners to describe the types of teeth and how to take care of teeth.

OPENING:  

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class by recapping the topic done in the previous class, ‘teeth and structure of a tooth,’ and check the homework of a few students.

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the different types of teeth and how to take care of teeth.

1) Are all our teeth of the same shape?

2) How do you bite an apple?

3) Why do you brush your teeth?



Introduce the concept of the different types of teeth and how to take care of teeth by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

Which type of teeth help us to chew and grind food?

What causes toothache?

GUIDED LEARNING [WE DO] • • • •

Duration: 5-7 min.

Encourage students to read the words ‘grind’, ‘toothache’, and ‘rinse’ and their meanings in the Word Zone sections.

Give the Question given in the Life Skills section for group discussion. Ask each group to give a reason.

Encourage students to discuss in their groups.

Ask students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS  

Instruct all the students to complete questions 1 and 2a under Let’s Practise - 2.

Instruct all the students to complete questions 1b and 2c in Worksheet 1 (WB) under the Level 1 section.

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AT HOME    

Instruct all the students to complete questions 2b, 2c, and 2d under Let’s Practise-2.

Instruct all the students to complete question 3 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 1b in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 2 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:   

Duration: 3 min.

Summarise/Conclude the class by asking the students to write down the names of the different types of teeth and draw each.

Share the information given in the Fact Zone section.

Ask students to carry out the activity given in the Cross-Curricular section before the next class.

LESSON PLAN - 3 OBJECTIVE: To enable learners to describe the process of digestion and healthy eating habits.

OPENING:  

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class by asking the students to submit the activity given in the Cross-Curricular section in the previous class. Check the activity done by a few students.

TEACHER-LED [ I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Introduce the concept of the process of digestion and healthy eating habits by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What makes the food we eat wet?

What happens to undigested food?

Why should we wash our hands before and after eating?

GUIDED LEARNING [ WE DO]: • • •

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Duration: 5-7 min.

Discuss the facts given in the Extend Your Knowledge section with the students.

Explain the function of the liver and the pancreas to the students.

Ask the students to refer to the Word Zone section and understand the meaning of the word.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1a and 1b under Let’s Practise - 3.

Instruct all the students to complete questions 1c and 2d in Worksheet 1 (WB) under the Level 1 section.

AT HOME   

Instruct all the students to complete questions 4c and 4d in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1d and 1e in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1, 3, and 4 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by discussing the main points discussed in the class.

Demonstrate how to draw a diagram of the digestive system to students to help them recreate it in homework.

LESSON PLAN - 4 OBJECTIVE: To enable learners to know about different microbes.

OPENING:  

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class by asking the students to present their work given in the previous class. Ask a few students to share their diet schedule and the type of foods they eat to maintain a healthy diet with the class.

TEACHER-LED [ I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Introduce the concept of different microbes by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

Name the different types of microbes.

Which type of microbe caused COVID-19?

Name a useful microbe.

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GUIDED LEARNING [WE DO]: • • •

Duration: 5-7 min.

Give the questions given in the 21st Century Skills section for group discussion to the students.

Encourage students to discuss in their groups.

Ask students to share their responses post-discussion with the whole class.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1a and 1b under Let’s Practise - 4.

Instruct all the students to complete the three parts in questions 1d and 1e in Worksheet 1 (WB) under the Level 1 section.

AT HOME:  

Instruct all the students to complete questions 2e and 4e in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1f and 1g in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION:  

30

Duration: 3 min.

Summarise/Conclude the class by discussing the main points discussed in the class.

Discuss the main ideas of taking care of teeth and digestion, the importance of eating a healthy diet, and harmful microbes.

7. Keeping Safe CHAPTER OBJECTIVES To enable learners to:   

Know about the safety rules at home, while playing, and at school Know about the safety rules on roads and public places, on the beach, and with pets.

Know about the first aid for cuts and wounds, insect bites and fainting

INTRODUCTION The lesson aims to help learners know about the safety rules at home while playing and at school, on roads and public places, on the beach, and with pets and first-aid for cuts and wounds, insect bites, and fainting.

The lesson mainly uses a 3-step method and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities ahead of time, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To teach learners about safety rules at home, while playing, and at school

OPENING:  

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class with the Let’s Recall section, which covers the ‘Identify the safety rules’ topic.

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the topic ‘safety rules at home, while playing, and at school’.

1) Is it okay to jump or run on stairs?

2) Do your parents tell you to stay away from the gas stove at home?

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3) Why do teachers tell you not to fight with others at school? 

Introduce the concept of safety rules at home, while playing, and at school by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What can we do to prevent electric shocks?

Which things should you be careful of in the kitchen?

State any two rules to be followed at school to stay safe.

