Handbook For Joyful Learning in School

HANDBOOK OF JOYFUL LEARNING
PRICE : Unpriced Edition
Edition : First Edition 2020, CBSE, Delhi
Copies : 100 Copies
This book or part thereof may not be reproduced by

any person or agency in any manner.
Published by : Central Board of Secondary Education,

Academic Unit, Shiksha Sadan, 17, Rouse Avenue,
New Delhi - 110002
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(Several internet resources have been referred for the images, facts and cartoons used in this handbook,
only for educational purposes. All such sources and the creators of those images and cartoons are also
gratefully acknowledged).
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Foreword
National Education Policy (NEP) 2020 aims for India to have an
education system by 2040 that is second to none. With the quickly
changing employment landscape and global ecosystem, it is becoming
increasingly critical that children not only learn, but more importantly
learn how to learn. Education thus, must move towards less content and
more towards learning about how to think critically and solve problems,
how to be creative and multidisciplinary, and how to innovate, adapt, and
absorb new material in novel and changing fields. Pedagogy must evolve
to make education more experiential, holistic, integrated, inquiry-driven,
discovery-oriented, learner-centred, discussion-based, flexible, and, of
course, enjoyable (NEP 2020) .
In alignment with the NEP, Central Board of Secondary Education has

taken quite a few measures to make learning at schools holistic, skill-
driven, competency-oriented and joyful. Joyful Learning necessarily
imbibes the element of deriving pleasure with a sense of achievement and
accomplishment during the process of learning. It enables the learner to
improve all 21st century skills. Whether it is Experiential Learning, Art-
Integrated Learning, Activity-Based Learning or Project-Based Learning
or any other approach, as long as it facilitates curiosity and inquiry in a
learner and helps him/her to attain the feeling of creating something new,
it is a step towards Joyful Learning. All these approaches help a learner
to develop competencies required by him/her in real-life.
The present Handbook has been created as a resource for practitioners

and explains, in detail, the concept of Joyful Learning, the science
behind it, ways to make a classroom joyful. Focus in the Handbook is to
give clarity about integrating various subjects to achieve joyful teaching
and learning. Suggestive exemplars of integrated lesson plans have been
given in this hanbook for reference. It also explores a new dimension
of using a home space like Kitchen as a resource for Joyful Learning,
specially in the times like Covid-19.
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Acknowledgement
Patrons :
• Sh. Ramesh Pokhriyal ’Nishank’, Minister of Education, Government of India
• Sh. Sanjay Dhotre, Minister of State for Education, Government of India
• Ms. Anita Karwal, IAS, Secretary, Department of School Education and Literacy, Ministry of
Education, Government of India
Advisory and Creative Inputs :

• Shri Manoj Ahuja, IAS, Chairman, Central Board of Secondary Education
Guidance and Support :

• Sh. Anurag Tripathi, IRPS, Secretary, Central Board of Secondary Education
• Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education
• Dr. Biswajit Saha, Director( Skill Education &Training), Central Board of Secondary Education
Value-adder, Curator and Coordinator :

• Dr. Praggya M. Singh, Joint Secretary, Academics unit, Central Board of Secondary Education
Review :
• Sh. D.T.S. Rao, Deputy Commissioner(Retd.), Kendriya Vidyalaya Sangathan
• Dr. Vasanti Thiagrajan, Principal, Shishya School, Hosur
• Dr. Henna Racch, Principal, GIIS , Abu Dhabi
• Dr. Anju Bhutani, Principal, Bhartiya Vidyabhavan, Nagpur
• Dr. Manisha Tyagi, Principal, Sawai ManSingh School, Jaipur
Initial Draft Preparation Team :

• Dr. Jyoti Gupta, Principal, DPS Sahibabad, and her team
• F&IC Hindu College, University of Delhi
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TABLE OF CONTENTS
1 Curtain Raiser : We are Back 1
2 Joyfully We all Shall Learn 2-8
3 Crucial Terms for Joyful Lessons 9-13
4 The Do’s for Making a Classroom Joyful 14-19
5 Joyful Integration of Subjects: Exemplars 20-97
5.1 Class 1 Integrated lesson plan 21-27

6 Kitchen as a Resource for Joyful Learning 98-103
7 The Final Takeaways 104
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1
CHAPTER
Curtain Raiser:
We are Back Again!
I am sure you remember us! We

are Uday and Roshni. We met you
in Handbook for Students. In that
Handbook, we explored a few ways
to be ready for the 21st Century.
Then we brought for you the Handbook on 21st

Century Skills, to facilitate a clear understanding of
these important skills, and also chart out the ways to
collectively collaborate towards attaining the 21st
century skills in each learner.
NOW, WE ARE HERE BEFORE YOU WITH THE
HANDBOOK OF JOYFUL LEARNING.
Together, we shall understand the concept, do’s
and implementation of making learning joyful for
students.
Curtain Raiser : We are Back Again! 1

2
CHAPTER
Joyfully We All Shall Learn!
Roshni, I begin with my first

question. What is joyful learning?
Uday, I shall begin with a little

background information.
O Great! That will make my concepts

clearer.
• Various ways like project - based learning, active

learning, inclusive classrooms, activity - based
learning, integration of arts and STEM encourage
learning beyond the classroom boundaries.
• Though all these transformations have been way
different from each other in form and function, all
these are directed towards common objective of
engaging learners in the classroom.
2 Handbook of Joyful Learning

That means, an attempt to spark up the curiosity of
learners, give expression to their creativity, nudge
them to imbibe values and build character, form
meaningful connections through collaboration,
thereby making learning authentic and meaningful.
• The broader aims of all these initiatives, however,

are effective only if they are successful at weaving
the element of joy into learning experiences.
• Joyful Learning brings sparkle in the eyes of
students and excites and empowers them to
engage with learning experiences in fun-filled,
playful manner.
Got it?
Some serious theory, now!
2.1. Meaning of Joyful Learning:

According to Oxford Dictionary, “Joy is a feeling of great pleasure and happiness.”. Alice Udvari -
Solner and Paula M. Kluth in their book “Joyful Learning – Active and Collaborative Strategies for
Inclusive Classrooms (2007)” define “Joyful Learning” in context of education as:
“Joyful learning means positive intellectual and emotional state of learners. This state or experience is
achieved when an individual or a group is deriving pleasure and a sense of satisfaction from the process
of learning.”1
THE TAKEAWAY:
Joyful Learning is the mode of learning in
which learners are given opportunities to
experience emotions of surprise in delightful
ways, nurture their curiosity, while interacting
with meaningful content through a supportive
community of classmates / peer group and
teachers.
1. https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_795#howtocite accessed on 6th December

2020.
Joyfully We All Shall Learn! 3

What about the ways through which
classrooms become joyful?
• A joyful classroom engages learners actively and infuses

enthusiasm and joy through activities in the form of games,
stories, role plays, puzzles, hands on activities, songs and dance.
• Superior learning takes place when classroom experiences are
enjoyable and relevant to students’, by ensuring that all subjects
are integrated in a manner which encourages the learners to
build connections with the real world.
So, what you mean is, learning will be more

relevant, engaging and deeply rooted in honing
skills and competencies?
Absolutely, Uday! The idea is to ensure that values and

life-skills are seamlessly embedded and competencies like
Citizenship and Character are also efficaciouslty mapped
in the curriculum. A natural corollary is the cross-cutting
theme of Environment and Conserving Water that has been
interspersed in the lesson plans designed under the ‘Joyful’
umbrella.
I am confused. Is it not what is expected to be

done in Art-Integrated Learning or Experiential
Learning?

THE TAKEAWAY:
My dear Uday,
Art integrated learning/Activity Based Learning/ Fun,
games and studies/Sport Integrated Learning/ Inquiry
based learning/ Collaborative learning/Assessment as
learning/Learning by doing/ Best Teachers’ method!
All these forms of teaching-learning make a classroom
joyful. We get joy when we achieve something after doing
or experiencing it ourselves.
Okay! Finally, I Got it.

Means, if we study through the ways incorporating
various art-based/ sports –based/ real life activities/
practical activities, we are actually experiencing the
doing of the task and learn while experiencing that.
Naturally, it fills us with joy.
Don’t you remember setting the stage and props for the
annual drama show. It was such a joy!
Yes, indeed.
Now, we shall understand some
science behind joyful learning.
Roshni, from where do you get all

this knowledge?
Uday ji!!!
1st, there is no shortcut to success.
2nd, I study and research through various
available sources; internet, books, my own
experiences, my observations.
NOW PAY ATTENTION!

2.2. Some Science Behind Joyful Learning: THE TAKEAWAY:
 Research conducted on brain validates the fact Neuroscientists have studied that optimal
that when the element of fun is missing from the learning takes place when such conditions
learning, the element of actual learning taking are provided to the brain which can
place also remains absent. trigger brain to change in response to
 In a study conducted by education theorist Krashen stimuli. Engaged and motivated students,
(1982), it was proposed that when learning is under minimal stress, have high cognitive
associated with strong positive emotions (joy), abilities, make connections and experience
retention of learning by students takes place.2 “aha” moments (Willis, 2007). https://
w w w. p s y c h o l o g y t o d a y. c o m / f i l e s /
 On the other hand, according to a study published
attachments/4141/the-neuroscience-joyful-
in a journal of National Centre for Biotechnology
education-judy-willis-md.pdf
Information (NCBI) by Christianson (1992)3,
clinical evidence of cognitive psychology studies show that boredom, stress, confusion, anxiety and
low levels of motivation hinders learning.
 Michael F. Opitz and Michael P. Ford in their book “Engaging minds in the classroom: the surprising
power of joy”, suggest that knowledge and skills must be acquired in a way that cause happiness. They
further propose that in order to imbibe new ideas and take risk of learning new content, persistence
and willingness to work through difficulties is required. Such an experience brings joy to students.
Let me explain this.
1. Krashen, S. (1982). Theory versus practice in language training. In R. W. Blair (Ed.), Innovative approaches to language
teaching (pp. 25–27). Rowley, MA: Newbury House.
2. Christianson, S.A. (1992). Emotional stress and eyewitness memory: A critical review. Psychological Bulletin, 112(2), 284–
309.

