EVS

EVS

Chapter 11
Earth to Space

1
 CONCEPT MAP

Natural Longitude

Prime
Satellite Globe Equator
meridian

Artificial Latitude

Sun

Moon

Mercury

Venus

Earth
Solar
System
Mars

Jupiter

Saturn

Uranus

Neptune

2
 SYNOPSIS

1. Shape of the Earth - The earth is round in shape.

2. Globe - Globe is a model of our earth. It shows the location of various places on the earth.

3. Latitudes - The imaginary lines are drawn horizontal on the globe.

4. Longitudes - The imaginary lines that are drawn vertical on the globe.

5. Equator - The latitude that divides the earth into two equal parts.

6. Prime Meridian - The longitude that divides the globe into two equal parts.

7. Rotation - The spinning movement of the earth is called rotation. It takes 24 hours. Rotation
causes day and night.

8. Revolution - The movement of the earth around the sun is called revolution. It takes 365
days. Revolution causes changes in season.

9. Solar System - The solar system is made up of the Sun, eight planets, satellites, and other
celestial bodies. The planets in the solar system are Mercury, Venus,Earth,Mars, Jupiter,
Saturn, Uranus and Neptune.

10. Satellite - The object that revolves around the planet.

3
 Government of Andhra Pradesh
Department of School Education
SCERT- AP

Name of the Teacher : Grade : 5

Name of the School : Subject : EVS

Name of the Chapter: Earth to Space

Learning Outcomes:
• Understand the shape of the earth.
• Understand and explain about Latitudes and Longitudes.
• Differentiate the movements of the earth, rotation and revolution.
• Explain about the solar system.

Classes and Chapters, Concepts and Skills Covered Total No. of Periods: 20

Number of Timeline Any specific

Name of the Topic / information
Periods for
Lesson/Unit Concept (Bilingual Textbook
Required Teaching Page Number)

Understanding the shape of the earth 2 66-69

Globe model of the earth 1 68-69

Latitudes and Longitudes 1 70-71

Time Varies Country to Country 1 70-71

Earth to
Rotation and Revolution 1 70-72
Space

Solar System 1 72-73

Chandrayaan 1, 2 1 74-75

Student Independent Practice 10

Remedial Teaching 2

Prior Concept/ Skills:

(Essential concepts and skills to be checked/bridged before teaching the current concept.)
1. Understanding the concept of day and night, seasons.
2. Getting the idea of how scientists explore things—looking, guessing, testing
3. Being comfortable reading simple maps.
4. Basic knowledge of Latitude, Longitude, rotation and revolution.

4
 Government of Andhra Pradesh
Department of School Education
SCERT- AP

Teacher References:
(Any external links that would help teachers to create activities on their own.
This includes NCERT Material, OERs, Digital links etc.)
A. Link 1 - Shape of the earth - Byju’s
B. Link 2 - Latitudes and Longitudes - Britannica
C. Link 3 - EVS textbook
D. Link 4 - Rotation and Revolution - Byju’s
E. Link 5 - Solar System - NASA

Teaching Learning Material:

• Picture cards
• Paper plates
• Colours
• Clay pot
• Globe
• World maps
• Flashlight

5
 CONCEPT 1
SHAPE OF THE EARTH

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 1: Describe the shape of the earth.
• LO 2: Identify the concept of how part of earth looks flat, even though it's round.
• LO 3: Explain how this shape affects our daily life.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook:
Start the class by showing a picture of the earth (use a projector or draw it on the board).
Tell students about the shape of the earth and how knowing about it helps us in daily life.

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
If you were to walk in a straight line for a very long distance, what do you think would happen?
How does this relate to the concept of the Earth appearing flat? (“Discuss this question after
independent practice”)

Vocabulary:
• Sailor - A person whose job it is to work as a member of the crew of a commercial or naval
ship or boat
• Earth axis - It is an imaginary pole going right through the centre of Earth from "top" to
"bottom".
• North Pole - The North Pole is the northern end of Earth's axis.
• South Pole - South Pole, southern end of the Earth's axis.
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.
6
Period 1, 2
LO 1, 3

