Grade 1 Overview

Overview Sheet – Science
Class 1– First Term
First Term
Topic/Unit Orientation Duration 1 week
No of Lessons 6 lessons Text Book Pages Not applicable
PBL Title (if any) -
Learning Objective/s Suggested Teaching and Learning Activities Suggested Resources Assessment
By the end of the Living and Non-living Things: Teaching Resource/s Students to be
orientation week, Students Circle Time: In a circle, Students to talk about the animal they want to assessed through
to be able to pet and why they want to pet them. Students to use talking stick to Circle time -Talking stick
take turn and speak. Teacher to be the part of the activity too. http://readingwritingtrail. • classroom
• recall the concepts weebly.com/uploads/1/4/ response
taught in Kindergarten School Tour: Teacher to arrange a school tour for the students. They 6/2/14629060/talking_sti • jottings
will be asked to observe everything closely while moving around the cks_discussions.pdf • anecdotal
school building as well as the outdoor area of the school. Challenge: On records
returning to the classroom, students to make a list of the things they Word cloud guessing • responses on
have observed during the school tour. They will then sort the list as http://www.wordle.net/c word cloud
living and non-living things. reate guessing
• participation in
Word Cloud Guessing: Teacher to show a word cloud on the topic Enlarged pictures on online game
‘living things and their needs’ by using an online generator; ‘Wordle’. multimedia and question • participation in
Teacher to paste a short piece of informational text or pictures and let cards snowball
students guess the topic. Teacher to then show pictures on multimedia Dress for the Weather discussion
and let students recall the knowledge about the needs of living things, https://www.abcya.com/g • responses on
©This document is intellectual property of Aspire Grammar School and any unauthorized use is prohibited. Any amendments in this document shall
be controlled with written permission from the Aspire Grammar School.
1|TEACH
which they have learnt in kindergarten. ames/dress_for_the_weat practice
her worksheet
Dress for the Weather: Students to play an online game ‘dress for the • participation in I
weather’ to recognise the need of suitable clothing in each weather. Brain Break – Freeze am a scientist
Teacher to gauge their prior knowledge about the features of different dance activity
weather. https://minds-in- • responses of
bloom.com/20-three- things you know
Brain Break - Freeze Dance! Similar to Dance Party, except that every minute-brain-breaks/ activity
so often the music stops, and students must freeze and hold the • responses of
position they are in until the music begins again. Picture prompt show and tell
https://www.usf.edu/atle activity
Animals: /documents/handout- • participation in
Picture Prompt: Show students pictures of wild and pet animals (at interactive-techniques.pdf TPR activity
least 12 each) and let them identify/explain it. Do not give them answer • responses of
until they have explored the answer. This activity can be done in bingo riddle
groups. Snowball discussion activity
https://www.usf.edu/atle • participation in
Snowball Discussions: Teacher to use ‘snowball discussion strategy’ to /documents/handout- video watch
let students discuss about different types of plants. To do so, students interactive-techniques.pdf discussion
to form pairs and respond to the questions posed by the teacher. After • responses of
a few moments, pairs join together to form groups of 4, the groups of 4 town hall
further join together to create groups of 8, and so forth until the entire meeting
class is engaged in discussion. • participation in
2|TEACH
Things You Know: Teacher to give an envelope to every student. Inside environmental
are cut-up strips of paper with some information about different types care pledge
of plants they know about in the earlier classes. Students to read the
given information and debrief the same to the partner.
Practice Worksheets: Students to fill-up the worksheets individually,

based on the following topics:
1. Identification of living things and non- living things.
2. Characteristic of living things and non-living things.
3. Animals and their needs according to specific weather.
4. Identification of wild and pet animals.
5. Identification of different types of plants.
Materials:
I am a scientist: Students in pairs will play a game ‘I am a scientist’.
Teacher to give a set of activities to the class; where students in pairs
have to observe and answer e.g. pictures on multimedia will be shown Show and tell
and later colours and position of different objects in the picture will be https://www.usf.edu/atle
asked. /documents/handout-
interactive-techniques.pdf
Show and Tell: Teacher to bring different objects in the class, for
example; duster, sand, pen, mirror, towel etc. and talk about the Brain Break – Hot potato
properties while showing them to the class. https://www.teachstarter.
3|TEACH
com/au/blog/26-brain-
Brain Break – Hot Potato: Students to gather in a circle and toss a break-ideas-classroom/
beanbag to each other while music is played. The one who holds the
‘hot potato’ when the music stops will lose the game. The winner is Total physical response -
announced when one player is left. TRP
https://www.usf.edu/atle
Healthy Habits: /documents/handout-
Total Physical Response (TPR): Teacher to prepare a set of statements interactive-techniques.pdf
about healthy habits. Students to stand on true and sit to indicate if
they think statement is wrong. Video watch -
Environment
Bingo Riddles: Students to solve the riddles in pairs in a ‘Bingo sheet’. https://www.youtube.co
Riddles will be based on healthy food and hygiene and will be written in m/watch?v=gEk6JLJNg0U
boxes. Whichever pair will be able to solve the answers of riddles in
straight line either vertical, horizontal or diagonal will be the winner. Town hall meeting
https://www.usf.edu/atle
Environment: /documents/handout-
Video Watch - Environment: Students watch a video on environment. interactive-techniques.pdf
Teacher to generate a short discussion to gauge the prior knowledge.
Virtual Learning
Town Hall Meeting: Teacher to select student willing to speak out Environment (VLE)
about ‘environment’, and when she is done with her comment, she https://www.edmodo.co
selects the next speaker from the hands raised. m
4|TEACH
Environment Care Pledge: Students in groups to draw and write
pledges of how they will take care of their environment. Teacher to
take pictures of their work and will upload on the ‘Edmodo’ accounts,
so they can visit along with their parents.
5|TEACH
First Term
Topic/Unit Ourselves Duration 4 weeks
No of Lessons 24 lessons Text Book Pages 4 - 15
By the end of the lesson, Picture Prompt: Enlarged images of faces of different people of Teaching Resource/s Students to be
Students to be able to different age and gender will be shown on multimedia. Teacher to ask assessed through
the students to identify the similarities in their faces. Enlarged pictures, feely
• draw and label human bags, assorted objects • classroom
face Empty Table: Teacher to give each group a blank table with different response
• identify few similarities parts of body as headers in place for rows and columns, but interior • jottings
and differences among cells are blank until the group fills them. Teacher to take feedback from Picture prompt • anecdotal records
humans the groups and ask other groups to share their responses on others list. https://www.usf.edu/atle/ • participation in
• find out common documents/handout- ICT activities
physical features of Brain Storming: Teacher to collect response from the students about interactive-techniques.pdf • participation in
family members facial features of humans. She will collect all type of responses and Hands on
• find out the colour generate a discussion. activities
choice in a group of • responses on
people Tracing and Labelling: Students to be asked to individually trace the worksheets
• name and label human face on textbook page number #7. Teacher to monitor and facilitate • responses on
body parts them during their individual task. written
• measure common assignments
objects using hand span Question Time: Students in groups will prepare a set of questions. Each • participation in
6|TEACH
• identify and name five group will ask question from the rest of the class. presentations
senses in humans
• relate senses with body ICT Integration - Mind mapping: Students in pairs use mind mapping Mind mapping
parts tool to show their initial understanding of the similarities of humans. www.mindup.com
• compare humans’
senses with animals’ Word of the Day: Teacher to select an important term and highlight it
senses throughout the lesson, working it into as many concepts as possible.
Challenge students to do the same in their interactive activities. Word of the day
https://www.usf.edu/atle/
Peer Description: Students in pairs work to identify the features of documents/handout-
their peers and compare with themselves. Teacher to collect feedback interactive-techniques.pdf
and facilitate to make students realize that we all are humans with
similarities and difference.
Pictionary: Students in groups will receive cards. Each member will pick Pictionary
one card and will draw whatever (any facial feature) is written on the https://www.usf.edu/atle/
card. Rest of the members will have to guess. documents/handout-
Whole Class Discussion: Teacher to generate a whole class discussion
based on facial features of humans and their comparison
She will encourage maximum contribution.
Practice Worksheet: Students to individually complete the worksheet
7|TEACH
based on facial features of human being. They will attempt matching Think, pair and share
questions and one word answers. http://www.eworkshop.on.
ca/edu/pdf/Mod08_think_
Think pair and share: Students to think individually about comparison pair_share.pdf
of human beings in terms of their appearance then discuss with
partner and then share with whole class.
Trio rotation
Trio Rotation: Teacher to group students into threes and arrange the https://www.usf.edu/atle/
groups into a large circle. Each team of three works on a problem from documents/handout-
the taught concept. Then, each team assigns a 1, 2, and 3 number to interactive-techniques.pdf
each person. The 1’s stay put, but the 2’s rotate clockwise and the 3’s
rotate counterclockwise. Newly formed teams then work on a new
problem. Brain Break – find it fast
https://www.teachstarter.c
Brain Break-Find It Fast: Teacher to call out a color or other trait (e.g. om/au/blog/26-brain-
something round, something made of wood), and students must find break-ideas-classroom/
an object in the room that fits the trait and get to it quickly.
Socratic Questioning: Teacher to replace regular lecture by peppering Socratic questioning

students with questions, always asking the next question in a way that https://www.usf.edu/atle/
will guide the conversation toward a learning outcome (or major documents/handout-
driving question) that was desired from the beginning. Another way interactive-techniques.pdf
could be if a group of students writes a series of questions as
8|TEACH
homework and leads the exercise in class. Toss and commit
http://sjesweebly.weebly.c
Toss and commit: Students to write few similarities and common om/uploads/9/2/2/3/9223
differences among humans on a paper slip. They will crumble it and 579/formative_assessment
throw it to a corner of the room. Now each student will be asked to _document.pdf
pick up one crumble slip and read it. Teacher to generate a discussion
by taking feedback from students.
Doodle it
Elicitation: Teacher to throw questions to elicit their knowledge. http://sjesweebly.weebly.c
Whole class will participate in the activity and contribute actively. om/uploads/9/2/2/3/9223
579/formative_assessment
ICT Integration - Doodle it: Students to use their tablets to show their _document.pdf
learning through doodle. Teacher to give immediate feedback.
Word Search: Students in groups will locate the words based on the Question and answer cards
relevant vocabulary of the taught concept. http://sjesweebly.weebly.c
om/uploads/9/2/2/3/9223
Question and Answer Cards: Teacher to make index cards for every 579/formative_assessment
student in the class; half with questions about lesson content; half with _document.pdf
the right answers. Shuffle the cards and have students find their
appropriate partner by comparing questions and answers on their own
cards. Padlet
Key Word Splat: Teacher to write all the relevant vocabulary on the https://padlet.com
9|TEACH
board. Ant two volunteer Students to be called to the board. Rest of
the class will ask questions and volunteers will have to identify the
answer from the given list of words from the board. Total physical response –
TRP
Written Task: Students to be asked to study the picture closely and https://www.usf.edu/atle/
individually and write the answer of the question on textbook page no. documents/handout-
5. interactive-techniques.pdf
ICT Integration – PADLET: Teacher to share the link and Students to