2.3 What happens in Joyful Learning?
What Happens in the What does it lead to?

Process of Joyful Learning?
Perspective Change  Practicing Joyful Teaching Learning brings change in perspective;

from didactic teaching learning approach to constructivist approach,
from teacher-centered learning to student-oriented, from passive
teaching to active engagement and from stand - alone subjects to
integrated learning.
 All would suffice to ensure actual learning taking place, if associated
with the element of joy.
Improved motivation  Students become self-motivated to explore ideas and concepts and
put their best efforts to express their learning.
 Joy acts as an intrinsic driving force to direct learning towards
meeting objectives.
Engaged learners  If lesson plans are designed in such a way that students participate
actively in the learning process, Learning is not only a fun-filled
exercise but evokes other aspects associated with learning process
like taking pride, brainstorming, asking questions and reflective
thinking.
 Learners are actively involved in the learning process, enjoy their
learning, make connections with themselves and the world around
them and construct meaning in their own contexts.
Authentic Learning  Joyful learning lessons are built around learning experiences that let
learners relate to their local environment and their past knowledge
and experiences through activities like plays, stories, songs, art,
music and drawings.
Encouraged autonomy and  Joyful learning accentuates self-directed learning ability among
control learners as learners enjoy their learning and the learning is implied
instead of imposed.
 In a joyful learning classroom, traditional chalk-talk methods of
teaching are replaced with experiences that are personalized to needs
and interests of learners, focused towards process more than the
product and value individual expressions and reflections of learners.
THE TAKEAWAY:
Impact of joy on the overall learning can be summed up as
follows:
 Joy, as an important component of true learning, encompasses
collaboration, connection, sharing and pride.
 For an instance, emotions like joy, pride and curiosity are
evident in a classroom where children learn about fractions,
parts of a flower, molecules through activities like paper
folding, poems and theatre respectively.

3
CHAPTER
Crucial Terms for Joyful Lessons
Before proceeding further, let me

explain a few terms that have been
used in this handbook.
Where have we used

these terms?
These are the terms referring to various kinds of

strategies used to make lessons joyful.
Also, for the skills that are developed while learning
joyfully.
3.1. 21st Century Skills:

3.1.1. Critical Thinking is the capability of objective analysis of information and includes the
following qualities:
• fairness and open-mindedness;
• activeness and being informed;
• willingness to question or to entertain doubts;
• being independent.
• recognizing and assessing values, peer pressure and the media influences (for a creative under-
standing of critical thinking, refer to CBSE’s comic book ‘Cogito’)
Crucial Terms for Joyful Lessons 9

3.1.2. Problem Solving is the skill of:
• identifying the relevant piece of information when faced with a mass of data (most of which is
irrelevant),
• discarding information that may not be useful to give new information, and finally,
• relating one set of information to another in a different form by using experience, relating new
problems to ones we have previously solved.
3.1.3. Creativity and Innovation:

These are the skills to explore and create fresh ways of thinking. Creativity refers to new way of
seeing or doing things and includes four components:
• fluency (generating new ideas),
• flexibility (shifting perspective easily),
• originality (conceiving of something new), and
• elaboration (building on others’ ideas).
Innovative Skills mean skills for thinking creatively to develop something new/ unique / improved
/ distinctive.
3.1.4. Collaboration:
Collaboration is the ability to effectively work together with others. This skill involves working
together while taking actions respecting others’ needs and perspectives and contributing to and
accepting the finale. Collaboration helps to develop interest and fun in the teaching learning
process. It effectively broadens the cultural, social, and environmental boundaries and helps a
child to understand social and environmental concerns better.
3.1.5. Communication:
Communication refers to the ability to express one’s opinions, desires, needs, apprehensions etc.
oneself appropriately, verbally and non-verbally.
3.1.6. Flexibility and Adaptability:

Flexibility and Adaptability refer to a person’s ability to change his actions and steps taken
by him according to a new situation, and efficiently facing an unprecedented situation, without
compromising on ethics and values.
Adaptability can be defined as creating modifications or changes in oneself to suit the new
environment. For students, these can be understood as the skills required being flexible and
adaptive to the situations around them and finding the best possible solution to go forward despite
adverse conditions.

3.1.7: Leadership and Responsibility:
Leadership is the ability to lead a team and be capable of effective team management in relation
to real world challenges. These skills teach a child how to support the development of key personal
qualities such as perseverance, being committed and responsible, resilience and self-confidence
and how to foster a commitment to life-long learning.
Being Responsible means being a good and effective/sensitive citizen. Be aware of the important
social and national issues that may have an impact on our daily lives both as a human-being and as
a student, be aware of the important social and national issues that may have an impact on lives in
future both as a human -being and as a student, be aware of our fundamental duties and rights and
embed the core democratic values of India and strive to live by them.
3.1.8 Initiative and Self-Direction:

Initiation skill involves the ability to begin a task independently. It helps the child to build his/her
own path of development.
Self-direction is a skill to work with integrity on self-motivation and taking initiatives.
3.1.9. Productivity and Accountability:

Productivity in the student can be understood as fulfilment of any task within a given time period.
Accountability can be understood as feeling responsible for any task done. Developing these
skills in a student helps him/her to work effectively and also make him/her reliable for other peers
by being accountable for his/her actions.
3.1.10. Social and Cross-Cultural Interaction

These are the skills to communicate, work collaboratively and effectively in diverse social and
cultural environments
3.2. Commonly Used Terms/ Strategies

3.2.1 Rally Robin:
In this strategy facilitator will give such kinds of questions to learners which have several answers.
Learners will be divided into groups and write their answers and then, one by one, each answer
will be discussed by the facilitator in the class
3.2.2 QAXP:
Under this strategy, class will be divided in groups of four. Student 1 from first group will ask
question. Student 2 from the same group will answer the question. Student 3 will add to the response
of student 2 without repeating anything what student 2 had already told. Student 4 will tell question
and response of student 2 and 3 by paraphrasing it. Topic for the question will be chosen by both
students and facilitator together. Topics can be chosen on the level of problems faced by learners.

3.3 Dictoglass:
This is a strategy to reconstruct the text by learners close to original text through words and
phrases chosen by them. It can be done in groups or on individual basis. It will help students to
think creatively and also they will know how to form sentences and what all punctuation rules they
need to keep in mind while recreating the text.
3.4. Think Pair Share:

This is kind of activity where a teacher chooses a text to ask a question from the children. Children
will think about the topic. They will then find themselves a partner and form a pair and then they
share their thoughts with each other. After the discussion happens in pairs, facilitator will include
whole class and then discuss about the question broadly.
3.5. Visual Artwork:

This will help children to understand the text better by seeing images, sculptures and making
collages on the topic.
3.6. Concentric Circles:

Learners will form concentric circles by facing each other. Facilitator will give them a question
which they will discuss with their partner. Then student standing on the outer circle will move right
or left as per teacher instructions resulting in changing of partner. Facilitator will give them new
question to discuss with the new partner.
3.7. Fish Bowl:

This is an activity that helps in maintaining large group discussion. Class will be divided in small
groups of 4-5 students and teacher will give some topics to discuss in groups to students.
3.8. Graffiti Board:

This is a writing space provided by teacher where everyone shares writes their thoughts on different
topics. This will help children to learn about each other’s ideas.
3.9. Fan N Pick:

It is a simple learning strategy. Class will be divided into groups of 4 students. Student 1 will fans
out a card and will say, ‘’Pick a card’’, student 2 will pick a card which has some question return
on it related to the topic. Student 3 will answer that question. Student 4 will paraphrase, clarifies,
praise the answer. This activity will be repeated by changing the roles in the group so that each
child has to play each role and no one child dominates in the group.

3.10. Crack the Code:
This activity can be used in various forms. Facilitator can make some codes for children to decode
and get the message of teacher. Later children can also make their own codes to give information
to each other.
3.11. Hot Seat:

This is a fun activity in which learners will chose them as a character and will answer the question
as that character. For example, if a child chooses to be a vegetable, then they will tell about their
qualities and benefits which people get from them. This will help children to learn about each
vegetable uniqueness and benefits.
3.12. DRTA:
Directed Reading Thinking Activity is a comprehensive activity in which teacher will read a text
and ask children to make question and do predictions. Students will read further to see if their
predictions are correct or not. This activity can be done in groups, on individual basis or in whole
class depending on the topic and teacher

4
CHAPTER
The Do’s for Making a Classroom Joyful
Uday, with all the talk and discussions done till

now, I can think of a few things that are required
to convert a class into joyful classroom.
Please show! I am all

ears.
4.1. Principles for planning Joyful Learning lesson plans

 Planning lessons that facilitate joy to permeate
THE TAKEAWAY:
in classroom learning requires a great deal of
contemplation as all learning experiences may or Teachers should design lesson plans in such
may not be joyful. a way that they excite students towards
learning, challenge their thinking, elevate
 Judy Willis, a renowned neuroscientist and middle
level of dopamine and reduce stress and
school teacher in her article “The Neuroscience
anxiety.
of Joyful Education”, proposed three important
neuroscience concepts (RAD) to be considered
while planning joyful lessons:
 Novelty promotes information transmission through Reticular Activating System.
 Stress free classrooms promote learning and retention through Amygdala Affective Filter.
 Learning linked with pleasurable associations leads to release of Dopamine (the happiness hormone).
Increased dopamine levels, according to studies, result in enhanced motivation, perseverance,
attention and creativity.

