Lesson Plan – 6th Class

NAME OF THE TEACHER: NAME OF THE SCHOOL:

Name of the Topic No of periods Time line for Any specific
Lesson/Unit required teaching Information

From to
6.1  Prerequisites and  1+1 Introduce some rich
Components components that are nutrient food items.
of food needed our body
 Types of nutrients and  1+1 Shows the pictures of
uses kwashiar merasmus and
obesity children.
 Tests for starch, 1+1 Shows vitamin deficiency
proteins and fats pictures

 Balanced diet , 1+1

Deficiency diseases
Byjuce activities 4

Total 8

 Learning Outcomes: Students will be able to

 Learn about different components and their uses
 Understand the practical knowledge in lab activities through the tests for carbohydrates, proteins and fats
 Ask questions to understand the uses of nutrients
 Explain the methods of lab activities and what to do and what not to do
 Understand the balanced diet and deficiency diseases.
 Appreciate the natural and nutritious food items.
 Content I Do We Do You Do
 Pre Requisites
Cereals, pulses, millets, meat, fish, curd,  Teacher shows the picture and ask Students  Write the
them to identify them. discussing in prerequisites in
butter, ghee, milk, vegetables
 Which ingredients do you observe in groups and their note books .
picture no. 1,3,4 understanding
 Can you tell me which items have the
more water? prerequisites.
 Did you list out the midday meal list
and the ingredients used.

 Name some food items did you like

most.

 Teacher writes prerequisites on the

board, guide the students to discus in
their group and present.

 Teacher writes key word / title of the  

lesson on the board and ask  Discuss
triggering questions to share their and give
experiences on the topic. answers
 Relevance of the lesson Teacher explains why do we learn this lesson
 Identified food items eaten in different Teacher writes the concepts of the chapter /  Student  Copy the activity
parts of India . unit step by step in a flow chart form. will fill table in their note
 Ingredients contain some components the books.
that are needed to our body. Students practice questions & Activities: activity
 Our body needs different kinds of food tablet in
for some purpose. https://www.practically.com/studymaterial/w groups .
 Fill the table no. 1, to select some food p-content/uploads/2020/11/image2.jpg
items and enter these in it.
https://www.practically.com/studymaterial/w
p-content/uploads/2020/11/image3.jpg

 Strategies for Practice period -1

 Key words reading    Read key words

Ingredients, components,  Write key words from the  Read key words and  Individually with
plant based food items, text and read them. discuss meaning in spelling and Syllables
animal based food items,  groups division.
meal, dal,   Explain key words
orally

Similar lines reading  Read similar sentences
Sugar. in groups.  Read lines
 Add some more lines individually
Mustard. Plant to the substitution
table
Butter milk. From. Animal  Prepare their own
similar lines based on
Meat. Others the text

Salt
  
Synopsis reading  Write synopsis based on  Write synopsis on their  Read synopsis
key words and similar own individually
All living organisms need food . lines on the board and  • Read synopsis in 
give one model reading. groups.
We get food from plants, animals and  Ask some comprehension o
other sources. question on the synapses
like
These ingredients contain some  What are plant based
components. and animal based food
items?
These components develop our body
healthy.

 Writing / editing
 Conduct seen / unseen  Conduct editing in  Write explanation or
dictation on keywords / groups meaning of key words
similar  on their own .
 lines

Teaching Period – 2
 Key words  Teacher writes key words  
 Carbohydrates, proteins, fats, dietary fibres, from the concepts going to  Read key  Read key words
water, nutrientsq teach in this period on the words in individually
 board, read them for the groups –  • Copy the key
students and explain briefly. peer group words in their note
 • Teacher reads the selected reading book
concept or para loudly.  

 Conceptual understanding / Learning  Teacher explain the concept  
activities and asks the following   Prepare answers
 Some sources questions and discuss.  for the question on
of   Write brief their own.
c  Now observe the picture. notes on 
 what they 
 What do you observe here ? observed in 
 Which nutrients are called the video. 
major nutrients?  
   Student
arbohydrates,
 participate in
proteins and
 discussion and
fats.
 note the points
 Which nutrients provide  
energy to our body?  
  Students 
 Which components give 
participate
more energy than 
carbohydrates? in

 discussion
 
 What are energy and give the

 givingfoods? answers 
  and points 
  Which nutrient needed for note down 
the growth and repair our their note
body?
books
What are body building foods? 
Which elements are called 
protecting components? 
1. Observe this picture  Watch the
2. What do you observe in
video
this picture?
3. What is the importance of 
roughages? 

observe the picture.  Students
 participate
1.What do you observe here ? in
Name some kinds of vitamins? discussion
Which vitamin helps in
and give the
eyes health?
What is the importance of vitamin answers
E?  Write 3 to 4
Name some rich B vitamin foods? main points
Citrus fruits are rich in which from the
vitamin? observation
. s.
Observe this picture.
Name some food items present in
the picture?
What is the use of water to our
body?
Teacher explains the concept of the
activity.

 Recapitulation/ Summary/ synopsis  Assessment:  

readings  A few questions like  Read  Read synopsis
  1. What are major synopsis in individually Practic
nutrients? group and  • Copy the e
 2. Which nutrients protects discuss synopsis in their period -
our body against diseases. about the note books 2
concepts 
they learnt
o
   
 Key words reading  Write key words  Read key words  Read key words
 Carbohydrates, proteins, fats, vitamins, dietary fibres, from the text and discuss individually with
water, diseases, what they learnt meaning in spelling and
in the previous group Syllables division.
period and read  • Explain key
 them with words orally
 syllables division 

  Read similar 
 Similar lines reading  Write the key sentences in  Read lines
Energy words from the groups. individually
giving text what they  Add some more  Explain key words
 Carbohydrates  food learnt in the lines to the orally.
 Proteins Body previous period substitution
and read them table
building
With syllables  Prepare their
Are food
division. own similar
lines based on
Protecting the text
against 
Vitamins  diseases .
 Synopsis reading  
 1. Major nutrients are carbohydrates, proteins,fats,  Write synopsis  Write synopsis  Read synopsis
vitamins and minerals,in addition to roughages and based on key on their own individually
water. words and  Read synopsis
 2. Carbohydrates and fats are energy giving similar lines on in groups.
nutrients. the board and
 3.proteins are bodybuilding nutrients. give one model
 4. Vitamins protects our body against the diseases. reading
 5. Roughages helps our body get rid of undigested
food.
6. Water cleans our body and essential for metabolic
activities.


 Writing / editing   Conduct seen /  Conduct editing  Write explanation
 unseen dictation in groups or meaning of key
 on keywords / words on their
similar lines own.

 Teaching Period – 3
 Key words 
 Iodine  Teacher  Read key words in groups  Read key words
 Copper sulphate writes key – peer group reading individually
 Caustic soda words from  • Copy the key
the concepts words in their
 Starch going to note book.
 Test tube teach in this
 Dropper period on the
 board and
explain
briefly.
 • Teacher
reads the
selected
concept or
para loudly.


Teacher do the lab activity and  Understand the  Note the data in
 Conceptual understanding asks students observe carefully. instructions of the their note books
/Learning activities teacher, students do the
Activity _2 is test for starch work and fill in the data .  Students write
 their answers in
 Activity _ 4 is test for proteins. Students follow the lab records.
instructions and do the
Activity__2 lab activity Teacher instructs the students Activity.
Test for starch and protein. while doing this experiments do
not tast them, don't put your hands
into your mouth.

What is the aim of activity _1?

Which chemical is used in test for

starch?

What do you observe in activity

_1?

What is the aim of activity _2?

What do you need for experiment

_2?

What do you learn in activity_ 2?

Fill the table no. 2 nutrients

present some food items , do the
experiment your own.

What do you observe in test for

fats?

Write briefly about activity_1 your

own in the note book.

Write the chemicals used in

search and proteins tests?

https://youtu.be/SgDeHXWm8Hk

https://youtu.be/ufec89A47uM
 
 Recapitulation/ Summary/  Ask few questions like
synopsis readings  How to do the test for starch?  Read synopsis in group  Read synopsis
 What do you need for protein and discuss about the individually
test? concepts they learnt  • Copy the
 What you observe from these synopsis in their
two experiments? note books.
 Is all food items contain
carbohydrates?

Practice period -3
 Iodine solution, copper sulphate,
caustic soda, test tube, dropper  Write key words from the text what  Read key words  Read key
they learnt in the previous period and discuss words
and read them with syllables meaning in individua
division. groups lly with
spelling
and
Syllables
division.
 • Explain
key
words
orally
 Similar lines reading  Write similar lines like a
substitution table on the board and  Read similar sentences in  Read
Is Presenceof give one model reading. groups. lines
Iodine Used starch  • Add some more lines to the individua
solution for substitution table lly
 Copper Students write similar sentences • Prepare their own similar
sulphate and make their some own sentences lines based on the text
and Is
Caustic Used Protein
soda for test

 Synopsis reading
 1. If the food item contains starch, it  Write synopsis based on key words  Write synopsis on their own  Read
will turn into blue black colour in and similar lines on the board and  • Read synopsis in groups. synopsis
iodine test. give one model reading. individua
 To do protein test we need copper lly
sulphate and caustic soda solutions.
 If the food item present proteins it will
turns into
Violet colour.

 Writing / editing  Conduct  Conduct editing in groups  Write

seen / explanati
unseen on or
dictation on meaning
keywords / of key
similar lines words on
their
 own.
 Teaching Period – 4
 Key words  Teacher
 Balanced diet, health, proper writes  Read key words  Read key words
cooking, fried foods, obesity, Key words from in groups – individually
 Deficiency diseases, the concepts
peer group  • Copy the key words
going to teach in in their note book.
this period reading
explain on the
 board briefly.

 Conceptual understanding 
/Learning activities  Teacher shows the pictures and  Students discuss
 Balanced diet ask them and give their Students write their answers.
 1.What do you observe in the answers.
picture?
 Reading the
 How you can say that meal is
balanced diet? given concepts
 How do the infants grow by in text book and
taking only milk? present their
Deficiency diseases  If we donot take balanced diet understandings
what will happen?  Students discuss
 What is meant by deficiency and give their
diseases? answers.
 Loss of vision caused by which
 Students note
vitamin?
 What happens due to deficiency down the
of vitamin D? readings and
 What are the symptoms of discuss
deficiency of calcium? 
 What are the reasons for  Students discuss
anaemia? and give their
 Beriberi causes to which
answers
vitamin?
  Watch the video
and understand
the concepts
   
 Recapitulation/ Summary/  Ask few questions like  Read synopsis  Read synopsis
synopsis readings  in group and individually
 1.what is meant by balanced discuss about  • Copy the synopsis in
diet? the concepts their note books.
 2. What will happen if we do not they learnt 
take balanced diet? 
 3.Eat too much of fat food what
will happen?
 4.if the one or more nutrients
are not adequate in our food
what will happen?

Practice period – 4
 Key words reading Read key  Read key words
 Balanced diet, proper  Write key words from the text what words and individually with
cooking, health, deficiency they learnt in the previous period discuss spelling and
diseases, obesity and read them with syllables meaning Syllables division.
division. groups.  • Explain key
words orally

 Similar lines reading 1. poor vision.  

Deficiency of  Read similar  Read lines
2. Loss of vision. Vitamin A sentences in individually
3. Beriberi. Causes to. Vitamin groups. 
B  • Add some more
4.scurvy. Vitamin lines to the
C substitution table
5. Rickets.  • Prepare their
VitaminD own similar lines
based on the text

  Synopsis reading
A diet that contains all the nutrients
in required quantity is called  Write synopsis based on key words  Write synopsis on
balanced diet. and similar lines on the board and their own
Children who do not take balanced give one model reading.  • Read synopsis  Read synopsis
diet may face growth and in groups. individually
developmental and problems.
Balanced diet provides all the
nutrients that our body needs in
right quantities along with adequate
amount of roughages and water.
Deficiency of one or more nutrients
in our food for a long time makers
certain diseases.
If we take food containing too much
fats daily it leads to obesity.

 Writing / editing  Conduct  Conduct editing  Write explanation

seen / in groups or meaning of key
unseen words on their own
dictation on
keywords /
 similar lines

Signature of the teacher Signature of visiting officer Signature of Head Master

 Lesson Plan – 6th Class
NAME OF THE TEACHER: NAME OF THE SCHOOL:

Name of the Topic No.of Periods Time line for teaching Any specific
Lesson/Unit Required Information
From to

Prerequisites and Objects and 1+1

Materials
1+1
Properties of Materials
2. Sorting appearance,Hardness,Soluble

Materials into 1+1

Properties of Materials
groups Solubility of water,Sink Float
1+1
Transparent,
Opaque,Translucent

Total 8

Learning Outcomes: Students will be able to

1. Learn about that there are vast variety of objects around us

2. Understand that Objects are made of different type of materials
3. Classify the Objects depend on the material they made up of
4. Understand the properties of materials.
5. Classify the objects into soluble, insoluble and Transparent ,opaque
6. Explain why do we group the materials
7. Appreciate the properties of Materials and their usage
 Stratagies for Teaching Period
Teaching Period 1
Step I Do We Do You Do

Pre Requisites
Glass, Metal, Wood, Paper, Plastic, Cotton,Soil, Leather  Teacher Students discuss write the prerequisites
shows the in groups their in their note books .
picture and understanding
ask them to about
identify them. prerequisites
 Classify them
depend upon
the nature of
the item?
 How many
types of items
you separate
?
 Are all one
and the same
?
 Add some of
the items
belong to the
same type
which are not
there?