upload their responses on Padlet wall about family. Muddiest point
Find My Partner: Teacher to make two sets of cards one with om/uploads/9/2/2/3/9223
questions and other with answers. Cards will be distributed among 579/formative_assessment
students. They will look for the answer of their question. _document.pdf
Total Physical Response TPR): Students to either stand or sit to

indicate their binary answers, such as True/False, to teacher’s Brain Break – Name moves
questions. https://www.teachstarter.c
om/au/blog/26-brain-
Muddiest Point: Students to write a short statement based of the break-ideas-classroom/
concept which is not clear to them. Teacher to address their concerns.
Brain Break - Name Moves: Students stand behind their chairs. In turn,
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each student says his or her name accompanied by a special
movement. For example a student might say, “Kayla!” while
dramatically dropping to one knee and doing Jazz Hands. After the
student does his or her move, the rest of the class says the student’s
name in unison and imitates the move. Then it is the next student’s
turn.
Thumbs up thumbs down
Family Survey: Students to individually draw a picture of any family http://sjesweebly.weebly.c
member on workbook page no. 8. Students to complete a family survey om/uploads/9/2/2/3/9223
as homework and in classroom they will share the results of their 579/formative_assessment
survey with their partner. _document.pdf

about differences and similarities. Talking stick
http://readingwritingtrail.
Thumbs up and thumbs down: Teacher to callout statements based on weebly.com/uploads/1/4/
the concept. Students to show thumbs up if the statement is correct 6/2/14629060/talking_stic
and thumbs down if thumb down in case of incorrect statement. ks_discussions.pdf
Circle Time: Students to sit in a circle. They will use talking stick to take Word cloud guessing
turn. They will speak about choices of human being and how these are https://www.usf.edu/atle/
different or same. Teacher to moderate the discussion. documents/handout-
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Word Cloud Guessing: Teacher to open the new lesson to students,
show them a word cloud on that concept, using an online generator i.e.
Wordle to paste a paragraph or longer of related text, and challenge Brain Break – Human knot
students to guess what the topic was. https://minds-in-
bloom.com/20-three-
Brain Break -Human Knot: Divide students into groups of about eight minute-brain-breaks/
students. Have students each grab right hands with someone who is
not directly next to them. Then do the same with left hands. The
challenge is to untangle and become a circle without releasing hands. Carousel brainstorming
Carousel Brainstorming: Everyone in the group writes out a problem documents/handout-
statement about similarities and differences in humans, e.g. what interactive-techniques.pdf
would happen if all the humans would have same faces then passes the
paper to the student on the left. This student records one possible
answer or idea. At the signal, all papers shift to the left again, until the Speed sharing
entire circle has seen each paper and they return to their original https://www.usf.edu/atle/
owners. documents/handout-
Extension Work: Students to be asked to describe in writing different
features which are common among all humans and few differences
which they have observed different in humans.
Speed Sharing: Students to write definitions, concepts, quiz questions,
12 | T E A C H
etc. on index cards and form two concentric circles, facing each other.
For thirty seconds (or 60), they share their knowledge with the person Who am I?
opposite them. Then, the outer circle “rotates” so that everyone has a https://www.usf.edu/atle/
new partner, and the sharing is repeated. This can be done until each documents/handout-
student has completed the circuit. interactive-techniques.pdf
Who am I?:
Teacher to tape a term or name on the back of each student, out of
view. Each student will then wander about the room, posing yes/no Brain Break – Hot potato
questions to the other students in an effort to guess the term on his https://minds-in-
own back. bloom.com/20-three-
minute-brain-breaks/
Brain Break - Hot Potato: Students to gather in a circle and toss a
beanbag or tennis ball to each other while music plays. The player who
is holding the ‘hot potato’ when the music stops is out. The winner is
announced when one player is left. Snowballs
Snowballs: Teacher to ball up several blank pieces of paper and throw documents/handout-
them around the room. Each time a “snowball” lands on a desk, the interactive-techniques.pdf
recipient must write three takeaways from the lesson, taking care not
to duplicate other ideas already on this paper, and then throw it
onward. After nine ideas are on each page, pause for students to
debrief the pages in groups.
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Fish bowl
Focused Listing: Students to make a list of similarities among human https://www.usf.edu/atle/
beings. They will then share with whole class. documents/handout-
Fishbowl: Students to sit in two circles inner and outer. Inner circle
Students to discuss while outer circle will listen carefully. One student
from inner circle will keep on switching their positions so every one will
participate in the discussion. Jigsaw reading
https://www.readingrocket
Jigsaw Reading: Small piece of information regarding similarities s.org/strategies/jigsaw
among humans. They will read the provided text and discuss in their
groups. Then each group will talk about its piece of information.
Things you know
Things You Know: Teacher to give an envelope to every student. Inside https://www.usf.edu/atle/
are cut-up strips of paper with the concepts they should know about documents/handout-
already. They divide into two piles: things they know well, and things interactive-techniques.pdf
they need help with. Then they debrief with nearby students on things
any of them need help with.
Talking stick
Circle Time: In a circle Students to use talking stick and talk about their http://readingwritingtrail.w
favourite colour, few objects of their favourite colour or anything eebly.com/uploads/1/4/6/
special about their favourite colour. 2/14629060/talking_sticks_
discussions.pdf
14 | T E A C H
Beach ball bingo
Beach Ball Bingo: Teacher to write questions or prompts onto all https://www.usf.edu/atle/
surfaces of a beach ball (or tape them on). When the next student documents/handout-
catches the ball, he/she answers one of the questions where fingers interactive-techniques.pdf
are touching the ball.
Gallery Walk: Students to prepare charts to present their

understanding about different choices of different people. They will
display their charts around the classroom and each group will provide
feedback through post it.
Brain Break - Plates
Brain Break - Plates: Give each student a paper plate. Students must https://minds-in-
walk around the room balancing the plates on their heads. If a student bloom.com/20-three-
drops his or her plate, the student must freeze until another student minute-brain-breaks/
picks it up and places it back on the student’s head (while keeping his
or her own plate in place, of course).
Written Task: Students to individually provide answers to questions on

textbook page no. 7. Teacher to facilitate them during written task.
Review: Teacher to discuss few misconceptions and throw few

statements to review their learning about different colour choices and
similarities and differences among humans.
15 | T E A C H
Brain Break – Birthday line-
Brain Break - birthday lineup: Students to silently line up in the order up
of their birthdays. They can use gestures and hold up their fingers to https://minds-in-
denote numbers but cannot say a word. It’s awesome to see the bloom.com/20-three-
ingenuity students use to achieve this! At the end, walk down the line minute-brain-breaks/
and have each student say their birthday aloud to see if they were
successful.
One minute summary
One Minute Summary: Students to write learning of the day in a short https://www.usf.edu/atle/
sentence and display on the board so it can be revisited anytime during documents/handout-
the unit. interactive-techniques.pdf
Survey - My Favourite Colour: Students in groups will conduct a survey

of favourite colour. They will include any six people from the school. Question and answer cards
Before surveying they will predict the result. Students to note down https://www.usf.edu/atle/
the results on workbook page no. 12. They will compare their documents/handout-
predictions with the results and conclude their findings. interactive-techniques.pdf
Question and Answer Cards: Make index cards for every student in the
class; half with questions about class content; half with the right Pass the chalk
answers. Shuffle the cards and have students find their appropriate https://www.usf.edu/atle/
partner by comparing questions and answers on their own cards. documents/handout-
16 | T E A C H
Pass the Chalk: Teacher to provide chalk or a soft toy; whoever has it Video watch – my body
must answer teacher’s next question, and they pass it on to the parts
student of their choice https://www.youtube.com
/watch?v=ot4mJ_qUNMY
Video Watch: Students to listen to the song My Body Parts. Teacher to
ask questions randomly to elicit their prior knowledge.
Brain Break – keep it up
Written Task: Students to trace body parts and complete the answers https://minds-in-
of the questions given on textbook page no. 8. bloom.com/20-three-
Brain Break - Keep It Up: Students must keep a beach ball from hitting
the ground. Add two or three balls to make it even more fun.
Muddiest point
Muddiest Point; Teacher to ask for the “most confusing” point at the http://sjesweebly.weebly.c
end of the class session. This will be displayed on the parking lot (board om/uploads/9/2/2/3/9223
for students’ concern) and will be addressed later in the class by the 579/formative_assessment
teacher and rest of the Students to also be involved. _document.pdf
Brain Break - Would You Rather; Class will convene in a central area of
the room and Teacher to pose a few thought-provoking ‘would you Brain Break – would you
rather’-style questions. Would you rather never have chocolate again rather
or never have ice cream again? Would you rather have the superpower https://minds-in-
of flight or invisibility? The options are endless and super fun! bloom.com/20-three-
17 | T E A C H
Concept Mapping: Students to write keywords onto sticky notes and
then organize them into a flowchart. Could be less structured: students Entry ticket
simply draw the connections they make between concepts. http://sjesweebly.weebly.c
om/uploads/9/2/2/3/9223
Entry Ticket: At the beginning of new lesson, Students to fill up the 579/formative_assessment
entry ticket to share their understanding about different body parts. _document.pdf
Labelling - Word Search: Students to individually label parts of our face