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Introduce the concept of the • Have students draw a Paper Plate Model: Provide each
Earth's shape. diagram to represent the student with a paper plate. Have
• Share a story of a Portuguese shape of the earth. them draw and colour the
sailor called Ferdinand • Divide the students into pairs Earth's shape. Ask them to label
Magellan and his team (how or small groups. the north pole, South pole and
they sailed on the sea for • Instruct each group to the equator. Move around to
years and came back to the identify and mark the poles. check and provide feedback.
same place they started) • Ask each group to share their
• Conclude the above story with findings with the class. Homework
the concept that Earth is Encourage students to observe
round. and record the direction of
• Show them the Earth Picture sunrise and sunset for a week or
and introduce the concept of a month. They can create a
north pole, South Pole. simple journal or diary to
document.
CFU: Ask a few questions from
the list of questions given at the Period 2
end of this period. Solve the exercise from Bilingual
Workbook - Worksheet 1 on page
This will come at the end of number 80-81.
the period.

Closing -
Have students share examples of
how understanding the shape of
the earth can be useful?

7
Period 3, 4
LO 2

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Take a pot and ask the • Group discussion - If you were • Provide each student with a
students to observe its shape. to walk in a straight line for a drawing paper and markers.
• Now break the pot in the very long distance, do you • Instruct them to draw nature
centre and observe it. think you would eventually scenery including the sky and
reach the edge of the Earth? the ground.
Why or why not? • Discuss how the drawing
• Divide students into groups represents a flat surface but
• Ask them to discuss and share doesn't show the Earth's true
with the whole class. round shape

Homework:
• Conclude how part of earth Can you think of a time in your
looks flat, even though it's life when you noticed something
round. that seemed flat but was actually
part of a larger round object or
CFU: Ask a few questions from concept?
the list of questions given at the
end of this period. Period 4
Solve the exercise from Bilingual
Workbook - Worksheet 2 on page
This will come at the end of number 82.
the period.
Closing -
1. Ask students to summarise
the key points they learned
about the shape of the earth
in their own words.
2. Discuss as a class how the
shape of the earth affects
their own experiences, such
as the length of days,
temperature changes, or time
differences between different
regions.

8
CFUs

Factual questions
1. What is the shape of the earth?
2. Where is the equator located on the Earth?
3. Is the Earth flat like a piece of paper?
4. What are the two points at the very top and bottom of the Earth called?
5. What is the imaginary line that runs around the middle of the Earth called?

Open ended questions

1. Why do you think some people might mistakenly believe that the Earth is flat, even though
it's actually round?
2. Why do you think it's important for us to understand the true shape of the Earth in our
modern world?
3. Do you think there are other objects or planets in our solar system that have unique shapes
like the Earth's? Why or why not?
4. What are some real-world examples where knowing about the Earth's shape can be
important, and how does it impact those situations?

Assessment on Concept 1:
1. What is the shape of the Earth? (LO 1)
a. Square
b. Flat
c. Round
d. Triangular
Answer - Round
2. Draw a simple picture of the Earth and label its shape. (LO 1)
3. The Earth looks flat when you look at the horizon. (True/False) (LO 2)
Answer - True
4. Think about a day in summer and a day in winter. Explain how the shape of the Earth makes
these days different in terms of sunlight and temperature. (LO 3)
5. Explain in your own words why the Earth is not flat. Use an example to help describe its
shape. (LO 2)
6. How would you explain to your friend what shape the Earth is? (LO 1 & LO 2)

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 CONCEPT 2
GLOBE MODEL OF THE EARTH

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 4 : Define what a globe is and explain its purpose.
• LO 5 : Identify and locate continents, oceans, and other major geographical features on a globe.
• LO 6 : Demonstrate the use of a globe for basic geography and navigation.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook: Begin the class by showing a globe to the students and asking them questions such as:
1. What do you notice about this globe?
2. How do you think this can help us understand the Earth better?

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
Have you ever had a conversation with your family about different places in the world? How could
a globe make these discussions more interesting? ( Discuss this question after independent
practice)

Vocabulary:
• Three dimensional - of, relating to, or having three dimensions (as length, width, and
height).
• Continent - A continent is a large continuous mass of land conventionally regarded as a
collective region. There are seven continents: Asia, Africa, North America, South America,
Antarctica, Europe, and Australia.
• Geography - It is a field of science devoted to the study of the lands, features, inhabitants,
and phenomena of Earth.
• Globe - It is a spherical model of Earth.
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.