Teacher writes
prerequisites on the
board, guide the
students to discus in
their group and
present
 Teacher writes key Discuss and give
word / title of the answers
lesson on the board
and ask triggering
questions to share
their experiences on
the topic.
Relevance of the lesson Teacher explains why
do we learn this Students study Copy the flow chart in
Concept map lesson the flow chart in their note books.
groups .

Material Teacher writes the

concepts map of the
chapter / unit step by
step in a flow chart
form.
https://youtu.be/2td5 Students watch
mfgf1OI the videos
Cotto https://youtu.be/20k
Glass Metal Wood Plastic Clay n Paper ohfg4Ikc
Tumbl Students practice
er Almirah Bench Chair Pot Towel Book questions &
Activities:
Door Lock Door Pen toys Bags Plate 1. Make a flow
Mirro Threa chart showing
r Ornament furniture Toys Vessel d Bags the Materials
and their
examples
Assessment:
What objects are used
at your school ?

Strategies for Practice period -1

Key words reading Read key words

Objects, Material,Leather, Glass, Write key words from the text Read key words and discuss individually with spelling and
Metal, Wood, Paper, Plastic, and read them. meaning in groups Syllables division.
Cotton,Soil, Explain key words orally

 Read similar sentences

Similar lines reading  Cot is made up of in groups. Read lines individually
Wood  Add some more lines
is made  Door is made up of to the substitution
Cot up of Wood Metal table
 Chair is made up of  Prepare their own
Door Metal Plastic similar lines based on
the text
Chair Plastic

 Write synopsis based Write synopsis on their own Read synopsis individually
on key words and • Read synopsis in groups.
Synopsis reading similar lines on the
1.There is a vast variety of Objects board and give one
everywhere. model reading.
2.Objects are made up of one or  Ask some
more materials. comprehension
3.Different types of objects are made question on the
up of same material synapses like
 How do the Objects
made?
.  What are the objects
used in your class
room ?.

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or meaning
dictation on keywords / similar of key words on their own .
lines

Teaching Period – 2
Key words
Properties,Appearance, Lustre, sand paper, Metals, Teacher writes key words Read key words in Read key words individually
Ironsmith from the concepts going to groups – peer group • Copy the key words in their
teach in this period on the reading note book
board, read them for the
students and explain briefly.
• Teacher reads the selected
concept or para loudly.

Conceptual understanding / Learning activities

Conduct Activity 3 Teacher asks the following Write brief notes on Prepare answers for the
questions and discuss what they observed question on their own.
Why cloth is not used for in the display.
making tumbler or vessel?
What do we think in making
objects with suitable material
?
Collect material and separate Student participate in
them which are showing discussion and note the
lustre? points

Students participate
in discussion and
Material Hard Soft give the answers
Now observe the hardness of
Key the material you collected . and points note
Sponge Press it and note down in the
down their note
cloth table?
books
Iron Students fill in the table
Jilebi Watch the video
Tomato Disappear
Substance
Wood https://youtu.be/i6V2fHBjEVs
Yes No
Conduct Activity 4 Now observe the picture. Sugar
Mix the collected material in water and note What do you observe here ? Salt
whether they disappear or not. Substance Disappear Sand
Students participate
 Yes No in discussion and Chalk Prac
give the answers Powder tice
Sugar
Sawdust peri
Salt od -
Sand clay 2
Chalk
Powder
Sawdust
clay
Recapitulation/ Summary/ synopsis readings
Assessment: Read synopsis in Read synopsis individually
1.We Choose a material to make an object 1.What are the materials group and discuss • Copy the synopsis in their
depending on its properties that show lustre ? about the concepts note books
2.Not all materials are useful to make all objects 2. State whether the they learnt
3.Materials are different from each other and some statements given below are
have similarities also True or False
4.Metals show lustre A)A notebook has lustre while
5.Some substances dissolve in water eraser does not
B) Chalk dissolves in water

Key words reading

Properties,Appearance, Lustre, sand paper, Write key words from the Read key words and Read key words individually
Metals, Ironsmith text what they learnt in the discuss meaning in group with spelling and Syllables
previous period and read division.
them with syllables division • Explain key words orally

Similar lines reading  Read similar Read lines individually

Chalk Chalk is soluble in water sentences in
Salt is soluble in water groups.
Sugar is soluble in water  Add some more
Sugar
lines to the
is not Iron is not soluble in water substitution table
Sawdust soluble  Prepare their own
Iron Plastic is not soluble in similar lines
waater based on the text
Plastic
Synopsis reading
1.We Choose a material to make an object Write synopsis based on Write synopsis on their Read synopsis individually
depending on its properties key words and similar lines own
2.Not all materials are useful to make all objects on the board and give one Read synopsis in groups.
3.Materials are different from each other and model reading
some have similarities also
4.Metals show lustre
5.Some substances dissolve in water

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / meaning of key words on
similar lines their own.

Teaching Period – 3
Key words
Vinegar, Kerosene, Teacher writes key Read key words in groups – peer Read key words individually
solubility,Liquids, Musturd words from the group reading • Copy the key words in their
Oil , Stir concepts going to note book.
teach in this period
on the board and
explain briefly.
• Teacher reads the
selected concept or
para loudly.

Teacher instructs the students Understand the instructions of the Note the data in their note
Conceptual understanding to observe the Activity 5 and teacher students do the work and fill in books
/Learning activities note their observations in the the data
table given
Conduct Activity 5 Students write their answers.
Mixes Does Mixe Does not
Liquid well not mix Liquid s well mix
Vinegar Which liquids are mixed well? Students follow the instructions and do Vinegar
 Lemon Which liquids are not mixed? the activity Lemon
Juice Juice
Mustard What do you understand after Mustard
Oil doing this activity ? Oil
Coconut Coconut
Oil https://youtu.be/tIeDkkyoAPw Watch the video and note down Oil
Kerosene Kerosene
Milk Milk
https://youtu.be/jQGlQjhUguQ Watch the video and note down

Conduct Activity sink/float

objects

Object Sink Float Students write their answers

Oil Teacher instructs the students Students follow the instructions and do Object Sink Float
Tomato to observe the Activity and the activity Oil
stone note their observations in the
Tomato
Mud table given
stone
Ship Mud
Iron Nail Ship
Iron Nail

Recapitulation/ Summary/
synopsis readings Ask few questions like Read synopsis in group and discuss Read synopsis individually
about the concepts they learnt • Copy the synopsis in their
 1.Some liquids completely 1.What happens if Oxygen note books.
mixed with water does not dissolve in water ?
2.Some liquids do not mix with 2.Can we separate the liquids
water and form separate layer dissolve in water ?
3.Some gases dissolve in water. 3.How do we use the properties
4.Oxygen dissolve in water of water dissolving materials?
which is very important for
Animals and Plants which live
in
5.Some objects float and some
sink in water

Practice period -3
Key words reading
Vinegar, Kerosene, Write key words from the text Read key words and Read key words individually with
solubility,Liquids, Musturd Oil , what they learnt in the discuss meaning in spelling and Syllables division.
Stir previous period and read them groups • Explain key words orally
with syllables division.
Similar lines reading Write similar lines like a
substitution table on the board Read similar sentences in Read lines individually
Salt in water and give one model reading groups.
Sugar dissolves Sugar dissolves in water • Add some more lines to the
substitution table
Sponge Iron is hard in nature
• Prepare their own similar
is Soft lines based on the text
Sponge is soft in nature
in
Apple is nature
Iron is Hard
Stone is
Synopsis reading
1.Some liquids completely mixed Write synopsis based on key Write synopsis on their own Read synopsis individually
with water words and similar lines on the • Read synopsis in groups.
2.Some liquids do not mix with board and give one model
water and form separate layer reading.
3.Some gases dissolve in water.
4.Oxygen dissolve in water which
is very important for Animals and
Plants which live in
5.Some objects float and some sink
in water
3.Known fixed quantity is Unit

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or meaning of key
dictation on keywords / words on their own.
similar lines

Teaching Period – 4
Key words Teacher writes
key words from Read key words individually
Transparent Translucent the concepts Reed key words in • Copy the key words in their
Opaque , Opaque , Grouping going to teach in groups – peer group note book.
Similarities this period on the reading
Grocer board and
explain briefly.
• Teacher reads
the selected
concept or para
loudly.

Conceptual understanding /Learning

activities Teacher shows the pictures and ask
them Students discuss and
1.What do you observe in the picture? give their answers.
2.Can you see the objects in the Students write their answers.
containers?
3.Can we see the objects kept inside a
wooden box ?
4.What do we call the objects which
shows the items kept inside them ?

Now observe the picture.

In which we can see the face of the boy Students write their answers.
 clearly? Students note down the
What do we call these objects? readings and discuss
Give some more examples of this type of
objects.

Students discuss and

give their answers

1.Can you see through a paper? Students write their answers.

2.What is your observation when put 2
Conduct Activity 6 or 3 oil drops on paper and try to see
through it ?
3.Is the object visible clearly? Watch the video and
4.What do we call this type of understand the concepts
Materials?
https://youtu.be/JJmVXARWLIY

Recapitulation/ Summary/ synopsis Ask few questions like Read synopsis in group Read synopsis individually
readings and discuss about the • Copy the synopsis in their
1.Those substances or materials, 1.Give examples for transparent objects concepts they learnt note books.
through which things can be seen, are
called transparent. 2.Correct the following statement
2.Those substances or materials, Stone is transparent. Glass is Opaque
through which things can not be seen, 3.Why do we need to group materials at
are called Opaque home or at shops?
3.The materials through
which objects can be seen, but not
clearly, are known as translucent
4.Things are grouped together for
convenience and to study their
properties.
 Practice period – 4
Key words reading Read key words individually
Transparent Opaque Write key words from the text what they Read key words and with spelling and Syllables
Translucent Grouping learnt in the previous period and read discuss meaning in division.
Similarities, Grocer them with syllables division. groups • Explain key words orally

Similar lines reading

Air Air is transparent Read similar sentences in Read lines individually
Glass transparent groups.
Glass is transparent
• Add some more lines to
Water Book is Opaque the substitution table
Wood Opaque • Prepare their own similar
Oily paper is Translucent
Book is lines based on the text
Tree
Rough
Glass Translucent
Oily paper
Synopsis reading
1.Those substances or materials, Write synopsis based on key words and Write synopsis on their Read synopsis individually
through which things can be seen, similar lines on the board and give one own
are called transparent. model reading. • Read synopsis in groups.
2.Those substances or materials,
through which things can not be
seen, are called Opaque
3.The materials through which
objects can be seen, but not
clearly, are known as translucent
4.Things are grouped together for
convenience and to study their
properties.
Writing / editing Conduct seen / unseen dictation Conduct editing in groups Write explanation or meaning
on keywords / similar lines of key words on their own

Signature of the teacher Signature of visiting officer Signature of Head Master

Lesson Plan – 6th Class

NAME OF THE TEACHER: NAME OF THE SCHOOL:

Name of the Topic No.of Periods Time line for teaching Any specific
Lesson/Unit Required Information
From to

Prerequisites and Objects and 1+1

Materials
1+1 Panneer preparation
Methods of Separation
3. Separation of Handpicking,
Threshing,Winnowing,
Substances
1+1 Loading
Sieving,
Sedimentation,Decantation
Filtration Evaporation, 1+1
condensation,
1+1
Solutions, Saturation
 Total 10

Learning Outcomes: Students will be able to

8. Learn about the various methods of separation of mixers

9. Understand the methods of separation used by farmers
10. Differentiate the usage of Handpicking and Threshing.
11. Give reasons for using different filtration methods
12. Classify the solutions into saturated and unsaturated
13. Explain how saturated solutions are formed
14. Appreciate the Separation methods in our daily life

Teaching Period 1
Step I Do We Do You Do
Pre Requisites
Material, Substance, Mixture, Grains,  Teacher shows the picture and ask Students discuss write the prerequisites
Strainer,Separation them to identify them. in groups their in their note books .
 What do you observe in pic 1? understanding
 What is the use of strainer ? about
 How do you separate the fruits ? prerequisites
 Can you separate salt mixed in sand
in the same way as you do above?