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Discuss the solution of questions 1a and 1b under Let’s Practise - 1.

Encourage students to read and understand the meaning of the words ‘bumps’ and ‘hydrated’ given in the Word Zone section.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 2a and 2b under Let’s Practise - 1.

Instruct all the students to solve sub-questions a and b of question 1 and questions 2a, 3b, and 2c in Worksheet 1 (WB) under the Level 1 section.

AT HOME   

Instruct all the students to complete questions 1a and 1c under Let’s Practise - 2.

Instruct all the students to complete questions 3a, 3b, 3c, 3d, and 4a in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1a, 1b, and 1c in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION: 

32

Duration: 3 min.

Summarise the class by asking students to state any two safety rules to be followed at home, in the bathroom, while playing, and at school.

LESSON PLAN - 2 OBJECTIVE: To teach learners about the safety rules on roads, public places, on the beach, and with pets

OPENING:  

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class by recapping the topic covered in the previous class, 'safety rules at home, while playing, and at school', by asking the students to read the question given in the Life Skills section of the coursebook.

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the safety rules on roads and public places, on the beach, and with pets.

1) Do we need to follow any rules when we go out?

2) Can we cross the road anyway as we please?

3) Is it safe to play with stray dogs?



Introduce the concept of safety rules on roads and public places, on the beach, and with pets by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

Which rules should we follow when we go to the beach?

How should we cross the road?

GUIDED LEARNING [WE DO] • •

•

Duration: 5-7 min.

Encourage students to read the words ‘strangers’, ‘escalators’, ‘lifeguard’, and ‘shallow’ and their meanings in the Word Zone sections.

Give the question given in the 21st Century Skills section and ask them to think about how they will go about the group activity of preparing the chart. Ask each group to prepare a plan for the same.

Instruct students to complete the activity and present it in the next class.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS  

Instruct all the students to complete questions 1c, 1d, 1e, 2c, 2d and 2e under Let’s Practise - 1.

Instruct all the students to complete sub-questions c, d, e, and f of question 1 in Worksheet 1 (WB) under the Level 1 section.

33

AT HOME    

Instruct all the students to complete question 3 under Let’s Practise-1.

Instruct all the students to complete sub-questions 2d, 3e, 4b, 4c, 4d, and 4e in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1d, 1e, 1f, and 1g in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1a, 1b, 1c, and 1d in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:   

Duration: 3 min.

Summarise/Conclude the class by asking the students to.

Share the information given in the Fact Zone section and explain its importance.

Remind students to carry out the activity given in the 21st Century Skills section before the next class.

LESSON PLAN - 3 OBJECTIVE: To teach learners to know about first aid for cuts and wounds, insect bites, and fainting.

OPENING:  

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class by asking the students to submit the group activity given in the 21st Century Skills section in the previous class. Display the charts made by students on a board or a wall.

TEACHER-LED [ I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Introduce the concept of first aid for cuts and wounds, insect bites, and fainting by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING: 

What is meant by first aid?

Ask and discuss the answer to the question in ‘Thinking Zone’ in the coursebook. 

34

During a football game, a player fell and hurt his knee. What can he and his friends do to provide him with quick relief?

GUIDED LEARNING [WE DO]: • •

Duration: 5-7 min.

Discuss all the words and their meanings from the two Word Zone sections.

Ask the students to refer to the Cross-Curricular section and list the tools they would use.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1b and 1d under Let’s Practise - 2.

Instruct all the students to complete questions 2e, 4a, 4d, and 4e in Worksheet 1 (WB) under the Level 1 section.

AT HOME  

Instruct all the students to complete questions 1h, 1i, 1j, 1k, and 1l in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 1e in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by discussing the main points discussed in the class.

Share the information given in the Extend your Knowledge section of the coursebook with the students and encourage them to remember all the emergency numbers.

35

8. Clothes We Wear CHAPTER OBJECTIVES To enable learners to:  

Describe the need for clothes, types of clothes, and special clothes.

Know about the materials for clothes: natural and synthetic fibres, and taking care of clothes.

INTRODUCTION The lesson aims to help learners describe the need for clothes, types of clothes, and special clothes and know about the materials for clothes, natural and synthetic fibres, and taking care of clothes.

The lesson uses a 3-step method majorly and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities ahead of time, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask questions to the students before introducing the concepts and let them come up with different answers before the teacher reveals the answers.

LESSON PLAN - 1 OBJECTIVE: To enable learners to describe the need for clothes, types of clothes, and special clothes.

OPENING:   

Duration: 5 - 7 min.

Check students' well-being and ask them to get ready with the resources to help them in class.

Begin the class with the Let’s Recall section, which covers the ‘Identify the clothes’ topic.