In order to provide joyful learning opportunities, the following principles may be applied:
4.1.1 Build intrigue

 The teachers should strive to incorporate element of curiosity in the lesson plan.
 The experiences should be planned in such a manner that make students wonder and ponder, thereby
challenging their thinking.
 For example, making a flying object out of available materials, making patterns out of objects,
designing a ludo game on skip counting are some of the learning experiences that would compel
learners to brainstorm and think creatively.
 The learning experiences should be so designed that they facilitate and encourage exploration.
4.1.2. Personalize
 One of the objectives of joyful learning is to ensure that learners with varied abilities meaningfully
interact with the educational content individually, as well as in group.
 In order to achieve this objective, it is crucial that learning experiences are tailored according to
diverse needs and abilities of learners.
 One size- fits-all based experiences totally mutilate the core objective of joyful learning, that is, to
make learning an enjoyable and interesting experience for all learners, irrespective of their abilities
and learning styles.
 When students are given choices in the way they study or express their learning, stress level
diminishes and students are able to direct their learning at their own pace, without fear of failure.
The Do’s for Making a Classroom Joyful 15

4.1.3. Facilitate connection building
 Learning triggers emotions of joy and wonder in learners only if they are able to make some
connections of the current experience with their previous experiences and past knowledge.
 Therefore, it is the responsibility of teachers to make provision for learners to be able to make
relevant, meaningful connections while learning.
 Learners of a joyful lesson plan should be able to answer, “Why are we learning this?”.
 For example, a learning experience on ‘breathing’ would only spark joy and
enthusiasm and bring ‘aha’ moment only when learners will be able to relate it
to their life (recall how their breathing rate changes when they run or exercise)
and world around them (how fish breathe through gills).
 A joyful learning lesson plan thus cannot be planned in isolation with the
existing world and teachers should brainstorm experiences in such a way that learners, at some point,
are successful in building those underlying connections in joyful manner.
4.1.4. Bring novelty

 Children are natural learners and under stress free environment, they can create something new out
of the available materials.
 You must have seen children creating some different structures using
blocks, rather than merely imitating the designs already available with
them. This willingness to create something unique can be effectively
utilized by teachers while creating lesson plans.
 The lesson plans may include learning experiences in which learners
have to create something unique, based on their knowledge, past experiences and using their
creativity.
 For example, in order to sensitize students towards saving water to ensure its future availability,
teachers may design a learning experience wherein learners are required to make a model of a rain
harvesting system using clay, blocks or any other easily available material.
 Not only such experiences would bring ‘aha’ moments of joy and instill a sense of achievement in
learners, they will also serve the purpose of the lesson, to make learning happen in authentic, real
terms.
4.1.5. Foster reflective – thinking and self-evaluation

 Lesson plans designed to incorporate joyful learning should provide opportunities to students for
self-reflection and evaluation.
 The experiences should be chosen in such a way that students are able to check for themselves, what
they did well, what they could have done better.
 Individual expressions are outcomes of a joyful learning lesson plan. Teachers may use progress
charts for students to mark their learning progress, at different stages of the lesson plan.

4.1.6. Transcend subject boundaries
 Most of the real-world concepts are not confined to subject boundaries and learners also analyze and
understand them through a broader lens, going beyond the subject.
 For example, distance and speed are concepts of Science but include Mathematics
in explaining how speed changes with the change in distance and time taken.
The same concept can be extended further including social studies when students
explore how speed of cars is slow while driving uphill and how physical features
of a place impact driving speed.
 On the other hand, when learning experiences are planned subject-wise, they incapacitate learners to
make meaningful connections with the real-world, thereby impeding learning.
4.2. A Joyful Classroom – sample case study
Ms. Rita Baweja*, Environmental Science teacher of grade 2, wants to teach ‘types of plants’ to her
students. To make the lesson interesting, she weaved a variety of joyful learning experiences for her
students. The lesson in her class progressed as follows:
 She took students on a walk of the school garden, there she asked students to observe different
plants on parameters like name of the plant, long/short, soft stem/hard stem, need support/don’t
need support. She asked students to draw a table with these column headers and ask names of
plants from the gardener in the school. She then took students on the nature walk and instructed
them to do the activity in 30 minutes of time. After 30 minutes, students returned to the classroom.
 The teacher conducted a bundling activity where she asked students to one by one speak about
the plant they had observed, and she kept on writing details under different columns: herbs,
shrubs, creepers, climbers and tree. She then collated students’ findings under these categories.
 Carrying forward the same activity, Mathematics teacher taught students to make a Tally
table describing numbers of plants observed belonging each category; how many herbs, how
many shrubs etc. were found by students. She then explained how they can represent the tally
information through a bar-graph showing numbers of plants being observed from each category
as part of garden walk activity.
 Next day, Ms. Rita reiterated features of herbs, shrubs, creepers, climbers and trees in relation
to what students had observed during garden walk. Some students also shared that they had
similar plants in their homes and in neighbourhood. The teacher asked them to create a Graphic
Organizer of any one plant they had in their home or in neighbourhood and present it in the
class.
 On the same day, in sculpture class, students learnt to make clay models of different types of
plants on the basis of features they have studied. Students were asked to make clay models of any
one type of plant and capture even minute but important details also in their clay models (like
providing support in case of climber, hard and bushy stem of shrub) using different sculpture tools.
The teacher intervened during creation of models and while students were giving their models
a finishing touch. It was decided that these models will be exhibited during class PTM (Parent
Teacher Meeting) in the coming week. The activity engaged students actively and students had

fun messing with clay and shaping their models. Students experienced ‘ahaa’ moments when
they clay model was ready and looked very similar to the plant they had observed or seen
in their surroundings.
 Next day, theatre class teacher scripted a theatrical presentation in which students were given
characters of different plants who were talking about their importance and uses. The students
excitedly rehearsed for the activity and the activity was to be presented before parents on Earth
Day. The lesson culminated in the theatrical presentation followed by a reflection sheet filled by
all students. At the end, students were given reflection sheets to rate their learning about the topic
on a five-point rating scale and write down their feelings; which learning engagement excited
them the most, which they could have done better and reasons thereof.
* Fictional character. Similarity, if any, unintended.
 In the above- mentioned lesson,

THE TAKEAWAY:
students learnt different subject
topics but through integration of the This lesson plan infused in them skills like Communication,
common theme across all subjects. Critical thinking, Collaboration, Creativity and attitudes
like confidence and cooperation. Planned in collaboration
 At the same time, they engaged
with all subject teachers as well as activity teachers, the
themselves with the lesson actively
plan seamlessly blended subjects while addressing a
and were given opportunities to
common theme.
reflect on their learning experiences.
4.3. A CASE STUDY: Nali – Kali approach of teaching learning4

Literally meaning ‘Play and Learn’, Nali Kali was a UNICEF assisted Pilot project run in H.D. Kote
Mysore District, Karnataka, based on learning model followed by Rishi Valley schools in Andhra Pradesh.
Nali Kali model was specifically designed as a joyful learning educational reform, designed to meet the
needs of multi-grade, multi- level classrooms of Government Primary schools in Karnataka. It aimed at
breaking down teacher-student hierarchy, eliminating stress of traditional examination system and retains
children in school through play-based learning.
4.3.1 Salient Features:

Salient features of Nali-Kali teaching approach were:
• Learning through exploration
• Attainment of Minimum Levels of Learning (MLL) by students through play, active engagement
and peer-teaching.
• Accommodating various learning styles
• Focus on reflective thinking and self-evaluation
4. http://ssakarnataka.gov.in/pdfs/int_lep/nk_report.pdf

4.3.2. Nali-Kali Classroom Process:
 The curriculum was divided into small units called ‘phases’ or ‘milestones’ and arranged in the form
of a ladder.
 Milestones were set for each subject and in order to attain mastery over each milestone the child
needed to go through several learning activities called “learning steps”.
 The activity cards having textual materials, songs, art and craft tasks, roles and puzzles is used to
facilitate learning.
 Students can choose any card of their choice to acquire mastery in a subject.
 A non-threatening evaluation system is deployed on a comprehensive and continuous basis.
 Students’ knowledge and skills are evaluated in the form of a learning ladder.
 The classroom management approach flexible in nature wherein nature of activity taken up by child
was enforced rather than caste, gender age or abilities of students.
 Nali – Kali model specifically caters to multi-level, multi-grade classrooms where students sit in
circles called learning cycles.
 The children pick up a card and sit in the appropriate learning cycles. Once the child completes the
task/milestones, the child reports to the teacher and will mark entry in the progress chart.
Learners complete all steps in order to learn a teaching item/milestone.
THE TAKEAWAY:
 Children, in this approach, learn at their own pace and formation of group changes according the
activity being done by children. The learning ladder shows the progress of the child. This is a step
towards Competancy Based Education.
 The role of teacher is of a facilitator of learning who plans all tasks/milestones and assists students
in picking up their learning cards and form peer-supported and participatory learning groups. The
teacher is also required to mark students’ progress on learning ladder (the progress chart) and help
slow learners understand and complete their task.

5
CHAPTER
Joyful integration of Subjects: Exemplars
This chapter delineates the lesson plan exemplars having integration of various subjects. Various chapters
of different subjects, but having similar themes, have been integrated to carry out the joyful teaching and
learning.
Let’s have a look:
Instructions- A reference guide to reading the lesson plans

1. The learning engagements/activities given in the exemplar plan are suggestive, not mandatory and
can be moulded as per the need and feasibility of the learners.
2. Matrix is representative of the flow of lesson plan. Each row with the mentioned day shows possible
subject wise learning engagements.
3. The implementation stage for a subject and the proceeding further for the same or another subject
may go hand in hand.
4. Integration of one subject into another may/may not be arrived at during the implementation stage.
But the final integration must be representative of topic in its entity.
5. The ‘Learning Logs’ are the evidences of learning that the learners keep with themselves. This will
differ from class to class and subject to subject. The notebook work (guided/independent practice)
also acts as a learning log for the learner.