10
Period 5, 6
LO 4, 5, 6

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Conduct a class discussion Divide the class into small • Ask students to plan an
about earth. groups and assign each group a imaginary journey using the
• Show the globe and pass it specific continent. Ask them to globe. Ask them to choose a
around for students to touch research using their textbook starting point, destination,
and examine. and create a poster highlighting and the directions they would
• Define a globe as a three- key geographical features of that take.
dimensional model of the continent, with an emphasis on • Share with the class.
Earth. how it relates to the globe model.
• Explain the main purpose of a Question: Where would you like
globe. to go on your imaginary journey,
• Point out and discuss the and which directions would you
different components of the follow on the globe?
globe, including the equator,
poles, continents, countries
and oceans. Homework:
Assign an essay where students
CFU: Ask a few questions from reflect on their learning
the list of questions given at the experience with the globe model.
end of this period. They can write what they found
most interesting or challenging
This will come at the end of and how it has influenced their
the period. understanding of geography.
Closing -
Conduct a class discussion, Period 6
asking students to share one Solve the exercise from Bilingual
thing they learned about the Workbook - Worksheet 3 on page
globe model and how it relates to number 83.
their own lives or communities.

11
CFUs

Factual questions
1. What is a globe?
2. How is a globe different from a flat map?
3. What are the major geographical features you can find on a globe?
4. Can you name the continents you see on the globe?
5. What is the equator, and where is it located on the globe?
6. Name one ocean you can find on a globe.
7. Can you identify the North Pole and South Pole on the globe?

Open ended questions

1. What are some advantages of using a globe when studying geography compared to using
flat maps?
2. Imagine you are planning a trip to a foreign country. How could using a globe assist you in
understanding that country's location and geographic features?
3. Can you think of a real-world situation where knowing how to use a globe might be helpful,
such as for navigation, travel, or understanding global issues?
4. What do you find most fascinating or intriguing about the globe model of the Earth, and
why?

Assessment on Concept 2:
1. What is a globe, and what does it represent? (LO 4)
2. Name three continents and three oceans that you can find on a globe. (LO 5)
3. Explain how a globe is different from a flat map. (LO 4)
4. Why is it important to study the Earth's geographical features? (LO 6)
5. True or False: The globe is a two-dimensional representation of the Earth. (LO 4)
Answer - False
6. Describe two ways in which the globe model can help us understand the Earth better. (LO 6)
7. Which do you think provides a more accurate representation of the Earth, a globe or a flat
map? Justify your answer. (LO 4)
8. Imagine you are a scientist studying different climate zones on Earth. How can the globe help
you in your research? (LO 6)

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 CONCEPT 3
LATITUDES AND LONGITUDES

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 7: Define what latitude and longitude are.
• LO 8 : Differentiate between latitude and longitude and understand their roles.
• LO 9 : Explain the purpose and significance of latitude and longitude lines in geography.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook:
• Show a picture of the globe and ask what it represents.
• Discuss how the Earth is divided into sections and ask students if they have ever heard of
terms like "equator" or "prime meridian."
• Relate the lesson to the students' lives by giving examples of how knowing these coordinates
can help in travel, navigation, and understanding weather patterns, such as predicting the
monsoon season.

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
Why do you think it's important for geographers, pilots, and sailors to understand latitude and
longitude? (Discuss this question after independent practice)

Vocabulary:
• World map - The map shows the World with continents, oceans, and countries with
international borders and capitals.
• Parallel - Side by side and having the same distance continuously between them or two
lines that never intersect.
• Horizontal - Parallel to the plane of the horizon; at right angles to the vertical
• Vertical - standing or pointing straight up or at an angle of 90° to a horizontal surface or
line
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.

13
Period 7, 8
LO 7, 8, 9

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Define latitude to the class Divide the students into groups • Hand out blank paper to
• Define longitude to the class. • Hand each group a map of the students and ask them to
• Explain that latitude lines run world. Ask students to find draw the earth.
parallel to the equator, while the lines running across the • Ask them to label the latitude
longitude lines converge at the map both vertically and and longitude lines, and
North and South Poles. horizontally. Have them describe their roles in locating
• Use the world map to visually discuss what those lines may places on Earth.
demonstrate how latitude and be used for.
longitude lines work. • Repeat what Latitudes and
• Explain the use of Latitudes Longitudes are and why it is
and Longitudes. used. Homework
Find out Coordinates of all seven
CFU: Ask a few questions from wonders of the world.
the list of questions given at the
end of this period. Period 8
Solve the exercise from Bilingual
This will come at the end of Workbook - Worksheet 4 on page
the period. number 84.
Closing -
1. Conclude the lesson with a
class discussion on the
significance of latitude and
longitude in geography.
2. Ask students to share what
they found most interesting
or challenging about
understanding latitude and
longitude.

