Secondary Course

216 - Home Science

Book - 3 - Practical Manual

Contents
Practical 1. Observe and record the results of cooking any two cereals and two vegetables cooked by
different methods.
Practical 2. To identify fabrics through visual inspection
Practical 3. To prepare first-aid kit
Practical 4. To record and study the weekly spending plan of your family.
Practical 5. To record the steps in the process of management while arranging a family function.
Practical 6. To make a time plan for a homemaker with two school going kids, for a typical evening
from 4 to 8 O’clock.
Practical 7. To prepare a label for a product with the following quality marks
OR
*Select a product amongst the following quality marks and give information on what
should be included in the label.
Practical 8. To survey home for safety hazards and suggest improvements regarding
Practical 9. To observe the items eaten, from the given menu. To classify each item into an
appropriate food group. To suggest, items to be included in the food group not covered in
the meal.
Practical 10. To adjust the given meal for a family keeping in mind the sex, age and activity of the
family members.
Practical 11. To identify fibres using burning test.
OR
*To indentify the given fabrics by touching and feeling the texture.
Practical 12. To make graphic illustration or sample of plain weave by using strips of Paper
Practical 13. To remove the given stains from white cotton fabrics.
OR
*write the appropriate procedure in the column provided in the given table to remove the
following stains.
Practical 14. a) To wash and finish a Cotton Dupatta /Saree/ Shirt, b) To wash and finish a woollen
shawl/cardigan and c) To wash and finish a silk scarf/blouse/dupatta
Practical 15. To clean the following surfaces
OR
*State appropriate cleansing agents and method of cleaning to clean the following surfaces.
Practical 16. To observe the communication skills of four children in the following age goups
Practical 17. To make low cost toy/game using household materials for children.
*Note: To be attempted by learners with disability
 PRACTICAL NO: 1
AIM:
Observe and record the results of cooking any two cereals and two vegetables cooked by
different methods.

OBJECTIVES: After doing this practical you would be able to :

 know the effects of cooking on food;

 learn the different methods of cooking, and
 identify the methods which minimize nutrient loss.

MATERIAL REQUIRED:
Two cereals, two vegetables, knife, bowl, cooking utensils -Karahi,
Pressure cooker, sauce pan, pot, cooking oil, spices, serving bowls,
serving spoon, gas stove, LPG cylinder and ingredients for selected recipes.

PROCEDURE:
1. Select two cereals and two vegetables.
2. Identify recipes for these food items involving different methods of cooking like cooking by
moist heat, dry heat and frying.
3. Get samples of food cooked according to these methods and observe keenly the changes in
their colour, texture and flavour. Note the observations in the given table.
TABLE FOR OBSERVATION:

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 PRECAUTIONS:
1. Wash the cereals and vegetables thoroughly.
2. Do not wash the vegetables after cutting.
3. Do not cut vegetables into tiny pieces.
4. Do not overcook the food
5. Use just enough water/oil/heat for cooking.

CONCLUSION:
Cooking improves the look, flavour and eating quality of food and makes it palatable.

CRITERIA FOR EVALUATION:

 Food items when cooked in moist heat must preserve their colour and shape as far as possible.
 Food items when cooked in dry heat must have right amount of moisture and crispness.
 Fried food items should be crisp, golden brown and non-greasy.

RELATED QUESTIONS:
1. What are the various methods for cooking food?
Ans:The various methods of cooking food are :1. Baking2. Boiling3. deep frying4. Sautéing5.
Roasting6. Grilling7. Steaming8. Barbecuing
2. Suggest some methods to reduce nutrient loss during preparation and cooking.
Ans:Keep skins on when possible.Avoid continuous reheating of food.Use a minimal amount of
cooking liquid.Choose steaming over boiling.When you do boil, retain the cooking liquid for a
future use (like soups and stocks)
3. Why should the vegetables not be cut in to tiny pieces?
Ans:When we cut vegetables into smaller pieces the surface area reduces, which means that less
oxygen is exposed and more vitamin in retented.So, we should not cut vegetables into tiny pieces.
4. Why should the vegetables not be washed after cutting?
Ans: if we wash the vegetables after cutting... All the nutrients will be wash

A NOTE FOR TUTORS:

1. A learner may be shown a food item cooked through various cooking methods and asked to
identify these methods.
2. A learner may be asked to select a cooking method that causes minimum nutrient loss.
FOR MORE DETAILS: Refer lesson 4 in book 1 of your learning material.

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 PRACTICAL NO: 2
AIM:
To identify fabrics through visual inspection:
 woven fabric and

 knitted fabric.

OBTECTIVE: After doing this practical you would be able to

identify knitted fabrics and woven fabrics through visual

inspection.

MATERIALS REQUIRED:
Collect fabric pieces from different sources such as:
a) Leftover fabrics at home or from the tailor.
b) Old banians/T-shirts/socks or sweaters.

PROCEDURE:
1. Cut out samples measuring 5cm x 5cm from any of the above sources.
2. Observe the characteristics given in criteria for selection carefully.
3. Select one knitted sample and one woven sample.
4. Paste these samples in the boxes as shown below in your practical file.
5. Record the difference between these samples.

CRITERIA FOR
Knitted SELECTION Woven
Edges are curled up.
Edges lie flat.
Tiny inter-connected loops are visible Alternately arranged yarn are visible on the surface.
on the surface.
A set of yarns namely warp and weft constitute
Single yarn runs through the fabric. the fabric.

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4
TABLE FOR OBSERVATION:

RELATED QUESTION:
1. State two differences between knitted and woven fabrics.
Ans:
1.Creation of fabric:
Woven fabric is constructed through weaving the loops. These looms are generally 54 inches wide or
more. Woven fabric has varied warps and wefts.
Knitted fabric is constructed through interlacing and interloping a single yarn.
2. Stretching capacity:
Woven fabric has less stretching capacity because it has tight independent yarns.
Knitted fabrics have stretching capacity in all the possible directions.
3. Changing of Shape
It has less capacity to slouch.
It is sturdy and can be directed in all shapes.
4. Usability:
Woven fabrics are utilized for upholstery.
Knitted fabrics are used for apparel.

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 2. List type of weaves.
Ans: there are many types of weavers.
plain,twill,satin,rib weave,basket weave,levo
but important 3 are plain weave ,twill weave and satin weave

A NOTE FOR TUTORS:

1. A learner may be asked to identify and separate woven / knitted samples from a number of samples.

FOR MORE DETAILS: -Refer lesson 10 in book 1 of your learning material.

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 PRACTICAL NO: 3
AIM:
To prepare a first aid kit

OBJECTIVE: After doing this practical you would be able to :

 list first aid items required to handle emergencies at home;

 identify sources to obtain the material required;

 assemble a first aid kit, and

 list points which will add to the efficiency of a first aid box,

MATERIALS REQUIRED:
A box, Band-Aid, Dettol or any antiseptic cream, Small scissors, Bandage, Cotton, A pain killer like
Aspirin, Thermometer.
PROCEDURE:
1. Take any sturdy box available at home.
2. Collect the items which are available at home.
3. Buy the items which are not available at home.
4. Put all these items in the box.
5. Keep the box within easy reach.