5.1 –Class I-Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: I
Topic: Birds, our flying friends Topic: EVMS: Birds

English: Once I saw a little bird, Mittu and the Yellow
Mango
Math Magic: Numbers
Hindi Rimjhim: आम की टोकरी
लालू और पीलू
मैं भी‚ चार आने
Concept (If Applicable) Numbers
Mapping of skills/competencies/attitudes:
Competencies: Life Skills:

Critical Thinking • Responsible decision making
Communication • Creative problem solving
Collaboration • Appreciation and Preservation of nature
Creativity • Sensitive towards nature
Core Values;
• Environmental awareness
• Care and compassion
• Harmony towards birds.
• Citizenship
• Character
Assessment: Observation, discussions, Questioning, Group tasks, Role play, worksheets
Lesson Plan Duration: 8 days
Nature walk, Flip book, origami, Role play, Concrete

objects, clay activity, visuals and poster making
Questioning Technique/s to be Used: probing questions, closed ended questions and open-
ended questions
Learning objectives: By the end of the topic, the learners will be able to:
• identify and name different birds.
• relate and apply understanding of numbers in real life.
• develop sensitivity towards birds amongst his peers, seniors and other members of the school.
Resources Required: • Chart papers, bindis, cutouts, clay, colours, audio

visuals etc.
Joyful Integration of Subjects : Exemplars 21

5.1.1. Implementation of lesson plan- Stage 1
Subject Day Learning engagement
Nature 1 • Facilitator will take the children for a nature walk and ask them
Walk(MATH) to collect as many as twigs as they can.
• Once all the children come back in the classroom facilitator will
divide them into group of four each. Each group will be provided
with a blank paper folded into half.
 Each group will be asked to count the twigs collected by them in
total.
 Write the numeral on the first one-half side of the given paper if
they know.
 Now s/he will ask them to make a group of tens of the twigs and
then write the numeral on the other half side and compare if they
are getting the same number?
• This activity will help learners understand that each number is
nothing but the group of few tens and ones and numeral for the
same is easily generated if ones know the number of tens and ones.
Recite a Rhyme 1 • To introduce the poem, the facilitator will take two hand puppets
(EVMS) of birds and recite the poem- Two little dicky birds.
Two little dicky birds
sitting on a wall,
one named Peter
and one named Paul.
Fly away Peter and fly away Paul.
• The facilitator will tell the students that the two birds have come
to their class today to tell their story.
• We, birds feel very nice when we fly high above in the open sky.
We can see the beautiful gardens, rivers, tall trees, beautiful and
colourful earth. But we feel sad when we see the garbage lying
here and there, huge and tall buildings, smoke and pollution.
• Anticipated Oho moment as they will realize that we as humans
are filling our Earth with garbage.
Dreams (EVMS) 1 • The facilitator will ask the students to share their feelings how
they would feel if they were a bird.
• The students will share their feelings in front of their friends.
Origami bird 1 • The facilitator will provide the students with origami sheets and
(ENGLISH) each student will make a bird using paper folding, under the
guidance of the facilitator. Anticipated AHAA moment, the
students will enjoy making bird using origami sheet)
• Later the facilitator will recite the poem ‘Once I saw a little bird’
with proper modulation.

• The students will recite the poem with correct pronunciation and
modulation.
• The facilitator will write the new vocabulary words on the board
and the students will read the words aloud.
• The facilitator will ask the students to look for rhyming words
from the poem
Playing with 2 • Facilitator will divide the class into groups with two- three member
concrete objects each to make approximately 10 groups. Now she will randomly
(MATHS) give each group pencils/ crayons/ erasers/ keeping in mind the
numbers 51 to 60.
• Now she will ask each group to make bundles of 10 each of the
objects given to them. She will then ask following questions to
each group one by one-
1. How many groups of tens they can make?
2. Is there any object left?
3. What are these left objects called?
4. Can you tell the numeral for the same?
5. Is their number is same as another group?
6. Which is greater?
• Facilitator will write the responses of all groups one by one and
generate the counting 51 to 60 in sequence.
• In a same manner, the counting 61 to 70 will be taken up followed
by the exercise in the book.
Describe 3 • The facilitator will write the new words on the board and ask the
the picture students to read them aloud again and again. The facilitator will
(ENGLISH) show a cutout of a parrot and a crow and ask the students to the
special features of the birds. The students will share their responses
based upon the colour of feathers and the beak.
Playing with 4 and 5 • Facilitator will provide the ice-cream sticks to each child keeping
concrete objects in mind the numbers 71-80 first
(MATH) • Now she will ask each child to make bundles of 10 each and tie
them with a rubber band. She will then write the number 70 on the
board ask :
 How many tens and ones are there in 70?
 Which number they think will come after it?
• S/he will then ask the children who has 7 tens and 1 one?
• Children with 7tens and 1 one will stand up.
• S/he will continue the same till 80 and write the numbers on the
board as well in the sequence.
• Students will go around the class to look bundling for different
numbers.
• In a same manner the counting 81 to 90 will be taken up followed
by the exercise in their book.

5.1.2. Proceeding further
Subject Day Learning engagement
Related Exercise 2 • The students will attempt the related exercises given at the back of the
(English) lesson under the guidance of the facilitator.
Brainstorming 2 • The facilitator will ask the students to brainstorm and share the feature
(EVMS) of birds, how birds are different from other animals. The student’s
responses will be marked on the board. The anticipated student’s
responses will be – birds have beak, they can fly, they have feathers,
they are small etc.
• The facilitator will summarise the various points and explain to the
students that birds are small animals which have wings and can fly. The
facilitator will ask few closed ended questions to the students like,
Q1. Name the birds that you have seen around your house.
Q2. Name a bird which has colourful feathers.
Q3. Name the national bird of India.
The students will share their responses.
• The facilitator will show PPT/pictures/cutouts of birds and the students
will try to identify and name the different birds.
Enactment (Hindi) 2 • v/;kfidk Nk=ksa dks Qsjhokys dk vfHku; djus ds fy, IkzksRlkfgr djsxhA
• (Anticipated AHAA moment, the students will enjoy playing the
role of a hawker)
• rRi'pkr~ ikB vke dh Vksdjh dk iBu o y;c} :Ik ls dforkokpu
Read a chapter 3 • The facilitator will do the model reading of the lesson ‘Mittu and the
(ENGLISH) yellow Mango’ from the text book. The students will attentively listen
and underline the new words.
Role Play 3 • The facilitator will enter the class with a box containing hanging
(ENGLISH) placards of parrot and crow, an inflated balloon and an artificial mango.
The facilitator will ask the students to volunteer for role-play activity.
The students can use the props provided by the facilitator.
Audio Visuals 3 • The facilitator will proceed the topic of birds and its home by sharing
(EVMS) that just like human, birds too need a house to be safe and protected and
to keep their eggs and young ones safe. Most of the birds make their
nest on tree branches or roof tops. Birds lay their eggs in the nest and
keep their young ones safe in the nest till the time they learn how to fly.
• The facilitator will show a video to the students using the given link -
https://www.youtube.com/watch?v=zFV1K8N37ps
• The facilitator will sensitize the students not to disturb the birds in the
nest and motivate the students to plant more trees as they are a home to
birds which are our flying friends.
Read and 4 • ikB ykyw vkSj ihyw dk iBuA vF;kfidk mPp Loj esa ikB dk mPpkj.k djsaxhA rRi'pkr~
Recite(Hindi) Nk= ikB eSa Hkh dk ,d Loj esa iBu djsaxsA var esa Nk= ikB ij vk/kkfjr vH;kldk;Z
djsaxsA

Share and 4 • The facilitator will tell the students that today they will share some
Discussion interesting information about birds.
(EVMS) • The facilitator will share with the students that just like crow and parrot,
as we come to know from the lesson ‘Mittu and the parrot’, other birds
also make sound. Birds usually communicate with two types of sounds.
They make a call, which is a single sound. Some birds sing a song,
which is a series of notes. Birds like cuckoo, mynah and nightingale
make sounds that are sweet and musical.
• Parrots and mynah can copy human sounds.
• Let’s proceed further and learn what birds eat.
Sharing an 4 • In the lesson ‘Mittu and the mango tree’, Mittu loved to eat mangoes.
incident (EVMS) The facilitator will ask the students to share an incident if they have
seen any bird eating. The students will share their experience.
• The facilitator will share with the students, information about eating
habits of birds. Different birds have different eating habits. Usually
birds eat insects, worms, seeds, nuts, fruits and berries. But birds
travel to far places to find food for their young ones. More over due
to a smaller number of trees, birds find difficulty in finding food for
themselves.
• The facilitator will motivate the students to create bird feeder in their
garden, to provide food and water to the birds easily.
Read and Recite 5 • ikB eSa Hkh dk iBuA vF;kfidk mPp Loj esa ikB dk mPpkj.k djsaxhA rRi'pkr~ Nk=
(HINDI) ikB eSa Hkh dk ,d Loj esa iBu djsaxsA
A New Reader 5 • v/;kfidk }kjk cPpksa dks 5 lewgksa esa ck¡Vdj ,d &,d lewg esa ik¡p&ik¡p iafDr;ksa dk
(HINDI) okpu [ksy ds ek/;e ls djok;k tk,xkA tSls lewg esa ,d Nk= dks i<uk gS vkSj
v/;kfidk ds #dks dgrs gh nwljs lewg dks rqjar i<+uk vkjaHk djuk gS A
Creative Writing 5 • The facilitator will draw a web diagram on the board with the help of
(ENGLISH) the students describing a parrot. The students will be provided with the
describing words for a parrot. The facilitator will guide the students to
write a paragraph on parrot using the given adjective. The students will
do the task in their notebook.
Visuals (EVMS) 5 • The facilitator will show a pot/pictures/cutouts of different birds and
ask the students to observe the birds minutely for a minute and then
share their observation. The anticipated responses will be - different
birds have different kinds of beak and claws.
• The facilitator will share some more interesting facts about birds.
• Birds like eagle and hawk have sharp pointed beak as they are flesh
eating birds. On the other hand, ducks have flat and board beak.
Ducks also have webbed feet so that they can swim in water. But other
birds and cannot swim in water as we have read in the Hindi lesson ‘eSa
Hkh*.
Read and Recite 6 • dfork pkj vkus dk iBuA vF;kfidk mPp Loj esa dfork dk mPpkj.k djsaxhA rRi”pkr
(HINDI) Nk= dfork eSa Hkh dk ,d Loj esa iBu djsaxsA
• Open ended ques. vxj vki ds ikl pus cp tkrs rks vki fdls f[kykrs vkSj D;ksa\