and complete word search activity based on body parts on textbook
page no. 9. Teacher to facilitate them during the task.
Hot seating
Draw Around the Body: Students to work in pairs. One partner will lie https://www.usf.edu/atle/
on the large sheet spread on the floor and other partner will draw documents/handout-
around his body. As a next step both the partners will trace their own interactive-techniques.pdf
hands and label it as well.
Hot Seating: Any one group of students of the class will be called to sit
on the ’hot seat’. Rest of the class will be encouraged to ask questions Brain Break – Movement
that how different things can be measured. In the end, teacher to add song
more ideas and explain them the home task to be done on workbook https://minds-in-
page no. 14 and 15. bloom.com/20-three-
18 | T E A C H
Brain Break - Movement Songs: Teacher and Students to sing Sing a
song with whole-body movements, such as, “Head, Shoulders, Knees,
and Toes,” “Father Abraham,” “Toe-Knee Chest-Nut,” “Shake Your
Sillies Out (Raffie),” “Grand Old Duke of York,” “My Bonnie Lies over
the Ocean,” etc.
Feely Bag Activity: Each group of Students to be provided a feely bag

with different set of objects. They will be asked to touch the things
without taking them out and guess each object. Later take them out
and compare how they were in guessing without looking at them.
Whole Class Discussion: Teacher to take the feedback from whole class Think, pair and share
and generate a discussion that how they guessed by touching it or by http://www.eworkshop.on.
listening to its sound or finally by looking at them. ca/edu/pdf/Mod08_think_
pair_share.pdf
Think pair and share; Ask students to think individually to recall what
different senses are, discuss with their partners and then share with
the whole class.
Beach ball bingo
Beach Ball Bingo: Teacher to prepare a set of questions on different https://www.usf.edu/atle/
and will write them onto all surfaces of a beach ball (or tape them on). documents/handout-
When a student catches the ball, he/she answers one of the questions interactive-techniques.pdf
where fingers are touching the ball then throw it to the next student
19 | T E A C H
and it will go on.
Role Play: Students in groups prepare a short role play. They will
become character of five senses. Students to be encouraged to give
feedback to each other.
Poetry: Students in pairs will write a short poem on five senses. Audacity
https://www.audacityteam
Peer Assessment: Pairs will swap each other’s poems and provide .org
feedback for the purpose of improvement.
Virtual learning Environment: Teacher to record their poems in their

own voices using ‘Audacity’ and upload on ‘Edomdo’. Virtual learning
environment
BINGO: Each student will receive Bingo sheet. Teacher to call out the www.edmodo.com
statements and Students to locate the terms on their sheet. Whoever
will complete column or row first will be the winner.
Written Task: Students to individually complete workbook page no. 16.

Teacher to facilitate them while completely their written task Town hall meeting
independently. https://www.usf.edu/atle/
documents/handout-
Town Hall Meeting: Teacher to abdicate the front of the room for a interactive-techniques.pdf
student willing to speak out on a learning of the lesson, and when she
20 | T E A C H
is done with her comment, she selects the next speaker from the hands
raised. Team debate
Team Debate: Teacher to divide class into two teams. They will be documents/handout-
given a concept from the lesson. They will convince other team with interactive-techniques.pdf
their own information. Teacher to moderate this debate.
Brain Break - Silent Ball: Find an area where you can safely toss a ball
around. No one can talk or make a sound – being silent is the aim of
the game. The ball is tossed between classmates. Students cannot Brain Break – silent ball
throw the ball back to the person who threw it to them. If a player https://minds-in-
misses the ball, talks or makes a bad pass, that student is out. The last bloom.com/20-three-
two players are the champions. minute-brain-breaks/
Show n Tell: Students to bring any object of their choice. They will
show their object and tell about it using their five senses.
Station Learning - Five Senses: Five stations will be setup with five 3-2-1
different set of objects. Each station will be about one sense. Students http://sjesweebly.weebly.c
in groups will visit each station, test the object and answer on the om/uploads/9/2/2/3/9223
recording sheet. With bell group of Students to switch to other station 579/formative_assessment
and complete the task as per instruction. _document.pdf
21 | T E A C H
3-2-1: Students to individually write any three learning points, any two
points which are not clear, and one which she/he wants to ask. One minute summary
Home Task: Teacher to discuss the homework given on workbook page om/uploads/9/2/2/3/9223
no. 17. 579/formative_assessment
_document.pdf
Brain Break - Simon Says: An oldie but a goody!
One Minute Summary: Students to write one short statement to share Online Game Quiz
their understanding about five senses. https://www.abcya.com/ga
mes/five_senses
ICT Integration - Quiz: Students to play an online game to show their
understanding of five senses. Virtual learning
environment
Virtual Learning Environment: Teacher to take screen shots to be www.edmodo.com
shared on Edmodo. So they can revisit.
Riddle -riddle: Teacher to call out riddles from five statement. Students
to find answers from their word sheets. Whoever will complete in a
column or row will be the winner.
Review: Teacher to use questions from page no. 10-13 to review their
learning about five senses. Students to complete Textbook page no. 13,
22 | T E A C H
individually.
ICT Integration - Online Game: Students to play online games based on Online game
five senses. https://www.turtlediary.co
m/game/the-five-senses-
Brain Break - Animal Pretend: Younger children will enjoy pretending first-grade.html
to be various animals (or even objects such as lawn mowers or
airplanes). Call out a few in sequence.
Brain Break – Animal
Written Task: On completion of unit, students to answer the question pretend
on page no. 14-15. Teacher to facilitate them during the task. https://minds-in-
bloom.com/20-three-
Home Task: Teacher to discuss the homework on workbook page19. minute-brain-breaks/
Review: On completion of unit Teacher to throw few statements to Scrabble

review the whole learnt concept. She will clear the misconceptions if
any and encourage students to participate in the discussion and share
their understanding.
Ping-pong
Scrabble: Students to play scrabble in groups. They will use relevant http://sjesweebly.weebly.c
vocabulary based on the unit. om/uploads/9/2/2/3/9223
579/formative_assessment
Ping-Pong: Students to ask questions from each other based on all the _document.pdf
concepts in the unit. Teacher to only be a facilitator.
23 | T E A C H
First Term
Topic/Unit What it is made up of? Duration 5 weeks
No of Lessons 30 lessons Text Book Pages 16 - 35
By the end of the lesson, Exploring material using five senses: Teaching Resource/s Students will be
Students will be able to Objects around the classroom: Students in groups will be asked to assessed through
move around the classroom and collect few objects what they like Assorted objects, board of
• between an object and best. Later they will describe their objects to the whole class like if Artwork, sticky notes, parking • classroom
material these are soft or hard, bright or dull, smooth or rough etc. to learn lot board, KWL template response
• give examples of about how objects feel like. • jottings
objects and materials • anecdotal
they are made up of Brainstorming: Teacher to write two words on the board ‘Object’ and Edmodo records
• observe and identify the ‘Material’, and ask students to share the words that come to their https://new.edmodo.com/?g • participation in
objects made up of mind regarding these two words. Extending the activity teacher to o2url=%2Fhome ICT activities
wood, plastic, glass, write all words around these two words to generate a discussion. • participation in
metal, water, and rock KWL Hands on
• relate objects with their Board of Artwork: Teacher to post on ‘Edmodo’ the collected drawings https://www.usf.edu/atle/do activities
materials on the concepts of objects and their materials that students turned in cuments/handout- • responses on
• explore physical for a previous activity and create an opportunity for discussion. interactive-techniques.pdf worksheets
properties of everyday • responses on
material including KWL Students to be asked to use sticky notes and fill the first two written
24 | T E A C H
hard/soft, columns i.e. what I already know and what I want to know about assignments
rough/smooth, different objects and their materials on enlarged KWL template Word cloud guessing • participation in
shiny/dull and displayed in the classroom. (last column will be filled at the end of the http://www.wordle.net/creat class
strong/see through unit) e presentations
• sort and classify
material based on their IT Integration - Word Cloud Guessing: Teacher to continue the lesson
physical properties by showing them a word cloud on the topic ‘Objects and their material,
• investigate materials using an online generator e.g. Wordle to paste a paragraph, and
best suited to an object challenge students to elaborate it. Circle time - Talking stick
as per its properties http://readingwritingtrail.we
• cmpare metals with Written Task: Students to read all the questions based on objects and ebly.com/uploads/1/4/6/2/1
nonmetals based on their properties on textbook page no. 18 and 19 and answer them 4629060/talking_sticks_discu
their physical properties individually. Teacher to facilitate them during the task. ssions.pdf
Circle Time: Students to sit in a circle. They will use talking stick to take
their turn and speak about properties of different materials they have
explored using their five senses. Teacher to also be part of the circle to
moderate. Socratic Questioning
https://www.usf.edu/atle/do
Socratic Questioning: Teacher to replace her exposition by peppering cuments/handout-
students with questions e.g. how an object can be identified without interactive-techniques.pdf
looking at it, what does sense of touch tell us about an object etc.
always asking the next question in a way that guides the conversation
25 | T E A C H
toward a learning outcome (or major Driving Question) that was
desired from the beginning. Variation: A group of students may writes
a series of questions as homework and leads the exercise in class.
Ask the winner
Ask the Winner: Teacher to ask students to silently solve a question on https://www.usf.edu/atle/do
the board; How do we decide about properties of different materials? cuments/handout-
After revealing the answer, teacher to instruct those who got it right to interactive-techniques.pdf
raise their hands (and keep them raised); then, all other students are
to talk to someone with a raised hand to better understand the
question.
Brain Break- mingle mingle
Brain Break - Mingle, Mingle, Group! In this game, students mill about group
the classroom saying, “mingle, mingle, mingle” in soft voices until the https://minds-in-
teacher says, ‘Groups of 5’, at this point the students must quickly bloom.com/20-three-minute-
group themselves with the correct number of people. Students who brain-breaks/
are left over must do three jumping jacks before the next round starts.
The teacher can call out any number for the group size. You can also
add rules such as; as soon as a group is complete, all members must sit
down in a line.
Home Task: Teacher to discuss homework on page no. 22 of workbook.
26 | T E A C H
One-minute Summary: Students to write one short statement about One-minute summary
their learning of the day. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Properties of Material: /formative_assessment_docu
Elicitation: Teacher to randomly ask question from the whole class ment.pdf
based on different objects, their uses and their materials.
Snowball Discussions: Students to form pairs and will respond to the Snowball Discussion
discussion questions posed by the teacher about properties of https://www.usf.edu/atle/do
different material e.g. Name any four properties of your favourite stuff cuments/handout-
toy, from which material it is made-up of etc. After a few moments; interactive-techniques.pdf
pairs join together to form groups of 4 and share their ideas. Groups of
4 then join to create groups of 8, and so forth until the entire class is
engaged in discussion.
Pair Work: Students to be asked to individually make a list of objects

