STAGE-4

SCIENCE-BRIDGE COURSE.

Date Topic Objective Resources Classroom activity Home work Learning outcome Assessment

Our Living World

Day -1 Flowering and Learners will : Video from Teacher’s activity: Learners will be able to: Evaluation
non-flowering internet, white Teacher will distribute plain sheet among all the learners and ask them to draw the 1. Classify plants into 2 Will be done based
Time:35min plants. Know that some board, marker, picture of the plant. Colour in the picture. Label the parts of the plant drawn. categories: on their
plants have flowers duster, specimen Now teacher will ask the learners to mention the function of each part drawn. a) Flowering participation in
and other plants do of some flowers Now teacher will ask the learners: b) Non-flowering activity
not have flowers. (if available). Does your plant have flowers? Do you think all plants have flowers? 2. Differentiate between
Based on their responses teacher will introduce topic to them and discuss the flowering and non-
same. flowering plants
To reinforce the concept teacher will play video from internet.
https://www.youtube.com/watch?v=n5eoI9Pcoyg

Visit a nearby
Day -2 Flowering and Learners can: Flower Teacher’s activity: garden or a park Learners will be able to: Ask learners to
non-flowering specimens chart Teacher will distribute charts among the learners and will ask them to put all the with your parent Classify the flowers name any one
Time:35min plants. Sort and group the paper, glue/tape material needed for activity on table. Then teacher will ask the learners to sort and observe based on size, colour and flowers they have
flowers according group the flowers according to their size, colour and scent and make a collage of it. different types of scent. bought for activity
to size, colour and the plants there, and what they like
scent collect their in it?
pictures and
make a collage
of flower and
non-flowering
plants.
Healthy eating

Day -3 Balanced diet. Learners can: Sensor board, Teacher’s activity: Learners will be able to: Evaluation based on
white board, Teacher will discuss the activity given earlier. Define balanced diet participation in
Time:35min Find out what a marker, duster, Teacher will distribute plain sheet to learners and will instruct them, how to use along with its their home task.
balanced diet is video the sheet. components.
 and why do we Teacher will ask the learners :
need balanced a) Write a food dairy for the foods they ate at each meal yesterday and Learners will be able to
diet? today. Include any snack they had. improve their life style by
b) Which food did they eat the most? changing their food
c) How many fruits and vegetables do they eat in a day? habits.
d) Do you think that any food you eat is not healthy?
Based on their response teacher will introduce the topic and discuss the same.
To reinforce the concept teacher will play a video from you tube.
https://www.youtube.com/watch?v=YimuIdEZSNY

Day -4 Balanced diet. Learners can: Different food Teacher’s activity: Draw a bar chart Learners will be able to: Ask learners to
Classify the items picture/ Teacher will distribute charts among the learners and will ask them to keep all of different food Classify each food item name some foods
Time:35min different food items real ones, things needed for the activity on the table. groups in under its respective rich in proteins.
in their respective Chart paper, Ask learners to look at each food item and noodles. category.
category. glue/tape. Small Classify them as foods rich in carbohydrates, fats, proteins, vitamins and minerals,
zip bags. paste them on chart and write which functions they perform in a human body? Do you think the
instant noodles
are a balanced
meal for you?
Why or why not?

Materials

Day -5 Mixing and Learners can: Sensor board, Teacher’s activity: Learners will be able to: Evaluation based on
dissolving White board, Teacher will discuss the home task given earlier. Define dissolving, solute the work done as
Time:35min Define mixture, Duster, Marker, Teacher will distribute plain sheets among learners and will instruct them how to solvent and solution. home task.
Dissolving, Solute, video use it. Teacher will display some pictures on sensor board and will ask the learners:
solvent and a. Will you be able to separate its components physically?
solution. b. How will you separate these substances?
c. How you people know there is sugar in your tea?
Based on their responses teacher will introduce and discuss the topic and to
reinforce the concept will play videos from you tube.
Dissolving
https://www.youtube.com/watch?v=ESbEJJeJ4tg
Song on dissolving
https://www.youtube.com/watch?v=Kdc51ROgSq4
10min: Solute, Solvent and solution.
https://youtu.be/i4lTvRNkRP4?si=jBv7K4GdQSVwIiJv

Day -6 Mixing and Learners can: Beakers, water, Teacher’s activity: Worksheet Learners will be able to : Evaluation based on
 dissolving sand ,oats, oil, Teacher will brief the learners about the activity and the precautions to be taken their participation
Time:35min Investigate sugar, salt, while performing the activity. Point out the substances in activity and their
dissolving. Stirring rod. Teacher will divide learners into groups and will facilitate each group with required which dissolve in water observations.
Decide whether a material to carry out an experiment on dissolving. and which do not.
solid is soluble or Teacher will ask the learners to note down their observation and discuss the same
not with their fellow mates.