Clay Activity 6 • Facilitator will divide the class into groups in such a way that she gets
(MATH) 10 groups in total.
• Now each group will be provided with the clay and ask to make clay
balls of medium size with a hole to make garland beads.
• They will make garland of 10 beads each. (Thread will be provided by
the facilitator)
• Now each group will be provided with one number each randomly
from 91 to 100 and asked to group their beads accordingly.
• Groups need to represent their given number by showing garlands and
one’s beads.
• (Anticipated AHAA Moment, the students enjoyed making a
necklace using clay beads).
• This activity is followed by the exercise in the book.
Role Play 6 • The facilitator will guide the students to do a role play activity and
(English) paying emphasis on the importance of trees for birds and animals. The
students will sit in groups made by the facilitator and discuss how to
present the role play. At the end each group will present their play in
front of the other groups.
Visuals (MATH) 7 • The facilitator will start the day by showing a video.
• https://www.youtube.com/watch?v=0TgLtF3PMOc
• After the video, facilitator will ask the learners to sing the counting
together-
• Learners will write the counting under HTO in their note books. 51 to
100.
Pause and Ponder 7 • The facilitator will ask the students to share how we can show our care
(EVMS) and affection towards birds. The student’s responses will be marked
on a chart paper. The chart paper will be placed on the soft board. The
expected student’s responses will be planting more trees, do not disturb
or tease the birds, keeping bird feeder and water bowl, etc.
Show and tell, bird 8 • Facilitator will divide the class into groups of four each. Cut outs of
fun (MATH) birds and packets of bindis will be kept at one side of the teacher’s
desk. Group needs to display the number given to them by bundling the
bindis on birds. On each bird not more than 20 bindis can be pasted.
Time given for the activity will be 15 minutes.
• Each group will decide their leader, resource person, timer and
presenter.
• Task- Show the number given
• Facilitator will write few numbers from 51 to 100 on few chits and
keep them in a bowl.
 Leader of the group will pick one chit and tell the number to his group
members.
 Resource person will bring the cutout of the birds and bindis.

 As a group they will paste the bindis on the cutout and display the
number.
 Timer will keep a track of time and intimate the group accordingly.
 Presenter will present the number given to them to the whole class
• Exemplar will be shown to the learners by the facilitator to guide them.
• (Anticipated AHAA Moment, the students enjoyed pasting bindis
on the cutout of birds)
5.1.3 Lesson Plan: Stage 2 – Assessment
Formatives/Unit test • EVMS: MCQ – On birds.

• Math : Worksheet on numbers
• English: worksheets
• Unit test sheets
Teacher Interventions • The facilitator will intervene during the implementa-

tion/ process of the activities wherever required.
Extending the Lesson Further • Day 8 : Learning Engagement – Poster making

(EVMS)
• The students will design a poster on the theme –

sensitivity towards birds under the guidance of the
facilitator.
• The posters will be displayed in the corridors, inside
the classrooms and near the reception to develop
sensitivity towards the birds
Summative Assessment
ENGLISH and EVMS

Pen paper Test—including questions like MCQ’s, complete the statement, word attack, question answers
HINDI
ewY;kadu if=dk] vH;kl if=dk ,oa dk;Z if=dk ds n~okjk Nk= ,oa Nk=kvks ds Kku dk ewY;kadu gksxkA vH;kl if=dk ds n~okjk
pSd fyLV cukbZ tk,xh vkSj ml pSd fyLV ds vk/kkj ij lq/kkj dk;Z fd;k tk,xkA
MATH (Pen Paper test)
Facilitator will ask the learners to write counting under HTO and provide missing number worksheets.
Thus, this lesson plan covers 01 topic of EVMS, 02 topics of English, 01 topic of Maths and 05 topics of
Hindi. It uses a variety of joyful activities with several AHAA moments and diverse ways of assessments.
Similar process has been followed in the subsequent suggestive exemplars.

5.2 Class-II Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: II
Topic: Water is life, treat it right. EVMS: Judicious use of water (No prescribed book)
English: Marigold: Unit 4- Rain (Poem)
Math Magic: Chapter 7 – Jugs and mugs
Hindi Rimjhim: Chapter 1 - ऊँट चला
Concept Judicious use of water
Mapping of skills/competencies/attitudes
Competencies: Life skills:
Critical Thinking • critical thinking and problem solving
Communication • creative thinking
Collaboration • effective oral and written communication
Creativity Core values:
Accessing and analyzing information • Environmental awareness
• Social responsibility and accountability
• Problem solving
• Citizenship
• Character
Assessment:
• Observation by the facilitator
• Presentation- Just a minute
• Reflection writing of Slogan March (Sensitize People)
• Quiz
Learning Engagements for Active Learning: Brain storming, Find the blue and green in me, Pause
and Ponder, Think, pair and share, Rhyme Recitation,
Quiz time, Creative Time, Nature walk, Concentric
Circles, Pour and Observe, Creative Writing, Wonder-
Wall, Gallery Walk, Slogan March
Questioning Technique/s to be Used: • Probing and Exploring based questions
• Questions based on comprehension
Learning objectives: By the end of the topic, the learners will be able to:
 identify the importance of Rain as a natural resource of water.
 analyze and compare the capacity (half/ full, more/less) of vessels according to their size/ shape.
 create ways and means of sustainable use of water in daily life through their understanding of
concept of capacity.
 understand the characteristics of camel, the ship of desert.
 reflect on the way humans should utilize and conserve water.
 to create awareness in the community to be water prudent.

5.2.1. Implementation of lesson plan- Stage 1
Subject Day Learning Engagement
Find blue and green in 1 • The facilitator will divide the class into groups and will
me! (EVMS) provide them each with a big circle representing Globe/ Earth.
Then s/he will ask them to look at the globe and try to color
the water as blue and the land as green. S/he will also tell them
to draw black outlines for the countries and continents if they
want. This activity will help them observe the globe and use
their understanding to create the Earth. It will help them have
a fair understanding of the fact that more than 70% of earth is
covered with water.
Origami (English) 1 • The facilitator will ask a question from students.

• From where do we get water on Earth?
or
• What is the biggest source of water on Earth?
• Most of the students will come up with common answers.
Rain.
 Then the facilitator will ask few more questions to get learners
connected to the topic.
 Which season is going on?
 In which season do they see a rainbow?
 What is the color of clouds during that season?
 Which activities do they enjoy in that season?
 What all do you see during rainy season?
• The teacher will get their responses in the form of words like
clouds, puddles, umbrellas and boats etc.
• S/he will provide them with a sheet to create a boat with paper
folding. The whole process of creating the boat will be taken
step by step and the students will follow the instructions and
create their own boats. Then the students will be taken to the
school pool where they will float their boats in the water. The
students will be excited to perform this activity. Then the
teacher will ask, ‘Could they float their boat in the classroom?’
The students’ response would be ‘No’. Then the teacher will
ask ‘Why? What is required to float a boat?’ The response
would be, “We need water for the boat to float.”
• Anticipated Ahaa… moment as the students will feel happy
to see that they could create a boat and boat requires water to
float
• Once the facilitator enters the class, all the students will share
their experience of floating paper boats in the water. The
facilitator will use their responses and ask them ‘What if we
don’t have enough rain/water?’

Pause and Ponder 1 • The students will say they will not be able to drink water, take
a bath, cook food, etc.
• Then the teacher will ask them, so what should one do to save
water?
• The students will come up with varied responses, which will
be written by the facilitator on the board e.g. Close the tap
while brushing, take a bucket bath instead of shower bath and
pour less water in a glass for drinking and refill it further, if
required. The facilitator will keep on adding responses. This
will help them understand the fact that we need to save each
drop of water.
• To ignite learner’s mind, the facilitator will show topic “JUGS
and MUGS” from the NCERT book and give them a minute to
express their understanding related to it in short.
Wonder Wall (HINDI) 1 • cPps [ksy f'k{kd ds lkFk esa iSsd d{kk ls okfil vk,A cPpksa us vkrs gh ihus
dk ikuh dk ek¡xk rks v/;kfidk mUgsa vuqefr nsnhA v/;kfidk us muls iwNk
fd vki dks ikuh dh vko';drk D;ksa iM+h rks cPpksa us crk;k fd vHkh ge
ckgj [ksydj o nkSM+ yxkdj vk jgs gSa ftlds dkj.k gesa I;kl yx jgh
gSA v/;kfidk us ;gha ls viuh ckr vkjEHk dh fd gekjs vykok ikuh dh
vko';drk vkSj fdl & fdl tkuoj dks gksrh gS tks fcuk ikuh ds thfor
ugha jg ldrs \
• pkj & pkj ds lewg esa cPpksa dks fcBk,axs vkSj og lkspdj dkx+t ij fy[ksaxs
tSls & eNyh] exjePN] Ogsy] vkDVksil vkfn vkSj bUgsa cksMZ ij isLV djsaxsA
• fQj v/;kfidk cPpksa ls iwNsaxh fd ,sls dkSu & dkSu ls ikS/ks o tkuoj gSa tks
de ikuh esa Hkh thfor jg ldrs gSa A v/;kfidk cPpksa ds lkFk jsfxLrku esa
ik, tkus okys tkuojksa ds fo’k; esa ppkZ djsaxhA
Audio Visual 3 • The facilitator will show them a video on uses of water.
(ENGLISH) • Video link on uses of water
https://www.youtube.com/watch?v=WOFGFwyXft8
Think pair and 3 • Then the facilitator will divide the class in pairs and ask
share(ENGLISH) students to go through the reading.
• Guided practice – Read the given passage
• Uses of water
• We all use water for drinking, washing, cleaning, cooking,
and growing food — making it the most precious resource for
survival. All water that we use comes from rain which fills
local lakes, rivers, streams or underground aquifers, depending
on your city and state. We use water in the following ways.
• Household Uses
• Common household works consume a lot of water in bathing
and toilets, washing machines and kitchen sink. Much of our
freshwater resources are also used for watering lawns, flower
beds, and vegetable gardens, as well as washing cars and filling
swimming pools.