14
CFUs

Factual questions
1. What is latitude?
2. What is longitude?
3. What is the Prime Meridian, and where is it located?
4. Name the line of latitude that divides the Northern and Southern Hemispheres.

Open ended questions

1. Why do you think latitude and longitude lines are necessary for locating places on Earth,
and what would happen if we didn't use them?
2. What are some real-world situations or professions where a precise knowledge of latitude
and longitude is crucial, and how does it impact their work or activities?

Assessment on Concept 3:
1. What is latitude? (LO 7)
a. Distance east or west of the Prime Meridian
b. Distance north or south of the Equator
c. Distance from the North Pole
d. Distance from the South Pole
Answer - b
2. Write a simple definition for longitude in your own words. (LO 7)
3. Imagine you are explaining latitude and longitude to someone who has never heard of it. How
would you describe it? (LO 8)
4. Latitude measures distance north or south, while longitude measures distance east or west.
(True/False) (LO 8)
Answer - True
5. Latitude lines run __________ to the Equator.
Answer - Parallel
6. Why is it important to have latitude and longitude lines on maps? (LO 9)
7. Think about a treasure map. How might latitude and longitude help someone find the hidden
treasure, and why is this useful in real life? (LO 9)

15
 CONCEPT 4
TIME VARIES COUNTRY TO COUNTRY

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 10: To explain and define what time zones are and explain their purpose
• LO 11: Compare the time difference between different countries.
• LO 12: Recognize the relevance of time zones in various aspects of daily life.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook:
• Show them pictures of famous landmarks from around the world, such as the Eiffel Tower, the
Great Wall of China, and the Taj Mahal.
• Ask students their location and its importance.
• Introduce the idea of time zones.

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
Think about the festivals celebrated in your area. How might understanding time zones be useful
if someone from Canada wanted to join in your local celebrations? (Discuss this question after
independent practice)

Vocabulary:
• Communication - Communication is the act of transferring information from one place or
person to another.
• Routine - A sequence of actions regularly followed.
• Schedule- A plan for carrying out a process or procedure, giving lists of intended events
and times.
• Instance - An example or single occurrence of something.
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.

16
Period 9, 10
LO 10, 11, 12

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Introduce the concept of time • Divide the students into small

zones and why it happens. groups (3-4 students per
• Explain different countries group).
have different time zones • Assign each group a different
• Show the picture below and country to focus on. Ensure a
compare time between mix of countries from
different cities. different time zones.
• Provide resources such as • Look at the picture.
world maps, clocks, or online • Observe the time and guess
time zone converters. what students of that city
• Ask students to compare the would be doing at the given
school's broader time (eg. time.
School opening, lunch and • Write in the table.
closing) with the country
assigned.

Homework
Write a letter to a friend who
stays in Canada and discuss
CFU: Ask a few questions from your daily routines, favourite
the list of questions given at the activities, and how time zone
end of this period. variations affect the
communication.
This will come at the end of
the period. Period 10
Closing - Solve the exercise from Bilingual
Conclude the lesson with a class Workbook - Worksheet 5 on page
discussion on the relevance of number 85-86.
time zones in daily life.

17
CFUs

Factual questions
1. What is a time zone, and why are they used?
2. Why do we have different time zones instead of using the same time all over the world?
3. If a TV show comes on at 8:00 PM in your country and it's broadcast to another country
three hours behind, when would they watch it?
4. What challenges might arise when planning international meetings with participants in
different time zones?

Open ended questions

1. Why do you think time zones were established in the first place, and what problems do they
solve for people around the world?
2. Imagine you have a friend living in a different country. How might time zones affect when
you talk to them on WhatsApp?
3. Discuss the challenges of scheduling a global event, like the Olympics or a World Cup,
where participants and viewers are spread across multiple time zones. How can organisers
address these challenges?