PRECAUTIONS:
1. Check the medicines for expiry date.
2. The box should not be kept within the reach of children.
3. Cotton, bandage and box should be clean and sterilized.

RELATED QUESTION:
1. List down five items required in a first aid kit.
Ans: A basic first aid kit may contain:plasters in a variety of different sizes and shapes.small, medium
and large sterile gauze dressings.at least 2 sterile eye dressings.triangular bandages.crêpe rolled
bandages.safety pins.disposable sterile gloves.tweezers.
2. What is the importance of a clean bandage?
Ans: The importance of bandages and emergency pressure dressings. Shallow cuts, scrapes, and
abrasions may be minor in the realm of workplace injuries, but they should be tended to immediately.
A well-stocked first aid kit is important to have on hand so that workers can treat their wounds in a
timely manner.

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3. Why is it important to keep an updated first aid kit?
Ans:It is important to update first aid kit ,so that during emergency we can get all the equipment
in correct time. Because if the medicines in it are either old or expired, it cannot be used for the
patient and therefore the box is of no use.Also suppose we use,it can complicate the issue of the
patient and make it worse for him/her..

A NOTE FOR TUTORS:

l. A learner may be asked to make a first aid kit out of the things kept on the table.
2. A learner may be shown an incomplete first aid kit and asked to list the things missing.
FOR MORE DETAILS:- Refer lesson 13 book 2 of your learning material.

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 PRACTICAL NO: 4
AIM:
To record and study the weekly spending plan of your family.

OBJECTIVE: After doing this practical you would be able to

 develop the skill of writing spending plans;

 develop sensitivity towards avoiding wasteful expenditure, and
 suggest modifications in a spending plan in case of emergencies.

MATERIALS REQUIRED:
Pen, Notebook, Paper, and Pencil

PROCEDURE:
1. Use the following heads to make the spending plan.
2. Enter expenditure incurred daily under each head.
3. Total it at the end of the month.
GRAND TOTAL

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Precautions:
1. Record the daily expenditure under each item head carefully without fail.

CONCLUSION:
1. Conclude from the total whether the expenditure is justified and support your answer with
adequate reasons.
2. Suggest modifications in expenditure for some savings.

RELATED QUESTIONS:
1. List three items which involve the maximum /minimum expenditure.
Ans:
2. What is the importance of reserving some money for entertainment?
Ans: life is very precious so,we should enjoy each and every second of our life fruitfully. we should
keep some money for entertainment because we didn't brought anything and we will not take any thing
3. Why is saving important?
Ans: Saving money can help you become financially secure and provide a safety net in case of an
emergency.
4. Which is the spending heads where it is difficult to reduce expenditure?Give three suggestions for
reducing the expenditure on food.
Ans: 1. reducing frequent visits to hotel · 2. use of kitchen garden · 3. use of simple and healthy food.
FOR MORE DETAILS: - Refer lesson 16. in book 2 of your learning material.

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 PRACTICAL NO: 5
AIM:
To record the steps in the process of management while arranging a family function.

OBJECTIVES: After doing this practical you would be able to:

 identify the steps involved in arranging a family function;

 organize the family function systematically, using family resources, and
 assess the success/failure of the function.

MATERIAL REQUIRED: Pen and Paper

PROCEDURE:
Start planning the function much ahead of the actual date of the event. Record two planning details
in a note-book. Use the following table to note the details of planning. Use this table to assign duties
if any.

TABLE FOR OBSERVATION:

GOAL: Write the goal of this function.

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PRECAUTIONS:
1) Know your goal clearly.
2) Plan each step carefully.
3) Follow the plan strictly.
OR
Visit an event nearby your surroundings and evaluate it
under the following heads (you can add more headings)
 Timings ofthe event
 Flow of the event
 Overall management
 Venue
¬ Space
¬ Layout
Please suggest changes that could have been incorporated at the planning stage for better results.

CONCLUSION:
Evaluate the event after it is over.

CRITERIA FOR EVALUATION:

All stages of the function went on smoothly and all events took place without any problem.

RELATED QUESTIONS:
1. Why is it necessary to have a clear goal before beginning to plan?
Ans: 1. The goal is required to be set and defined one must not change the goal, this is likely to waste
time.2. The goal must be created keeping all points under consideration that is the necessity of goal in
life and other parameters before planning to achieve it.3. The goal must be clear and in small achievable
steps so that easy to accomplish the small steps.
2. Why is evaluation important?
Ans: Evaluation is important to periodically assess and adapt your activities to ensure they are as effective
as they can be.It help you to identify areas for improvement.
3. Give two advantages and two disadvantages of delegating jobs to others.
Ans:
Advantages of Delegation
1.The biggest benefit of delegation is that it helps the management in concentrating more on important
activities of the company because routine and repetitive work can be given to lower level managers.
2.Delegation improves the reaction time of the company to various challenges faced in day to day
activities of the company
Disadvantages of Delegation
1.The biggest disadvantage of delegation is that the success of delegation lies in the employees to whom
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 the task is delegated so if the employee to whom the task is delegated is incompetent then there is no
use of delegation as it will harm the company more.
2.Chances of miscommunication in case of delegation is high
4. What will you suggest to ensure that the job you delegated gets done?
Ans: Continuous improvement and hard work

A NOTE FOR TUTORS:

1. A learner may be given different goals and asked to make a plan to achieve those goals.

FOR MORE DETAILS: - Refer lesson 14. in book 2 of your learning material.

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 PRACTICAL NO: 6

AIM:
To make a time plan for a homemaker with two school going kids for a typical evening from
4 to 8 O’clock.

OBJECTIVES: After doing this practical you would be able to

 identify all that needs to be done on a typical evening;

 sequence the activities, and
 spell out how and when others can be involved.

MATERIAL REQUIRED:
Paper and Pen:

PROCEDURE:
1 Make a list of all the activities to be performed during a given period, like - taking children to
the park/ music class/ shopping, helping them with their homework and preparations for next
day etc.
2. Estimate time required for each activity and workout correct sequence of activities.
3. See if you can delegate some activities and reduce your own workload.
4. Check the time plan. Plan must accommodate all the required activities.
5. Evaluate the time plan after it is carried out.

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TABLE FOR OBSERVATION:

Time Plan

PRECAUTIONS:
1. Your time plan should by a practical and a flexible one
2. Keep some time for recreation as well as for emergencies if any.
3. Make a time plan which you can follow easily.

CONCLUSION:
Study the plan critically and suggest improvements if any.

CRITERIA FOR EVALUATION:

A good time plan has time for all the activities, including time for rest.