Teacher writes prerequisites on the

board, guide the students to discus in their
group and present

Teacher writes key word / title of the lesson

on the board and ask triggering questions to Discuss and give
share their experiences on the topic. answers
Relevance of the lesson
Teacher explains why do we learn this Students study Copy the flow chart in
Concept map lesson the flow chart in their note books.
Separation of groups .
Mixtures
Teacher writes the concepts map of the
chapter / unit step by step in a flow chart
Solids Liquids form.
https://youtu.be/2td5mfgf1OI
 https://youtu.be/20kohfg4Ikc
Hand Picking Decantation
Students practice questions & Activities:
2. Make a flow chart showing the
Thresing Filtration mixtures and separation methods

Sieving Evaporation Assessment:

Match correctly
Sedimentation Condensation

Strategies for Practice period -1

Key words reading Read key words

Material, Substance, Mixture, Grains, Write key words from the text Read key words and discuss individually with spelling and
Strainer,Separation and read them. meaning in groups Syllables division.
Explain key words orally

 Read similar sentences

Similar lines reading  Tea is filtered to in groups. Read lines individually
separate tea leaves  Add some more lines
 Curd is churned to to the substitution
separate butter table
Tea is
 Cotton is ginned to  Prepare their own
filtered Tea leaves
separate fibre similar lines based on
To the text
separate butter
Curd is
churned Seeds and fibre
Cotton
is
ginned
Synopsis reading  Write synopsis based Write synopsis on their own Read synopsis individually
1.Mixtures are combination of two or on key words and • Read synopsis in groups.
more materials. similar lines on the
2.We have to separate mixtures to use board and give one
them correctly. model reading.
3.Different types of separation methods  Ask some
are there to separate mixtures. comprehension
question on the
synapses like
.  How do the mixtures
formed ?
 What are the different
separation methods ?.

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or meaning
dictation on keywords / similar of key words on their own .
lines

Teaching Period – 2
Key words
Hand picking, impurities, husk,Threshing, Teacher writes key words from the Read key words in Read key words
Winnowing concepts going to teach in this groups – peer group individually
period on the board, read them for reading • Copy the key words in
the students and explain briefly. their note book
• Teacher reads the selected
concept or para loudly.

Conceptual understanding / Learning activities Teacher asks the following

Conduct Activity 2 questions and discuss Prepare answers for the
Now observe the picture. question on their own.
Write brief notes on
What do you observe here ? what they observed
in the video.
How can we separate different
grains from the mixture?
https://youtu.be/ijeQtR24rf8 Student participate in
discussion and note the
 points
Where does this method useful in
your daily life ?
Students participate
in discussion and
give the answers

and points note

down their note Students fill in the table
books
observe the picture.

1.What do you observe here ?

2.Why can’t we pluck the grains
from a stalk like we pluck fruits
from a tree?
https://youtu.be/BqMv-p2QntM Watch the video

observe the picture.

What do you observe here ?

1.What is the woman doing in picture 2?
2.Where can we see this type of separation Students participate
? in discussion and
3.What property involved in this method ?
give the answers
https://youtu.be/xczx79wJTKI
 Practic
e
period -
2

Recapitulation/ Summary/ synopsis readings

Assessment: Read synopsis in Read synopsis individually
1.Hand picking method is used when the 1.What is winnowing? Where is it group and discuss • Copy the synopsis in
components are different in size. used? about the concepts their note books
2 The process to separate grains from stalks is 2.The method of separating seeds they learnt
known as threshing. of paddy from its stalks is
3.Winnowing is used to separate heavier and lighter called___________________
components of a mixture by wind

Key words reading Write key words from the Read key words and Read key words individually
Hand picking, impurities, husk, text what they learnt in the discuss meaning in group with spelling and Syllables
Threshing, Winnowing previous period and read division.
them with syllables division • Explain key words orally

 Read similar
Similar lines reading sentences in Read lines individually
Rice,Pulses are separated groups.
Rice,Pulses Hand by Hand picking  Add some more
are picking lines to the
separated Heavier and Lighter substitution table
Grains are by Threshing components are separated  Prepare their own
by winnowing similar lines
based on the text
 Heavier and
Lighter
components
are Winnowing
Synopsis reading
1.Hand picking method is used when the impurities are Write synopsis based on Write synopsis on their Read synopsis individually
different in size. key words and similar lines own
2 The process to separate grains from stalks is known on the board and give one Read synopsis in groups.
as threshing. model reading
3.Winnowing is used to separate heavier and lighter
component of a mixture by wind

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / meaning of key words on
similar lines their own.

Teaching Period – 3
Key words
Sieving, Teacher writes key Read key words in groups – peer Read key words individually
sedimentation, words from the group reading • Copy the key words in their
decantation, concepts going to note book.
teach in this period
on the board and
explain briefly.
• Teacher reads the
selected concept or
para loudly.

Understand the instructions of the Note the data in their note

Conceptual understanding /Learning teacher students do the work and fill in books
activities the data

Teacher asks the following

questions and discuss
 Now observe the picture.

What do you observe here ? Students follow the instructions and do

What do you do to separate the activity
impurities from flour ?
What is the method used for ?
What instrument is needed for
this ?
Watch the video and note down
Watch the video
Conduct Activity 4 https://youtu.be/zyBbs_A5LMk

Students write their answers

.How can we separate water from the
mud?
2.Where do the soil and sand settle ?
3.What is the process known as ?
4. Can we separate water immediately
?
Watch the video

https://youtu.be/j58VN7_5mlQ

Recapitulation/ Summary/ synopsis Ask few questions like

readings Read synopsis in group and discuss Read synopsis individually
about the concepts they learnt • Copy the synopsis in their
1. Sieving is used when components of 1. What is the process note books.
a mixture have different sizes. of separation of
2.The heavier component in a water from
mixture settles down after water is sediments?
added to it, the process is called
2. 2.Can we separate to
sedimentation.
3.When the water (along with the dust) liquids in this
isremoved, the process is called method?
decantation
 Practice period -3
Sieving, sedimentation,decantation,
Write key words from the text Read key words and Read key words individually with
what they learnt in the discuss meaning in spelling and Syllables division.
previous period and read them groups • Explain key words orally
with syllables division.
Similar lines reading Write similar lines like a
substitution table on the boardRead similar sentences in Read lines individually
Mixture of and give one model reading groups.
different Mixture of different sizes is • Add some more lines to the
sizes is Sieving substitution table
separated by sieving.
• Prepare their own similar
Oil and
Oil and water mix is separated lines based on the text
water mix separated
is by Sedimentation by sedimentation
The
component
in top layer
is Decantation

Synopsis reading
1. . Sieving is used when components of Write synopsis based on key Write synopsis on their own Read synopsis individually
a mixture have different sizes. words and similar lines on the • Read synopsis in groups.
2.The heavier component in a board and give one model
mixture settles down after water is added reading.
to it, the process is called sedimentation.
3.When the water (along with the dust)
isremoved, the process is called
decantation

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or meaning of key
dictation on keywords / words on their own.
similar lines
 Teaching Period – 4
Key words Teacher writes
key words from Read key words individually
Filtration Evaporation, the concepts Read key words in • Copy the key words in their
condensation, Saturation going to teach in groups – peer group note book.
this period on the reading
board and
explain briefly.
• Teacher reads
the selected
concept or para
loudly.

Conceptual understanding /Learning

activities Teacher shows the pictures and ask
Conduct Activity 4 them Students discuss and
1.What do you observe in the picture? give their answers.
Students write their answers.
2.What is a filter paper?
3. How Fruit juices are filtered ?
4.How is Panneer prepared at home ?

Conduct Activity 6 1.How do we get salt from sea water?

2.What happens if salt water heated for Students write their answers.
some time ? Students note down the
3.What do you find at bottom of the readings and discuss
beaker ?
4.What is the process known as ?
https://youtu.be/VlNE6w1twaw
Students discuss and
give their answers
Conduct Activity 7 Students write their answers.

1.What do you observe the water vapour

when it cools?
2.What is your observation ? Watch the video and
3.Have you seen this while boiling of understand the concepts
water in a vessel?
4.What do we call this Process ?
https://youtu.be/SCXj4n2m7Fw

Recapitulation/ Summary/ synopsis Ask few questions like Read synopsis in group Read synopsis individually
readings and discuss about the • Copy the synopsis in their
1.A filter paper has tiny pores and 1.Give examples for transparent objects concepts they learnt note books.
useful for separate small size
impurities 2.Correct the following statement
2.The conversion of Water into vapour Stone is transparent. Glass is Opaque
is called Evaporation. 3.Why do we need to group materials at
3. The process of conversion of home or at shops?
water vapour into its liquid form is
called condensation.

Practice period – 4
Key words reading Read key words
Filtration Write key words from the text what Read key words and individually with spelling
Evaporation, they learnt in the previous period and discuss meaning in and Syllables division.
condensation, read them with syllables division. groups • Explain key words orally

Similar lines reading

Water Water turns into vapour is called Read similar sentences in Read lines individually
groups.
turns Evaporation
• Add some more lines to
into vapour is Evaporation
Water vapour turns into water is the substitution table
water called • Prepare their own
called condensation.
vapour similar lines based on
turns water Condensation the text
 into

Synopsis reading
.A filter paper has tiny pores and useful Write synopsis based on key words Write synopsis on their Read synopsis individually
for separate small size impurities and similar lines on the board and own
2.The conversion of Water into vapour is give one model reading. • Read synopsis in
called Evaporation. groups.
3. The process of conversion of
water vapour into its liquid form is
called condensation.
Writing / editing Conduct seen / unseen Conduct editing in Write explanation or
dictation on keywords / groups meaning of key words on
similar lines their own

Teaching Period – 5
Key words Teacher writes
key words from Read key words individually
Solution, Saturated Solution the concepts Read key words in • Copy the key words in their
dissolve, undissolve going to teach in groups – peer group note book.
this period on the reading
board and
explain briefly.
• Teacher reads
the selected
concept or para
loudly.

Conceptual understanding /Learning

activities Teacher conduct the activity and ask
Conduct Activity 8 them the following questions Students discuss and
1.What happens when you mix a spoon give their answers.
of salt in a glass of water? Students write their answers.
2.What do you call this liquid ?
 3.If we add some more spoons of Salt or
sugar what do you observe ?
4.Does the sugar/salt dissolves
completely ?

Students note down the Students write their answers.

readings and discuss

Have you seen the preparation of Gulab

Conduct Activity 9 jamoon ?
Heat the solution to dissolve more How is the sugar solution prepared ? Students discuss and
substance in it. What is the use of heating solution ? give their answers
Can we add some more substance to the
solution ?
Students write their answers.

Teacher conduct the activity and ask

them the following questions Watch the video and
Conduct Activity 10 understand the concepts
No of Spoons of
Substan substance that 1.Does water dissolves all substances
ce dissolved in equally?
water
2.What is your observation ?
https://youtu.be/0kZFNxiB-FM
Salt
sugar
Jaggery

Recapitulation/ Summary/ synopsis Ask few questions like Read synopsis in group Read synopsis individually
readings and discuss about the • Copy the synopsis in their
1.Water dissolves different substances 1.What is present in large quantity in a concepts they learnt note books.
in different amounts. solution?
2.A solution is said to be saturated if it 2.Correct the following statement
cannot dissolve more of the substance Saturated solution dissolves more
in it. substance
3.Water dissolves more substance
when heat it

Practice period – 5
Key words reading Read key words
Solution, Saturated Solution dissolve, Write key words from the text what Read key words individually with spelling
undissolve they learnt in the previous period and discuss and Syllables division.
and read them with syllables meaning in groups • Explain key words orally
division.

Similar lines reading

A solution is a mixture Read similar sentences Read lines individually
in groups.
A saturated solution can not
A • Add some more lines
solution is a mixture dissolve extra substance to the substitution table
on • Prepare their own
A solution dissolve extra substance
dissolves heating similar lines based on
on heating the text

A
saturated cannot extra
solution dissolve substance

Read synopsis individually

Synopsis reading Write synopsis based on key words Write synopsis on their
1. 1.Water dissolves different substances in and similar lines on the board and own
different amounts. give one model reading. • Read synopsis in
2.A solution is said to be saturated if it cannot groups.
dissolve more of the substance in it.
3.Water dissolves more substance when heat
it

Writing / editing Conduct seen / unseen Conduct editing in Write explanation or

 dictation on keywords / groups meaning of key words on
similar lines their own

Signature of the teacher Signature of visiting officer Signature of Head Master

Lesson Plan – 6th Class

NAME OF THE TEACHER: NAME OF THE SCHOOL:

Name of the Topic No.of Periods Timelineforteaching Any specific

Lesson/Unit Required From to Information
 Prerequisites, Introduction &
Concept mapping 1+1(1 Teaching Period
6. THE LIVING + 1 Practice Period
ORGANISMS –
CHARACTERISTICS 6.1 Organisms and their
1+1
AND HABITATS. surroundings.
6.2 Habitat and adaptation, Biotic
and abiotic.
the different climatic conditions
6.3 A journey through different
1+1 species adaptations.
habitats.

6.4 Characteristics of organisms,

Summary, Key words and exercises. 1+1

Total 08

Learning Outcomes: Students will be able to

15. Explain the characteristics of living things.

16. Differentiates materials and organisms on the basis of their properties.
17. Classify organisms and components of habitat as biotic and abiotic.
18. Know the different habitats and organisms living there.
19. Take necessary steps to protect habitats.
Strategies for Teaching Period
Teaching Period 1
Step I Do We Do You Do
Pre requisites:
 Teacher show some pictures and ask Students discuss in groups write the prerequisites in
Showing some toys of organisms. questions to elicit prerequisites like explain their understanding about their note books
in brief. prerequisites
 Name these toys?
 Are they live in same?
 Where do they live?