Force

Day -7 Different Learners can: Sensor board, Teacher’s activity: Learners will be able to: Evaluation based on
forces Define force. white board, Teacher will discuss the worksheet given earlier. their worksheet
Time:35min Different types of duster, marker, Teacher will Play a game of tug of war with the learners where it will divide the Define force and its solved.
forces. video. learners into 4 groups. In this activity, the group who will cross the line will lose. types.
This activity will be in two sets where in the group 1 and group 2 will do the activity
first. Here is the twist. Once I said, “group 1 freeze, “the group 1 will stop from
moving while the group2 will still pull the rope. Before doing this game, the group 1
must think of ways on how they will not lose in this game even if they are told to
stop from moving. You can still hold the rope tightly even if I told you to stop, but
make sure you will not make any movement. When I said “group 1 move” the
group 1 can move now. This rule will be the same to group 3 and group 4. Is that
clear?
Teacher will ask Do you have any idea about our lesson for today. What it is?
Teacher will ask the learners to explain what they have observed or what happened
in activity.
a) Which force was used in this activity?
b) Who exerted the greater force?
c) What causes force?
d) Do you think force is important? Why?
Based on the responses teacher will introduce and discuss the topic.
To reinforce the concept teacher will play video from you tube.

Video on force and its types

https://www.youtube.com/watch?v=5-2NLHB4Gxg
Experimenting
Day -8 With force Learners can : Sensor board, Teachers activity: Worksheet Learners will be able to: Evaluation based on
Use force diagram paper pencil, Teacher will distribute sheets to the learners, brief the learners about the activity, participation in
Time:35min to show the name images, show them different images on sensor board and ask them to write the name and Name the forces acting activity and
and direction of show the direction of force acting on an object. with the help of force discussion.
force acting on an After finishing this, activity learners will discuss about “why we do not sink in diagram.
object. ground when we stand still?”
Show the direction of
 forces.

Sound

Day -9 How are Learners can: Sensor board, Teacher’s activity: Learners will be able to : Name some sources
sounds made? Know how sounds image of Teacher will discuss the worksheet given earlier. of sound in your
Time:35min are made aeroplane. Teacher will show a picture and ask the learners : Know sounds are made surrounding?
a. What is the source of sound in this picture? when objects, materials
Sound cannot be b. As the aeroplane flies higher into the air, will you be able to hear it? or air vibrate.
seen but one can c. As the sound travels further from source it becomes________
observe the effect d. Identify the source of sound in the classroom.
of the vibrations. Teacher will then show a video of bird chirping and ask the learners about which
organ helps us to hear?
Then teacher will ask the learners How the chirping travel from a bird to us, and
will introduce the topic and discuss it.

Day -10 How are Learners can: Plastic wrap, Teacher’s activity: Learners will be able to Evaluation based on
sounds made? elastic bands, know : participation in the
Time:35min Know sound travels rice grains, an Teacher will divide the learners into groups and will distribute materials needed activity.
because vibrations empty glass jar, a among the groups. How sounds are made?
travel metal baking Teacher will ask the learners to put the plastic wrap over the jar. Keep the plastic
tray, a wooden wrap in place with an elastic band.
spoon, a pencil. Sprinkle a few rice grains over the plastic wrap. Sound travels because
Hit the jar with the pencil. What happens to the rice? vibrations travel.
Hold the tin tray close to the jar and bang it with a spoon. What happens to the
rice?
Predict what will happen if you clap your hands next to the jar. Try it out and record
your observations.

Teacher will ask the learners why the rice grains moved.
Observe and record your observations.
The Earth and Space

Day -11
Pollution Learners can: Sensor board, Teacher’s activity: Identify an Learners will be able to:
Time:35min Know that humans video, white Teacher will show photographs to the learners and ask them what they see? Based example of
are responsible for board, marker, on their responses teacher will introduce the topic. pollution in your Define pollution.
causing pollution. pictures of Teacher will ask the learners local area. Take a
pollution. Do they know What pollutants are? photograph of it List the types of pollution
Who is responsible for causing pollution? or draw its and its causes.
Based on their responses teacher will discuss about pollutants, causes of pollution picture.
and its effect on the environment. List the effect of
To reinforce the concept teacher will play a video on pollution from you tube: pollution on the
 https://www.youtube.com/watch?v=J3Df0-ZJ_WA environment.

Day -12 Pollution Teacher’s activity: Learners will become Evaluation will be
Learners can: White board, Teacher will guide the learners to put forth their charts they have brought with aware about their done based on their
Time:35min marker, sensor them having the picture or drawing of the pollution in their area. Teacher will ask environment and will efforts to maintain
Identify examples board, charts or each learners to explain to the rest of the class what the pollutant is there in their take measures to cleanliness of the
of pollutions in pictures bought chart and talk about the damages it is causing. preserve it. classroom and
their surroundings by learners. surroundings.