Ask students to read and answer the question given in the Life Skills section of the coursebook.

TEACHER-LED [I DO]:

Duration: 15 min.

Ask probing questions, including the one given in ‘Thinking Zone’, before introducing the need for clothes, types of clothes, and special clothes.

1) How do clothes help us?

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2) Do we wear the same clothes everywhere?

3) Imagine it is a snowy day. What kind of clothes would you choose to wear and why? 

Introduce the concept of the need for clothes, types of clothes, and special clothes by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

What kind of clothes would you wear on a sunny day?

Why do we wear raincoats during monsoon?

GUIDED LEARNING [WE DO]: • •

Duration: 5-7 min.

Discuss the solution of questions 1a, 1b, 2a and 2b under Let’s Practise - 1.

Encourage students to read and understand the meaning of the words ‘guard’, ‘extreme’, and ‘snug’ given in the Word Zone section.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS   

Instruct all the students to complete questions 1c, 1d, 1e, 2c, 2d and 2e under Let’s Practise - 1.

Instruct all the students to solve question 1 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete sub-questions a, b, and c of question 2 in Worksheet 1 (WB) under the Level 1 section.

AT HOME   

Instruct all the students to complete question 3 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete sub-questions a and c of question 2 and sub-questions a and b of question 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete sub-questions a, c, f, and g of question 1 and question 2 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise the class by asking students to draw pictures of clothes their parents wear at home or work.

Ask students to carry out the activity given in the 21st Century Skills section in the coursebook.

37

LESSON PLAN - 2 OBJECTIVE: To enable learners to know about the materials for clothes, natural and synthetic fibres, and taking care of clothes.

OPENING:   

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by recapping the topic done in the previous class, ‘the need for clothes, types of clothes and special clothes,’ and check the homework of a few students.

Discuss the fact given in the ‘Fact Zone’ with the students and explain the reason behind it.

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the materials for clothes, natural and synthetic fibres, and taking care of clothes.

1) How are clothes made?

2) How is fabric made?

3) Where do we get fibres from?



Introduce the concept of the materials for clothes, natural and synthetic fibres, and taking care of clothes by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:  

What are the two types of fibres?

Which things can help protect clothes from germs?

GUIDED LEARNING [WE DO]: • • •

Duration: 5-7 min.

Give the Question given in the Cross-Curricular section for group activity. Ask each group to carry out the research about a specific country.

Encourage students to search through books in the library, books they have or friends and relatives have, and through online resources.

Ask students to share their responses in the next class.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10-12 min.

IN CLASS   

38

Instruct all the students to complete question 1 under Let’s Practise - 2.

Instruct all the students to complete sub-questions d and e of question 1 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 1 in Worksheet 2 (WB) under the Level 2 section.

AT HOME  

Instruct all the students to complete sub-questions b and d of question 2 and sub-questions c, d and e of question 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions a, d, e and f of question 1 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by asking the students to write down the names of the different habitats and one plant/tree that grows in each habitat as discussed during the class.

Share the information given in the Extend Your Knowledge section and explain it in short to the students.

39

9. Our Universe - The Solar System CHAPTER OBJECTIVES To enable learners to:     

Describe what stars, planets, and satellites are Explain what a solar system is Understand the structure of the earth Explain the rotation and revolution of the earth Explain the reasons for changes in seasons

INTRODUCTION The lesson aims to help learners describe what stars, planets, and satellites are, explain what the solar system is, understand the structure of the earth, explain the rotation and revolution of the earth, and explain the reasons for changes in seasons.

The lesson uses a 3-step method majorly and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities beforehand, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to describe what stars, planets and satellites are.

OPENING:  

40

Duration: 5 - 7 min.

Begin the class with the Let’s Recall section of the CB and ask the students to complete the same.

Discuss the night and the day sky with the students.

TEACHER-LED [I DO]: 



Duration: 15 min.

Ask probing questions using the Thinking Zone of the CB. 1.

How are the night and day sky different?

2.

Why are stars invisible during the day?

3.

Are they present during the day?

Introduce the concept ‘(Stars, Planets, and Satellite)’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What are stars?

Which is the closest star?

Is Earth a star?

GUIDED LEARNING [WE DO] • • •

Duration: 10 min.

Discuss the Word Zone given in this part of the CB. Discuss the facts given in the Fact Zone given in the CB with the students.

Ask the students to work in pairs and complete questions from the section Let’s Practise 1 given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 5-7 min.

IN CLASS 

Instruct all the students to complete questions 1a and 1b in Worksheet 2 (WB) under the Level 2 section.

AT HOME 

Refer to the Fact Zone of the CB and draw the different types of stars described there. Check if your drawings match the pictures available online.