Teacher writes prerequisites on the board, guide

 the students to discus in their group and present
https://www.youtube.com/watch?v=OAcUiXVKLFw

Discuss and give answers

Teacher writes key word / title of the lesson on the
board and ask triggering questions to share their
Organisms live experiences on the topic.
in
Relevance of the lesson Teacher explains why we learn this lesson
Students study the table in Copy the table in their
groups note books.
Concept map Teacher writes the concepts map of the chapter / • Explain connection
Terrestrial Desert Aquatic unit step by step in a table form. List out all the various between concepts in the
Mnago Cactus Lotus organisms and their Table.
Nerium Opuntia Hyacinth Students practice questions & Activities: habitats around you.
Cow Camel Fish 3. Make a table showing the concepts of
Humans Sand Whale habitats.
wider Assessment:
snake What is the relationship between organisms and
habitat.

Strategies for Practice period -1

Key words reading Write key words from the text Read key words and discuss Read key words
Habitat, characteristics, what they learnt in the meaning in groups. Identify individually with spelling
surroundings, organisms. previous period and read this picture and discuss in and Syllables division. Write
them. groups. some sentences on this
picture.
Similar lines reading  Read similar sentences
 Different climatic in groups. Read lines individually.
conditions and  Add some more lines
different regions on to the substitution
the earth. table.
 Aquatic organisms  Prepare their own
uses dissolved air similar lines based on
present in the water. the text.
 In every habitat both
biotic and abiotic
factors are
interdependent on
each other.
Synopsis reading
 Very smallest to the largest  Write synopsis based Write synopsis on their own Read synopsis individually
organisms live in any on key words and • Read synopsis in groups.
habitat. similar lines on the
 There is a difference in board and give one
surroundings between other model reading.
habitats and our house.  Ask some
 Different species live in a comprehension
single habitat. question on the
 The place where organisms synopsis like.
live is called habitat.  What is habitat?
 What do you observe
in a habitat?

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / similar meaning of key words
 lines on their own

Teaching Period – 2
Key words
Adaptation, biotic, abiotic, terrestrial Teacher writes key words from the Read key words in groups – Read key words individually
habitat, aquatic habitat. concepts going to teach in this period peer group reading • Copy the key words in
on the board, read them for the students their note book
and explain briefly.
• Teacher reads the selected concept or
para loudly.

Conceptual understanding / Learning

activities Teacher explains the concept – The Write brief notes on what they Prepare answers for the
living organisms – characteristics and observed in the display. question on their own.
habitats in a discussion mode by asking
questions like
Forest Mountains Desert Sea  What is adaptation?
 What are biotic and abiotic
Lion Yak Opuntia Fish components?
 What is terrestrial habitat?
 What is aquatic habitat?
Deer Snow Cactus Whale
 What are the differences
leopard
between terrestrial and aquatic
Neem Eucalyptus Camel Star habitats?
fish https://www.youtube.com/watch?v=m-
_zXiOsBQU

Recapitulation/ Summary/ synopsis A few questions like

readings  What is the relationship Read synopsis in group and Read synopsis individually
between biotic and abiotic discuss about the concepts • Copy the synopsis in their
components? they learnt note books
 Name some mountain region
species?
 Where does starfish live?
Assessment:
  What are the differences
between desert and mountain
habitat?
 Draw a picture of any habitat.
Practice period -2
Key words reading
Adaptation, biotic, abiotic, terrestrial Write key words from the text Read key words and discuss Read key words individually
habitat, aquatic habitat. what they learnt in the meaning in group with spelling and Syllables
previous period and read them division.
with syllables division • Explain key words orally

Similar lines reading  A morphological or  Read similar sentences Read lines individually
physiological in groups.
modification in an  Add some more lines
organism to fit easily to the substitution
in its habitat is called table
adaptation.  Prepare their own
 The organisms both similar lines based on
plants and animals the text
living in a habitat are
its biotic components.
 The non living things
such as rocks, soil, air
and water in the
habitat constitute its
abiotic components.
Synopsis reading
 Some aquatic plants float on Write synopsis based on key Write synopsis on their own Read synopsis individually
water, some have the roots words and similar lines on the Read synopsis in groups.
fixed in the soil at the board and give one model
bottom, some are submerged reading
in the water.
 Many sea animals have
streamlined bodies to help
them move easily in water.
 Fishes have gills to help
them use oxygen dissolved in
 water.
Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / similar meaning of key words
lines on their own.

Teaching Period – 3
Key words Read key words in groups – Read key words
Desert habitat, mountain regions, Teacher writes key words from the peer group reading individually
transpiration, prey and predator. concepts going to teach in this period on • Copy the key words in
the board and explain briefly. their note book.
• Teacher reads the selected concept or
para loudly.

Conceptual understanding Teacher instructs the students to study the picture

/Learning activities given in the table in group and present their Read the given concept in
understanding. textbook and present their
Teacher explains the concept and understandings
Ask some questions
 What is transpiration?
 Where does the transpiration happen in
plants?
 What is prey? Students discuss and give
 What is predator? their answers. Students write their
 What are the differences between prey answers.
and predator?
 Name some species living in mountain
region.
https://www.youtube.com/watch?v=5jJLfwTkGe8

Recapitulation/ Summary/ synopsis Ask few questions like

readings  What is stomata and where it is located? Read synopsis in group and Read synopsis
 Name some species living in a deset discuss about the concepts individually
habitat? they learnt • Copy the synopsis in
Assesment: their note books.
  Write some adaptations in desert
organisms.
 Draw a diagram of stomata.

Practice period -3
Key words reading Write key words from the text Read key words individually
what they learnt in the Read key words and with spelling and Syllables
previous period and read them discuss meaning in division.
with syllables division. groups • Explain key words orally

Similar lines reading Write similar lines like a

substitution table on the board Read similar sentences in Read lines individually
and give one model reading groups.
 The evaporation of • Add some more lines to the
excess water from the substitution table
surface of leaves • Prepare their own similar
through stomata is lines based on the text
called transpiration.
 An organism that is
caught and killed by
another for food is
called prey.
 An animal that
naturally preys on
another organism for
the food is called
predator.

Synopsis reading
 Stomata occurs in plants, it Write synopsis based on key Write synopsis on their own Read synopsis individually
helps in transpiration and words and similar lines on the • Read synopsis in groups.
exchange of gases. board and give one model
 In cactus and opuntia the reading.
leaves are modified into
spines and stem acts as a
 photosynthetic organ.
 Yaks and snow leopard are
living in the mountain
regions.

Writing / editing Conduct editing in groups Write explanation or

Conduct seen / unseen meaning of key words
dictation on keywords /
similar lines on their own.

Teaching Period – 4
Key words Read key words in groups – peer Read key words individually
Energy, response, stimuli, Teacher writes key group reading • Copy the key words in
excretion, breathing, reproduction, words from the their note book.
living and non-living things. concepts going to teach
in this period on the
board and explain
briefly.
• Teacher reads the
selected concept or
para loudly.

Conceptual understanding Teacher instructs the students Read the given concept in
/Learning activities to study the picture given in textbook and present their
the table. understandings Write few sentences on this
Teacher explains the concept Students discuss and give their picture in notebooks.
and answers.
Ask some questions Students write their
 What is the answers.
importance of food in
all organisms?
 What are
characteristics?
 List out some non-
living thing
characteristics.
  How do you respond if
you suddenly step on a
sharp thorn?

Recapitulation/ Summary/ Ask few questions like Read synopsis in group and
synopsis readings  What is discuss about the concepts Read synopsis individually
photosynthesis? they learnt • Copy the synopsis in their
 What is stimuli? note books.
 What is excretion?
 What is reproduction?
 What is respiration?
Assesment:
 Write few sentences on
importance of
excretion.
 Draw a picture of
plant germination
from seed step wise.

Practice period – 4
Key words reading Write key words from the text Read key words
what they learnt in the previous Read key words and individually with spelling
period and read them with discuss meaning in and Syllables division.
syllables division. groups • Explain key words orally

Similar lines reading Stone is an Living

Human example thing. Read similar sentences in Read lines individually
Paper of Non- groups.
Cactus living • Add some more lines to the
thing. substitution table
• Prepare their own similar
lines based on the text

Synopsis reading
 Food gives us energy. Write synopsis based on key Write synopsis on their own Read synopsis individually
  Breathing is part of a words and similar lines on the • Read synopsis in groups.
process in organisms. board and give one model
 Plants make their own reading.
food by the process of
photosynthesis.
 Changes in our
surroundings that makes
us respond to them is
called stimuli.
 The process of getting rid
of wastes by organisms is
known as excretion.
 Animals give birth to
young ones or eggs
whereas plants differ in
the process.

Writing / editing Conduct editing in groups Write explanation or

Conduct seen / unseen meaning of key words
dictation on keywords /
similar lines on their own.

SIGNATURE OF THE TEACHER: SIGNATURE OF THE HEADMASTER:

SIGNATURE OF THE SUPERVISER

 Lesson Plan – 6th Class
NAME OF THE TEACHER: NAME OF THE SCHOOL:

Name of the Topic No.of Periods Time line for teaching Any specific
Lesson/Unit Required Information
From to

Prerequisites and Means of 1+1 Space crafts,Supersonic

Transport Aeroplanes
1+1 Metric system
Measuring the leght of a desk
7. Motion
and 1+1 Indus civilization
Some measurements
Movement
1+1 Egypt
Correct Measurement of Length
,Motion
1+1
Types of Motion

Total 10

Learning Outcomes: Students will be able to

20. Learn about the ancient and modern Means of transport
21. Learn about Old methods of Measuring
22. Understand the importance of uniform measurements
23. Explain the process of Measuring lengths using Meter scale
24. Understand different types of Motion
25. Identify the objects of moving and in rest
26. Give examples for different types of Motion
27. Appreciate the different motions around us

Stratagies for Teaching Period

Teaching Period 1
Step I Do We Do You Do
Pre Requisites
Bus, Train, Boat,Aeroplane,Bullock cart  Teacher starts Students discuss in write the prerequisites
Other Transport used in Ancient times discussion on what groups their in their note books .
children did in understanding about
summer vacation. prerequisites
 Where did you go
in holidays?
 How did you go ?
 Name some Means
of Transport we
use?
 How much the
ticket ?
 How many of you
travelled by
Aeroplane?

Teacher writes
prerequisites on the board,
guide the students to
discus in their group and
present

Teacher writes key word / Discuss and give

title of the lesson on the answers
board and ask triggering
questions to share their
experiences on the topic.
Relevance of the lesson Teacher explains why do
we learn this lesson Students study the flow Copy the flow chart in
chart in groups their note books.
.
Concept map Teacher writes the
concepts map of the
 Means of chapter / unit step by step
Transport in a flow chart form.
Air Road Water Railway
Students practice
questions & Activities:
Aeroplane Car Boat Monorail 4. Make a flow chart
Helicopter Bus Ship Electrical Train showing the
Cycle Seam Engine Train Means of
Diesel Engine Transport of
Bullock Train Ancient and
Cart Modern times
Assessment:
Arrange the Modes of
Transport from ancient
times to present

Strategies for Practice period -1

Key words reading Write key words from the text Read key words and discuss Read key words
Means of transport, Space Craft, and read them. meaning in groups individually with spelling and
Supersonic aeroplane,Electric Syllables division.
Train, Ancient times, Bullock cart Explain key words orally

 Read similar sentences

Similar lines reading  People used bullock in groups. Read lines individually
carts for  Add some more lines
People Bullock For transportation to the substitution
used cart transport table
Horse People used Horse for  Prepare their own
Donkeys transportation similar lines based on
People used Donkeys for the text
transportation
Synopsis reading
People did not have means of  Write synopsis based Write synopsis on their own Read synopsis individually
Transport. on key words and • Read synopsis in groups.
They used to go on foot and carry similar lines on the
goods on their back. board and give one
Later they used animals for model reading.
transportation.  Ask some
Invention of Wheel made great comprehension
change in transportation. question on the
synapses like
 How did the people of
. ancient times go to far
away places?
 What effect the Wheel
brought in
transportation ?.

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or meaning
dictation on keywords / similar of key words on their own .
lines

Teaching Period – 2
Key words
Distance, Measure,Gilli,Danda,String Length.Scale Teacher writes key words Reed key words in Read key words
from the concepts going groups – peer group individually
to teach in this period on reading • Copy the key words in
the board, read them for their note book
the students and explain
briefly.
• Teacher reads the
selected concept or para
loudly.

Conceptual understanding / Learning activities Teacher asks the

following questions and Write brief notes on Prepare answers for the
discuss what they observed in question on their own.
How long is this room? the display.
How far is your village to
school?
Teacher explains the
concept – Measuring of
Objects like Table or
Bench in the class room.
What do you observe this Student participate in
picture? discussion and note the
How was the length of Students participate in points
the desk measured? discussion and give the
Is the desk divided answers
equally?
Is it the better way of and points note down
measuring the desk? their note books
Now observe the picture.
What do you observe
here ?
Using different Gilli,
Danda give the same
result ?
Is it the right way of
measuring any objects?