and the materials these objects are made up of. They will then be
asked to check and compare with their partner’s list and revise their
own.
Whole Class Feedback: Teacher to take a whole class feedback from

the pairs. They will share their list of materials.
27 | T E A C H
Empty Outlines: Teacher to distribute a partially completed outline of Empty outlines
the lesson like objects are written and their materials are missing and https://www.usf.edu/atle/do
ask students to fill it in. cuments/handout-
Jigsaw Reading: A piece of information/pictures will be given to
student They will study closely assigned section of one set of Jig-saw reading
properties of any material like soft and hard or rough and smooth with https://www.jigsaw.org/
examples in their groups. They will discuss as a whole class and share
their own understandings.
Online game
IT Integration - Online game: Students to play an online game to sort https://www.education.com/
objects and their materials. They will check their score and will play game/sorting-objects-
again to ensure understanding of the concept. materials/
Virtual Learning Environment: Teacher to take screen shots of the

online game scores and share with parents through ‘Edmodo’. Virtual learning environment
www.edmodo.com
True or False? Teacher to distribute index cards (one to each student)
on which is written a statement e.g. A glass of water is hard and see
through. Half of the cards will contain statements that are true, half True or false?
false. Students to decide if theirs is one of the true statements or not, https://www.usf.edu/atle/do
using whatever means they desire. Variation: designate half the room a cuments/handout-
space for those who think their statements are true, and the other half interactive-techniques.pdf
28 | T E A C H
for false.
Experiment and Explore: In groups, students to be asked to move

around the classroom and paste the label as per the property of the
objects e.g. soft, smooth etc. Also add a list of different objects with
their properties. See workbook page no. 24 for details.
Riddle-riddle: Students in groups, will create riddles based on

properties of material. They will ask those riddles from the rest of the
class.
Brain Break - Physical Challenges: Teacher to challenge students to do Brain Break – physical
something physically difficult task; such as standing on one foot with challenge
arms extended, grab the nose with left hand, grab your left earlobe https://minds-in-
with your right hand and vice versa. Yoga poses could also be a good bloom.com/20-three-minute-
variation. brain-breaks/
Practice Worksheet: Teacher to create a worksheet based on

properties of materials and assign it to the students, to be done
independently. Teacher to facilitate students during the task.
Total Physical Response (TPR): Teacher to call out the statements e.g.
window pane in our classroom is see through, the chair you are sitting
29 | T E A C H
on is dull etc. and students to either stand or sit to indicate their binary Total physical response
answers; such as True/False. https://www.usf.edu/atle/do
cuments/handout-
Active Listening: Teacher to allocate numbers to all the students. interactive-techniques.pdf
Students to move around and discuss their findings in pairs, e.g. name
of objects in the classroom which are hard and dull, etc. After every
two minutes they will find a new partner and form a new pair. In two
minutes; one minute will be allocated to each partner to speak and
other will only listen, actively. Muddiest point
http://sjesweebly.weebly.co
Home Task: Teacher to discuss homework on page no. 23 of workbook. m/uploads/9/2/2/3/9223579
/formative_assessment_docu
Muddiest Point: On a piece of paper, students to write any one point ment.pdf
which is not clear to them about the lesson of properties of materials
and will display on the parking lot board. Teacher to address all
concerns.
Material that keeps water out:

Word of the Day: Teacher to select an important term like water proof Word of the day
and will highlight it throughout the lesson, working it into as many https://www.usf.edu/atle/do
ways as possible. She will challenge students to do the same in their cuments/handout-
interactive activities. interactive-techniques.pdf
30 | T E A C H
Whole Class Discussion: Teacher to share some prompts and generate
a discussion about materials that do not allow water to pass through.
Town hall meeting
Town Hall Meeting: Teacher to abdicate the front of the room for a https://www.usf.edu/atle/do
student willing to speak about property of materials to allow water to cuments/handout-
pass through, and when s/he is done with her/is comment, s/he selects interactive-techniques.pdf
the next speaker from the hands raised.
Pass the Chalk: Teacher to provide chalk or a soft toy to a student; Pass the chalk
whoever has it must answer the next question based on water proofing https://www.usf.edu/atle/do
by certain objects, and they pass it on to the student of their choice. cuments/handout-
Inquiry Experiment - Keep Water Out
In groups, students to be asked to test best material to keep cotton
wool dry. They will be asked to begin with a prediction and design an
inquiry plan based on fair test. They would refer workbook page 25 for
clear instructions and use table from textbook page 23 to record their
results in their investigation notebook.
Activity Review: Teacher to take feedback from all the groups and will
encourage them to share their conclusive learning based on their
inquiry experiment of testing material for water proofing.
31 | T E A C H
Brain Break - Would You Rather: Teacher to ask a ‘would you rather’ Brain Break – would you
question and have students show their choice by moving to one end of rather
the room or the other? She will have a few students share, why? https://minds-in-
bloom.com/20-three-minute-
Real-World: Teacher to make students discuss in class, how the brain-breaks/
concept of water proofing property of any material relates to a real-
world application or product. Then students to write few sentences
about this topic. Variation: ask them to record their answer on index
cards.
Real world
Design Time: Students in groups will be asked to design a plan to https://www.usf.edu/atle/do
create an object e.g. a doll house, a picnic basket etc. to keep it dry and cuments/handout-
protected from water. They will have to choose a suitable material to interactive-techniques.pdf
create their object.
Class Presentation: Teacher to ask groups, to present their designs of

water proof objects e.g. doll house or picnic basket etc.to the whole
class. Students to give feedback on each design.
Written Task: Students to write a few findings about water proof

material. They can also use cloze passage from textbook page no. 23 to
conclude their findings.
32 | T E A C H
Beach Ball Bingo: Teacher to write questions or prompts onto all Beach ball bingo
surfaces of a beach ball (or tape them on) e.g. Is paper an excellent https://www.usf.edu/atle/do
water proof material etc. When the next student catches the ball, cuments/handout-
he/she answers one of the questions where fingers are touching the interactive-techniques.pdf
ball.
Brain Break - Find It Fast: Call out a color or other trait (e.g. something
round, something made of wood), and students must find an object in Brain Break- find it fast
the room that fits the trait and get to it quickly. https://minds-in-
bloom.com/20-three-minute-
Home Task: Teacher to discuss homework on workbook page no.26 to brain-breaks/
extend their learning related to the properties of a material that is best
suited to keep things dry.
Thumbs-up and Thumbs-down: Teacher to call out statement related Thumbs-up and thumbs-
to the topic and students to show thumbs up in case of correct down
statement and thumbs down if it is incorrect. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Stretchable Material: /formative_assessment_docu
Whole Class Discussion: Teacher to gauge understanding by throwing a ment.pdf
question like; why a rubber band stretch, which material does a hair
band made up of and generate a discussion ensuring maximum
number of students’ participation. Teacher to clear misconceptions.
33 | T E A C H
Town Hall Meeting: Teacher to abdicate the front of the room for a Town hall meeting
student willing to speak out on the concept of materials and their https://www.usf.edu/atle/do
property of stretching, and when s/he is done with her/is comment, cuments/handout-
s/he selects the next speaker from the hands raised. interactive-techniques.pdf
Think Pair and Share: Students to be asked to think individually, then Think, pair and share
discuss with the partner about the materials which can be stretched https://www.usf.edu/atle/do
and share with the whole class about the daily life materials which can cuments/handout-
be stretched and used for different purpose. interactive-techniques.pdf
IT Integration - Concept Mapping: Students to write keywords about

stretchable material and their uses using a digital tool ‘Mindmup’. Concept mapping
Teacher to show the mind maps using multimedia. www.mindmup.com
Inquiry Experiment - Most Stretchable: In groups, students to be

asked to test the material that stretch most. They will be asked to
begin with a prediction and design an inquiry plan based on fair test.
They would refer textbook page no. 24 and 25 for more clear
instructions to record their results in their investigation notebook.
Whole Class Feedback: Teacher to take feedback from all groups about
their findings from the experiment to test the stretching property of
various material.
34 | T E A C H
Three Part Interview: Teacher to pose the question to the entire class; Three part interview
What do you think are the three main characteristics of stretchable https://www.usf.edu/atle/do
material? Teacher to select students according to their birth date in cuments/handout-
ascending order. Each student to share 3 responses to the question for interactive-techniques.pdf
one minute. They will move clockwise around the room until all of
them have shared their responses.
Practice Worksheet: Students to individually complete worksheet

based on stretchable property of materials. Teacher to facilitate them
during the task. Toss and commit
Home Task: Teacher to discuss homework on workbook page no. 27 to m/uploads/9/2/2/3/9223579
extend their learning related to the properties of a material that is /formative_assessment_docu
most stretchable. ment.pdf
Toss and Commit: Students to write a statement on a piece of paper

about their learning of the day based on stretchable materials. They
will crumble the paper, make a ball out of it and throw it on one side of
the room. Later each student will pick up one paper ball and read it. A
discussion will be generated over it. Fish bowl activity
Properties of Metal: cuments/handout-
Fish Bowl Activity: Students to sit in two circles; inner and outer. Inner interactive-techniques.pdf
35 | T E A C H
circle will be engaged in discussion about different objects around Snow balls
them, their material, their uses and if these can be replaced by other https://www.usf.edu/atle/do
material. Outer circle will listen carefully and make their notes. cuments/handout-
Snow Balls: Teacher to ball up several blank pieces of paper and throw
them around the room. Each time a ‘snowball’ lands on a desk, the
recipient must write three takeaways from previous class e.g. different
properties of materials, taking care not to duplicate other ideas already Hot seating
on this paper, and then throw it onward. After nine ideas on each https://www.usf.edu/atle/do
page; pause students to debrief the takeaways in groups. cuments/handout-
Hot Seating: Any one volunteer group will be called to hot seat. Rest of
the students to ask questions from the volunteer group based on
different properties of metals like if these can be shaped or if they are
hard etc. and their uses.
Brain Break - Heads and Tails: Students stand in a group or at their Brain Break – head and tails
desks. The teacher calls out true or false statements. If a student thinks https://minds-in-
the statement is true, then they put their hands on their heads. If they bloom.com/20-three-minute-
think that the statement is false, then they put their hands on their brain-breaks/
bottoms. If the guess is incorrect; they must sit down. The last person
standing wins the game.
36 | T E A C H
Sorting Objects: In groups, students to sort different objects (which
they have brought from home as an instruction received a day earlier)
in groups of shiny and hard and the other group as dull and soft.
Written Task: Students to individually complete the written task on

textbook page no 27. Teacher to facilitate them during the task.
Get One, Give One: Students to fold a piece of paper in half and write Get one, give one
‘Give One’ on one side and ‘Get One’ on the other side. On the iGive https://www.usf.edu/atle/do
One’ side, ask students to write four insights from the lesson based on cuments/handout-
properties of metals. Teacher to have them stand up and find a interactive-techniques.pdf
partner. Each student shares one idea from their ‘Give One’ side of the
paper and writes down one idea; they received, on the ‘Get One’ side
of the paper. Students to find a new partner until the ‘Get One’ side of
paper is full of new ideas.
Metals and Nonmetals: Make them guess