CONCLUSION:

Duration: 3 min.

1. Ask the student to draw a constellation, a star, and a planet. Ask them to label these and write one unique feature of each.

2. Discuss the same with the students to summarise.

41

LESSON PLAN - 2 OBJECTIVE: To enable learners to explain what the solar system is

OPENING:  

Begin the class by recapping the topic of the previous class, ‘Our Universe: The Solar System’.

Ask probing questions like: 1. Is the sun a star?

2. What happens to the stars during the day?

3. What is a constellation?

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the topic of the day.

1.

What exists beyond the earth?

2.

Where is the sun present?

3.

What exists between the sun and the earth?

Introduce the concepts of ‘the solar system’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

Name the planets in the solar system.

Which is the hottest planet?

Which planet is called the red planet?

GUIDED LEARNING [WE DO] • • •

Duration: 5-7 min.

Discuss the meanings of the words given in the Word Zone of the CB. Discuss the facts given in the Fact Zone given in the CB. Ask the students to work in pairs and complete the section Let’s Practise 2 given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS   

42

Instruct all the students to complete questions 1a, 1d, 2, and 5 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 2b and 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1a and 1b in Worksheet 3 (WB) under the Level 3 section.

AT HOME 

Instruct all the students to complete the task given in the Life Skills given in the CB.

CONCLUSION:  

Duration: 3 min.

Ask the students to draw the solar system and label the planets. Ask the students to colour the same.

Use this to discuss and summarise the topic of the day.

LESSON PLAN - 3 OBJECTIVE: To enable learners to understand the structure of the earth and explain the rotation and revolution of the earth

OPENING:

Duration: 5 - 7 min.

Revise the difficult words of the previous class by discussing the words in the Word Zone given in the CB.

TEACHER-LED [ I DO]:

Duration: 15 min.

Explain the concept of ‘Earth, Revolution, and Rotation’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:    

What is atmosphere?

What is mantel?

What do you mean by biosphere?

What do you mean by rotation and revolution?

GUIDED LEARNING [WE DO]: • • •

Duration: 5-7 min.

Explain the terms given in the Word Zone of the CB. Discuss the facts given in the Fact Zone of the CB. Ask the students to work in pairs and complete the Let’s Practise 3 from the CB.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS   

Instruct all the students to complete questions 1b, 1c, 3, 4, and 6 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 2a and 2c in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1c and 1d in Worksheet 3 (WB) under the Level 3 section.

43

AT HOME 

Instruct all the students to complete the task given in Cross-Curricular Connection (SST) and 21st Century Skills in the CB.

CONCLUSION:   

44

Ask the students to draw the rotation and revolution of the earth.

Ask students to write 2 effects of each.

Use this to summarise the chapter with the students.

Duration: 3 min.

10. Our Environment and Pollution CHAPTER OBJECTIVES To enable learners to:   

Know about the environment, the things we get from the environment, and take care of the environment.

Describe the causes and effects of air, land, and water pollution.

Describe different ways to protect the environment.

INTRODUCTION The lesson aims to help learners know about the environment, the things we get from the environment, how to take care of the environment, the causes and effects of air, land, and water pollution, and different ways to protect the environment.

The lesson mainly uses a 3-step method and follows guidelines based on best practices worldwide. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities beforehand, discuss them with the learners a day before the lesson and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practice concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to know about the environment, the things we get from the environment, and taking care of the environment.

OPENING:  

Duration: 5 - 7 min.

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class with the Let’s Recall section, which covers the ‘Things found in forests’ topic.

45

TEACHER-LED [I DO]: 

Duration: 15 min.

Ask probing questions before introducing the different types of habitats.

1) What do you understand by the word ‘environment’?

2) How are we dependent on the environment?

3) Do you think we should take care of the environment?



Introduce the concept of the environment, the things we get from the environment, and taking care of the environment by referring to pictures/examples under the Let’s Learn section of the course book.

CHECK FOR UNDERSTANDING:  

Which things make up our environment?

Why is littering bad for the environment?

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Discuss the solution of question 1 under Let’s Practise - 1.

Encourage students to read and understand the meaning of the word ‘littering’ given in the Word Zone section.

INDEPENDENT LEARNING [YOU DO]

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 3a and 3c in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to solve sub-questions e and f of Question 3 in Worksheet 1 (WB) under the Level 1 section.

AT HOME  

Instruct all the students to complete question 2 under Let’s Practise - 1.

Instruct all the students to complete sub-question a of question 1 and sub-question a of question 3 in Worksheet 2 (WB) under the Level 2 section.

CONCLUSION:  

46

Duration: 3 min.

Summarise the class by asking students to state how the environment is important to us.

Discuss the point given in Fact Zone with the students and ask them to think about whether it is good or bad for the environment.