RELATED QUESTIONS:
1. How does a time plan help?
Ans: time plan help to adjust our time routine and after planing time we are able to work in wright
time and adjust our time also.
2. How do you make an accurate estimate of time?
Ans: Step 1: Understand What's Required. Start by identifying all of the work that needs to be done
within the project. ...Step 2: Order These Activities. Now, list all of the activities you identified in the
order in which they need to happen.
3. Why is it important to delegate the work.
Ans: The best way of doing this is to coach them in the new skills and then delegate tasks to them so
that they may use those new skills. Delegating is a great way of encouraging your team members to
develop themselves and for you to develop coaching and mentoring skills.

A NOTE FOR TUTORS:

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1. A learner may be asked to prepare different time plans for different members of the family.
2. A learner may be asked to prepare a full day time plan for him / herself.

FOR MORE DETAILS:

Refer lesson 15 in book 2 of your learning material.

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 PRACTICAL NO: 7
AIM:
To prepare a label for a product with the following quality marks
a) ISI
b) FPO
c) Agmark

OBJECTIVE: After doing this practical you would be able to:

 identify the information that needs to be printed or engraved on a product, and
 develop a label for a product on the basis of the relevant information needed by a
consumer to make a correct choice while buying.

MATERIALS REQUIRED: Pen, Paper

PROCEDURE:
1. Identify the product with quality mark on it, for example
¬ Electric product like Electric fan with ISI mark
¬ Fruit product like Jam with FPO mark
¬ Agriculture Product like Wheat flour with Agmark
2. Make a list of the information that has to be put on
the label of the product you have selected. Refer the
following list of information.
a) Name of the product.
b) Trade and Brand name
c) Manufacturer«s name and address
d) Ingredients/Contents
e) Use of the product
f) Direction for use of the product.
g) Precaution to be taken while using the product.
h) Date of manufacture and date of expiry for the
perishable products.
i) Guarantee period
j) Product price, MRP

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3. Note down the above information for each product.
4. Fix a size of your label.
5. Prepare a label that can be printed or engraved on the product or package of the product.
6. Arrange all the information creatively so as to attract the attention of the consumer.

PRECAUTIONS:
1. Write all the information on the label clearly.
2. Give only correct information on the label.
3. Arrange all the information concisely.
4. Keep the size of product in mind.

CRITERIA FOR EVALUATION:

A good label carries all the required information and in a print size that a consumer can read comfortably.

RELATED QUESTIONS:
1. Why is it important to include the manufacturer«s name and address on the label?
Ans: It's important bcos if there is any complaint or anything. they can visit the manufacturer and
discuss about that directly
2. Why is it important to write the date of manufacture and expiry on the label?
Ans: because the products have some dates to use but if we use it after expiry date it can harm us .
3. Why do we need labels on products?
Ans: in order to provide customers certified products..and so that the buyer don't cheat...

A NOTE FOR TUTORS:

1. A learner may be asked to prepare a lable for a product on display.
2. A learner may be given an incomplete lable and asked to complete it.
3. A learner may be given an incorrect lable and asked to correct it.

FOR MORE DETAILS: - Refer lesson 22 in book 2 of your learning material.

OR

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* AIM
Select a product amongst the following quality marks and give information on what should be
included in the label. Refer to point no. 2 in the procedure.

S. No Quality Mark Information for the Label

1 ISI

2 FPO

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 3 AGMARK

*Note: to be attempted by learners with disability

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 PRACTICAL NO: 8
AIM
To survey home for safety hazards and suggest improvements regarding
¬ Plug points near the floor
¬ Storage place for phenyl, pesticides, insecticides, medicines
¬ Parapet or borders on the roof
¬ Railing of the staircase

OBJECTIVE: After doing this practical you would be able to

 assess the safety hazards in your house;

 identify the places of safe storage for medicines and poisonous substances in your home; and
 suggest safety measures for railings, parapet on roof and floor of bathroom and kitchen.

MATERIALS REQUIRED: Pen, Paper

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PROCEDURE:
Make the following observations in the house to detect safety hazards. Tick your observation.

PRECAUTIONS:
Examine the safety hazards critically.

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CONCLUSION:
Make suggestions for improvement on the basis of critical study
of safety hazards.

RELATED QUESTIONS:
1. What is the benefit of using electric plugs with ISI
mark.
Ans: Benefit of using electric plugs with ISI Mark
ISI mark is highly recommended for electrical
appliances and instruments like plugs because all
these involve a flow of high voltage current.Any
defect or leakage might lead to short circuits and
electric shocks. Hence the electric plugs should be
attested with ISI mark.The ISI or the "Indian
Standards Institute" mark is the most recognized
standardization mark in India, developed by the
"Bureau of Indian Standards" which is the National
Standards Body of India.The "ISI mark" is
mandatory to sell many products like electrical
products, medical equipment, LPG instruments,
automotive tires etc.The main purpose of the ISI
mark is to check the product’s safety and quality.
2. Why is proper place needed for storing phenyl
pesticides, insecticides, medicines etc?
Ans: Because when exposed to the environment they
can cause harmful diseases in humans,plants and
animals.
A NOTE FOR TUTORS:
1. A learner may be asked to comment on safety hazards of a situation shown in a picture.

FOR MORE DETAILS: - Refer lesson 22 in book 2 of your learning material.

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 PRACTICAL NO. 9
AIM:
To observe the items eaten from the given menu. To classify each item into an appropriate food
group. To suggest, items to be included in the food group not covered in the meal.

OBJECTIVES: After doing this practical you would be able to:

 list the main ingredients used in the items mentioned in the menu;
 classify these items in different food groups;
 determine whether the meal eaten was balanced or not, and
 suggest items to be included if the meal is not balanced.

MATERIALS REQUIRED:
Paper, Pen, Scale and the given menu.

PROCEDURE TO FOLLOW:
1. Study the given menu carefully.
2. List the main ingredients used to make the items included in the menu.
3. Classify each item into an appropriate food group.
4. Identify the food group not included in lunch.
5. Suggest food items that can be included from the missing food group, so that the meal is balanced.

MENU:

Rajma
Rice/Zeera Pulao
Dry Aloo
Vegetable Kheer

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TABLE FOR OBSERVATION:

PRECAUTIONS:
1. Study the menu careful1y.
2. Record every ingredient used to prepare the food item.
3. Do not miss out on any food group.

CONCLUSION AND SUGGESTION FOR IMPROVEMENT:

1. Meal is/ is not consisting of all the food groups.
2. Include food- items from the food groups that are missing.

CRITERIA FOR EVALUATION OFA MEAL:

A balanced mealmust have foodstuffs fromeach food group.
Only a balanced meal will give you allthe nutrients
required for your body to lead a normal and healthy life.