Guessing Game – Make them Guess: Teacher to let the students guess https://www.usf.edu/atle/do
the new lesson i.e. metals and non-metals by asking an intriguing cuments/handout-
question e.g. If a material is not metal what we do we call it etc., interactive-techniques.pdf
something that few will know the answer to (but should interest all of
them). Accept blind guessing for a while before giving the answer to
build curiosity.
37 | T E A C H
Total Physical Response (TPR): Teacher to call out the statements e.g. Total physical response
glass is a metal etc. and students to either stand or sit to indicate their https://www.usf.edu/atle/do
binary answers, such as True/False. cuments/handout-
Circle Time: Students to use talking stick to talk on their turn. They will
talk about how metals are different from nonmetals and share a few Circle time - Talking stick
examples of metals and nonmetals. http://readingwritingtrail.we
ebly.com/uploads/1/4/6/2/1
Carousel Brainstorming: Everyone in the group writes out a question 4629060/talking_sticks_discu
like how a metal is different from non-metal etc., then passes the ssions.pdf
paper to the student on the left. This student records one possible
answer or idea. At the signal, all papers shift to the left again, until the Focused Listing
entire circle has seen each paper and they return to their original https://www.usf.edu/atle/do
owners. cuments/handout-
Focused Listing: Students in groups, will list different metals an
nonmetals and their properties after listening to the brainstorming Carousel brainstorming
activity. https://www.usf.edu/atle/do
cuments/handout-
IT Integration – Padlet: Teacher to share a link of ‘Padlet’ wall about interactive-techniques.pdf
the properties of metals and non-metals. Students to use the link and
share their understanding. They will be encouraged to write a different Padlet
point which is not written already. www.padlet.com
38 | T E A C H
Gallery Walk: Students in groups, will prepare posters about properties
of metals and nonmetals and will display across the room. Students to
go around to each station in groups and provide feedback to each
poster using post it notes.
Explore: Students in groups, will move around the class and identify
the objects made up of metal. In next step they will analyze if metal
can be replaced with glass, rubber or plastic. They will record their
findings on workbook page no. 28.
Whole Class Feedback: Teacher to ask questions related to their

findings about metals and nonmetals like why we cannot make a chair
with glass etc.
Practice Worksheet: Students to complete a worksheet based on

metals and non-metals individually. Teacher to facilitate them during
the task.
Muddiest point
Home Task: Teacher to discuss the homework on workbook page no. http://sjesweebly.weebly.co
29 and 30 based on uses of metals. m/uploads/9/2/2/3/9223579
/formative_assessment_docu
Muddiest Point: Students to write any point from the lesson of metals ment.pdf
and non-metals which is not clear to them and paste on the parking lot
39 | T E A C H
displayed in the classroom.
Uses of Metals and Nonmetals:

IT Integration – Brainstorming: Teacher to brainstorm about uses of Brainstorming
metals using digital tool ‘Milanote’, to collect students’ responses and www.milanote.com
display them using multi media.
Poetry: Students to write poems about different materials including

metals and non-metals their properties and uses. Audacity
https://www.audacityteam.o
IT Integration – Audacity: Students to record their poems using rg
audacity. Teacher to upload their poems on ‘Edmodo’, to be shared
with the parents.
Virtual learning environment
Question Time: Students in groups will create set of questions based www.edmodo.com
on different uses of metals and nonmetals to be asked from rest of
the class. They will also answer the questions asked by other groups.
Empty Table: Teacher to hand each group a blank table with headers in Empty table
place for rows and columns, but interior cells are blank e.g. list of https://www.usf.edu/atle/do
metals are written but their uses column is blank until the group fills cuments/handout-
them in. interactive-techniques.pdf
40 | T E A C H
Written Task: Students to individually complete the short-written task
on textbook page no. 31. Teacher to facilitate during the task.
Home Task: Teacher to discuss home task mentioned on workbook Brain Break – shuffle, shuffle,
page no. 30. group
https://www.teachstarter.co
Brain Break- Shuffle, Shuffle, Group! m/au/blog/26-brain-break-
In this game, students shuffle around the classroom until the teacher ideas-classroom/
says, “Groups of 5,” at which point the students must quickly group
themselves into groups with the correct number of people. Students
who are left over must do three jumping jacks before the next round
starts. The teacher can call out any number for the group size.
Role Play: Students in groups will prepare a role play based on use of
metal in our daily lives. Each group will present in front of the whole
class.
Group Challenge - Strongest Bridge: Students to design and construct

a bridge to carry 1000 grams. In groups they will have to decide for the
most suitable material for the strongest bridge. They will construct and
then check it. Refer workbook page no. 31 for detailed instructions. Virtual learning environment
www.edmodo.com
Virtual Learning Environment Students in groups will take pictures of
41 | T E A C H
their bridges using digital camera. Teacher to upload pictures of their
bridges on ‘Edmodo’. They will comment on and provide feedback to Whip around
each other. https://www.usf.edu/atle/do
cuments/handout-
Whip Around: Teacher to give students a few seconds to think of their interactive-techniques.pdf
answer to the question e.g. any two uses of iron etc., then move
around the whole class with each one giving their (one word) answer. Things you know
Disallow repeat answers (but do allow a ‘pass’, if necessary). https://www.usf.edu/atle/do
cuments/handout-
Things You Know: Teacher to give an envelope to every student. Inside interactive-techniques.pdf
are cut-up strips of paper with the sub topic i.e. different uses of
metals and non-metals they should know about already. They divide One-minute summary
into two piles: things they know well, and things they need help with. http://sjesweebly.weebly.co
Then they debrief with nearby students on things any of them need m/uploads/9/2/2/3/9223579
help with. /formative_assessment_docu
ment.pdf
One- minute Summary: Students to quickly write a short statement on
their learning of the day based on uses of metals and nonmetals. Socrative
Sorting of Material: cuments/handout-
IT Integration – Socrative: Teacher to post questions based on interactive-techniques.pdf
properties of different materials in her Socrative classroom. Students
to answer and Teacher to provide immediate feedback.
42 | T E A C H
Explore: Students in groups, will sort the given objects based on their
properties e.g. metals and non-metals stretchable and non-stretchable
etc.
Written Task: Students to individually complete written task on

textbook page no. 33.
Ping-pong
Home Task: Teacher to discuss homework on workbook page no. 32. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Ping-pong: Teacher to ask a question and whoever student will answer /formative_assessment_docu
will ask question from any student in the class. The same each student ment.pdf
will ask one question from other student.
Make it a story
IT Integration - Make it a Story: Teacher to encourage students to www.bitstrip.com
submit their group work as a comic story created online using digital
tool based on grouping of materials on their properties. Teacher to Virtual learning environment
share the stories on ‘Emodo’ with the parents. www.edmodo.com
Unit Review:
Unit Review Discussion: Teacher to generate a discussion covering all
the concepts taught in the unit from properties, uses and grouping of
materials. She will throw high order questions and encourage
maximum participation by the students.
43 | T E A C H
Think pair share: Students to first think individually about all the Think, pair and share
concepts taught in the unit then discuss with the partner and later https://www.usf.edu/atle/do
share with the whole class their understanding about the taught cuments/handout-
concept of materials. interactive-techniques.pdf
Rotating Chair: One volunteer student will ‘take the microphone’ at a

time, then calls on the next volunteer. Each subsequent speaker must
summarize the previous one’s points about the all the taught concepts
of materials (or, if desired, ALL the speakers thus far) before adding Rotating chair
original ideas. https://www.usf.edu/atle/do
cuments/handout-
Review Task: Teacher to use the pointers from textbook page no. 32 interactive-techniques.pdf
and 33 to gauge the learning about different materials and their uses.
Students to be asked to provide the answers on same pages of
textbook.
Brain Break - Name Moves