LESSON PLAN - 2 OBJECTIVE: To enable learners to know about the causes and effects of air, land and water pollution

OPENING:  

Check students' well-being and ask them to get ready with the resources which help them in class.

Begin the class by recapping the topic done in the previous class, ‘the environment, the things we get from the environment and taking care of the environment,’ and check the homework of a few students.

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the causes and effects of air, land and water pollution.

1) Have you seen too much smoke released from vehicles on busy roads or highways?

2) Why do you think streets and public places are often dirty?

3) Have you been near any pond or river and seen unwanted or unnatural things in it?



Introduce the concept of the causes and effects of air, land and water pollution by referring to pictures/examples under the Let’s Learn section of the course book.

CHECK FOR UNDERSTANDING:  

What is meant by pollution?

What causes land pollution?

GUIDED LEARNING [WE DO] • • • •

Duration: 5-7 min.

Give the activity given in the 21st Century Skills section for group activity. Ask each group to make a chart.

Explain to students how to make the chart and provide some slogans as examples.

Ask students to bring the charts to the next class.

Ask students to read the word ‘soil-erosion’ given in the Word Zone section and explain its meaning to them.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS   

Instruct all the students to complete questions 1a and 1b under Let’s Practise - 2.

Instruct all the students to complete question 1 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete sub-question b of question 1 in Worksheet 2 (WB) under the Level 2 section.

47

AT HOME    

Instruct all the students to complete questions 2a and 2b under Let’s Practise - 2.

Instruct all the students to complete sub-questions c, d and e of question 2 and sub-questions a, b and d of questions 3 and 4 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 2 and sub-questions b and c of question 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 2 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Summarise/Conclude the class by asking the students to state two causes and effects of each type of pollution as discussed during the class.

Ask students to refer to the topic given in the Cross-Curricular section in the course book and complete it before the next class.

LESSON PLAN - 3 OBJECTIVE: To enable learners to know about the different ways to protect the environment.

OPENING:   

Check students' well-being and ask them to get ready with the resources that help them in class.

Begin the class by asking the students to show their charts for the activity given in the 21st Century Skills section and display them in the class.

Ask the question given in the Thinking Zone to students and discuss its benefits.

TEACHER-LED [I DO]: 

48

Duration: 15 min.

Introduce the concept of different ways to protect the environment by referring to pictures/examples in the Let’s Learn section of the course book.

CHECK FOR UNDERSTANDING:   

Duration: 5 - 7 min.

Why should we not burn garbage?

Why should we not dump waste and garbage carelessly?

What should we do with used plastic items?

GUIDED LEARNING [WE DO]: • • • •

Duration: 5-7 min.

Discuss the facts given in the Extend Your Knowledge section with the students.

Explain the concepts of deforestation and the harm caused by it and afforestation and its benefits to the students.

Discuss the answer to sub-question 4 of question 3 in Worksheet 2 (WB) under the Level 2 section.

Ask the students to refer to the Word Zone section and understand the meaning of the word.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1c and 2c under Let’s Practise - 2.

Instruct all the students to complete sub-question f of question 2 and sub-question e of question 3 in Worksheet 1 (WB) under the Level 1 section.

AT HOME  

Instruct all the students to complete sub-question c of question 1 and sub-questions e and f of question 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete all parts of questions 3 and 4 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:   

Duration: 3 min.

Summarise/Conclude the class by discussing the main points discussed in the class.

Discuss the main idea behind the importance of the environment and the need to protect it, as discussed during the chapter.

Explain the activity given in the Life Skills section to the students and encourage them to carry it out in their neighbourhood.

49

11. Weather, Air, and Water CHAPTER OBJECTIVES To enable learners to:      

Explain how the Sun affects the weather.

Explain and describe land breeze and sea breeze.

Illustrate the water cycle.

List the impurities in water.

Enumerate the methods of purification of water.

Explain the need to save water and methods to conserve water.

INTRODUCTION The lesson aims to help learners explain how the sun affects the weather, explain and describe land breeze and sea breeze, illustrate the water cycle, list the impurities in water, enumerate the water purification methods, and explain the need to save water and methods to conserve water.

The lesson mainly uses a 3-step method and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities ahead of time, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals the answers.

LESSON PLAN - 1 OBJECTIVE: To enable learners to explain how the Sun affects the weather, explain and describe land breezes and sea breezes.

OPENING:  

50

Duration: 5 - 7 min.

Begin the class with the Let’s Recall section of the CB and ask the students to complete the same.

Discuss the uses of air and water with the students.

TEACHER-LED [I DO]: 



Duration: 15 min.

Ask probing questions using the Thinking Zone of the CB. 1.

Is air important to us? How? 2.