Now observe the picture. Students participate in

What do you observe discussion and give the
here ? answers
Can we use String
lengths to measure the
desk correctly ?
What could we do if
small length is remained?
Do you have any idea of
using other instruments
to measure the length
easily?
 Prac
tice
peri
od -
2

Recapitulation/ Summary/ synopsis readings

Assessment: Read synopsis in group Read synopsis
We have to measure the lengths or distances. What are the things and discuss about the individually
We can use different measuring methods. used to measure lengths concepts they learnt • Copy the synopsis in
Gilli, Danda or Ropes or Strings can be used. in this lesson? their note books
There may be a difference using such type of things to
measure the lengths or distances

Key words reading

Distance, Write key words from the Read key words and Read key words individually
Measure, text what they learnt in the discuss meaning in group with spelling and Syllables
Gilli,Danda, previous period and read division.
String them with syllables division • Explain key words orally
Length.
Scale

Similar lines reading  Read similar Read lines individually

We use sticks For We use sticks for measuring sentences in
measuring groups.
Strings We use Strings for  Add some more
Ropes measuring lines to the
 We use ropes for measuring substitution table
 Prepare their own
similar lines
based on the text

Synopsis reading
We have to measure the lengths or distances. Write synopsis based on Write synopsis on their Read synopsis individually
We can use different measuring methods. key words and similar lines own
Gilli, Danda or Ropes or Strings can be used. on the board and give one Read synopsis in groups.
There may be a difference using such type of model reading
things to measure the lengths or distances

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / meaning of key words on
similar lines their own.

Teaching Period – 3
Key words Reed key words in groups – peer group Read key words individually
Measure, Teacher writes key reading • Copy the key words in their
Length words from the note book.
Breadth concepts going to
teach in this period
Foot
on the board and
Handspan explain briefly.
Unit • Teacher reads the
selected concept or
para loudly.

Conceptual understanding https://youtu.be/thdS9ZiMX

/Learning activities 1c Understand the instructions of the Note the data in their note
teacher students do the work and fill in books
Sl Name of Length Width of Class
Teacher instructs the the data Sl Name of the Length of
. the of room . student classroom
students to measure the class
N student classro N
o om room individually using their o
foot and fill in the data in
 1 table 7.1 given in the 1
2 textbook 2
3 Students follow the instructions and do 3
the activity

Sl Who No of hand
Teacher instructs the
. measured spans students to measure the class Sl Who No of hand
N the width of room individually using their . measured spans
o the table hand span and fill in the data N the width of
1 in table 7.2 given in the o the table
2 textbook 1
3 2
What is the length of the 3
class room ?
Is it same for all students ?
How many foot spans or
Hand spans are taken for Students write their answers.
measuring the table?
Do you find any differences
among all measurements ?

Recapitulation/ Summary/ Ask few questions like Read synopsis in group and discuss Read synopsis individually
synopsis readings about the concepts they learnt • Copy the synopsis in their
1.Is Foot or Hand span give note books.
1.We use Foot Span, Hand equal measurement for all?
Span for measuring lengths 2.What is a Unit?
2.measurement means the
comparison of an unknown 3.Why do we need a standard
quantity with some known measurement ?
quantity
3.Known fixed quantity is Unit

Practice period -3
Key words reading
Measure, Write key words from the text Read key words and Read key words individually with
Length what they learnt in the discuss meaning in spelling and Syllables division.
Breadth previous period and read them groups • Explain key words orally
Foot with syllables division.
Handspan
Unit

Similar lines reading Write similar lines like a

substitution table on the board Read similar sentences in Read lines individually
Foot To and give one model reading groups.
measure We use Foot To measure the • Add some more lines to the
the length length substitution table
We Handspan We use Handspan To • Prepare their own similar
use measure the length lines based on the text
Fist We use Fist To measure the
length

Synopsis reading
1We use Foot Span, Hand Span Write synopsis based on key Write synopsis on their own Read synopsis individually
,Fist for measuring lengths words and similar lines on the • Read synopsis in groups.
2.Measurement means the board and give one model
comparison of an unknown reading.
quantity with some known quantity
3.Known fixed quantity is Unit

Writing / editing Conduct editing in groups Write explanation or meaning of key

Conduct seen / unseen words
dictation on keywords / on their own.
similar lines

Teaching Period – 4
Key words
Teacher writes Read key words individually
Excavations, key words from Reed key words in • Copy the key words in their
Cubit, the concepts groups – peer group note book.
Yard, going to teach in reading
Metric System, this period on the
SI Units, board and
. explain briefly.
• Teacher reads
the selected
concept or para
loudly.

Conceptual understanding /Learning

activities Teacher shows the pictures and ask
them Students discuss and
1.What do you observe in the picture? give their answers.
2.Can we use them in measuring similar Students write their answers.
things or different?
3.Can we use these for measuring Long
distances ?
4.Who use the tape for measuring ?

Sl Name of the Length of Width of

. student classroo Class room
N m Students are asked to measure the
o classroom with a scale and note down Students note down the
1 the readings readings and discuss
2
3

Sl Name of Height in Height in Students are asked to measure the

. the CMS Handspans heights of students with a scale and with
N student handspan and note down the readings
o
1
2
3

7.6 Measuring the length of a curved

Line Students discuss and
 1.How do we measure a curved line? give their answers
2.Can we measure it with a scale ?

Objects
Objects in in
Objects at rest Motion Objects at rest Motion
Name some Objects and fill in the data Students discuss and
House Bird House Bird
in the table give their answers

Observe the movement of an ant

Conduct the activity of ant movement

along with a paper using sugar on it

Recapitulation/ Summary/ synopsis Ask few questions like

readings 1.Have you find any difference in the Read synopsis in group Read synopsis individually
1.Scientists accepted standard units of readings measured by a scale ? and discuss about the • Copy the synopsis in their
measurements for uniformity 2.What is the difference you find in concepts they learnt note books.
2.For measuring large distances we using the scale and foot or handspan?
use KM as a unit 3.Are all objects in movement or in rest
3.1Metre = 100 cms ?
1CM=10 mm. 4.How does an ant move in a straight
1KM= 1000 metres line or zig zag ?
4.SI unit of length is Metre
5.The change of position of an
object with respect to time is called
Motion
 Practice period – 4
Key words reading Read key words
Excavations, Write key words from the text what they Read key words individually with spelling
Cubit, learnt in the previous period and read and discuss and Syllables division.
Yard, them with syllables division. meaning in groups • Explain key words
Metric System, orally
SI Units,
Motion

Similar lines reading S.I. unit of distance is Metre Read similar sentences Read lines individually
S.I unit of distance is in groups.
100 cm euals to Metre • Add some more lines
to the substitution table
1 KM is equal to
• Prepare their own
1000 similar lines based on
the text

Synopsis reading
1.Scientists accepted standard units of Write synopsis based on key words and Write synopsis on their Read synopsis
measurements for uniformity similar lines on the board and give one own individually
2.For measuring large distances we use model reading. • Read synopsis in
KM as a unit groups.
3.1Meter = 100 cms
1CM=10 mm.
1KM= 1000 metres
4.SI unit of length is Metre
5.The change of position of an object
with respect to time is called Motion
Writing / editing Conduct editing in Write explanation or
Conduct seen / unseen dictation on groups meaning of key words
keywords / similar lines
on their own.
 Who is in right position to know the
reading ?

Which is right of using a scale ?

Teaching Period – 5

Key words Read key words in groups – Read key words individually
Circular Motion Teacher writes key words peer group reading • Copy the key words in their note
Rectilinear Motion from the concepts going to book.
Periodic Motion teach in this period on the
Sprinters board and explain briefly.
Track • Teacher reads the
March past selected concept or para
loudly.
Parade

Conceptual understanding Read the given concept in Students write their answers
/Learning activities https://youtu.be/8qh--3X6E5w textbook and present their
https://youtu.be/7J_Pi4Xuk7Y understandings

Teacher shows the pictures and

 vedeos and ask them Students discuss and give their
1.What do you observe in the answers.
pictures?
2.The motion in these pictures are
same or not?
3.Could you find the similar ones
in these pictures ?
Students write their answers

Student participate in the

1.Observe the motion of the stone activity
Conduct activity 7 in the lesson tied with a thread
2.Is the distance changed in Students discuss and give their
Some Objects show combination motion ? answers.
of different Motions .
Recapitulation/ Summary/
synopsis readings Ask few questions like Read synopsis in group and Read synopsis individually
1.The Motion along a straight 1.What is Rectilinear Motion ? discuss about the concepts • Copy the synopsis in their note
line is called Rectilinear Motion 2.Give examples for Circular they learnt books.
2. The movement of the body in Motion ?
a circular path is called Circular 3.What type of Motions you
Motion
observe in a car wheel when it is
3. A motion that repeats itself at
regular intervals is called in movement.
Periodic Motion
Some Objects show combination
of different Motions .
Practice period – 5

Key words reading

Circular Motion Write key words from the text Read key words and Read key words individually
Rectilinear Motion what they learnt in the previous discuss meaning in with spelling and Syllables
Periodic Motion period and read them with groups division.
Sprinters syllables division. • Explain key words orally
Track
March past,Parade
Similar lines reading
Soldiers
Cars in 1.Soldiers move in Rectilinear
Buses move Rectilinear Motion.
Sprinters motion 2.Cars move in Rectilinear Read similar sentences in Read lines individually
Trains motion groups.
• Add some more lines to
the substitution table
Fan blades • Prepare their own similar
lines based on the text
Circular
Giant Wheel show
motion .1.Fan blades show circular
Clock Hands
Motion
Pottery
wheel 2.Pottery wheel shows circular
Motion

Swing 1.Swing shows Periodic Motion

Pendulum 2.Strings of Guitar shows
Branch of a Periodic Periodic motion
shows
Tree motion
Strings of
Guitar

Synopsis reading
Write synopsis on their own Read synopsis individually
1.The Motion along a straight line is • Read synopsis in groups.
called Rectilinear Motion
2. The movement of the body in a Write synopsis based on key
circular path is called Circular Motion words and similar lines on the
3. A motion that repeats itself at regular
board and give one model
intervals is called Periodic Motion
reading.
4. Some Objects show combination of
different Motions

Writing / editing
 Conduct seen / unseen Conduct editing in groups Write explanation or meaning
dictation on keywords / of key words on their own.
similar lines

Signature of the teacher Signature of visiting officer Signature of Head Master

Lesson Plan – 6th Class

NAME OF THE TEACHER: NAME OF THE SCHOOL:

Name of the Topic No.of Periods Time line for teaching Any specific
Lesson/Unit Required Information
From to

Prerequisites and type of objects 1+1 Solar eclipse

1+1
What are shadows
8. Light shadows 1+1
Pinhole camera
 and reflection Reflections
1+1

Total 8

Learning Outcomes: Students will be able to

28. Learn about the importance of Light in our life

29. Learn about the different objects which allow light through them.
30. Understand the importance of Luminous Objects
31. Understand the light property of reflection
32. Explain how shadows are formed
33. Prepare the Pinhole camera on his own
34. Make fun of doing different shadows using his body parts.
35. Appreciate the light property of reflection and its usage in our daily life.

Stratagies for Teaching Period

Teaching Period 1
Step I Do We Do You Do
Pre Requisites
Light, Candle,  Teacher starts Students discuss in write the prerequisites
Torch,Sun,Stars,Moon,Transparent,Opaque,Translucent discussion on what groups their in their note books .
are the objects understanding about
around us prerequisites
 How do we see
these objects?
 Conducting
Activity 1
 Can we see the
objects in dark ?
 What do we call
those give light?
 Can we see the
Can see colours of the
through objects in dark ?
Object  What do you think
the
is useful to see an
Object Transparent/Opaque/Translucent
object?
Paper  Name some
Eraser objects which give
Bottle us light ?

Teacher writes
prerequisites on the board,
guide the students to
discus in their group and
present

Teacher writes key word / Discuss and give

title of the lesson on the answers
board and ask triggering
questions to share their
experiences on the topic.
Relevance of the lesson Teacher explains why do
we learn this lesson Students study the flow Copy the flow chart in
 chart in groups their note books.
.
Concept map Teacher writes the
Objects concepts map of the
chapter / unit step by step
in a flow chart form.

Students practice
Transparent Opaque Translucent
questions & Activities:
5. Make a flow chart
showing the
Objects of
different kind
depend upon
passing light
through them.
Assessment:
Glass tumbler is an
example for _______

Strategies for Practice period -1

Key words reading Write key words from the Read key words and discuss Read key words
Transparent text and read them. meaning in groups individually with spelling and
,Opaque, Syllables division.
Translucent, Explain key words orally
Luminous
 Read similar sentences
 Transparent in groups. Read lines individually
Objects allow light  Add some more lines
Similar lines reading through them. to the substitution
 Opaque Objects do table
not allow light  Prepare their own
Transparent
allow through through them similar lines based on
Objects
light them  Translucent the text
Opaque Objects partially
Objects do not allow light through
 them.
Translucent
Objects partially

Synopsis reading
1.Opaque objects do not allow light to pass  Write synopsis Write synopsis on their own Read synopsis individually
through them. based on key • Read synopsis in groups.
2. Transparent objects allow light to pass words and similar
through them and we can see through lines on the board
these objects clearly. and give one
3 Translucent objects allow light to pass model reading.
through them partially.  Ask some
4. Objects that give out or emit light of comprehension
their own are called luminous objects. question on the
. synapses like
 Give examples for
Transparent
Objects?
 Rough glass is-----
------ in nature ?.