• Communities
• Cities use water for firefighting, street cleaning, and watering
public areas such as parks and roads. Think about all the water
that is used by restaurants, hospitals, laundries, dry cleaners,
golf courses, hotels, car washes, beauty shops, barber shops,
gas stations, and health clubs as well as the other businesses
in town. These all add up to quite a big demand on local water
supplies.
• Farming
• The amount of water needed to run a farm is tremendous.
When we think of water in a farm, we think of watering crops;
but the amount of water needed on a dairy farm is just as large.
• Recreation and Transportation
• Many people enjoy fishing, boating, sailing, canoeing, rafting,
and swimming, as well as many other recreational activities
that depend on water.
(Source: https://www.thebalancesmb.com/how-do-we-use-
water-and-why-conserve-3157863)
• Then the facilitator will ask them to read and discuss the sheet
and enlist the various uses of water on an A4 sheet. The sheet
would further be displayed in the classroom.
Concentric Circles 3 • dfork dk jkspd <ax ls okpu fd;k tk,xkA ml ds ckn v/;kfidk cPpksa
(HINDI) dks nks xksys esa ¼ckº; o vkarfjd½ vkeus & lkeus [kM+k djds Hkko&Hkafxekvksa
ds vuqlkj dfork dk lLoj okpu djsaxsA rRi'pkr~ v/;kfidk ,d fMCcs
esa dfork ls lEcfU/kr dqN rqdkUr “kCn fy[kdj iphZ j[k nsaxhA vc
ckº; xksys esa [kM+k cPpk vius lkeus [kM+s cPps ds fMCcs ls ,d iphZ
fudkysxk vkSj ,d u;k rqdkUr “kCn vkarfjd xksys okys cPps dks nsxk tSls
• vc blh izdkj Øe'k% bl izfdz;k dks nksgjk;k tk,xkA bl fdz;kdyki ds
}kjk cPpksa us rqdkUr 'kCn lh[ks
Enact a story and 3 • The facilitator will create 4 groups in a class and would
Make lemonade ask them to read the story (Village fair), discuss it amongst
(MATH) themselves and demonstrate or enact the chapter in front of the
class. Each group will come up with an act based on the story.
• Then the teacher will provide them with lemons, sugar and
salt. The students will mix all the ingredients in a big bowl,
then add water and prepare lemonade in the class. Then the
facilitator will provide them big glasses and ask the students to
fill them with lemonade. The students will tell they could only
fill 20 glasses and that would not suffice for all the classmates,
then the facilitator will provide them small glasses and they
could fill further make 40 glasses with it. So, all students will
be able to get lemonade.
• Anticipated Ahaa. Moment as they make lemonade and
everyone would have it.
• This activity will develop their understanding that large vessel
can hold more quantity and small vessel can hold less quantity.

Comprehension 3 • The facilitator will explain an exercise (ring the vessel with
Exercise (ENGLISH) more water) in NCERT book and the students will complete
the activity independently.
Quiz time (EVMS) • The students will be divided in groups and will be asked
riddles, or questions and the students will play quiz and answer
questions like:
 Close me if I am not in use. (tap)
 I am very deep. People fill buckets of water from me using
rope. (well)
 Boats sail in me. (water bodies like rivers, lakes)
 I have holes in my body, kids love to use me during bath.
(shower)
Unseen 4 • The facilitator will take up an unseen passage to check their

Comprehension understanding and ask questions.
(ENGLISH) • Comprehension Passage
• Read the following passage and answer the given questions:
• Water is essential for every living being. We need water to
drink, cook, clean and bathe. We also require this natural
resource for agriculture, industries and transportation as in
boats and ships.
• The Earth is covered with 70% water and often called the ‘Blue
Planet’. Even though we have so much water on the earth, only
1% is usable as the rest is either salt -water, as found in seas
and oceans or is frozen in ice caps.
• With an increase in population, the demand for this limited
resource is also increasing. Today, water scarcity is a problem
faced by many people throughout the world. It is high time we
take steps to use this important resource judiciously so that we
have enough water for everyone in the future.
Q1 What problem is being faced by people throughout the
world?
______________________________________________
Q2 How can we have enough water for everyone in the future?
______________________________________________
Q3 Fill in the blanks:
i) Water is _____________ needed for every living being.
ii) Water is a _____________ resource.
Q4 Complete the sentence:-
1) Other than drinking, cleaning, cooking, bathing water
is also required for _______________________________
___________________________________________

Create a Graphic 4 • fo|kFkhZ thÛvksÛ cukuk lh[ksaxs vkSj nks thÛvksÛ cuk,axs
Organizer (HINDI) • izFke Å¡V % jsfxLrku dk tgkt+
• f}rh; jsfxLrku esa feyus okyh oLrq,a
Mind 4 • The facilitator will show the video with pauses and motivate
Mapping(MATH) them to notice the jugs and mugs learning in the story.
https://www.youtube.com/watch?v=7ZijU7tGrzM
• The facilitator will pose them a question based on story line
and simulate their thinking.
Q. The crow found a big vessel with very low volume of water
which he can’t drink, but instead of flying away to find another
resource, he used the same water smartly as per the condition.
This happened every time in the areas suffering from scarcity
of water. This area is increasing everyday due to insensitivity
to the use of water. What is that ONE thing you will not do/ do
to save water?
For example,
I will not leave water in my glass
OR
I will take only that much water in my glass which I can finish.
The learners will answer it in one sentence on post it and paste
it on a chart paper to make a wonder wall.
5.2.2. Proceeding Further

Web chart (EVMS) 2 • The facilitator will talk about natural and manmade resources of
water and will show them the flash cards of the related vocabulary,
and then she will ask them to create a web chart for both natural as
well as manmade resources.
Read and Recite 2 • The facilitator will read the poem aloud and the students will close
(ENGLISH) their eyes to listen and visualize the beauty of the nature. During
second reading, the students will refer to the book and follow the
teacher as s/he recites the poem with proper voice modulation and
gestures.
• Referring to the picture the facilitator will discuss the following
comprehension questions to recall the poem and to check their
understanding:
 Where does the rain fall?
 What do people use when it rains?
 How do children save themselves from getting wet?
 Do children enjoy jumping in the puddles?
• The students will solve vocabulary exercises in book with the help
of the facilitator e.g. complete the story in the book etc.

Pour and 2 • The facilitator will arrange various objects like water bottles, glass,
Observe(MATH) jars (live objects in class) of different size/ shapes along with a small
glass and water (can be done in variations with same objects) The
students will now pour water in different vessels by measuring with
the small glass. They will further record their observation in their
notebooks. They will draw the vessel in front of their observations.
This activity will help them understand the capacity of the vessel.
• The facilitator will further show them a related video.
https://www.youtube.com/watch?v=oHtYkElKf_o
Nature Walk (HINDI) 2 • cPpksa dks ckgj eSnku esa ysdj tk,axs vkSj jsrhyh t+ehu ij dqN dne pyus dk
vuqHko djus ds fy, dgsaxs mlds ckn d{kk esa vkdj v/;kfidk cPpksa ls iwNsaxh fd
D;k os dy fn;k x;k x`gdk;Z <wa<dj yk, gSaA dqN cPpksa us dgk gk¡ thA x+kft+;kckn
@ Hkksiky @ jsfxLrku ds fp= ns[krs gq, iwNsaxs&
• fp= ns[kdj txg crk,a ;g dkSu lh txg dk fp= gS\ & jsfxLrku
• jsfxLrku es agesa D;k fn[kkbZ nsrk gS \
• jsfxLrku dk tgkt fdls dgrs gSa \
• Å¡V dk fp= fn[kkdj mldaas ckjs esa ppkZ &
• Å¡V ikuh dks dSls cpkrk gS\
• rc v/;kfidk cPpksa dks ikB ls voxr djk,axh vkSj
• dfork dk jkspd <ax ls okpu fd;k tk,xkA
Enlist (HINDI) 2 • The facilitator will take a class discussion on plants and animals
seen in the deserts and then the students will write three names each
in their notebooks and they will even paste pictures of those as a
home assignment.
Drawing is 3 • Facilitator will discuss various sources of water and will also create
fun(EVMS) a scene using sources of water. Students will make a connection
with real life experiences and will draw a related composition. They
will colour it to add to its aesthetics. The students will feel happy to
create the drawing. Their work would be displayed in the classroom
for others to observe and appreciate.
Creative Writing 4 • v/;kfidk lEiw.kZ ikB dh ppkZ djasxh rFkk cPps ikB ds ek/;e ls ikuh ds lnqi;ksx
(HINDI) o laj{k.k ds fo’k; esa vius fopkj fy[ksaxsA
Learning Engagement: 5 • The facilitator will ask the students to record water consumption in
Analysis(MATH) their family for two days to see how much water they use every day.
The measurement will be done with a jug at home. The follow up
exercise will be taken as --- Find out different ways in which you
can reduce water usage and stop its wastage.
• The students will write their answers on a coloured A4 size sheet
and will pin them up in their class. This activity will remind them
time to time of what they can do to reduce wastage of water.