Assessment on Concept 4:
1. What is the purpose of time zones? (LO 10)
a. To confuse people
b. To control the weather
c. To help organise events
d. To divide the world into different time regions
Answer - d
2. Write a simple definition for time zones in your own words. (LO 10)
3. The time in one country is always the same as the time in another country. (True/False) (LO
10)
4. Compare the time difference between India and the United States. How many hours ahead or
behind is one country compared to the other? (LO 11)
5. Think about a friend who lives in a different country. How might the time difference affect
when you can talk or play together? (LO 11)
6. How does the concept of time zones affect scheduling international events, like the Olympics?
(LO 12)
7. Imagine you have a relative living in a different time zone. How might knowing the time
difference be important in coordinating activities with them? (LO 12)

18
 CONCEPT 5
ROTATION AND REVOLUTION

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 13: Understand the concepts of rotation and revolution of the Earth.
• LO 14: Describe the effects of Earth's rotation and revolution on our daily lives.
• LO 15: Recognize the significance of day and night and the changing seasons.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook:
• Show a series of images showing day and night, and the changing seasons.
• Share interesting facts and anecdotes related to rotation and revolution of the Earth.
• Explain the relevance of the topic.

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
Think about your daily routines. How are they influenced by the cycle of day and night caused by
Earth's rotation? (Discuss this question after independent practice)

Vocabulary:
• Demonstrate - It is a practical exhibition and explanation of (how a machine, skill, or
craft works or is performed
• Spinning top - A spinning top, or simply a top, is a toy with a squat body and a sharp point
at the bottom, designed to be spun on its vertical axis, balancing on the tip due to the
gyroscopic effect
• Seasons - Seasons are periods in a year marked by specific weather conditions,
temperatures and length of day.
• Journal - a daily record of news and events of a personal nature; a diary
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.

19
Period 11, 12
LO 13, 14, 15

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Use a globe or a ball to • Let two students act as Sun “Think and answer these
demonstrate the rotation of and Earth. The first student questions”
earth. who acts as the Sun moves
• Use a flashlight to around himself. And the 1. What is rotation? Explain in
demonstrate how day and second student who acts as your own words.
night are caused by the the earth moves around 2. How long does it take for the
Earth's rotation. himself and around the Earth to complete one
• Shine the light on one side of students who acts as the rotation?
the globe to represent daytime earth. 3. What is revolution? Provide
and the other side to • Ask the class to observe and an example to explain this
represent night time. write their observations in concept.
• Use a diagram or illustrations groups. 4. How long does it take for the
to help students understand • One person from each group Earth to complete one
the revolution. . will share. revolution around the Sun?
• Provide examples to help 5. What are the major changes
students understand the on Earth due to rotation?
difference between rotation 6. How does revolution affect
and revolution. For example the changing seasons on
the spinning top. Earth?

Homework:

Assign homework that involves

observing the position of the Sun
or Moon in the sky at different
times of the day or night for a
week. Have students write a
CFU: Ask a few questions from short journal about their
the list of questions given at the observations and what they've
end of this period. learned about Earth's
movements.
This will come at the end of
the period. Period 12
Closing - Solve the exercise from Bilingual
1. Have students write a short Workbook - Worksheet 6 on page
reflection paragraph on how number 87-88.
the concepts of rotation and
revolution relate to their own
lives and experiences.

20
CFUs

Factual questions
1. What is Earth's rotation?
2. How does Earth's rotation cause day and night?
3. How long does it take for Earth to complete one full rotation?
4. What is Earth's revolution?
5. How does Earth's revolution cause the changing of seasons?
6. How long does it take for Earth to complete one full revolution around the Sun?

Open ended questions

1. Compare and contrast rotation and revolution.
2. Explain how the concept of time is related to rotation and revolution.
3. Describe one way in which rotation and revolution impact your daily life

Assessment on Concept 5:
1. What does the Earth do when it rotates? (LO 13)
a. Spins on its axis
b. Travels around the sun
c. Flips upside down
2. Write a simple definition for both rotation and revolution in your own words. (LO 13)
3. If you were explaining rotation to a younger sibling, how would you describe it? (LO 13)
4. Day and night are caused by the Earth's rotation. (True/False) (LO 14)
5. Compare the effects of rotation and revolution on our daily lives. How are they similar, and
how are they different? (LO 14)
6. Think about a day when you wake up until you go to bed. How does the Earth's rotation and
revolution impact different parts of your day? (LO 15)
7. Explain why different parts of the Earth experience different seasons. (LO 14)
8. Imagine you are explaining the changing seasons to a friend who has never experienced them.
How would you describe it? (LO 15)

21
 CONCEPT 6
SOLAR SYSTEM

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 16: Name and recognize the eight planets in the Solar system.
• LO 17: Understand the order of the planets from the Sun.
• LO 18: Describe the basic characteristics of each planet in our solar system.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook:
• Start the lesson with a captivating image of the solar system, showcasing the Sun and all the
planets.
• Ask the students to share their initial thoughts and questions about what they see.