RELATED QUESTIONS:
1. Name the various food groups.
Ans: 1. Vegetables and legumes/beans.2. Fruits3. Grain(cereals)4. Lean meats and poultry5. Milk
products eg. Yogurt etc
2. What is a balanced diet?
Ans: a diet consisting of a variety of different types of food and providing adequate amounts of the
nutrients necessary for good health.
3. What is the importance of a
balanced diet?
Ans: A well-balanced diet provides
important vitamins, minerals, and
nutrients to keep the body and mind
strong and healthy. Eating well can
also help ward off numerous
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 diseases and health complications,
as well as help maintain a healthy
body weight, provide energy, allow
better sleep, and improve brain
function.
4. What will happen if you have a
carbohydrate rich diet
everyday?
Ans: If we eat carbohydrates
rich diet everyday it causes
overweighing and those persons
who are fatty can lead to other
metabolic issues as far as heart
disease , prediabetes, insulin
resistance️and eating rich
carbohydrate diet good for
those person who is weak.
5. Why does a mother force
her child to drink milk?
Ans:BECAUSE MILK
IS GOOD FOR OUR
HEALTH ,IT
CONTAINS MANY
NUTRIENTS ,CALCIU
M WHICH KEEPS OUR
BONES HEALTHY ..

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A NOTE FOR TUTORS:
1. A learner may be given a menu of unbalanced diet and be asked to balance it.
2. A learner may be asked to recollect a meal eaten and then conclude if it was balanced or not.

FOR MORE DETAILS: -

Refer lesson 3 in book 1 of your learning material.

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 PRACTICAL NO: 10
AIM:
To adjust the given meal fora family keeping in mind the sex, age and activity of the family

members. OBJECTIVES: After doing this practical you would be able to:

 know the nutritional needs according to sex, age and physical activity, and
 adjust the given meal to suit the needs of individual members of the family.

MATERIAL REQUIRED:
Paper, pen, Scale to draw the following tables for recording and a given menu.

PROCEDURE TO FOLLOW:
1. Identify the specific requirements of each member as per the criteria given in the table below
2. Suggest modifications in the meal to suit the individual requirements.

TABLE FOR OBSERVATION:

Table A: General Information

S.NO. Family Special requirement Age Sex Physical Activity

member of a member if any
Since the husband is engaged
1. Husband 45 M Heavy work
in heavy work, he requires a
higher calorie intake and
more protein to support his
physical activity. Ensure that
his meals include lean
protein sources like chicken,
fish, or beans, along with
complex carbohydrates like
whole grains and plenty of
fruits and vegetables for
vitamins and minerals.
The wife, being engaged in
2. Wife sedentary work, may need 39 F Sedentary work
fewer calories compared to
the husband. Focus on
providing nutrient-dense

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 foods with moderate portion
sizes to meet her nutritional
needs without excess
calories. Emphasize foods
rich in calcium and iron for
bone health and energy.
For the child, prioritize
3. Child providing balanced meals 4 F
with a variety of foods from
all food groups to support
growth and development.
Include plenty of fruits,
vegetables, whole grains,
lean proteins, and dairy or
dairy alternatives. Offer age-
appropriate portion sizes and
encourage healthy eating
habits.
Like the wife, the
4. Grandfather grandfather may require 62 M Sedentary work
fewer calories due to his
sedentary lifestyle. Focus on
providing nutrient-dense
meals with adequate fiber,
vitamins, and minerals to
support overall health.
Include foods rich in calcium
and vitamin D for bone
health and consider portion
control to prevent excess
calorie intake.
The adolescent, being
5. Adolescent engaged in heavy work, 16 M Heavy work
requires a higher calorie
intake to support growth,
energy, and muscle
development. Ensure that his
meals include a balance of
carbohydrates, proteins, and
healthy fats to fuel his
activity level. Offer nutrient-
dense snacks to replenish
energy stores throughout the
day.

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 Table B: Food Distribution in the Family/ Modification Needed

PRECAUTIONS:
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 1. Be aware about the requirements of each family member according to sex, age and physical activity.
2. Include at least one food item from each food group while planning a meal. This will help you
to plan one basic menu for the family.

CONCLUSION AND SUGGESTIONS FOR IMPROVEMENT:

1. The meal planned is balanced/not balanced and suitable/not suitable for the family.
2. Give one reason why the meal has been modified for the
following: Child, grandfather, adolescent and husband doing
heavy work.

CRITERIA FOR EVALUATION:

 Children need small but frequent meals.
 Old people may not be able to eat every kind of food stuff.
 Men need more proteins than women need.
 Members involved in sedantary work need less calories (energy) than those involved in hard labour.
 During illness, the food is changed in quantity, quality and frequency depending on the need
of a palient.

RELATED QUESTION:
1. What is meal planning?

Meal planning is the process of organizing and preparing meals in advance, typically for a specified
period, such as a week. It involves deciding what to eat, creating a shopping list, and scheduling meals
to meet nutritional needs, dietary preferences, and lifestyle requirements.

2 List the various factors which affect meal planning.

Various factors can influence meal planning, including:Nutritional requirementsDietary

preferences and restrictionsBudget constraintsTime availability for meal preparationCultural and
ethnic influencesSeasonal availability of ingredientsHealth conditions and dietary
restrictionsLifestyle factors such as work schedule and physical activity level

3.In which form can wheat be given to an infant and an adolescent?

Wheat can be given to an infant and an adolescent in various forms, including:

Infant: Wheat can be introduced to infants as a single grain infant cereal or as part of homemade baby
food purees once they are ready to start solid foods, typically around 6 months of age.

Adolescent: Wheat can be consumed by adolescents in various forms such as whole wheat bread,
pasta, cereals, or as part of cooked dishes like pilafs or stir-fries, providing a good source of
carbohydrates, fiber, and essential nutrients for growth and development.

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 A NOTE FOR TUTORS:

1. A learner may be given a menu to adjust it to suit all the family members.
2. A learner may be asked to adjust a single food item for different age groups.
3. A learner may be asked to adjust a meal during sickness in the family.

FOR MORE DETAILS: Refer lesson 3 in book I of your learning material.

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 PRACTICAL NO: 11
AIM
To identify fibres using burning test.

OBJECTIVE: After doing this practical you would be able to:

 identify different fabrics available in the market using burning test;
 avoid getting cheated by a sales person, and
 select an appropriate fabric for yourself.

MATERIALS REQUIRED:
Strips of different types of cloth, a needle, forceps, a candle, matchbox etc.

SOURCE:
Old pieces of cloth available at home or leftover strips of cloth obtained from a tailor.

PROCEDURE:
1. Select any ten different strips of cloth.
2. Number these strips 1-10.
3. Take strip no. 1 and pull out yarns from the side with the help of a needle.
4. Light the candle with a matchstick.
5. Hold the pulled out yarn with the forceps and bring it near the flame.
6. Observe carefully.
7. Note the observation in the table given below.
8. Repeat it for all other fabric strips.

34
TABLE FOR OBSERVATIONS:

PRECAUATIONS:
1. Take out a long yarn from the fabric to get correct result.
2. Use the forceps to hold the yarn in flame.
3. Do not smell the fiber immediately after exposing it to flame.
4. Do not check the residue with your fingers until the yarn has cooled down.