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or meaning
dictation on keywords / of key words on their own .
similar
lines

Teaching Period – 2
Key words
Light, Shadow,Screen,Shape, Angle Teacher writes key words Reed key words in Read key words
from the concepts going groups – peer group individually
to teach in this period on reading • Copy the key words in
 the board, read them for their note book
the students and explain
briefly.
• Teacher reads the
selected concept or para
loudly.

Conceptual understanding / Learning activities: Teacher asks the students

to draw out lines of the Write brief notes on Prepare answers for the
Conduct the Activity 2 in the lesson showing the shadow and ask the what they observed question on their own.
formation of Shadows using the Opaque objects. following questions and
discuss
1.Can we identify the
Object by seeing the
shadow?
2.Do you observe your
shadow at night without
light? Students participate in Student participate in
discussion and give the discussion and note the
3.Can we obtain shadow answers points
at night with out a screen
back side of the object? and points note down
their note books

Conduct the Activity 3 in the lesson showing the

obtaining the Shadows only on Screens.
Now observe the picture.
What do you observe
here ?
1.Can we say what object Students participate in
it is by Looking at the discussion and give the
shadows? answers
2.Are the shadows always
give correct information
?
3.What will happen if we
change the angle of the
 object ?
4.Do you find any Prac
difference regarding tice
colour ,smell of an object peri
in its shadow ? od -
2

Recapitulation/ Summary/ synopsis readings Assessment: Read synopsis in group Read synopsis individually
1.What are we need to and discuss about the • Copy the synopsis in
1.We need a source of light and an opaque form shadow? concepts they learnt their note books
object, to see a shadow. 2.Can we obtain shadow
2.. A shadow is obtained only on a screen at open site at night?
3.Sometimes shadow of an object gives
an idea about its shape.
4.shadows can also mislead us about the
shape of the object.

Key words reading

Light, Shadow,Screen,Shape, Angle Write key words from the Read key words and Read key words individually
text what they learnt in the discuss meaning in group with spelling and Syllables
previous period and read division.
them with syllables division • Explain key words orally

Similar lines reading  Read similar

with Opaque Shadow is formed with sentences in Read lines individually
Shadow is formed opaque objects groups.
objects
 Add some more
Shadow is formed in lines to the
in different
different sizes and shapes substitution table
sizes and  Prepare their own
 shapes Shadow is formed on similar lines
screen based on the text
on screen

Synopsis reading Write synopsis based on Write synopsis on their Read synopsis individually
key words and similar lines own
1.We need a source of light and an opaque on the board and give one Read synopsis in groups.
object, to see a shadow. model reading
2.. A shadow is obtained only on a screen
3.Sometimes shadow of an object gives
an idea about its shape.
4.shadows can also mislead us about the
shape of the object.

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / meaning of key words on
similar lines their own.

Teaching Period – 3

Key words Teacher writes key Read key words in groups – peer group Read key words individually
Pinhole camera words from the reading • Copy the key words in their
Eclipse concepts going to note book.
Straight teach in this period
on the board and
inverse
explain briefly.
• Teacher reads the
 selected concept or
para loudly.

Conceptual understanding https://youtu.be/4jbjolpz2BQ

/Learning activities Students observe the video and Note the procedure of
Conduct the Activity 5 in the participate in the activity making the Pinhole camera
lesson showing the making of a Teacher displays the video of
Pinhole camera. making a Pinhole camera
Teacher shows the usage of Students follow the instructions and do
pinhole camera and ask the the activity
students some questions like
1.Can we see the colour of Students write their answers.
the objects ?
2.How was the Objects look
like ?
3.What are the precautions
you take to use a pinhole
camera ?

4.Can we see the sun with

pinhole camera at the time of
eclipse ?
5.Observe the picture.what
do you find ?

Recapitulation/ Summary/
synopsis readings Ask few questions like
Read synopsis in group and discuss Read synopsis individually
1.The image formed by a 1.What is the use of a about the concepts they learnt • Copy the synopsis in their
pinhole camera may be pinhole camera? note books.
 projected onto a translucent
screen for a real-time viewing 2.How was the image formed
2. It is used for safe in a pinhole camera ?
observation of the solar
eclipse
3.A common use of pinhole
photography is to capture the
movement of the sun over a
long period of time.
4.the image formed by a
pinhole camera is a real image

Practice period -3
Key words reading
Pinhole camera Write key words from the text Read key words and Read key words individually with
Eclipse what they learnt in the discuss meaning in spelling and Syllables division.
Straight previous period and read them groups • Explain key words orally
inverse with syllables division.
Similar lines reading
Write similar lines like a Read similar sentences in Read lines individually
Observing substitution table on the board groups.
Eclipse and give one model reading • Add some more lines to the
1.Pinhole camera is useful substitution table
capturing for observing eclipse. • Prepare their own similar
lines based on the text
Pinhole is useful the
2.Pinhole camera is useful for
camera for movement capturing the real image.
of sun

capturing
the real
image

Synopsis reading
 Write synopsis based on key Write synopsis on their own Read synopsis individually
1.The image formed by a pinhole words and similar lines on the • Read synopsis in groups.
camera may be projected onto a board and give one model
translucent screen for a real-time reading.
viewing
2. It is used for safe observation
of the solar eclipse
3.A common use of pinhole
photography is to capture the
movement of the sun over a long
period of time.
4.the image formed by a pinhole
camera is a real image

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or meaning of key
dictation on keywords / words
similar lines on their own.

Teaching Period – 4
Key words
Teacher writes key words from Read key words individually
Light , Mirror the concepts going to teach in Reed key words in • Copy the key words in their
Straight line, Travel this period on the board and groups – peer group note book.
Direction, Reflection explain briefly. reading
• Teacher reads the selected
concept or para loudly.

Conceptual understanding /Learning

activities Teacher shows the pictures and ask
them Students discuss and
1.What do you observe in the picture? give their answers.
2.Can the boy in figure 2 see the light of Students write their answers.
 the candle?
3. Can the boy in figure 1 see the light of
the candle?
4.What does it mean ?
5.Is it shows the path way of the light ?
6.If the light travels in curve line who
can see the candle ?

Conduct the activity 7 in a dark room

Teacher shows the pictures and ask Students discuss and Students write their answers
them give their answers
1.What do you observe in the picture?
2.What is the process known as ?
2.Can a mirror changes the direction of
light that falls on it ?
3.If we use more mirrors to change the
direction of light from one source of
light ?

Conduct the activity 7

Students write their answers
Students discuss and
Teacher shows the pictures and ask give their answers
them
1.What do you observe in the picture?
2.How is the light travel?
3. Is the light reflected from a mirror ?

Recapitulation/ Summary/ synopsis Ask few questions like

readings 1.Light travels in a __________ line. Read synopsis in group Read synopsis individually
1.Light travels in straight line 2.We use ___________ for seeing our and discuss about the • Copy the synopsis in their
2.Light reflects when it falls on a faces. concepts they learnt note books.
mirror 3.What will happens if light does not
3.We see our face reflected in a mirror reflect ?
4.Light reflects on water or a plain
surface.

Practice period – 4
Key words reading
Light , Mirror Write key words from the text what they Read key words and Read key words individually
Straight line, Travel learnt in the previous period and read discuss meaning in with spelling and Syllables
Direction, Reflection them with syllables division. groups division.
• Explain key words orally

Similar lines reading

in a 1.Light travels in a straight line Read similar sentences in Read lines individually
straight groups.
2.Light reflects from mirror • Add some more lines to
travels line
the substitution table
Light from • Prepare their own similar
reflects mirrors lines based on the text
is to see
useful objects
Synopsis reading
1.Light travels in straight line Write synopsis based on key words and Write synopsis on their own Read synopsis individually
2.Light reflects when it falls on similar lines on the board and give one • Read synopsis in groups.
a mirror model reading.
3.We see our face reflected in a
mirror
4.Light reflects on water or a
plain surface.

Write explanation or meaning

Writing / editing Conduct seen / unseen dictation on Conduct editing in groups of key words on their own.
keywords / similar lines
 Signature of the teacher Signature of visiting officer Signature of Head Master

Lesson Plan
NAME OF THE TEACHER: NAME OF THE SCHOOL:

NameoftheLesson/Unit Topic No.of Periods Timelineforteaching Any specific

Required From to Information
Prerequisites, Introduction &
Concept mapping 1+1(1 Teaching Period
+ 1 Practice Period

9. Electricity and 9.1 Electric cell

1+1
circuits 9.2 A bulb connected to an electric
cell
Save energy save future.
9.3 An electric circuit
1+1
9.4 Electric switch
1+1
9.5 Electric conductors and
insulators 1+1

Total 10

Learning Outcomes: Students will be able to

1. Identify basic electrical components.

2. Classify the materials as insulators and conductors.
3. Explain the differences between insulators and conductors.
4. Identify the imporatnces of power saving and safe usage.
5. Understand open and closed circuits.
6. Draw electric circuit diagrams.
7. Connect components in a circuit.
8. Appreciate the electric instruments and their makers.
Stratagies for Teaching Period
Teaching Period 1
Step I Do We Do You Do
Pre Requisites  Teacher show some
 Show some electric devices. pictures and ask questions Students discuss in groups their write the prerequisites in their
to elicit prerequisites like understanding about prerequisites note books .
explain in brief.
 What is the primary
source of light on earth?
 What are the sources of
light during night time?
 Name some electric
devices.
 Why do we use torch
lights?
 When do we use torch
lights?
 Let us discuss

Teacher writes prerequisites on

the board, guide the students to
discus in their group and present

Teacher writes key word / title of Discuss and give answers

the lesson on the board and ask
Electric devices triggering questions to share their
experiences on the topic.
Relevance of the lesson Teacher explains why we learn
this lesson Students study the flow chart in Copy the flow chart in their note
groups books.
Concept map • Explain connection between
Teacher writes the concepts map concepts in the
of the chapter / unit step by step in flowchart.
a flow chart form.

Students practice questions &

Activities:
6. Make a flow chart
showing the concepts of
electricity and circuits.
Assessment:
What is the sequence of parts
involved in an electric circuits?

Strategies for Practice period -1

Key words reading Write key words from the text Read key words and discuss Read key words
Cell, bulb, filament, connect. what they learnt in the meaning in groups individually with spelling
previous period and read and Syllables division.
them. Explain key words orally

Similar lines reading  Read similar sentences

 Cell is a device which in groups. Read lines individually
converts chemical  Add some more lines
energy into electrical to the substitution
energy. table
 An electric bulb is a  Prepare their own
device which glows similar lines based on
and emits light when the text
electric current is
passed through it.
 The thin wire that
gives off light is called
 the filament of the
bulb.
Synopsis reading
 We use electricity for many  Write synopsis based Write synopsis on their own Read synopsis individually
purposes to make our works on key words and • Read synopsis in groups.
easier. similar lines on the
 Electricity makes it possible board and give one
to light our homes, roads, model reading.
offices, markets and  Ask some
factories. comprehension
 Electricity helps us to question on the
continue working at night. synapses like
 A power station provides us  What is electricity?
with electricity.  What are electric
circuits?
Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / similar meaning of key words

lines on their own

Teaching Period – 2
Key words
Positive (+), negative ( - ), Teacher writes key words from Read key words in groups – Read key words individually
termianals, chemicals, glow, the concepts going to teach in peer group reading • Copy the key words in
electricians. this period on the board, read their note book
them for the students and
explain briefly.
• Teacher reads the selected
concept or para loudly.

Conceptual understanding /
Learning activities Teacher explains the concept Write brief notes on what they Prepare answers for the
of observed in the display. question on their own.
 Why there are positive
and negative terminals What are the uses of electric
on a battery? devices in the display?
 What are the
 substances required to
prepare a battery?
 What are the
chemicals used in a
battery?
 What is glow?
Recapitulation/ Summary/ synopsis  A few questions like
readings  What is the another Read synopsis in group and Read synopsis individually
name for cell? discuss about the concepts • Copy the synopsis in their
 What is the work of they learnt note books
electricians?
 What are the uses of
chemicals inside a
battery?
 Write the importance
of terminals.
Assessment:
 Name some electric
devices.
 Write the parts of
bulb.
 Draw a picture of cell.

Practice period -2
Key words reading
Positive (+), negative( - ), terminals, Write key words from the text Read key words and discuss Read key words individually
chemicals, glow, electricians. what they learnt in the meaning in group with spelling and Syllables
previous period and read them division.
with syllables division • Explain key words orally

Similar lines reading  The metal cap is the  Read similar sentences Read lines individually
positive terminal in the in groups.
electric cell, the metal  Add some more lines
disc is the negative to the substitution
terminal. table
 An electric cell  Prepare their own
produce electricity similar lines based on
 from the chemicals the text
stored inside it.
 To glow is to shine
with light.
Synopsis reading
 The person who installs and Write synopsis based on key Write synopsis on their own Read synopsis individually
maintains electrical words and similar lines on the Read synopsis in groups.
equipment is called board and give one model
electrician. reading
 Executing plans of electrical
wiring for wall functioning,
lighting, intercom and other
electrical systems are
responsibilities of
electricians.
 The base of the bulb and the
metal tip of the base are the
two terminals of the bulb.
 The cell consists of a
cylindrical metal can.
Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / similar meaning of key words
lines
on their own.