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
If you could visit any planet, which one would it be, and what features of that planet intrigue you
the most? (Discuss this question after independent practice)

Vocabulary:
• Space - the area outside the earth is the space. In space, there are various celestial objects
like planets, meteors, stars, etc.
• Asteroids - Asteroids. are small, rocky bodies that orbit, or travel around, the sun.
• Comets - comet is a small chunk of dust and ice that orbits, or travels around, the sun.
• Planets - A planet is a large celestial body that revolves around the sun in fixed orbits.
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.

22
Period 13, 14
LO 16, 17, 18

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Begin with an overview of the • Divide the class into groups Ask students to draw the Solar
solar system. • Conduct a role-playing System on their notebooks and
• Show a model of the solar activity where each student label the key components.
system, highlighting the Sun represents a planet and has to
at the centre and the eight describe its characteristics. Homework:
major planets in their Assign homework where
respective orbits. students research and create a
• Provide a brief description of small poster about one of the
each planet's characteristics, planets in our solar system,
including its name, size, and including interesting facts and
unique features. images. This allows them to
• Introduce this mnemonic “ explore the topic further and
My Very Excellent Mom Just present their findings to the
Served Us Noodles” to help class.
students remember the order
of the planets. Period 14
Solve the exercise from Bilingual
CFU: Ask a few questions from Workbook - Worksheet 7 on page
the list of questions given at the number 89-90.
end of this period.

This will come at the end of

the period.
Closing -
Ask students to share one
interesting thing they learned
about the Solar System.

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CFUs

Factual questions
1. List the planets in our solar system from the closest to the farthest from the Sun.
2. Identify the planet that is the third from the Sun in our solar system.
3. What is the name of the central star in our solar system?
4. What is the largest planet in our solar system

Open ended questions

1. If you were an astronaut, which planet in our solar system would you most like to visit and
why?
2. If Earth were much closer to the Sun, how might our planet be different from what it is
today?
3. If you could design a new planet in our solar system, what features would it have, and what
would make it unique?

Assessment on Concept 6:
1. How many planets are there in our Solar system? (LO 16)
a. 6
b. 8
c. 10
d. 12
Answer - 8
2. Write down the names of three planets in our Solar system. (LO 16)
3. Imagine you are an astronaut visiting a distant planet. Which planet would you like to visit,
and why? (LO 18)
4. Mercury is the closest planet to the Sun. (True/False) (LO 18)
Answer - True
5. Arrange the following planets in order from the closest to the farthest from the Sun: Mars,
Earth, Venus, Mercury. (LO 17)
6. Explain why the order of the planets from the Sun is important in understanding their
characteristics. (LO 17)
7. Describe one unique characteristic of Saturn. (LO 18)
8. If you were a space tour guide, how would you describe the differences between Earth and
Mars to your tourists? (LO 18)

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 CONCEPT 7
CHANDRAYAAN

TEACHING LEARNING PROCESS

Learning Objective/s:
Students will be able to
• LO 19: Describe the Chandrayaan 1, 2 missions, including their objectives and key features.
• LO 20: Understand the significance of these missions in the context of lunar exploration and
India's space program.

Behaviour Expectations: TCM 1(i)(b)

• We will listen attentively when others are speaking
• We will actively participate in classroom discussions and activities
• We will bring the required material to class every day
• We will complete our tasks (classroom and homework) on time

Induction/Introduction:
(Generating interest, informing students about the outcomes and expectations for the lesson)
Hook:
• Begin the lesson by showing an intriguing image of the Moon taken by one of the Chandrayaan
missions.
• Ask students to describe what they see and encourage them to ask questions about the Moon
and the mission.