Why is water important?

Introduce the concept ‘Sun and Weather, Land and Sea Breeze’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

How does the sun affect our weather?

What is air? What is it made of?

What is a land breeze?

GUIDED LEARNING [WE DO] • • •

Duration: 10 min.

Discuss the Word Zone given in this part of the CB. Discuss the facts given in the Fact Zone given in the CB with the students.

Ask the students to work in pairs and complete questions from the section Let’s Practise 1 given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 5-7 min.

IN CLASS   

Instruct all the students to complete questions 1, 2a,2b,2c, 2f, and 3 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1 and 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 1b in Worksheet 3 (WB) under the Level 3 section

AT HOME 

Ask the student to complete the task given in the 21st Century Skills section of the CB.

CONCLUSION:

Duration: 3 min.

1. Ask the student to draw and write one important point about land and sea breeze.

2. Ask a few students to summarise the topic of the day and note the main points on the class board.

3. Ask the rest of the class to note the same.

51

LESSON PLAN - 2 OBJECTIVE: To enable learners to illustrate the water cycle.

OPENING:  

Begin the class by recapping previous topics, ‘Weather, Air and Water.’

Ask probing questions like: 1. Explain the difference between land and sea breeze.

2. What is the atmosphere?

3. What causes wind?

TEACHER-LED [I DO]: 

Duration: 5 - 7 min.

Duration: 15 min.

Ask probing questions before introducing the topic of the day.

1.

What are the different states in which water exists?

2.

Does ice float or sink in water?

3.

What is rain?

Introduce the concepts of ‘The Solar System’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is evaporation?

What causes water to evaporate?

What is the difference between dew and frost?

GUIDED LEARNING [WE DO] • • •

Duration: 5-7 min.

Discuss the meanings of the words given in the Word Zone of the CB. Discuss the facts given in the Fact Zone given in the CB. Ask the students to work in pairs and complete the section Let’s Practise 2 (1a) given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS   

52

Instruct all the students to complete questions 2d and 2e in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 2 and 4a in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1c and 1d in Worksheet 3 (WB) under the Level 3 section.

AT HOME 

Ask the student to collect information about the different types of precipitation and one example of where it happens. Ask the student to make a poster by adding pictures.

CONCLUSION: 

Duration: 3 min.

Ask the students to draw the water cycle and discuss the importance of it with their partners. Ask a few students to come forward and share their thoughts with the rest of the class.

LESSON PLAN - 3 OBJECTIVE: To enable learners to list the impurities in water and enumerate the methods of purification of water.

OPENING:

Duration: 5 - 7 min.

Revise the difficult words of the previous class by discussing the words given in the Word Zone in the CB.

TEACHER-LED [I DO]:

Duration: 15 min.

Explain the concept of ‘Earth, Revolution, and Rotation’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:    

What do you mean by impurities?

What happens when impurities get mixed in water?

How can water be purified?

Why should we drink only clean water?

GUIDED LEARNING [ WE DO]: • • •

Duration: 5-7 min.

Explain the terms given in the Word Zone of the CB. Discuss the facts given in the Fact Zone of the CB. Ask the students to work in pairs and complete the Let’s Practise 2(1b) from the CB.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 4c and 4d in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 1a in Worksheet 3 (WB) under the Level 3 section.

53

AT HOME: 

Instruct all the students to complete the task given in the Life Skills section of the CB.

CONCLUSION:   

Duration: 3 min.

Ask students to draw any two methods of water purification.

Ask some students to come forward and draw the same on the class board.

Discuss the same with the rest of the students and ask them to note it in their books.

LESSON PLAN - 4 OBJECTIVE: To enable learners to explain the need to save water and methods to conserve water.

OPENING:

Duration: 5 - 7 min.

Revise the previous class by asking a few questions like: 1. What is chlorination?

2. What is decantation?

3. Name two impurities that can be found in water.

TEACHER-LED [I DO]:

Duration: 15 min.

Explain the concept of ‘Water Conservation: Save Water! Save Lives!’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

Why do we need to save water?

Why do we need to fix leaking taps?

Why should we take shorter showers?

GUIDED LEARNING [WE DO]: • •

Duration: 5-7 min.

Explain the terms given in the Word Zone of the CB. Ask the students to work in pairs and complete the Let’s Practise 2 (1c) from the CB.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS 

54

Instruct all the students to complete question 4b in Worksheet 2 (WB) under the Level 2 section.

AT HOME  

Instruct all the students to complete the task given in the Cross-Curricular Connection (Arts) section of the CB. Read the Extend your Knowledge section.

CONCLUSION:  

Duration: 3 min.

Instruct all the students to complete question 4 in Worksheet 1 (WB) under the Level 1 section.