Activities Day 1 Day 2
Drinking 3 jugs 3 jugs
Cooking 6 jugs 6 jugs
Washing 25 jugs 15 jugs
Bathing 20 jugs 18 jugs
Gardening 10 jugs 5 jugs
Cleaning 10 jugs 5 jugs
• To support their ideas to save water and use it wisely, they may
reuse RO water and AC water in washing, cleaning and gardening
activities and will try to reduce their water consumption during
bathing (by using buckets instead of taking showers).
Gallery Walk(Math) 6 • The students will bring their charts to school after the survey,
highlighting the following:
 Use of water at home (picture or descriptions)
 Vessels through which water is used/ taken
 Ways or moments where water is not used judiciously and
the suggestion for the same (can be discussed with parents or
neighbours)
• Then all the charts brought by the learners will be displayed in the
class and they will have a gallery walk.
• It will be followed by their reflection on the activity/ its learning
and any one suggestion which they liked from their others’ chart
during Gallery walk.
• English: Rain
Presentation –Just a 7 • Students will be given a topic, “Water is our friend, and we need
minute to save it.”
• The students will be given 20 minutes of time to think and then
speak for at least a minute or so to share the views related to the
topic. They could derive the details from the reference reading and
audio - visual shown to them during the class.
Slogan March 8 • The students with the guidance of the facilitator, will hold their
banners and will take out a rally or slogan march in the school
premises. They will speak out the slogans and spread awareness in
the society to use water smartly. Then they will be asked to write
their reflection in their notebooks.

5.2.3. Learning logs
Web Chart (EVMS) 2 • To create a web chart of natural resources and manmade
resources of water
Enlisting (HINDI) • mlds ckn cPps jsfxLrku esa ik, tkus okys rhu & rhu ikS/kksa o tkuoj
ds uke viuh mRrjiqfLrdk esa fy[ksaxs lkFk gh x`gdk;Z esa mu ds fp= Hkh
yxk,axsA
Observation • The learners will work in a pair for this activity where they
Record(MATH) will compare the capacity of their vessels with the help of
a common glass. They will observe and note down their
observations.
Name of vessel/ No. of glasses to
S.no.
student fill the vessel
1. Vessel 1
2. Vessel 2
Conclusion Vessel 1___ Vessel 2
Independent • The students will reflect their understanding related to

Practice(ENGLISH) uses of water on an A4 sheet through a flow chart, like-
Washing, Bathing, Cooking, Cleaning etc.
Listing(Hindi) • cPps ,d cM+k xksyk cukus dk fdz;kdyki dj rqdkUr 'kCnksa dh lwph

cuk,axsA
Graphic Organizer • 1 Å¡V dh fo'ks"krk,a

(GO) (Hindi) • 2 jsfxLrku dh fo'ks"krk,a
Drawing is fun • The students will create a composition using at least 2

sources of water in it.
Slogan March(EVMS) • The students will be asked to write their reflection of the
slogan march in their notebooks.
5.2.4 Lesson Plan: Stage 2
Formatives/Unit test • EVMS: Checklist- Do’s and Don'ts for saving water.
• Math: Worksheet on capacity check and more less
• Hindi: Creating Graphic Organizer on why camel is the
ship of the desert.
• English: Recitation time: Any poem on Rain
• Unit test paper
Teacher Interventions • Guiding them with folds during creating boat with paper
folding.
• While attempting comprehension passage.

• ikB okpu ds le; gqbZ v”kqf);ksa dks v/;kfidk us lq/kkj fd;kA
• The facilitator intervened during the implementation/
process of activity of vessel during Math.
• While making sentences for some learners during Wonder
wall activity.
• Providing clues and guiding questions to help students
while creative writing.
Extending the Lesson Further  Learning Engagement: Survey (Math)

• The learners will do a survey/ observation at home and
prepare a chart on following points:-
• Compare and list the household chores which require
more water and can be replaced by either less water or by
reusing water. (picture or descriptions)
• Vessels through which water is used/ taken (Capacity
check)
• Ways or moments where water is not used judiciously and
the suggestion for the same (can be discussed with parents
or neighbours)
• Learning Engagement: Create a banner/poster (EVMS)
• The students will create a poster or a banner with the help
of their parents and write a slogan related to the judicious
use of water. They will talk and sensitize their neighbours
regarding the same.
• Learning Engagement (Hindi)
• cPps tkusaxs fd jsfxLrku esa de ikuh gksrk gS vr% os ;g tkuus dh
dksf”k”k djsaxs fd ogk¡ ij yksx ikuh dSls cpkrs vkSj lajf{kr djrs gSaA
aikuh cpkus ds fy, jsfxLrku ds yksx D;k & D;k rjhds iz;ksx esa ykrs gSa
mlds fy, ekschy@¶yS”k dkMZ cuk,axs o vius fo|ky;] ?kj rFkk vU;
txgksa ij yxk dj yksxksa dks tkx#d cuk,axsA
• Pen paper Test

(Fill in the blanks, Match the following, MCQs, One-word answers)

5.3 Class III -Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: III
Topic : • Topic: EVMS: Chapter 4: Our First School

• Chapter 21: Families Can be Different
• English: Unit 9 -He is my brother, Unit 8 - My
Silly Sister
• Math Magic: Chapter- 4 Long and Short
• Chapter 8 - Who is Heavier?
• Hindi : ukuk&ukuh d¢ uke
• cgknqj fcRrks
Concept (If Applicable) Families, family tree, structure of a family, cus-

toms in a family, measuring length and weight
Competencies: • Life Skills:

Critical Thinking  Effective oral and written
Communication  Communication
Collaboration  Problem solving
Creativity  inter-personal skills
• Core Values:
 Caring and compassion
 respect for self and others
 trust
 togetherness
 citizenship
 character
Assessment:
• Think pair and share,
• brain storming,
• picture writing,
• family tree,
• share the story,
• crack the customs,
• interview with grandparents
• paragraph writing

Learning Engagements for Active Learning: • Brain storming, musical chair, think pair and share,
interest role play, clay modeling, model reading,
brain storming, word chain, track the shortest
route, fire in the mountain, crack the customs,
group and gossip, visit to play zone, graffiti board,
make meaning from the muddle, rolled and mold,
round robin, share the story, picture writing
Questioning Technique/s to be Used: • Probing questions, open ended questions
Learning objectives:
By the end of the topic, the learners will be able to:
 Understand the importance of family
 Understand the structure of the family and customs followed in a family
 Identify and use different devices of measuring length (ruler, metre rod, inch tape)
 Identify and describe different ways of measuring weight (pan balance, weighing balance, spring
balance)
 Apply measurement techniques to measure length and weight of objects correctly
 Understand the importance of family and different types of families
 Create clay models of weighing bars representing their family members in their decreasing order of
weight
 Compare objects and family members on the basis of their height and weight
 Value family as an important source of strength, support and happiness through discussion with their
peers

5.3.1. Implementation of lesson plan- stage 1
Draw, describe and do 2 • The facilitator, as a facilitator, will share about his/her
the dab (EVMS) family ( members in the family and what do they do) and
then s/he will ask students to draw a picture of their family
(in the form of cartoon drawings or stick figures) in their
notebook and complete the information in the table given
below. One row has been filled in as sample data
• My Family Record
Name of the Relationship One word to

family member with them describe them
(beautiful, caring,
helpful, Loving etc.)
ABC Father Hardworking
• (In order to excite students to complete

this activity, those who would complete
their work fast will stand up in Dab
Dance move. The facilitator will come
to know who has done the work fast.
Dab is a dance move done as shown in the image given
Image Source: www.canstockphoto.com
• Ahaa moment…When the students would end their
activity with Dab dance move, they will be excited to
do it fast and once all students complete the activity, the
facilitator can ask the entire class to do Dab move once
more just to bring excitement and smile on their face!!!
Read and Relate (My 2 • The facilitator will conduct one round of model reading
Silly Sister) (English) of the lesson ‘My Silly Sister’ in the class with correct
pronunciation, punctuation and stress. The facilitator will
further discuss and explain the lesson. Then students will
be divided into groups and each group will be asked to
read the chapter and answer questions given in Talk Time
of the chapter. The students would collate their responses
of questions in groups and share them with the facilitator
and the facilitator would discuss them with the students.
• Paragraph Writing
• The students would be asked to write a paragraph on
their sibling and how do they share their relationship with
their sibling. The paragraph can be titled with captivating

captions like – ‘My brother – gaming champion’, ‘My
sister – doll lover’ etc.
Metric Funtusia 2 • The facilitator will introduce different units of measuring

(MATH) length (m, cm) and unit of measuring distance. The
facilitator would arrange an inch tape and will demonstrate
how to use inch tape to measure height.
(A day before this class the facilitator would divide class
into groups and ask one student per group to bring an inch
tape from their home)
• Now, the facilitator will ask students, sitting in their
groups, to estimate length of their nose, hands, head and
ears and that of their peers. Students may be challenged for
this activity by estimating figures in centimeter and then
setting a time limit so that they may estimate the length of
the object first before exactly measuring it with inch tape.
The results will be recorded in a table as given below
Body Part Estimated (My Exact length Estimated Exact length

measurement) (my (My friend’s (my friend’s
measurement measurement) measurement
Hands
Nose
Head
• Students completing the activity within the stipulated time
will inform about the same by doing bingo, hi five or any
other joyous gesture.
• Ahaa moment …for all those students whose estimations
will be very close to exact measurement.
• Students will then compare their measurement with their
friends and answer questions given on page 51 of textbook.
Rule and Ruler(Math) 3 • Facilitator will initiate few activities given on Page
47 of the textbook such as how many steps etc. before
introducing ruler and its units.
• The facilitator will recall the home assignment given
on day 1 when student measured length of arms of their
family members using hand span. Facilitator will help
students further understand how to use the ruler correctly.
Students will measure length of few things ex- dice, leaf,
wax colour etc. They will find out few things which are 10
cm long or fall between 10 cm and 20 cm and will draw
them. (Pg 48, 49).
Catch the context 4 • The facilitator will divide students in groups and then ask
clues(English) them to find out difficult words from the chapter ‘My Silly