Experience and Reflection:

(Task/question that helps students explore the concept and connect with their life)
Imagine you are part of the Chandrayaan mission team. What activities and tasks would you be
responsible for? (Discuss this question after independent practice)

Vocabulary:
• Natural satellite - It is any celestial body in space that orbits around a larger body. Moon
is called a natural satellite because it orbits planet earth.
• Artificial satellite - It is an artificial body placed in orbit around the earth or another
planet in order to collect information or to communicate.
• Spacecraft - It is a vehicle that is designed to fly in outer space and operate there.
• Lunar exploration - The physical exploration of the Moon.
Note: Teacher will explain these meanings using a vocabulary wall or by writing on the board.

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Period 15, 16
LO 19, 20

Explicit Teaching / Group Work Independent Work

Teacher Modelling (I Do) (We Do) (You Do)

• Introduce the concept of Engage the students in a Ask students to create their own
satellite and artificial discussion about the mini "moon satellite” using craft
satellite. Chandrayaan missions: materials, emphasising the
• Briefly introduce the • Assign one question each to a importance of exploration tools
Chandrayaan 1, 2, and 3 different group. in space missions.
missions, mentioning that • Teacher will help each group
they are Indian lunar in group discussion. Homework: Answer the
exploration missions. • Students will share their following questions:
• Share images and videos of findings to the whole class. 1. Why is it important to
the spacecraft and their explore the moon and other
launch to create excitement. Questions: celestial bodies?
• Discuss the objectives of each 2. How can the knowledge
CFU: Ask a few questions from mission and their significance gained from Chandrayaan
the list of questions given at the for India and the world. missions benefit future space
end of this period. • Share key discoveries made explorations?
This will come at the end of the by these missions, such as 3. Share one interesting fact
period. finding water on the Moon's about any of the
surface. Chandrayaan missions.
Closing - • Explain how space
Have students create a small exploration contributes to our Period 16
artwork or drawing representing understanding of the universe Solve the exercise from Bilingual
their understanding of the and technological Workbook - Worksheet 8 on page
Chandrayaan missions. advancement. number 91-91.

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CFUs

Factual questions
1. What are Chandrayaan 1, 2, and 3, and what do they have in common?
2. When was Chandrayaan 1 launched, and what were its primary objectives?
3. Name at least one major discovery made by Chandrayaan 1.
4. Explain the main goal of the Chandrayaan 2 mission.

Open ended questions

1. Imagine you're a scientist analysing data from a Chandrayaan mission. What questions
would you ask, and what kind of experiments would you design?
2. If you could design a new instrument or experiment to be sent on a lunar mission, what
would it be, and what would it aim to discover?

Assessment on Concept 7:
1. What is the main objective of the Chandrayaan missions? (LO 19)
a. Explore Mars b. Explore the Moon. c. Explore the Sun
Answer - b
2. Write down one key feature of Chandrayaan 1. (LO 19)
3. If you were on the Chandrayaan 2 mission team, what would you want to discover on the
Moon, and why? (LO 20)
4. Chandrayaan missions are focused on exploring the outer planets. (True/False) (LO 19)
Answer - False
5. Compare the objectives of Chandrayaan 1 and Chandrayaan 2. How are they similar, and how
are they different? (LO 19)
6. Imagine you are explaining Chandrayaan missions to a friend. Why do you think it's important
for India to explore the Moon, and what benefits could it bring? (LO 20)

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 Student Independent Practice

TEACHING LEARNING PROCESS

Period 17, 18
Practice sheets from the workbook are provided after the concepts.
Solve the exercise from Bilingual Workbook - Worksheet 9 and Assessment 10 on page number
93-95.

Remedial Teaching

TEACHING LEARNING PROCESS

Period 19, 20
Below are the important pointers for revision.
• The earth rotates on its own imaginary axis.
• The imaginary lines drawn horizontal on the globe are latitudes.
• The latitude that divides the earth into two equal parts is called the equator.
• The imaginary lines that are drawn vertical on the globe are longitudes.
• The longitude that divides the globe into two equal parts is called Prime Meridian.
• The spinning movement of the earth is called rotation. It takes 24 hours. Rotation causes day
and night.
• This movement of the earth around the sun is called revolution. It takes about 365 days.
Revolution causes changes in season.
• The sun and the objects rotating around the sun are called the solar system. The planets in
the solar system are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
• The object that revolves around the sun is called a planet.
• The object that revolves around the planet is called a satellite.
• The moon is the only natural satellite to the planet Earth

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