Use the above to summarise the topic of the day.

55

12. States of Matter CHAPTER OBJECTIVES To enable learners to:    

Explain what matter is.

List and understand the different states of matter.

Understand the changes in states of matter.

Explain that solids dissolve in liquids.

INTRODUCTION The lesson aims to help learners explain what matter is, list and understand the different states of matter, understand the changes in states of matter, and explain that solids dissolve in liquids.

The lesson mainly uses a 3-step method and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities ahead of time, discuss them with the learners a day before the lesson, and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals the answers.

LESSON PLAN - 1 OBJECTIVE: To enable learners to explain what is matter.

OPENING:  

Begin the class with the Let’s Recall section of the CB and ask the students to complete the same.

Discuss the uses of air and water with the students.

TEACHER-LED [I DO]: 

56

Duration: 5 - 7 min.

Ask probing questions using the Thinking Zone of the CB. 1.

Does water spill?

2.

What about books or clothes?

3.

Give examples of some things that can spill.

Duration: 15 min.



Introduce the concept ‘States of matter’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is matter made up of?

What are the different states of matter?

How is gas different from solid?

GUIDED LEARNING [WE DO] • • •

Duration: 10 min.

Discuss the Word Zone given in this part of the CB. Discuss the facts in the Fact Zone in the CB with the students.

Ask the students to work in pairs and complete questions from the section Let’s Practise 1 given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 5-7 min.

IN CLASS   

Instruct all the students to complete questions 1, 2a, 2c, and 3 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 1 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 1b in Worksheet 3 (WB) under the Level 3 section.

AT HOME 

Ask the student to complete the task given in the Cross-Curricular Connection (Arts) section of the CB.

CONCLUSION:

Duration: 3 min.

1. Ask the student to draw the three states of water. Ask some students to come forward and speak a few lines to describe each.

2. Discuss the same with the rest of the class.

LESSON PLAN - 2 OBJECTIVE: To enable learners to understand the changes in states of matter.

OPENING: 

Duration: 5 - 7 min.

Begin the class by recapping previous classes’ topic, ‘States of Matter.’

57

TEACHER-LED [I DO]: 

Duration: 15 min.

Ask probing questions before introducing the topic of the day.

1.

What are solids, liquids, and gases?

2.

Can a solid become a liquid?

Introduce the concepts of ‘The Solar System’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is evaporation? What is boiling?

What is melting? How is it different from freezing?

What is sublimation?

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Discuss the meanings of the words given in the Word Zone of the CB. Discuss the facts given in the Fact Zone given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS  

Instruct all the students to complete questions 2b and 2d in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete question 4 in Worksheet 2 (WB) under the Level 2 section.

AT HOME 

Instruct all the students to complete questions 1c and 2 in Worksheet 3 (WB) under the Level 3 section.

CONCLUSION:  

Duration: 3 min.

Ask the students to draw the water cycle and how the changes in states of matter relate to this.

Ask students if they have seen steam. Ask them to describe each state of matter.

LESSON PLAN - 3 OBJECTIVE: To enable learners to explain that solids dissolve in liquids.

OPENING:

Duration: 5 - 7 min.

Revise the difficult words of the previous class by discussing the words in the Word Zone given in the CB.

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TEACHER-LED [I DO]:

Duration: 15 min.

Explain the concept of ‘Solids Dissolve in Water’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:    

Does sugar dissolve in water?

What is a solute?

Name two solutes.

What is a solvent?

GUIDED LEARNING [WE DO]: • • • • •

Duration: 5-7 min.

Explain the terms given in the Word Zone of the CB. Discuss the facts given in the Fact Zone of the CB. Demonstrate the activity given in the section 21st Century Skills from the CB, with the help of some students.

Discuss the same with the students.

Ask the students to work in pairs and complete the Let’s Practise 2 from the CB.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS   

Instruct all the students to complete question 4 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 2 and 3 in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete question 1a in Worksheet 3 (WB) under the Level 3 section.

AT HOME 

Instruct all the students to complete the task given in the Life Skills section of the CB. Ask the students to ask an adult to help them do this.

CONCLUSION:   

Duration: 3 min.

Ask the students to define solvent, solute, and solution. Discuss the same with the students.

Discuss the Extend Your Knowledge section given in the CB briefly.

Ask students about the different states of matter discussed in the above section.

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13. Force, Work, and Energy CHAPTER OBJECTIVES To enable learners to:     

Understand force and its types Describe work List and describe types of simple machines List the sources and types of energy Enumerate the different forms of energy

INTRODUCTION The lesson aims to help learners understand force and its types, describe work, list and describe types of simple machines, list the sources and types of energy and enumerate the different forms of energy.