RELATED QUESTIONS:
1. If the residue of a burnt fibre is a hard bead, which fibre could it be?
Ans: The fiber that leaves a hard colored bead after burning is wool, silk, cashmere, alpaca. At first they
burn slowly and the cloth won't be lit after it is completely burnt. It smells like burnt hair or feathers and
they eventually turn into a hard bead.please mark brainliest
2. When you hold the fibre in flame and it burns out quickly with a yellow flame, Which fibre could it
be?
Ans: Cellulosic fibers (cotton, linen and rayon) burn rapidly with a yellow flame.
3. A fibre, on burning smells like burnt milk. Is it an animal or vegetable fibre?
Ans: Animal fibre

FOR MORE DETAILS: Refer lesson 10 in book 1 of your learning material.

35
* AIM: To indentify the given fabrics by touching and feeling the texture.

S. No Identified Fabric
1 Use Hands and Fingers: Encourage learners to use their hands and fingers to feel the texture of the
fabric. They can run their fingers over the surface of the fabric to feel its characteristics.

2 Focus on Sensory Experience: Ask learners to pay attention to the sensations they feel while
touching the fabric. They can describe the texture using words like soft, rough, smooth, coarse, fuzzy,
etc.
3 Compare and Contrast: Provide multiple fabric samples for learners to compare and contrast. They
can feel each fabric and note the differences in texture between them.

4 Use Descriptive Words: Encourage learners to use descriptive words to articulate their observations
about the texture of each fabric. They can express how each fabric feels in terms of its thickness,
stiffness, elasticity, and surface finish.
5 Practice and Repetition: Offer opportunities for learners to practice identifying fabrics regularly.
With repeated exposure and practice, they can improve their ability to recognize different fabric
textures by touch.

6 Provide Assistance if Needed: Offer assistance and support as needed to ensure learners feel
comfortable and confident in their ability to identify fabrics by touch. Provide guidance and
encouragement throughout the process.

*Note: To be attempted by learners with disability

36
 PRACTICAL NO: 12

AIM:
To make graphic illustration or sample of plain weave by using strips of paper.

OBJECTIVE: After doing this practical you would be able to

make a sample of a fabric constructed by plain weaving.

MATERIALS REQUIRED: Paper, pen, pencil, scissors, scale

PROCEDURE:
1. See figure 3 carefully.
2. Make it with pencil and scale in box 1.
3. Cut strips of paper in two colors (2mm thickness)
as shown in figure 1.
4. The length of the strips should be a little longer
than the dimensions of the box.
5. Weave these like a chatai as shown in figure 2.
6. Stick this sample in box two.
Paper in other colour
Paper in one colour
b)
a)

Figure 1 Figure 2

37
 BOX I BOX II

38
PRECAUTION
1. The weft should have an alternate interlacing with the warp.

CRITERIA FOR EVALUATION:

Warp and Weft yarns are closely packed in a good weave and make a compact fabric.

SUGGESTED QUESTIONS:
1. What do you understand by warp and weft?
Ans: Warp and weft are the two basic components used in weaving to turn thread or yarn into fabric.
The lengthwise or longitudinal warp yarns are held stationary in tension on a frame or loom while the
transverse weft (sometimes woof) is drawn through and inserted over-and-under the warp.
2. What are the qualities that you look for in a good quality fabric?
Ans: How to Choose the Best Fabric for Clothes Cotton comes from the cotton plant. ...Denim comes
from cotton fabric that has been woven in such a way as to produce a diagonal ribbing. ...Flannel is
lightweight and soft. ...Hemp is made from the stem of the marijuana plant, but does not contain
narcotics. ...Linen is a lightweight fabric that breaths well in hot weather.
3. Give an example of common fabric woven by plain weave.
Ans: Examples of fabric with plain weave are chiffon, organza, percale and taffeta.

A NOTE FOR TUTORS:

1. A learner may be asked to make a sample using a string or wool.

FOR MORE DETAILS:- Refer lesson 10 in book 1 of your learning material.

39
 Figure 3

40
 PRACTICAL NO: 13
AIM:
To remove the given stains from white cotton fabrics.
a. Immediately
b. After two days

Stains:
i) Tea/Coffee
i) Blood/ Milk/ Egg
iii) Oil
iv) Plant/Nail Polish
v) Ink

OBJECTIVE; After doing this practical you would be able to:

 identify the stain;

 select an appropriate stain remover;
 select an appropriate stain removing method, and
 remove stain from fabrics when fresh and when two days old.

MATERIALS REQUIRED
i) 15 samples of white cotton fabric (size 5 cm x 5 cm each)
i) Water
iii) Soap
iv) Glycerin
v) Salt
vi) Talcum Power
vii) Sour Buttermilk
viii) Lime Juice
ix) Kerosene

PROCEDURE:
1. Three samples of stained white cotton fabrics with one stain e.g. three with tea, three with oil,
three with paints etc.

41
2. Stick one of the stained samples in column I of the table given below. You will now have two
sets of stained samples with you.
3. Shuffle the samples in such a way that their order changes and keep away one set for two days.
4. Identify each stain by color, smell and feel. Record it in the corresponding box in appropriate
column II of the table.
5. Remove the identified stain on the sample using the methods given in the book.
6. Stick the cleaned samples in column III of the table.
7. Similarly, identify and remove the stain on the second set of samples using the same method
after two days.
8. Stick the cleaned samples in column IV of the table.
9. Record the procedure followed in column V of the table given below.

TABLE FOR OBSERVATIONS:

Stained Stain Cleaned Cleaned after Procedure followed

sample immediately (2 days) To identify To
clean
I II III IV V

Tea Brown

Oil Greasy

Paint Colored

• Column I: Stained Sample - This is where you stick the stained samples initially.

• Column II: Stain - After identifying each stain by its color, smell, and feel, record the observations
in this column.

• Column III: Cleaned Immediately - After cleaning the stains immediately, stick the cleaned
samples here.

• Column IV: Cleaned After (2 days) - After waiting for two days to clean the stains, stick the
cleaned samples here.

• Column V: Procedure Followed - Record the procedure followed to identify and clean each stain.

42
PRECAUTIONS:
1. Identify the stain and use appropriate method for removing it.
2. Do not use concentrated chemicals in the beginning.
3. Rinse thoroughly after using the chemical.

CONCLUSION:
1. As far as possible remove stain when fresh.

CRITERIA FOR EVALUATION:

The washed samples should not have any stains.
A NOTE FOR TUTORS:
1. A learner may be asked to identify the stain on the sample through colour, smell and feel.
2. A learner may be asked to list appropriate stain removers and stain removing methods.
3. A learner may be asked to use these methods and clean the sample.

FOR MORE DETAILS: - Refer lesson 9 in book 1 of your learning material.