Teaching Period – 3
Key words Read key words in groups – Read key words individually
Electric circuit, current, direction, Teacher writes key peer group reading • Copy the key words in
fuse. words from the their note book.
concepts going to teach
in this period on the
board and explain
briefly.
• Teacher reads the
selected concept or
para loudly.
Conceptual understanding Teacher instructs the students
/Learning activities to study the picture given in Read the given concept in
the textbook in group and textbook and present their
present their understanding. understandings
Teacher explains the concept
and
Ask some questions
 What is electric
circuit? Students discuss and give their
 What is current? answers. Students write their
 What are the uses of answers.
current?
 What is the use of
electric circuit?
 What is the use of
fuse?

Recapitulation/ Summary/ synopsis Ask few questions like

readings  What is the use torch Read synopsis in group and Read synopsis individually
light? discuss about the concepts • Copy the synopsis in their
 What materials are they learnt note books.
required in a torch
light?
 What is the use of
electric fuse?
Assesment
 What is the direction
of current in the
electric circuit?
 Draw the diagram of
electric circuit with
the help of bulb, cell,
wires and switch.
 Practice period -3
Key words reading Write key words from the text Read key words individually
what they learnt in the Read key words and with spelling and Syllables
previous period and read them discuss meaning in division.
with syllables division. groups • Explain key words orally

Similar lines reading Write similar lines like a

substitution table on the board Read similar sentences in Read lines individually
and give one model reading groups.
 An electric circuit • Add some more lines to the
provides a complete substitution table
path for electricity to • Prepare their own similar
flow between the cell lines based on the text
and the bulb.
 The direction of
current is taken to be
from the positive to the
negative terminal of
the electric cell.

Synopsis reading
 The electric cell is also Write synopsis based on key Write synopsis on their own Read synopsis individually
called as the words and similar lines on the • Read synopsis in groups.
electrochemical cell or board and give one model
voltaic cell. reading.
 Path from one terminal of
the electric cell to the other
terminal of the electric cell
through wires passing to
and from the electric bulb
is called electric circuit.
 The direction of an electric
current away from the
positive terminal and
towards the negative
terminal of the battery.
Writing / editing Conduct editing in groups Write explanation or
Conduct seen / unseen meaning of key words
dictation on keywords /
similar lines on their own.

Teaching Period – 4
Key words Read key words in groups – peer Read key words individually
Devices, safety, switch, group reading • Copy the key words in
thermocolsheeth. their note book.
Teacher writes keywords from the
concepts going to teach in this
period on the board and explain
briefly.
Teacher reads the selected
concept or para loudly.
Conceptual understanding Teacher instructs the students Read the given concept in
/Learning activities to study the pictures given in textbook and present their
the textbook in group and understandings
present Students discuss and give their
Teacher explains the concept answers.
and
Ask some questions
 What is the use of
switch in an electric Students write their
circuit/ answers.
 What is the use of
thermocolsheeth in an
electric circuit?
 What does a torch
consists of?
 What makes a torch
bulb glow?

Recapitulation/ Summary/ Ask few questions like Read synopsis in group and
synopsis readings  What is switch? discuss about the concepts Read synopsis individually
 What materials are they learnt • Copy the synopsis in their
 required in an electric note books.
circuit?
 What is source of
current in torch light?
 How could safety pin
acts as a switch?
Assesment
 What is switch?
 Draw the diagram of
inside view of a torch
light?

Practice period – 4
Key words reading Write key words from the text what Read key words and Read key words
they learnt in the previous period discuss meaning in individually with spelling
and read them with syllables groups and Syllables division.
division. • Explain key words orally

Similar lines reading Switch is a Bulb Read similar sentences in

Filament component Cell groups. Read lines individually
Fuse of Torch • Add some more lines to the
light substitution table
Terminal Circuit • Prepare their own similar
lines based on the text

Synopsis reading
 The flow of electricity in a Write synopsis based on key words Write synopsis on their own Read synopsis individually
circuit is called a current. and similar lines on the board and • Read synopsis in groups.
 The safety pin is used to give one model reading.
close or open in the
circuit.
 The torch light is used as
a source of light.
 The parts of a torch light
are a hollow cylindrical
barrel, cells, bulb, switch ,
glass cover and a metal
 spring.
 We use switches to put on
or put off the torch light.
 We use various switches in
our house to put on or put
off the electric bulbs, fans
etc.

Writing / editing Conduct editing in groups Write explanation or

Conduct seen / unseen meaning of key words
dictation on keywords /
similar lines on their own.

Teaching Period – 5

Key words Read key words in groups – peer Read key words
Conductors, insulators, tester Teacher writes key words group reading individually
from the concepts going to • Copy the key words in
teach in this period on the their note book.
board and explain briefly.
• Teacher reads the
selected concept or para
loudly.

Conceptual understanding Teacher explains the concept and Read the given concept in Students write their
/Learning activities Ask some questions textbook and present their answers
 What materials do we find understandings
in electric wires? Students discuss and give their
 Why do not we use the answers.
wires without removing
the plastic covering?
 What are conductors?
 What are insulators?
Recapitulation/ Summary/ Ask few questions like Read synopsis in group and
synopsis readings  Write some examples of discuss about the concepts Read synopsis individually
conductors. they learnt • Copy the synopsis in their
 Write some examples of note books.
insulators.
 What are the differences
between conductors and
insulators?
Assesment
 Why do we use skull
symbol in highly electric
areas?
 Why are we adviced to
wear rubber chappals
while working with
electricity.

Practice period – 5
Key words reading Write key words from the text Read key words
what they learnt in the previous Read key words and individually with spelling
period and read them with discuss meaning in and Syllables division.
syllables division. groups • Explain key words orally

Similar lines reading  Substances which allow

electric current to flow Read similar sentences in Read lines individually
through them are known as groups.
conductors of electricity. • Add some more lines to the
 Substances which do not substitution table
allow electric current to
• Prepare their own similar
flow through them are
known as insulators.
lines based on the text
 Electric wires are made up
of copper.
Synopsis reading
 Copper, iron, water, Write synopsis based on key Write synopsis on their own Read synopsis individually
human body are some of words and similar lines on the • Read synopsis in groups.
the conductors. board and give one model
 A device which is used to reading.
 find whether there is
electricity or not is called
tester.
 Wood, cotton, rubber,
paper, plastc and glass
are some of the insulators.
Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / meaning of key words on
similar lines their own.

SIGNATURE OF THE TEACHER: SIGNATURE OF THE HEADMASTER:

Lesson Plan – 6th Class

No and Name of the chapter: 10. FUN WITH THE MAGNETS
Name of the teacher:
School:
Period allotment:
Topic No. of periods required
Pre requisites, Introduction & concept mapping 1+1

Discovery of magnets, Magnetic & non magnetic 1+1

materials.
Poles of magnets & finding directions 1+1

Make your own magnet & and find attraction, 1+1

repulsion between magnets, caution.
TOTAL 4+4=8

Pre requisites:
Magnet- Magnet & non magnetic materials.
Iron fillings, compass, bucket, water, pins.
Learning out comes:
Recognize the magnets.
Know about the discovery of magnets.
Find directions through magnets.
Make your own magnet.
Know the importance of magnets in real life.
Apply use of magnets in making objects used by them.
Know the care of using magnets.
 STRATEGIES FOR TEACHING AND PRACTICE PERIODS
TEACHING PERIOD-1
Step I do We do You do
Pre requisites: What objects Discuss in Read and copy the
do you groups pre requisites on
observe on the and their own
table? respond.
How do the
pins attached
to the cap of
box?
Do you
observe
without any
clip the photo
attached to
the rack?
Mind map Where do we Give Write mind map
find magnets? responses Give responses
Purse Is all the Read individually
doors iron material mind map
Magnet
toys attracted to
metal sticker
magnets?
Who first
observed the
attraction of
magnets?
Relevance of the lesson: Listen and Write the concept and
Magnetic properties are discuss in importance of the
helpful in finding direction. groups and lesson.
In so many electronic Explain ask some
materials magnets are questions
using.
Make flow chart Study and Copy the flow chart.
Concept map: showing the write the
concept of fun flow chart.
Magnet and types with magnets

Materials attached by magnet

and not attached by magnet

Compass

Importance of magnet

Care of magnets
 PRACTICE PERIOD-1
Key words reading: Write key words from the Read key Read Key
Iron junk text. words and words and
Magnet Model reading discuss discuss
Almirah meanings individually
Pin holder with spelling.
Iron nail
Similar lines reading: -Read Read and
Magnet attracts pins
similar lines write lines.
in groups
cloth -Add some
Magnet not attracts paper more lines to
substitution
table

Synopsis reading: Write synopsis and model Read Read and

Magnets are used reading and write
in finding Questions on concept write synopsis
directions What properties do you synopsis individually
Magnets are used find in magnets?
in separation of
iron junk from
dump yard
Writing/ editing: Conduct dictation on the board Read key Read and
words in write key
groups words
individually

TEACHING PERIOD- 2
Key words: Write key words Read key words Read and write key
Magnus on the board in groups words individually
Shepherd
Magnetite
Property of attraction
Artificial magnet
Bar magnet
Cylindrical magnet
Horseshoe magnet

Conceptual understanding Model Read and Read lesson

Learning activities: reading of present the Respond individually
the concept under
concept. standing
 What do
you
observe in
the hand
of
shepherd?
Why do
the tip of
the stick
with metal
cap
attached
to the
stone?

PRACICE PERIOD- 2
Key words Read key Write and read key
words in words individually
Magnus groups
Shepherd
Magnetite
Property of
attraction
Artificial magnet
Bar magnet
Cylindrical magnet
Horseshoe magnet

Similar lines reading Are all the stones are -Read similar Read and write similar
attracted to iron lines lines.
end? -Add some Name
of the
Object
made
Attracted
by magnet
Are all the objects more lines. object of Yes/No
attracted by Scale Plastic No
Shoe Leather No
magnet? clip Iron Yes
Bar magnet An Nail Iron Yes
Horse shoe artificial Bag Cloth No
magnet magnet.
Cylindrical Is
magnet
Synopsis reading The substance the Read Read synopsis
property of synopsis in individually
attracting is known groups
as magnet.
Artificial magnets
are prepared from
pieces of iron
Writing/editing Conduct dictation on key Conduct Write meanings and
words/synopsis/similar editing in explanation of the
lines groups words
Synopsis reading/ A Greece shepherd Read the Read the summary
summary magnes discovered summary
magnet Write question and
The rocks which were Discuss and answers from exercise
attached to iron are respond to
called magnets the questions
The substance having
the property of Write and
attracting are known respond the
as magnets questions
Artificial magnets are
prepared in different Write and
sizes discuss
Questions on concept: questions
What is a magnet? from exercise
Name some artificial
magnet
Find magnetic
 material from the
given objects?