Students to stand behind their chairs. In turn, each student says his or
her name accompanied by a special movement. For example a student Brain Break – Name moves
might say, “Kayla!” while dramatically dropping to one knee and doing https://www.teachstarter.co
Jazz Hands. After the student does his or her move, the rest of the class m/au/blog/26-brain-break-
says the student’s name in unison and imitates the move. Then it is the ideas-classroom/
next student’s turn.
44 | T E A C H
Written Task: On completion of the unit, students to answer the
questions on textbook page no. 34-35.
Exit Ticket: Students to mention three things they learnt from the unit Exit ticket
and 1 thing which is still not clear http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Unit wrap up – KWL: Teacher to address the exit ticket and clear /formative_assessment_docu
misconceptions, if any. Students to fill last column on KWL sheet i.e. ment.pdf
what have I learnt from.
Scrabble: Students in groups will play scrabble using all the learnt Scrabble
vocabulary of the unit.
45 | T E A C H
First Term
Topic/Unit Making Sound Duration 4 weeks
No of Lessons 24 Text Book Pages 66 - 81
PBL Title (if any)
By the end of the lesson, Sound Around Us: Teaching Resource/s Students will be
Students will be able to Audio Listening: Teacher to play an audio and students to listen to it Audio Clip: assessed through
carefully and identify the different sounds played in it. Note: Video https://www.youtube.com/w
• identify and name should not be shown so students can identify by themselves, atch?v=Ii-oNQ2aTmc • classroom
different sources of response
sound Circle Time: Students to sit in a circle. They will use talking stick to take • jottings
• explore different turns and speak about different sounds around us. Teacher to also be Circle time - Talking stick • anecdotal
sounds made by part of the circle and will moderate the discussion. http://readingwritingtrail.we records
humans and animals ebly.com/uploads/1/4/6/2/1 • participation in
• compare humans’ Group Work: In groups, students to be asked to list down as many 4629060/talking_sticks_discu ICT activities
hearing with animals’ sounds made by humans. Groups will share their list with rest of the ssions.pdf • participation in
hearing class. Now they will recall and relate animals’ sounds. Hands on
• find out the unit of activities
sound IT Integration - Word Cloud Guessing: Teacher to continue the concept Word cloud guessing • responses on
• measure sound of sound by showing them a word cloud on that topic, using an online www.wordle.com worksheets
• compare sounds in term generator e.g. Wordle to paste a paragraph, and challenge students to • responses on
of loudness further elaborate. written
• explore that sounds assignments
46 | T E A C H
change when we move Whole Class Discussion: Teacher to use few triggers to generate whole • participation in
• enquire the ways class discussion e.g. why animals make sound. Also find purpose of presentations
animals use to stay making different sounds made by humans. Hot Seating
quiet https://www.usf.edu/atle/do
• identify the purpose of Gallery Walk: Students in groups will prepare posters based on cuments/handout-
sound in emergency different sounds and how they are formed. Groups will display their interactive-techniques.pdf
vehicles posters around the room. Each group will visit all posters and will share
• explore how and what their feedback using post it notes.
emergency vehicles
communicate Hot Seating: Any one group of students to be called to ‘hot seat’ and Ask the winner
• identify ears as organ of they will have to answer the question of the rest of the class about https://www.usf.edu/atle/do
hearing significance of the sound in our lives. cuments/handout-
• identify how do ears interactive-techniques.pdf
help to hear Pair Work - Sound Making: In pairs, student will try different ways to
make different sounds e.g. clapping, whistling, tapping etc. They will
record their results on workbook page 64.
Whole Class Feedback: Teacher to collect feedback from pairs about

their learning from sound making activity and generate a discussion.
Ask the Winner: Students to silently answer the questions based on

types of sound on their mini board e.g. How many sounds can you
make? etc. After revealing the answer, teacher will instruct those who
47 | T E A C H
got it right to raise their hands (and keep them raised); then, all other Online game
students are to talk to someone with a raised hand to better https://www.turtlediary.com
understand the question and how to solve it next time. /game/identify-sounds.html
Online Game: Students to play an online game and identify the sounds.
Teacher to monitor and facilitate during the ICT activity.
Brain Break – Plates: Teacher to give each student a paper plate. Brain Break - Plates
Students must walk around the room balancing the plates on their https://minds-in-
heads. If a student drops his or her plate, the student must freeze until bloom.com/20-three-minute-
another student picks it up and places it back on the student’s head brain-breaks/
(while keeping his or her own plate in place, of course).

based on different sounds and how these are made. Teacher to
facilitate during the task.
True or False? Teacher to distribute index cards (one to each student) True or false?
on which is written a statement like whisper is a loud sound etc. Half of https://www.usf.edu/atle/do
the cards will contain statements that are true, half false. Students cuments/handout-
decide if theirs is one of the true statements or not, using whatever interactive-techniques.pdf
means they desire. Variation: designate half the room a space for those
who think their statements are true, and the other half for false.
48 | T E A C H
Home Task: Teacher to discuss the homework on workbook page no.
65. One-minute summary
One-minute Summary: Students to write one short statement to share m/uploads/9/2/2/3/9223579
learning of the day about different sounds around us. /formative_assessment_docu
ment.pdf
Making Sounds:
Think Pair share: Students to think individually that how different Think Pair Share
sounds can be made, s/he will discuss with their partner and then https://www.usf.edu/atle/do
share with whole class. cuments/handout-
Real World: Students to discuss in class how this topic of making
sounds relates to a real-world application. Then Students to write Real world
about this topic for homework. Variation: ask them to record their https://www.usf.edu/atle/do
answer on index cards. cuments/handout-
Beach Ball Bingo: Teacher to write questions or prompts onto all
surfaces of a beach ball (or tape them on) like the sound we produce Beach ball bingo
with our two hands is called _______. When the next student catches https://www.usf.edu/atle/do
the ball, he/she answers one of the questions where fingers are cuments/handout-
touching the ball. interactive-techniques.pdf
Categorizing Grid: Teacher to hand out rectangles divided into cells
49 | T E A C H
and a jumbled listing of terms like clapping, whistling, tapping etc. that Categorizing grid
need to be categorized by row and column. https://www.usf.edu/atle/do
cuments/handout-
Singing Activity: In groups, students to make their own songs about interactive-techniques.pdf
how humans make sounds. Each group will present their songs in front
of whole class. Virtual learning environment
www.edmodo.com
Virtual Learning Environment: Teacher to record their songs and will
upload on ‘Edmodo’ so, students can listen to these again and this
could even be shared with the parents. Word of the day
Word of the Day: Teacher to share the key vocabulary like clapping, cuments/handout-
whistling blowing, tapping, and challenge students in groups to show interactive-techniques.pdf
their understanding using this key vocabulary.
IT Integration - Doodle it: Students to use tablets to doodle the Tablets

learning of day’s lesson about how humans make sounds. Teacher to
give immediate feedback.
Get one, Give one
Get One, Give One: Students to fold a piece of paper in half and write https://www.usf.edu/atle/do
“Give One” on one side and “Get One” on the other side. On the “Give cuments/handout-
One” side, they will write four insights from today’s lesson based on interactive-techniques.pdf
how sounds are produced. They will stand up and find a partner. Each
50 | T E A C H
student shares one idea from their “Give One” side of the paper and
writes down one idea on the “Get One” side of the paper. Find a new
partner until your “Get One” side of paper is full of new ideas!
Brain Break – Line up
Role Play: In groups, students to prepare role plays. They will present https://minds-in-
their role play based on different sounds around us and how they are bloom.com/20-three-minute-
produced. Each group will present in front of whole class. Teacher to brain-breaks/
provide feedback.
Brain Break - Line Up! Students to line up using a specific criterion,

such as age (use day and month, not just year), height, alphabetically Muddiest point
by middle name, hair length, etc. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Written Task: Students to individually complete the written task on /formative_assessment_docu
textbook page no. 71. Teacher to facilitate during the task. ment.pdf
Muddiest Point: Students to write the points which are not clear about
the lesson of how sounds are produced and will display on parking lot.
Teacher to address the concerns. Carousel Brainstorming
Loud and Quiet Sounds: cuments/handout-
Carousel Brainstorming: Every student in the group will write out a interactive-techniques.pdf
problem statement; like, why we can’t hear all sounds etc., then
51 | T E A C H
passes the paper to the student on the left. This student records one Circle time - Talking stick
possible answer or idea. At the signal, all papers shift to the left again, http://readingwritingtrail.we
until the entire circle has seen each paper and they return to their ebly.com/uploads/1/4/6/2/1
original owners. 4629060/talking_sticks_discu
ssions.pdf
Circle Time: Students to sit in a circle. They will use talking stick to take
turn and speak about the topic of loud and quiet sounds how we are
unable to hear few sounds etc. Each student will participate. Teacher Town hall meeting
to also be part of the circle and she will moderate the discussion. https://www.usf.edu/atle/do
cuments/handout-
Town Hall Meeting: Teacher to abdicate the front of the room for a interactive-techniques.pdf
student willing to speak out on the topic of loud and quiet sounds and
how to measure them, and when she is done with her comment, she
selects the next speaker from the hands raised. Empty table
Empty Table: Teacher to hand each group a blank table with headers in cuments/handout-
place for rows and columns about loud and quiet sounds and their interactive-techniques.pdf
measurement in, but interior cells are blank until the group fills them
in.
Brain Break – human knot
Brain Break - Human Knot: Teacher to divide students into groups of https://minds-in-
eight. Each student will grab right hands with someone who is not bloom.com/20-three-minute-
directly next to them. Then they will do the same with left hands. The brain-breaks/
52 | T E A C H
challenge is to untangle and become a circle without releasing hands.
Explore: Students to be asked to sit quietly and listen to all the sounds.
They will be asked to list these sounds on textbook page no.72.
Whole Class Feedback: Teacher to take responses from the class and
will generate a discussion about how many different loud and quiet
sounds are around us.
Inquiry: In groups, students to be asked to explore different ways of

making sounds loud or quiet. They will discuss and complete this
activity on workbook page no.67.
Whole Class Feedback: Teacher to collect feedback from all the groups
about their findings and exploration of making loud or quieter sounds.

based on the ways to make sound louder or quieter. Teacher to
facilitate during the task. Things you know
Things You Know: Teacher to give an envelope to every student. Inside cuments/handout-
are cut-up strips of paper with the points about making sounds louder interactive-techniques.pdf
or quieter they should know about already. They divide into two piles:
53 | T E A C H
things they know well, and things they need help with. Then they Pass the chalk
debrief with nearby students on things any of them need help with. https://www.usf.edu/atle/do
cuments/handout-
Pass the Chalk: Teacher to provide chalk or a soft toy; whoever has it interactive-techniques.pdf
must answer teacher’s question about different ways to make sound
louder or quieter or about the need to change the sound level, and
they pass it on to the student of their choice.
Brain Break – Timed Chatter
Brain Break - Timed Chatter: Allow students to do what they are https://www.teachstarter.co
desperate to do. Set a 3-minute timer and allow the students to get up m/au/blog/26-brain-break-
and talk to their friends. ideas-classroom/
Home Task: Teacher to discuss homework on workbook page no. 66.