OR
* AIM:
Write the appropriate procedure in the column provided in the given table. to remove the following
stains.
S. No Stains Procedure for removal

1 Tea / Coffee Blot the stain with a clean cloth to absorb excess liquid. Mix
1 part white vinegar with 2 parts water and apply the
solution to the stain. Let it sit for a few minutes, then blot
with a clean cloth. Repeat until the stain fades. Wash with
mild detergent and water.
2 Blood/ Milk/ egg Rinse the stain with cold water as soon as possible. Apply a
mixture of mild dish soap and cold water to the stain, then
gently scrub with a soft brush or sponge. Rinse thoroughly
with cold water and launder as usual. For stubborn stains,
soak in cold water with enzyme-based stain remover before
laundering.
3 Oil Sprinkle baking soda or cornstarch on the oil stain and let it
sit for 15-20 minutes to absorb the oil. Gently brush off the
powder, then apply a small amount of dish soap directly to
the stain. Scrub with a soft brush or sponge, then rinse with
warm water. Repeat if necessary, then launder as usual.
4 Paint/ Nail Polish For water-based paint, blot the stain with a damp cloth to
remove excess paint. Apply a mixture of warm water and
43
 mild dish soap to the stain, then gently scrub with a soft
brush or sponge. Rinse with warm water. For nail polish,
apply nail polish remover to a cotton ball and blot the stain
until it lifts. Rinse with warm, soapy water.
5 Ink Blot the ink stain with a clean cloth to absorb excess ink.
Apply rubbing alcohol or hairspray to the stain and let it sit
for a few minutes. Blot with a clean cloth until the ink
transfers to the cloth. Repeat until the stain fades. Wash with
mild detergent and water.
*Note: To be attempted by learners with disability

44
 PRACTICAL NO: 14
AIM:
a) To wash and finish a Cotton Dupatta /Saree/ Shirt
b) To wash and finish a woollen shawl/cardigan.
c) To wash and finish a silk scarf/blouse/dupatta

OBJECTIVE: After doing this practical you would be able

to:

 select suitable methods and cleaning agents for washing the different fabrics, and

 appropraitelyfinish thegarments

A) TO WASH AND FINISH COTTON DUPATTA/ SAREE/

SHIRT MATERIALS REQUIRED:

Detergent or Soap, Soft Brush, Bucket, Maida Starch or Readymade Starch, Iron.

PROCEDURE:
1. Soak the garment in a solution of detergent for some time.
2. Use the rubbing method to wash the garment.
3. For very dirty area use a soft washing brush.
4. After washing rinse the garment thoroughly in clean water to remove soap completely.
5. Add some starch paste in a basin of water and mix it well.
6. Dip the wet garment in the starch solution. Squeeze and hang it to dry in the sun.
7. While drying, make sure that the garment remains in shape.
8. Straighten the selvedges of the dried Dupatta/Saree. Fold it first length wise and then widthwise.
9. Moisten the garment a little to iron it.

45
PRECAUTIONS:
1. Do not soak coloured garments that bleed.
2. Do not dry coloured garments in direct sun.
3. Do not use very thick and/or lumpy starch.
4. Do not use very hot iron. The garment may turn yellow. Control the temperature carefully
while ironing white garments.

B) TO WASH AND FINISH AWOOLLEN SHAWL/

CARDIGAN MATERIALS REQUIRED:

One woollen shawl/cardigan, Bucket, Water, Reetha nut solution suitable commercial preparation, a
soft towel, iron.

PROCEDURE:
1. Take reetha nut solution in a bucket, add water and mix it well.
2. Soak the garment in the solution.
3. Wash the garment with soft kneading and squeezing method.
4. Rinse it in clean cold water a few times until the reetha nut solution has been rinsed out.
5. Squeeze it gently after the final rinse and soak any extra water with a soft towel.
6. Spread it on a flat surface to dry to a moist state.
7. Heat the iron and press it gently.

PRECAUTIONS:
1. Do not use ordinary detergent to wash the woollen shawl or cardigan.
2. Do not use hot water for washing as it may felt the fabric.
3. Do not hang the garment or it will lose shape.
4. Dry the garment in shade.
5. Do not use reetha nut solution for washing white woollen fabric as it maystain the fabric. The
commercial preparations available in the market may also be used.

C) TO WASH AND FINISH A SILK

SCARF/BLOUSE/DUPATTA MATERIALS REQUIRED:

Silk scarf / dupatta, bucket, water, reetha nut solution or suitable commercial preparation, vinegar or
limejuice, gum solution, soft towel, iron.

PROCEDURE:
1. Add reetha nut solution to luke warm water in a bucket and make a lot of lather.

46
2. Soak the silk garment to be laundered in the solution.
3. Wash the garment using mild kneading and squeezing method.
4. Take the garment out of washing solution. Squeeze gently.
5. Rinse out all soap in cold running water. Do not squeeze hard.
6. Add a few drops of vinegar or lime juice and gum water in the last rinse.
7. Roll the garment in a towel to remove excess water.
8. Place the garment on the clothesline in shade for drying.

PRECAUTIONS:
1. Do not use very hot water for washing.
2. Do not use ordinary soap or detergent to wash the garment.
3. Do not use friction to wash the garment.
4. Do not wash white silk fabric in reetha nut solution to avoid staining.
5. Dry the garment in shade.

CRITERIA FOR EVALUATION:

 Finished garments should have shine and crispness.
 Finished garment must look clean and fresh.
 It should be stain free and well ironed.

RELATED QUESTIONS:
1) Why is reetha nut solution not used for white fabric?
Ans:Reetha nuts, also known as Soap nuts, leave brown to blackish stains on white fabrics and
hence they are not used on white fabrics.Soap nuts belong to the genus Sapindus and grows on
small trees in the Lychee family. They are normally found in the temperate and tropical regions.
The genus name of Sapindus is derived from Sapo meaning ‘soap, and Indus meaning ‘from
India’.
2) Why should you wash woollen garments in cold water?
Ans: Soak the garment in cold water before you put it in the machine. This will minimize the likelihood
of agitation causing shrinkage in the machine. Always use a cold water cycle. Even warm water will
cause wool to shrink.
3) Why should you moisten the starched cotton garments before ironing?
Ans: we should moisten the cloth because if we iron the cotton cloth before moistening it may led to
shrinkage of the cloth

FOR MORE DETAILS: - Refer lesson 9 in book 1 of your learning material.

47
 PRACTICAL NO: 15
AIM:
To clean the following surfaces
a) plastic bucket and mug
b) bathroom tiles
c) toilet floor and water closet
d) metal taps
e) painted doors/windows
f) window panes

OBJECTIVE: After doing this practical you would be able to:

 identify the surface;

 select appropriate cleansing agent, and
 select appropriate method of cleaning.