TEACHING PERIOD-3
Key words Iron filings Read key words in groups Read
Rubbed individu
Region ally
Direction &copy
Chariot the
Extended words
Wooden
stand
 Suspend
Instead of

Conceptual understanding and Model reading of Read the Read concept

learning activities the concept concept individually
What do you present Write
https://youtu.be/j8XNHlV6Qxg observe in the their responses
position of iron understand individually
fillings at bar ing.
magnet? Note the
How should we responses
identify the in notes
direction of your
house
Summary/synopsis reading: The ends of a bar Read and Read
magnet are write synopsis individually
called ass poles Write and
The magnet do the exercises
always comes to individually
rest in the same Complete
direction in the notes about the
north-south concept
directions
 To which Answer to
direction the bar the questions and
magnet shows? exercises
Where are poles
of a bar magnet
located

PRACICE PERIOD-3
Key words reading: Iron filings Read key words in Read
Rubbed groups individually and
Region copy the words
Direction
Chariot
Extended
Wooden
stand
Suspend
Instead of

Similar lines reading and Name of

the
Did you
find iron
Discuss and read Write and read
application of conceptual under location fillings the table and fill the table
sticking
standing to the
it with in groups
magnet Their own
colony Very few
City None
location with
Synopsis reading: A freely Write synopsis on Write and read
suspended groups individually
magnet
always
comes to
rest in the
north and
south
directions
The ends of
magnet are
called poles
Writing and editing: Conduct dictation Conduct editing in Write meaning
on key words and groups or explanation
similar lines the key words

TEACHING PERIOD- 4
Key words: Magnetize Read and discuss Read and discuss key
Compass key words in words in groups
Attraction groups
Repulsion
Observation
Cautions
Hammered
Dropped
learning Model reading of the Read the Read the concept
activities: concept concept and ask some
https://youtu. Which material can we Present their questions
be/3UsFTDIx use to make our under
OmU compass standings
Respond to
the
questions
Summary: Synopsis: Read and Read and write
By moving the iron bar on understand individually
bar magnet without lifting synopsis Respond to the
for 30-40 times in one questions from the
direction iron bar will exercises
become a magnet this
process is called
magnetism
By using magnetized iron
needle iron needle we can
make our own compass at
our home
Magnets loss their
property by dropping
heating and hammering
Two opposite poles of
magnet attract each other
Two similar poles of
magnet repel each other
Keep away magnets from
electric devices/gadgets
Do the ends of each Doing activity Respond to the
magnet attract or repel? question
 PRACTICE PERIOD-4
Key words: Magnetize Read and discuss Read and explain the
Compass meanings in meanings of key words
Attraction groups
Repulsion
Observation
Cautions
Hammered
Dropped

Similar lines N-S Attract Read and Read and write

S-N Poles each
reading: of a other prepare some similar lines
N-N magnet Repel similar lines
S-S each
other

Read and By using magnetized iron Read Read and write

write similar needle iron needle we can synopsis in synopsis
lines make our own compass at groups
our home Write on
Two similar poles of their own
magnet repel each other
Two opposite poles of
magnet attract each other
Magnets should take care,
because magnets loss
their property by dropping
heating and hammering
Writing and Conduct dictation in groups Conduct editing in Write meanings and
editing groups explain key words

Sign of teacher: Sign of visiting officer: Sign of HM:

 Lesson Plan – 6th Class
NAME OF THE TEACHER: NAME OF THE SCHOOL:

NameoftheLesson/Unit Topic No.of Periods Timelineforteaching Any specific

Required From to Information
Prerequisites, Introduction &
Concept mapping 1+1(1 Teaching Period
+ 1 Practice Period
11. Air around us
11.1 Is air present everywhere
1+1
around us?
Elements of air
11.2 What is air made up of?
1+1
11.3 How does oxygen become
available to animals and plants 1+1
living in water and soil?
How oxygen created?
11.4 How is the oxygen in the
atmosphere replaced? 1+1

Total 10

Learning Outcomes: Students will be able to

36. Understand about different components of air

37. That air is required for all the organisms.
38. Explain about different elements of air.
39. Differentiate air components.
40. Appreciate the replacement of oxygen into the atmosphere.
41. Experiment that air will exert pressure.
 Stratagies for Teaching Period
Teaching Period 1
Step I Do We Do You Do
Pre Requisites
Living things, surely, require,  Teacher show some Students discuss in groups their write the prerequisites in their note
presence. pictures and ask questions understanding about prerequisites books .
to elicit prerequisites like
explain in brief.
 Name some living things?
 What are the important
things for living?
 What are the different
components in our
surroundings?
 Have you ever seen air?
 Let us discuss

Teacher writes prerequisites on

the board, guide the students to
discus in their group and present

Discuss and give answers

Teacher writes key word / title of
the lesson on the board and ask
Air triggering questions to share their
experiences on the topic.

Relevance of the lesson Teacher explains why we learn

this lesson Students study the flow chart in Copy the flow chart in their note
groups books.
Concept map • Explain connection between
Teacher writes the concepts map concepts in the
of the chapter / unit step by step in flowchart.
a flow chart form.

Students practice questions &

 Activities:
7. Make a flow chart
showing the components
AIR
of air?
Assessment:
INVISIBLE VISIBLE
What is air and its uses?
Draw a picture of a weather cock?
OXYGEN OTHER
DUST
,NITROGEN GASES

Strategies for Practice period -1

Key words reading Write key words from the text Read key words and discuss Read key words
Fluttering , switched, winnowing, what they learnt in the meaning in groups individually with spelling
roof tops and firki. previous period and read them. and Syllables division.
Explain key words orally

Similar lines reading  Read similar sentences

 All living things in groups. Read lines individually
require air.  Add some more lines
 We can’t see air, but to the substitution
surely we must have table
felt its presence in so  Prepare their own
many ways. similar lines based on
 Pages of an open book the text
begin fluttering when
the fan is switched on.
Synopsis reading
 Winnowing is more effective  Write synopsis based Write synopsis on their own Read synopsis individually
in moving air. on key words and • Read synopsis in groups.
 We may have noticed that similar lines on the
during storms the wind blow board and give one
at very high speed. It may model reading.
even uproot trees and blow  Ask some
 off the rooftops. comprehension
question on the
synapses like
 How can we notice
air?
 What is winnowing?

Writing / editing
Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / similar meaning of key words

lines on their own

Teaching Period – 2
Key words
Teacher writes key words from Reed key words in groups – Read key words
Upside, inside, the concepts going to teach in peer group reading individually
this period on the board, read • Copy the key words in
Slightly, bubbles, occupies, them for the students and their note book
transparent. explain briefly.
• Teacher reads the selected
concept or para loudly.

Conceptual understanding /
Learning activities Teacher explains the concept – Write brief notes on what they Prepare answers for the
air around us in a discussion observed in the display. question on their own.
mode by asking questions like
 Observe the bottle.
Does the water enter
the bottle?
 What are bubbles ?
 How bubbles formed?
 What is the direction
of bubbles?

Recapitulation/ Summary/ synopsis A few questions like

readings  What is air pressure? Read synopsis in group and Read synopsis individually
  What is transparent? discuss about the concepts • Copy the synopsis in their
 Does air occupies they learnt note books
space?
 Where does the
bubbles come from?
Assessment:
 What is air pressure?
 What are the
differences between
upside and inside?

Practice period -2
Key words reading
Write key words from the text Read key words and discuss Read key words
Surrounded, kilometres, atmosphere, what they learnt in the meaning in group individually with spelling
rare, oxygen cylinders, mountaineers. previous period and read them and Syllables division.
with syllables division • Explain key words orally

Similar lines reading  Air has occupied  Read similar sentences Read lines individually
space. in groups.
 Air has no colour and  Add some more lines
no one can see through to the substitution
it. table
 It is transparent.  Prepare their own
similar lines based on
the text

Synopsis reading
 Our earth is surrounded by a Write synopsis based on key Write synopsis on their own Read synopsis individually
thin layer of air. words and similar lines on the Read synopsis in groups.
 Air layer extends upto many board and give one model
kilometres above the surface reading
of the earth and is called
atmosphere.
 We move higher in the
atmosphere the air gets rarer.
 Mountainers carry oxygen
 cylinders with them while
climbing high mountains.

Writing / editing Conduct seen / unseen Conduct editing in groups Write explanation or
dictation on keywords / similar meaning of key words
lines
on their own.

Teaching Period – 3
Key words Teacher writes Reed key words in groups – Read key words
Substance, mixture, experiments, keywords from the peer group reading individually
components, water vapour, concepts going to teach • Copy the key words in
condenses, surface, water in this period on the their note book.
cycle,inverted. board and explain
briefly.
Teacher reads the
selected concept or
para loudly.
Conceptual understanding Teacher instructs the students
/Learning activities to study the following Read the given concept in
experiment . textbook and present their
Teacher explains the concept understandings
and
Ask some questions
 What is a mixture?
 What are the
components of air? Students discuss and give their
 When will the water answers. Students write their
turns into vapour? answers.
 What is condensation?
 What is surface?
 what is inverted?
Recapitulation/ Summary/ synopsis Ask few questions like
readings  Do you see some tiny Read synopsis in group and Read synopsis individually
shining particles discuss about the concepts • Copy the synopsis in their
moving in the beam of they learnt note books.
sunlight?
 What is water cycle?
 What kind of mixture
is air?
 What is burning gas in
air?
Assesment:
 What are three states
of water?
 Draw a picture of air
has oxygen
experiment.

Practice period -3
Key words reading Write key words from the text Read key words
Extinguished, nitrogen, what they learnt in the Read key words and individually with spelling
accumulation, respiration, harmful, previous period and read them discuss meaning in and Syllables division.
particles, variation, merrily, pollute, with syllables division. groups • Explain key words orally
consume, suffocation.
Similar lines reading Write similar lines like a
substitution table on the board Read similar sentences in Read lines individually
and give one model reading groups.
 Air is a mixture of • Add some more lines to the
many gases. substitution table
 Air contains • Prepare their own similar
watervapour. lines based on the text
 Air comes in contact
with a cool surface.
 Water condenses and
 drops of water appear
on the surface.

Synopsis reading
 The presence of Write synopsis based on key Write synopsis on their own Read synopsis individually
watervapour in air is words and similar lines on the • Read synopsis in groups.
important for the water board and give one model
cycle in nature. reading.
 In a closed room, if there
is some material that is
burning, we may have felt
suffocation.
 Carbondioxide makes up a
small composition of the
air around us.
 The burning of fuel
produces smoke.
 The presence of dust
particles in air varies from
time to time and from place
to place.

Writing / editing Conduct editing in groups Write explanation or

Conduct seen / unseen meaning of key words
dictation on keywords /
similar lines on their own.

Teaching Period – 4
Key words Teacher writes key Reed key words in groups – peer Read key words
Dissolved, escape, respiration, words from the group reading individually
organisms, indicate, earthworms, concepts going to teach • Copy the key words in
burrows, displaces. in this period on the their note book.
board and explain
briefly.
 Teacher reads the
selected concept or
para loudly.

Conceptual understanding Teacher instructs the students Read the given concept in
/Learning activities to study the pie diagram textbook and present their
mentioned. understandings
Teacher explains the concept Students discuss and give their
and answers.
Ask some questions
 What is indicator?
 Where does the
earthworms live? Students write their
 Name some organisms answers.
live in soil.
 What is respiration?

Recapitulation/ Summary/ Ask few questions like Read synopsis in group and
synopsis readings  How does oxygen discuss about the concepts Read synopsis individually
become available to they learnt • Copy the synopsis in their
the animals and plants note books.
living in the water and
soil?
 Do you see tiny
bubbles on the inner
surface of the hot
water container?
 Name some air
dissolved substances?
 Where does the
aquatic animals get the
oxygen?
Assesment
  Who is refilling the
oxygen in the
atmosphere?
 Draw a pie diagram of
composition of air?

Practice period – 4
Key words reading Read key words individually with spelling and Syllables division.
Read key words and • Explain key words orally
discuss meaning in
groups

Similar lines reading Bubbles come from the air

dissolved in water. Read lines individually
Some organisms live in soil
also need oxygen to respire.
Water is poured on the lump
of soil, it displaces the air
which is seen in the form of
bubbles.
Read similar sentences in
groups.
• Add some more lines to the
substitution table
• Prepare their own similar
lines based on the text

Synopsis reading
Organisms inside soil will come Write synopsis on their own Read synopsis individually
out for respiration during rains. • Read synopsis in groups.
Plants absorb oxygen in the soil
through roots.
Earthworms lives by making
burrows in the soil.
Writing / editing Conduct editing in groups Write explanation or meaning of key words

on their own.

Teaching Period – 5

Key words Reed key words in groups – peer Read key words
Photosynthesis, produce, obvious, Teacher writes key words group reading individually
windmill, tubewells, sailing yachts, from the concepts going to • Copy the key words in
glinders, parachutes, dispersal, teach in this period on the their note book.
aeroplanes. board and explain briefly.
• Teacher reads the
selected concept or para
loudly.

Conceptual understanding Teacher instructs the students to Read the given concept in Students write their
/Learning activities study about the wind mills and its textbook and present their answers
uses. understandings
Teacher explains the concept and Students discuss and give their
Ask some questions answers.
 What is photosynthesis?
 Which substance is
produced in
photosynthesis?
 Which factors are used in
photosynthesis?
 Which gas is released in
photosynthesis?

Recapitulation/ Summary/ Ask few questions like Read synopsis in group and
synopsis readings  Name some air discuss about the concepts Read synopsis individually
 dispersals? they learnt • Copy the synopsis in their
 Who are called as gliders? note books.
 Who are called as sailing
yachts?

Practice period – 5
Key words reading Write key words from the text Read key words
what they learnt in the previous Read key words and individually with spelling
period and read them with discuss meaning in and Syllables division.
syllables division. groups • Explain key words orally

Similar lines reading  Air plays an important role

in water cycle. Read similar sentences in Read lines individually
 Air also helps in the groups.
dispersal of seeds and • Add some more lines to the
pollen. substitution table
 Plants make their own food • Prepare their own similar
and oxygen is produced
lines based on the text
during photosynthesis.
 Plants also consume oxygen
for respiration.
 Animals cannot live without
plants.
 Air helps in the movement
of sailing yachts, gliders,
parachutes and aeroplanes.
 Birds, bats and insects can
fly due to the presence of
air.
Synopsis reading
 The balance of oxygen Write synopsis based on key Write synopsis on their own Read synopsis individually
 and carbondioxide in the words and similar lines on the • Read synopsis in groups.
atmosphere is maintained board and give one model
through respiration in reading.
plants and animals and by
the photosynthesis in the
plants.
 The wind makes the wind
mill rotate.
 The wind mill is used to
draw water from tubewells
and to run floormills.
 Wind mills are also used
to generate electricity.
Writing / editing Conduct editing in groups Write explanation or
Conduct seen / unseen meaning of key words
dictation on keywords /
similar lines on their own.

Signature of the teacher : Signature of the Head Master :