Ping pong
Ping- pong: Teacher to ask a question like mention any one way to http://sjesweebly.weebly.co
make loud and quiet sound etc. Student who will answer teacher’s m/uploads/9/2/2/3/9223579
question will now ask a question from any student. Now each student /formative_assessment_docu
first answer one question and then ask a question from other student. ment.pdf
Measurement of Sound:
Teacher’s Demonstration: Teacher to show students sound level meter
and discuss as sound is sometimes loud or quiet so it can be measured
by sound level meter. Unit of sound will also be discussed.
54 | T E A C H
Listening Walk: Students in groups will go on listening walk. They will
measure different sounds in the school. They will record their results
on workbook page 69.
Written Task: Students to individually complete written work on

textbook page no. 73. Teacher to facilitate during the task.
Home Task: Teacher to discuss homework on workbook page 68.
IT Integration - Make it a Story: Teacher to encourage students to Make a story

submit their group work as a comic story created online using digital www.bitstrip.com
tool based different sound levels around us and their measurement.
Change in Sounds When We Move:

Outdoor Activity: Class will be taken in open ground. In pairss Students
to be asked to check if they can listen to each other when they move
further. They will move further and nearer and note down their results
on workbook page no. 70.
Whole Class Discussion: Teacher to generate a discussion about how

sounds changes on movement. Groups will share their findings with
whole class and also their own conclusions.
55 | T E A C H
Show and Tell: Students to bring any sound making object/toy and will
present to whole class. They will talk about the production of sound. Brain Break – Jump, skip ,
counting
Practice Worksheet: Students to complete worksheet individually https://www.teachstarter.co
based on impact of sound from distance. Teacher to facilitate during m/au/blog/26-brain-break-
their independent task. ideas-classroom/

71.
Video watch
Brain Break - Jump Skip Counting: Students to count by twos, fives, https://www.youtube.com/w
tens etc. while jumping with each count. Teacher could also practice atch?v=8XkzznKu32E
spelling words this way.
Moving With Quite Sound:

Video Watch: Students to listen to the song of loud and soft sound.
Snowball discussion
Snowball Discussion: Students to form pairs and respond to a https://www.usf.edu/atle/do
discussion question posed by the teacher like how we can move with cuments/handout-
quieter sound. After a few moments, pairs join together to form groups interactive-techniques.pdf
of 4 and share their ideas. Groups of 4 then join to create groups of 8,
and so forth until the entire class is engaged in discussion.
56 | T E A C H
Three Part Interview: Teacher to pose the question to the entire class: Three part interview
“What do you think are the three biggest ways to soften any sound”. https://www.usf.edu/atle/do
Teacher to select students according to their birth date in ascending cuments/handout-
order. Each student to share 3 responses to the question for one interactive-techniques.pdf
minute. They will move clockwise around the room until all of them
have shared their responses.
IT Integration - Mind mapping: Students in groups will discuss the Mind mapping
reasons how animals stay quiet. Then they will make mind map using www.mindmup.com
digital tool ‘mindmup’, before beginning their investigation. Teacher to
facilitate them during the process.
Round Robin: Students in groups make their points how do animals

control their sounds and stay quiet. One or two group members stay
on their own station whereas rest of the members go to other stations
and collect information. The members who stay on their own station
will provide information to the visitors. Group members get back to
their own station and share the collected information with the staying Brain Break – mingle, mingle,
members. group
https://www.teachstarter.co
Brain Break-Mingle, Mingle, Group! In this game, students mill about m/au/blog/26-brain-break-
the classroom saying, “mingle, mingle, mingle” in soft voices until the ideas-classroom/
teacher says, “Groups of 5,” at which point the students must quickly
57 | T E A C H
group themselves into groups with the correct number of people.
Students who are left over must do three jumping jacks before the next
round starts. The teacher can call out any number for the group size.
You can also add rules such as: as soon as a group is complete, all
members must sit down in a line.
Explore: Students in groups will be asked to inquire how animals move

quietly in jungles. They will read in pairs/ groups from library books
about animals’ quiet movement and make their notes.
Whole Class Discussion: Teacher to take feedback from groups. They

will participate in a whole class discussion about the ways adopted by Mind mapping
the animals for quiet movement. Teacher to encourage them to ask www.mindmup.com
questions from each other and actively participate in the discussion.
Snowball Discussions: Students to form pairs and will respond to a

discussion question posed by the teacher like if an animal has to hunt Snowball discussion
in a jungle which thing will help him move quietly. After a few https://www.usf.edu/atle/do
moments, pairs join together to form groups of 4 and share their ideas. cuments/handout-
Groups of 4 then join to create groups of 8, and so forth until the entire interactive-techniques.pdf
class is engaged in discussion
Brain Break-Shuffle, Shuffle, Group! In this game, students shuffle
58 | T E A C H
around the classroom until the teacher says, “Groups of 5,” at which Brain Break – shuffle, shuffle,
point the students must quickly group themselves into groups with the group
correct number of people. Students who are left over must do three https://www.teachstarter.co
jumping jacks before the next round starts. The teacher can call out m/au/blog/26-brain-break-
any number for the group size. ideas-classroom/

72. Thumbs up thumbs down
Thumbs up and thumbs down: Teacher to call out statements e.g. m/uploads/9/2/2/3/9223579
padding on sole of feet helps animals to move quietly. Students to /formative_assessment_docu
show thumbs up if correct and thumbs down if incorrect. ment.pdf
Sounds of Emergency Vehicles: Picture prompt

Picture Prompt: Teacher to demonstrate an enlarged picture of https://www.usf.edu/atle/do
different emergency vehicles e.g. ambulance and ask students the cuments/handout-
names of those vehicles, how do they make sounds, what is their interactive-techniques.pdf
purpose of making sounds etc.
Station Learning: Teacher to set up 4 to 5 stations. Each station will

have toy emergency vehicle or picture of it. Inquiry sheet will be
provided to each group of students. Students in groups will visit all the
stations on turn and will fill up their inquiry sheet based on sounds of
59 | T E A C H
these vehicles and role and significance of these sounds. Question answer cards
Question and Answer Cards: Teacher to make index cards for every cuments/handout-
student in the class; half with questions about emergency vehicles and interactive-techniques.pdf
their sounds; half with the right answers. Students to find their
appropriate partner by comparing questions and answers on their own
cards. Fish bowl activity
Fish Bowl Activity: Students to sit in two circles-inner and outer circles. cuments/handout-
Inner circle will talk about sounds of variety of emergency vehicles, interactive-techniques.pdf
their purpose and how is it an important way of communication
Press Conference (Guest Speaker) A guest speaker will be invited, and
it will be run the class like a press conference, with a few prepared Press conference
remarks about emergency vehicles and their sounds then fielding https://www.usf.edu/atle/do
questions from the audience students. cuments/handout-
Brain Break - 5-4-3-2-1: In this simple game, students stand up and the
teacher (or leader) has them do five different movements in
descending order. For example the teacher would say: “Do five Brain Break-5-4-3-2-1
jumping jacks, spin around four times, hop on one foot three times, https://minds-in-
walk all the way around the classroom two times, give your bloom.com/20-three-minute-
neighbor one high-five (pausing in between each task for students to brain-breaks/
do it).
60 | T E A C H
Written Task: Students to individually complete textbook page no. 77
and Teacher to facilitate them during the task. Hot seating
Ears to Hear Sounds: cuments/handout-
Hot Seating: Any one group of students to be called to be seated on interactive-techniques.pdf
‘Hot seat’ Rest of the Students to ask questions about how we hear
sound. Which body part is used to listen to music etc.
Inquiry Experiment: In groups, students to investigate further how we

hear sounds. They will investigate the importance of two ears. They will
note down their findings in their inquiry note book. Refer to textbook
page no. 79 for detailed instructions and complete all the mentioned
task.

based on how we hear sounds and motivate all students to contribute
in it. Groups will share findings of their investigation.
Speed Sharing: Students to write definitions, concepts, quiz questions, Speed sharing
etc. on index cards on how we hear sounds and form two concentric https://www.usf.edu/atle/do
circles, facing each other. For thirty seconds (or 60), they share their cuments/handout-
knowledge with the person opposite them. Then, the outer circle interactive-techniques.pdf
“rotates” so that everyone has a new partner, and the sharing is
61 | T E A C H
repeated. This can be done until each student has completed the Visualize
circuit. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Visualize: Students to individually draw and colour as per their own /formative_assessment_docu
understanding the role of ear in hearing. ment.pdf
Board of Artwork: Teacher to post on ‘Edmodo’ the collected drawings Board of Artwork
on the concepts of hearing sounds with our ears that students turned https://www.usf.edu/atle/do
in previously and create an opportunity for discussion. cuments/handout-
Trio Rotation: Teacher to group students into threes and arrange the
groups into a large circle. Each team of three works on a question e.g. Virtual learning environment
which body part we use to hear sounds, are the two ears better than www.edmodo.com
one etc. Then, each team assigns a 1, 2, and 3 number to each person.
The 1’s stay put, but the 2’s rotate clockwise and the 3’s rotate Trio Rotation
counterclockwise. Newly formed teams then work on a new question. https://www.usf.edu/atle/do
cuments/handout-
Whip Around: Teacher to give students a few seconds to think of their interactive-techniques.pdf
answer to a question about hearing sounds, then move around the
whole class with each one giving their (one word?) answer. Disallow Whip around
repeat answers (but do allow a “pass” if necessary). https://www.usf.edu/atle/do
cuments/handout-
62 | T E A C H
Brain Break - Physical Challenges: Teacher to challenge students to do Brain Break – Physical
something physically difficult, such as standing on one foot with arms challenges
extended, or this one: Grab your nose with left hand, and grab your left https://minds-in-
earlobe with your right hand, and then quickly switch so that your right bloom.com/20-three-minute-
hand is on your nose and your left hand is grabbing your right earlobe. brain-breaks/
Yoga poses could also be a good variation
Who am I? Teacher to tape a term like sound travel, etc. on the back of Who am I?
each student, out of view. Each student then wanders about the room, https://www.usf.edu/atle/do
posing yes/no questions to the other students in an effort to guess the cuments/handout-
term on his own back. interactive-techniques.pdf
Practice Worksheet: Students to individually complete the worksheet.