MATERIALS REQUIRED:

1. Brooms/Brushes/Vacuum cleaners
2. Dusters/Mops
3. Buckets/Basins/Mugs
4. Soaps, Detergents and Scouring powders
5. Disinfectants: Dettol
6. Alkalis: Soda, Borax, Ammonia
7. Acids: Tamarind, Vinegar
8. Oils: Kerosene oil, Linseed oil, Turpentine oil, Petrol.

48
 PROCEDURE:

S.No Surface What to Examine Materials Required Method

1 Plastic mug and dirt and stains warm soapy 1Wash article with warm
bucket water, tooth soapy water.
brush, Vinegar.
2Use brush to reach
innermost places.
3.Use vinegar and water to
loosen grease stains and bring
back shine.
4.Rinse with clean water.
Dry and polish.
1. Apply bathroom cleaner to the
tiles.
2. Scrub the tiles with a scrub brush,
focusing on areas with grime or soap
scum.
Bathroom and Kitchen Bathroom Cleaner, 3. Rinse with water and dry with a
2 Tiles Grime, Soap Scum Scrub Brush clean towel.
1. Apply toilet bowl cleaner to the
inside of the toilet and scrub with a
toilet brush. Flush after scrubbing.
2. Apply multipurpose cleaner to the
toilet floor and scrub with a mop or
Toilet Bowl Cleaner, brush.
Multipurpose Cleaner, 3. Rinse the floor with water and
3 Toilet and Toilet Floor Stains, Odors Mop allow to air dry.

1. Soak a soft cloth in vinegar.

2. Wrap the cloth around the taps
and let it sit for a few minutes.
3. Use the cloth to wipe away stains
and tarnish.
4. Rinse the taps thoroughly with
4 Metal Taps Stains, Tarnish Vinegar, Soft Cloth water and dry with a clean cloth.

1. Dilute mild dish soap in warm

water.
2. Use a soft sponge to gently scrub
the painted surfaces.
Mild Dish Soap, Soft 3. Rinse with clean water and dry
5 Painted Door/Window Dirt, Stains Sponge with a soft towel.

49
 1. Spray glass cleaner onto the
surface.
2. Wipe the glass in a circular motion
using a microfiber cloth.
3. Pay attention to streaks and spots,
reapplying cleaner as needed.
4. Dry the glass with a clean, dry
Window Glass Glass Cleaner, cloth or allow it to air dry for a streak-
6 Panes/Mirrors Streaks, Dirt Microfiber Cloth free finish.
1. Apply bathroom cleaner to the
tiles.
2. Scrub the tiles with a scrub brush,
focusing on areas with grime or soap
scum.
Bathroom and Kitchen Bathroom Cleaner, 3. Rinse with water and dry with a
2 Tiles Grime, Soap Scum Scrub Brush clean towel.

*Refer lesson 12 for cleaning of other surfaces.

PRECAUTION:
1. Avoid hard scrubbers.
2. Do not leave reagents on the surface. Wash immediately and dry it.
3. Strong acid or alkalis should be avoided.
4. Dry and polish to remove any moisture so that no water stains are formed later.

CRITERIA FOR EVALUATION:

All surfaces should look sparkling after cleaning.
They should be free of any stain and dirt in creases or curves if any.
RELATED QUESTIONS:
1. What will happen if you use hard scrubbers on plastics?
Ans: plastic will be scratched . plastic is made up of carbon polymers and it is not scratch resistant thus
it will be scratched
2. How would you remove stains from brass taps?
Ans: Vinegar. Dissolve 1 teaspoon salt in 1/2 cup vinegar and add enough flour to make a paste. Rub
onto the brass and leave for 10 minutes, then rinse and buff dry.
3. How are greasy stains removed from windowpanes?
Ans: Squirt about one teaspoon of dish liquid into two gallons of cool water. ...Dip the sponge in the
solution, then squeeze to remove excess water.Scrub the glass with the sponge
4. Why should strong acids or alkalis be avoided?
Ans: The main reason is ...If came in contact with skin can damage itif reacted with each other
can lead in explosionsboth are corrosive in natureif came in contact with anything may damage it
50
 A NOTE FOR TUTORS:
1. The learner may be asked to match items with cleaning agents on display.
2. The learner may be asked to clean the given items using appropriate cleaning agents and techniques.

FOR MORE DETAILS:- Refer lesson 12 in book 2 of your learning material.

OR
*AIM
State appropriate cleansing agents and method of cleaning to clean the following surfaces.
S. No Surfaces Cleansing Agent Method to Cleaning
1 Plastic bucket and Mild dish soap or Fill the bucket with warm water and add a small amount
Mug multipurpose cleaner of dish soap or multipurpose cleaner.
Use a sponge or cloth to scrub the surfaces of the bucket
and mug.
Rinse thoroughly with clean water and allow to air dry.

2 Bathroom tiles Bathroom cleaner or vinegar Spray or apply the chosen cleaner onto the tiles.
solution (1 part vinegar to 1 Use a scrub brush or sponge to scrub the tiles, focusing
part water) on grout lines and areas with soap scum or mold.
Rinse with water and dry with a clean towel or allow to
air dry.

3 Toilet floor and water Toilet bowl cleaner for water Apply toilet bowl cleaner to the inside of the water
closet closet, multipurpose cleaner closet and scrub with a toilet brush. Flush after
for floor scrubbing.
For the toilet floor, apply multipurpose cleaner and
scrub with a mop or brush.
Rinse the floor with water and allow to air dry.

4 Metal Taps Vinegar solution (1 part Apply the cleansing agent to a cloth or sponge and rub
vinegar to 1 part water) or onto the metal taps.
commercial metal cleaner Allow the cleaner to sit for a few minutes to dissolve
any mineral deposits or stains.
Rinse thoroughly with water and dry with a clean cloth
to prevent water spots.

51
5 Painted doors and Mild dish soap solution or Dilute dish soap in warm water or use an all-purpose
windows all-purpose cleaner cleaner.
Use a soft sponge or cloth to gently scrub the painted
surfaces.
Rinse with clean water and dry with a soft towel.

6 Window panes Cleansing Agent: Glass Spray the chosen cleaner onto the window panes.
cleaner or vinegar solution Use a microfiber cloth or newspaper to wipe the glass in
(1 part vinegar to 1 part a circular motion.
water) Pay attention to streaks and spots, reapplying cleaner as
needed.
For exterior windows, use a squeegee for efficient
cleaning.
Dry the windows with a clean, dry cloth or allow them
to air dry for a streak-free finish.

*Note: To be attempted by learners with disability

52
 PRACTICAL NO: 16

AIM:
To observe the communication skills of four children in the following age groups:
Eight months - Twelve months/ One year ¬ One year and Six month/ One year and Six month - Two
year/ Two year- Three year

OBJECTIVE: After doing this practical you would be able to:

 find out how does a child communicate;
 trace how the expression develops over a period of time, and
 study the growth of child«s vocabulary over a period of time.

MATERIAL REQUIRED: Paper, Pen and Child.