The lesson uses a 3-step method majorly and follows guidelines based on best practices from around the world. It includes ideas from Bloom’s taxonomy, activity-based learning, and multiple intelligences.

NOTE TO THE TEACHER Prepare materials for activities beforehand, discuss them with the learners a day before the lesson and set up the classroom for the activities accordingly. The workbook includes a few extra practice worksheets (wherever required) to help learners review and practise concepts independently, reinforcing what they’ve learned through the lesson plans.

Most importantly, ask the students questions before introducing the concepts and let them come up with different answers before the teacher reveals them.

LESSON PLAN - 1 OBJECTIVE: To enable learners to understand force and its types and describe work.

OPENING:  

Begin the class with the Let’s Recall section of the CB. Discuss the same with the students.

TEACHER-LED [I DO]: 

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Duration: 5-7 min.

Ask probing questions using the ‘Thinking Zone’ of the CB. 1.

Have you played with clay?

2.

Can you change its shape?

Duration: 15 min.



Introduce the concept ‘(Force, its types and Work)’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is work?

Is doing HW work done according to science?

What is force?

GUIDED LEARNING [WE DO] • • •

Duration: 10 min.

Discuss difficult words like gravitational and frictional with the students.

Discuss the facts given in the Fact Zone given in the CB with the students.

Ask the students to work in pairs and complete questions from the section ‘Let’s Practise-1’ given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 5-7 min.

IN CLASS   

Instruct all the students to complete questions 1, 2b, 2d, and 2f in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 1d and 2b in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1a and 1e in Worksheet 3 (WB) under the Level 3 section.

AT HOME 

Ask the student to complete the task given in the Cross-Curricular Connection (Physical Ed) section of the CB.

CONCLUSION:

Duration: 3 min.

1. Discuss the thought given in the Life Skills section of the CB. 2. Use this to summarise the topic of the day.

LESSON PLAN - 2 OBJECTIVE: To enable learners to list and describe types of simple machines.

OPENING: 

Duration: 5-7 min.

Begin the class by recapping previous topics ‘Force, Work, and Energy’.

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TEACHER-LED [I DO]: 

Duration: 15 min.

Ask probing questions before introducing the topic of the day.

1.

What is work? What is force?

2.

What is gravitational force?

Introduce the concepts of ‘Simple Machines’ by referring to pictures/examples under the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:    

What are machines?

What is a lever?

What is a pulley?

What is a wedge?

GUIDED LEARNING [WE DO] • •

Duration: 5-7 min.

Discuss the facts given in the Fact Zone given in the CB. Ask the students to work in pairs and complete the section ‘Let’s Practise 2’ given in the CB.

INDEPENDENT LEARNING [YOU DO]

Duration: 10-12 min.

IN CLASS   

Instruct all the students to complete questions 2a, 2c, and 3 in Worksheet 1 (WB) under the Level 1 section.

Instruct all the students to complete questions 2c and 2e in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1a, 1b, and 1c in Worksheet 3 (WB) under the Level 3 section.

AT HOME: 

Ask the students to complete the task given in the 21st Century Skills section of the CB.

CONCLUSION:  

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Duration: 3 min.

Instruct all the students to complete question 2 in Worksheet 3 (WB) under the Level 3 section.

Use the above drawing to summarise the topic of the day.

LESSON PLAN - 3 OBJECTIVE: To enable learners to list the sources and types of energy and enumerate the different forms of energy.

OPENING:

Duration: 5-7 min.

Revise the difficult words of the previous class by discussing the words given in the ‘Word Zone’ given in the CB. Ask the students to name some simple machines.

TEACHER-LED [I DO]:

Duration: 15 min.

Explain the concept of ‘Sources and Forms of Energy’ by referring to pictures/examples in the Let’s Learn section of the coursebook.

CHECK FOR UNDERSTANDING:   

What is energy?

Name two sources of energy.

Name three forms of energy.

GUIDED LEARNING [WE DO]: • • •

Duration: 5-7 min.

Explain the terms given in the Word Zone of the CB. Discuss the facts given in the Fact Zone of the CB. Ask the students to work in pairs and complete the Let’s Practise-3 from the CB.

INDEPENDENT LEARNING [YOU DO]:

Duration: 10 min.

IN CLASS  

Instruct all the students to complete questions 1a, 1c, 1d, 1e, and 2a in Worksheet 2 (WB) under the Level 2 section.

Instruct all the students to complete questions 1d and 1f in Worksheet 3 (WB) under the Level 3 section.

AT HOME 

Ask the students to write a paragraph on ‘Solar Power’

CONCLUSION:  

Duration: 3 min.

Ask the student to make a mind map for this chapter.

Ask a few students to use the mind map to list the important points discussed in the chapter.

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