Teacher to facilitate during the task.
Brainstorming
Home Task: Teacher to discuss the homework on workbook page no. www.milonate.com
74.
IT Integration – Brainstorming: Teacher to encourage students to give

responses on digital tool about importance of ears. Teacher to show
the responses on multimedia and will generate a discussion to
conclude with appropriate responses.
63 | T E A C H
Unit Review Focused Listing
Focused Listing: In pairs, students to list several ideas related to the https://www.usf.edu/atle/do
main focus point of the unit like loud and quiet sound, how we hear cuments/handoutinteractive-
sounds, how are sounds produced etc. Teacher to take feedback. techniques.pdf
IT Integration - Crossword Puzzle: Teacher to create a crossword

puzzle online for students to review terms, definitions, or concepts like
hearing, ears, loud etc. Crossword
www.eclipsecrossword.com
Question Time: Groups will prepare set of questions to be asked from
rest of the class from all the learnt concepts of the unit of sound. They
will have to be prepared to answer questions asked from other groups.
Written Task: On completion of the unit, students to complete

textbook page no. 80 and 81. Workbook page no. 75 will be done as
homework. Brain Break – six spot
https://minds-in-
Brain Break - Six Spots: Number six spots around your room from 1-6. bloom.com/20-three-minute-
Have students each go to a spot of their choice. Choose a student to brain-breaks/
roll a die (if you can make a big one out of foam, it adds to the fun). All
the students at the number rolled must go back to their seats. Students
that are left go to a new spot, and the die is rolled again. Continue until
only a few students are left
64 | T E A C H
Unit Wrap-up Discussion: Teacher to recap the whole unit of sounds
by sharing key points of the unit, she will clarify the misconceptions if
any.
Key word splat
Key Word Splat: Teacher to write all the key vocabulary from the unit https://www.usf.edu/atle/do
on the board like hearing, sound, ears, loud, quiet etc. and call any two cuments/handout-
volunteers to the board. Rest of the class will ask questions and the interactive-techniques.pdf
volunteers will have to identify the answers from the words written on
the board.

based on all concepts taught in the unit. Teacher to facilitate during the
task.
Pictionary: For wrapping up of all the concepts of the unit, Students to

play Pictionary: one draws images only like an ear, the rest must guess
the term. List 3 things
List 3 Things: Students to write three points on main learning from the m/uploads/9/2/2/3/9223579
whole unit of sound. /formative_assessment_docu
ment.pdf
Scrabble: Students in groups will play scrabble. They will use
vocabulary from the unit of sound. Scrabble
65 | T E A C H
First Term
Topic/Unit Reinforcement Duration 2 weeks
No of Lessons 12 Text Book Pages Not applicable
By the end of the Five Senses Teaching Resource/s Students will be
reinforcement, students will Think pair and share: Students to think individually about five senses Think pair share assessed through
be able to and which body part is associated with each sense. If any of body part https://www.usf.edu/atle/do
associated with senses does not function properly what will happen. cuments/handout- • classroom
• revisit all the concepts interactive-techniques.pdf response
taught in first term Elicitation: Teacher to ask questions based on similarities and • jottings
differences among humans e.g. what are three similarities found in all Practice worksheets • anecdotal
humans, mention any two common differences among human being, records
what would happen if all humans have similar faces; from the whole • participation in
class to gauge their learning like any two similarities between you and ICT activities
your father, any two differences between two of your friends etc. • participation in
Hands on
Question Time: Students to be asked to prepare a set of two to three activities
questions based on our body parts and ask from rest of the class. Also • responses on
be prepared to answer the questions asked by other groups. worksheets
• responses on
Practice Worksheet: Students to individually complete the worksheet written
66 | T E A C H
based on our body parts and five senses. Teacher to facilitate during assignments
their independent task. Muddiest point • participation in
http://sjesweebly.weebly.co presentations
Muddiest Point: Students to write their points based on human body m/uploads/9/2/2/3/9223579
parts and five senses which are still not clear to them. Teacher to /formative_assessment_docu
address all such points. ment.pdf
What is it made-up of?

ET Integration - Digital Camera Shots: Students in groups will take Digital camera
round of school and take pictures of different objects they like. The
pictures will be uploaded in their folders and they will sort them as Virtual learning environment
plastic, glass, rubber, wood etc. to recall the concept of objects and www.edmodo.com
their materials.
Virtual Learning Environment: Teacher to upload their pictures on

Edmodo. They will provide feedback to each other.
Circle time -Talking stick
Circle Time: Students to sit in a circle, Teacher to also be part of circle http://readingwritingtrail.we
and will use talking stick to share their understanding about materials ebly.com/uploads/1/4/6/2/1
of different object. They can further extend by emphasizing on 4629060/talking_sticks_discu
suitability of that specific material for different purposes. ssions.pdf
Poster Making: In groups, students to prepare poster with illustrations
67 | T E A C H
and text to show their understanding about different types of materials
and their uses in everyday life.
Gallery Walk: All the posters based on different types of materials and
their uses will be displayed around the classroom. Group will take
round, observe all posters and give their feedback using sticky notes on
every poster.
Practice Worksheet: Students to individually complete the worksheet Hot seating

based on different types of material used in daily life. Teacher to https://www.usf.edu/atle/do
facilitate during the task. cuments/handout-
Hot seating: Any group of students to be invited to ‘Hot seat’ to
answer questions from the class based on different materials and their
uses. Students to ask questions related to appropriate uses of glass,
wood, plastic, rubber and metals.
Hands on: Students in groups will be asked to design an umbrella with

suitable material to stay dry in rain. A whole class feedback will be Town hall meeting
collected by the teacher. https://www.usf.edu/atle/do
cuments/handout-
Town hall meeting: Teacher to abdicate the front of the room for a interactive-techniques.pdf
student willing to speak out on the topic of uses of materials, and when
68 | T E A C H
s/he is done with her/his comment, s/he selects the next speaker from
the hands raised.

based on different materials and their uses.
Making Sounds
Role Play: Students in groups will present a role play each with one
taught concept from unit ‘Making Sound’ like with moving back and
moving silently to show when move further sounds get fainter. Animal sounds
http://www.softschools.com
ET Integrated Activity: Student will match animals sound with the /matching_games/science/an
animals. imals_and_their_sounds/931
/
Bingo: Word search worksheet will be given to students based on key
vocabulary from sound like decibel, sound meter, loud etc. One who Bingo sheets
will search all required word first will call out ‘BINGO’
Practice Worksheet: Students to individually complete a worksheet Thumbs up thumbs down

based on questions from the taught concept of Sound. http://sjesweebly.weebly.co
m/uploads/9/2/2/3/9223579
Thumbs up and thumbs down: Teacher to call out statement and /formative_assessment_docu
Students to thumb up in case of correct statement like unit to measure ment.pdf
69 | T E A C H
sound is decibel and thumbs down for incorrect statement.
Term Review Discussion: Teacher to generate a discussion about all

the concepts taught in the term. She will prepare a set of questions and
involve whole class in the discussion.
My Vocabulary: Students to individually make a complete list of all the

taught vocabulary/terms on a piece of paper and paste it in their
notebooks.
70 | T E A C H

Grade 1 Overview

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Grade 1 Overview

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Overview Sheet – Science

Class 1– First Term

Practice Worksheets: Students to fill-up the worksheets individually,

Practice Worksheet: Students to individually complete the worksheet

Socratic Questioning: Teacher to replace regular lecture by peppering Socratic questioning

ICT Integration – PADLET: Teacher to share the link and Students to

Total Physical Response TPR): Students to either stand or sit to

Whole Class Discussion: Teacher to generate a whole class discussion

Speed Sharing: Students to write definitions, concepts, quiz questions,

Gallery Walk: Students to prepare charts to present their

Written Task: Students to individually provide answers to questions on

Review: Teacher to discuss few misconceptions and throw few

Survey - My Favourite Colour: Students in groups will conduct a survey

Labelling - Word Search: Students to individually label parts of our face

Feely Bag Activity: Each group of Students to be provided a feely bag

Virtual learning Environment: Teacher to record their poems in their

Written Task: Students to individually complete workbook page no. 16.

Review: On completion of unit Teacher to throw few statements to Scrabble

Home Task: Teacher to discuss homework on page no. 22 of workbook.

Pair Work: Students to be asked to individually make a list of objects

Whole Class Feedback: Teacher to take a whole class feedback from

Virtual Learning Environment: Teacher to take screen shots of the

Experiment and Explore: In groups, students to be asked to move

Riddle-riddle: Students in groups, will create riddles based on

Practice Worksheet: Teacher to create a worksheet based on

Material that keeps water out:

Class Presentation: Teacher to ask groups, to present their designs of

Written Task: Students to write a few findings about water proof

IT Integration - Concept Mapping: Students to write keywords about

Inquiry Experiment - Most Stretchable: In groups, students to be

Practice Worksheet: Students to individually complete worksheet

Toss and Commit: Students to write a statement on a piece of paper

Written Task: Students to individually complete the written task on

Metals and Nonmetals: Make them guess

Whole Class Feedback: Teacher to ask questions related to their

Practice Worksheet: Students to complete a worksheet based on

Uses of Metals and Nonmetals:

Poetry: Students to write poems about different materials including

Group Challenge - Strongest Bridge: Students to design and construct

Written Task: Students to individually complete written task on

Rotating Chair: One volunteer student will ‘take the microphone’ at a

Brain Break - Name Moves

Whole Class Feedback: Teacher to collect feedback from pairs about

Ask the Winner: Students to silently answer the questions based on

Practice Worksheet: Students to individually complete the worksheet

Categorizing Grid: Teacher to hand out rectangles divided into cells

IT Integration - Doodle it: Students to use tablets to doodle the Tablets

Brain Break - Line Up! Students to line up using a specific criterion,

Inquiry: In groups, students to be asked to explore different ways of

Practice Worksheet: Students to individually complete the worksheet

Home Task: Teacher to discuss homework on workbook page no. 66.

Written Task: Students to individually complete written work on

Home Task: Teacher to discuss homework on workbook page 68.

IT Integration - Make it a Story: Teacher to encourage students to Make a story

Change in Sounds When We Move:

Whole Class Discussion: Teacher to generate a discussion about how

Home Task: Teacher to discuss the homework on workbook page no.

Moving With Quite Sound:

Round Robin: Students in groups make their points how do animals

Explore: Students in groups will be asked to inquire how animals move

Whole Class Discussion: Teacher to take feedback from groups. They

Snowball Discussions: Students to form pairs and will respond to a

Brain Break-Shuffle, Shuffle, Group! In this game, students shuffle

Home Task: Teacher to discuss the homework on workbook page no.