TABLE FOR OBSERVATION:

Child- I Child-II Child-III Child-IV

8mths-12mths l year-l½ year 1½ year-2year 2 year-3year

gestures At this age, children Gestures become more Children in this age By age 2-3, children
may use basic gestures intentional and varied, group may use a typically use a wide
such as pointing, with children starting to combination of range of gestures to
reaching, and waving to use gestures alongside gestures, words, and communicate
communicate their simple words to express facial expressions to effectively, including
needs or desires. themselves. convey their thoughts pointing, nodding,
and feelings. shaking their head,
and using body
language to express
themselves.
Sentence At 8-12 months, Around 1-1.5 years, Between 1.5-2 years, By age 2-3, children
children are unlikely to children start to produce children's sentence can form more
produce sentences but their first words and length increases as they complex sentences
may begin to babble short phrases, such as learn more words and with multiple words,
and experiment with "mama," "dada," and start combining them to expressing their
different sounds. simple nouns or verbs. form simple sentences, thoughts and needs
typically 2-3 words in more clearly.
length.

53
vocabular Children in this age Vocabulary expands By 1.5-2 years, At 2-3 years,
y group typically have a rapidly during the children have a children have a
limited vocabulary, toddler years, with growing vocabulary significantly larger
consisting mainly of children learning new and can understand and vocabulary and can
basic nouns and familiar words almost daily. use a wider range of use words to express
words. They may begin to use words to communicate. a variety of concepts
verbs, adjectives, and and ideas.
pronouns in addition to
nouns.

PRECAUTIONS:
1. Observe a number of children for better comparison and to get expected results.
2. Each observation should last at least for two weeks.
3. Observe the child at different times of the day and for duration of five-ten minutes.

CONCLUSION:
State your inference on how the children you have observed have developed in their communication skills.

RELATED QUESTIONS:
1. How do children communicate in the age group of eight months to one year?
Children in this age group primarily communicate through nonverbal means such as crying, babbling, and
using gestures like pointing and reaching. They may also start to imitate sounds and simple words they hear
from caregivers.
2. When does a child start to utter complete sentences?
Children typically start to utter complete sentences around the age of 2 to 2.5 years. However, the
complexity and length of these sentences may vary depending on the child's language development and
exposure to language-rich environments.
3. What is your rough estimate of a child's vocabulary by the time he is one year old?
By the age of one year, a child's vocabulary may consist of a few simple words, typically related to familiar
people (e.g., "mama," "dada"), objects (e.g., "ball," "dog"), and actions (e.g., "eat," "sleep"). The vocabulary
size can vary greatly among children, but it generally includes a handful of words that they use regularly.

4. Do you see any gender difference in the development of language?

Research suggests that there may be subtle differences in the development of language between boys and
girls, but these differences are often small and influenced by various factors such as individual differences in
temperament, environmental factors, and socialization. Overall, both boys and girls typically acquire
language skills at a similar pace and reach similar levels of proficiency by adulthood.

54
5. What is the role of other members in a child's language development?
Other members, particularly caregivers and family members, play a crucial role in a child's language
development. They provide linguistic input, engage in conversations, read books, and expose the child to a
rich language environment. Interactions with others help children learn new words, understand grammar
rules, and develop communication skills such as turn-taking and listening. Additionally, exposure to a variety
of language models (e.g., different accents, vocabulary) within the family and broader social context can
enrich a child's language development.

FOR MORE DETAILS: - Refer lesson 18 in book 2 of your learning material.

55
 PRACTICAL NO: 17
AIM:
To make low cost toy/game using household materials for children.

OBJECTIVES: After doing this practical you would be able to:

 identify specific needs of a child for a suitable learning material at different stages of development;
 develop the skill of designing and making suitable toys/play materials for children, and
 give expression to creativity.

MATERIALS REQUIRED:
Any materials easily available at home like cloth pieces, old socks, sponge, wool, knitting needles,
empty boxes, tins and bottles, cardboard, glue, scale, paint box/coloured pencils or crayons, needle,
thread, scissors. etc.

PROCEDURE:
 Using materials available at home design play material like a rattler, soft toy, a puppet, a
mobile, a puzzle for a child.
 State the suitability of the toy for the child. and give reason for your answer.

TABLE FOR OBSERVATION:

0-3 Soft toys are suitable for infants and toddlers as they provide tactile stimulation and
1 Soft Toy years comfort. They are safe for mouthing and cuddling, helping in sensory development.
Puzzles are suitable for preschool-aged children as they promote cognitive skills such
3-6 as problem-solving, spatial awareness, and hand-eye coordination. Simple puzzles
2 Puzzle years with larger pieces are ideal for this age group.
Mobiles are suitable for infants as they provide visual stimulation and can aid in
0-2 developing visual tracking skills. They can be hung above cribs or playpens to engage
3 Mobile years babies during quiet time or sleep.
Rattlers are suitable for infants as they provide auditory stimulation and encourage
0-1 grasping and hand-eye coordination. They are safe for mouthing and can captivate a
4 Rattler years baby's attention with their sound and movement.
Puppets are suitable for preschool and early school-aged children as they encourage
3-8 imaginative play, storytelling, and social interaction. Children can use puppets to
5 Puppet years express themselves creatively and engage in role-playing activities.

PRECAUTIONS:

56
 1. See that the toy you design is easy to make and easy to use.
2. Do not use unsafe material to assemble this toy.

Toy should be designed to suit the age.

3. Toy should be safe and also sturdy as for as possible.

CONCLUSION:
Compare the toy you have designed with a similar toy from market and state the positive and
negative points related to the toy you have designed.

CRITERIA FOR EVALUATION:

 The toy should be attractive, safe, simple to use, and suitable for development.

RELATED QUESTIONS:
1. Give two characteristics of toys suitable for one year-old child?
Ans: colourful , cute, beautiful, etc.
2. State two ways in which the toys for a four-year-old shall be different from those for a one-
year-old child.
Ans:
1. The toys for the 1-year-old child should be like normal car or doll but the children of 4-
year-old can also use remote control cars as it would be helpful for them for their brain
development and they can also handle it easily.
2. The children of 1 year can also use a bowl and a spoon as a toy as they are highly
interested in silly things but the 4-year children should be given toys which will further help
them to understand the studies such as ABCD building blocks, some puzzles etc.

57
3. Why is safety important while selecting toys for children?
Ans: As children are not aware of what is safe for them so they can even swallow small toys and some
toys can also harm them badly so we should be careful while selecting toys for children ... we should buy
soft stuffed toys .
4. Suggest things you wil1 do to make toys you have designed safe for children.
Ans: corners should not be sharpthey should not be chokablethey should be made of non toxic
substancesthey should not be made up of metals
A NOTE FOR TUTORS:
1. A learner may be asked to make a toy from the given material for a specific age group.
2. A learner may be shown a toy and asked to assess its suitability for a particular age group.

FOR MORE DETAILS: - Refer lesson 18 in book 2 of your learning material.

58