Sister’. One representative student from the group will
speak one word and the facilitator will list that word on
the board. Once all groups have given difficult words, the
facilitator will read aloud one difficult word before the
class and ask each group to find its meaning in reference
to the context of the chapter (they will be allowed to
open their textbook to find meaning). The facilitator will
set the timer in an alarm clock/smart phone and students
would be required to find meaning in context of usage
of the word in the textbook within the time frame. The
moment alarm clock will buzz, all students will freeze in
the position they will be in until the facilitator says ‘over’.
Then the facilitator will ask meaning of the word from
each group and the group giving the meaning closest to its
actual meaning would be declared winner for that round.
Similarly, meanings of all other words will also be derived
from students based on their understanding of the text. To
make the activity easier, the facilitator can tell students
the paragraph number in which that word has been used.
Simultaneously, the students will write meanings of the
words in their notebooks.
• Anticipated Ahaa moment will be there for group of
students whose meaning of the word would be similar/
closest to the actual meaning of the word
Trace the shortest 5 • The facilitator will discuss activity given on Page 52, ‘
route (MATH) Gibli and the Grains’ and demonstrate how to find shortest
route. Thereafter, referring to chapter ‘Bahadur Bitto’
of Hindi, the facilitator will tell students to imagine that
‘Bitto’ from Hindi Chapter ‘Bahadur Bitto’ has to go to a
temple as a custom in her family. There are three possible
ways to reach the temple and students will find the shortest
route by measuring the distance in centimeter using ruler.
The following image will be printed on paper and will be
distributed to all students in the class.
Route A ________cm
Route B _________cm
Route C __________cm
Shortest Route : Route ______

‘Mera Sathi kaun’ 5 • The facilitator will select difficult words from the chapter
(HINDI) and note them down in her record (a day before, the
teacher can also ask students to give difficult words from
the chapter). The facilitator will then randomly whisper
words to some students and meanings to other students.
Then the teacher will ask that student, who has been given
a word, to stand up and say aloud.
“Surya ka saathi Suraj hai , Shaant ka saathi Maun
Mera Shabd hai __________ mera saathi kaun’
• The student will say aloud the word given to him/her in
the blank given above. Listening to this, that student who
would feel that the meaning given to him/her matches best
with the word said aloud, that student will move towards
the student who just said aloud the word and stand next to
that student. Similarly, one by one teacher would ask all
students with word to say aloud the above lines and the
students with meaning would pair up with student with
word. The facilitator will not disclose correct answers
until all words are paired up with their meanings. Once
all words will be covered, the facilitator will one by one
confirm the word-meaning pairs and then write them on
the board and students would note them down in their
notebook.
• In this activity, if some students do not get word or
meaning, they could be asked 5to speculate the meaning
of words in reference to their usage in the chapter.
Chunk Reading 6 • The facilitator will read and explain the lesson ‘My
(English) Brother’ from the textbook and learners will be asked to
work in groups to recreate the text.
Word Chain 7 • The facilitator will accumulate all keywords in the chapter
(ENGLISH) through students’ responses and write them on the board.
Then the facilitator will introduce Word Chain game
wherein students will be divided into groups and will
be given one keyword each. Students in each group will
frame a sentence using the keyword given to them. The
facilitator will assign time limit for this activity and each
child in the group will represent one word of the sentence
formed by the group. Students can be asked to make small
placards representing their word. Once the time limit will
lapse, the teacher will speak aloud “Lock the chain” and
quickly students carrying placard of words in group will
stand in correct order to represent their sentence and lock
their hands together. The quicker the group will stand in
correct order of words to form sentence with the given
keyword with their hands locked, the more points they
would score in the game (Anticipated Ahaa moment
….). The facilitator can set scores according to time taken
by students in forming chain of words (for example if time

taken is less than 2 minutes, 10 marks , between two to
three minutes – 5 marks and so on). Any group unable to
make proper sentence can be assisted by the facilitator.
The facilitator will check sentences and write them on
the board which will then be noted by students in their
notebooks.
Fire in the 7 • The facilitator will introduce the game Fire in the mountain
mountain(EVMS) – the learners will form a circle and one child will stand
in- between, they will all move in circle shouting fire in
the mountain run run run. The child in the centre will call
any number like 3, 4, 6 the learners will form group as per
the numbers. The learners who will be left have to move
out from the game. The game will be repeated till only few
children are left in the circle.
 After the game facilitator will ask the learners few
questions like-
 How did you feel when you join a group of required
number?
 How did you feel if you could not join any group?
 Do you like to be with people?
 The facilitator, on the basis of students’ responses will
build the understanding that just like there can be many
types of groups, there can be different types of families
like Nuclear family, Joint family
• Small family / Nuclear family
A family consisting of a pair of adults and their children is
called small family or nuclear family.
• Big family / Joint family / Extended family / Un-divided
family
Joint family or big family is large in size consisting of
members of 3 or more generations such as grandparents,
parents, siblings, uncles, aunts and cousins living together
in one home.
Question hour 8 • The facilitator will divide students into groups and then
(English) ask them to discuss question answers of the chapter. Each
group will be given one question and once all have framed
their answer, the facilitator will discuss them in the class
and thereafter students will note them in their note book.
Create and 8 • The facilitator will divide the class into groups of five,
Communicate(EVMS) assigning one family story (given on pages no 140 to 143)
to each group and time to read the story. After reading the
story, each group will draw a family tree of the family of
their story on the floor of the classroom (using chalk/sketch
pen) and stand according to the family tree position. Each
student of the group will represent one family member of
the story and stand in that position in the family tree. Once

all groups will form such family tree according to the story
assigned to them, each member of the group in that family
will speak about its title and role in the family (like student
representing ‘dada’ in Sitamma family will speak about
his role and position title in the family tree, ‘Sitamma’
will speak about her position and so on). Once all groups
will share their family tree with the rest of the class, the
facilitator will ask them to answer all questions related to
different stories in their notebook.
Think pair and share 2 • Students in pairs would think about the topic ‘My vacation
(HINDI) at my grandparent’s home’ and then share their reflection
with their peers. To make the activity successful facilitator
should allot time duration for thinking and reflection and
then for discussion among peers.
Pause and ponder 3 • The facilitator will ask nick names of all students and then
ask them to discuss with their seat partner about ways in
which they are like their family members. Students would
then read the story ‘Anwari’s Family’ given on Page 27
and answer the questions that follow (on Page 28).
• Students would also ponder over questions given under
‘Think and Write’ given on page 28 and discuss them
with their peers.
My Inspiring Corner 4 • Referring to page 28 of the textbook, the facilitator will ask
(EVMS) students what they have learnt from their family members
and from whom? The facilitator will label four corners of
the classrooms with family titles like ‘father/grandfather’,
‘mother/grandmother’, ‘brother’, ‘sister’. When the
facilitator will signal the activity, all students will move
towards corner representing family member who has
inspired them and from whom they have learnt some virtues
and skills. The teacher will set time for allowing students
to move to their respective corners. When all students
will move to their inspiring corners, they will discuss the
anecdote (incidents) when they learnt some skill or virtue
from their family member among groups of their inspiring
corners. Each inspiring corner group will make a web chart
listing learning from that family member. Once all groups
have created their web charts (within the stipulated time),
the facilitator will display them on the board and read aloud
what all learnings students would have acquired from
their family members. (students sharing their anecdotal
stories with their group members can turn out to be an
ahaa moment in their learning)

Model Reading 4 • The teacher will read the chapter with proper modulation
(Bahadur Bittoo) and students will repeat after her. The teacher will explain
the essence of the chapter to be courageous in difficult
times.
Make meaning from 4 • The facilitator will divide the class in groups for each
the muddle(ENLISH) question given on page 84 and 85 of the textbook. Each
group will be asked to find answers to each question
(so for seven questions seven groups can be made). The
facilitator will set the time limit for completing the task
and after the time limit has lapsed, the teacher will ask
each group to share their answers. The facilitator will keep
writing answers on the board as shared by each group and
will check them through discussion with students at the
end. In this manner, answers of all the questions will be
derived from students through facilitator support while
encouraging group learning.
Helping Hand 4 • The facilitator will ask students to express their reflection
(ENGLISH) on how they help their family members at home, then they
will share their reflection with the whole class.
Measure with Meter 4 • The facilitator will bring a meter rod in the class and a
(MATH) day before the lesson, ask students to bring a small rope
or ribbon. The facilitator will divide students in groups
of four and will make meter ropes (as explained on page
53 of the textbook) for all groups. Groups will then be
instructed to complete exercises given on page 54 and 55
of the textbook using meter ropes. Page 56 will be given as
independent practice for home.
Express through 5 • The facilitator will discuss the meaning of customs in

enactment (EVMS) reference to ‘Surekha’s Story’ as given on page 29 of
the textbook. The facilitator will then divide the class
into groups. In each group, students would be allotted a
part of the classroom space to enact customs or practices
followed in their homes before their group members. The
group members will then find out the custom and then next
member of the group will enact. All members of the group,
once they will guess the customs of their peers, attempt
questions given on page 29.
• Students would rejoice on enacting some routine practices
like touching feet of elders, keeping shoes at a designated
place, praying every day, offering water to tulsi plant/
sun etc. Those who would guess the custom/practices
correctly would be delighted when they would be able
to guess them correctly (Anticipated Ahaa moment)
• As an independent practice, students will be asked to
interview their grandparents about any funny incident in
their childhood.

Rapid Fire Round 6 • The facilitator will first ask questions from within the
(English) story ‘My Brother’ to summarize the key points and then
ask questions given on page 92 of the textbook to elicit
responses from students and check their understanding.
Questions will be asked by the facilitator in the form of
rapid- fire round in which students will have to respond
to the question very quickly. If they will not be able to
answer the question they will say ‘pass’ and the question
will move to the next child sitting. Once all questions have
been covered students will be asked to write answers of
questions given on page 92 and peercheck their work. The
facilitator can come back to those students who could not
answer, to check their understanding again and problems
they faced in understanding the question and responding
to it.
Near and Far (Math) 6 • The students will read ‘Trip to Agra’ based on it, they
will be given a map to analyse which places are nearer or
farther from main railway station after studying the map
carefully Pg. 57. They will also attempt exercise given on
page no.58.
Group and Gossip 6 • Students will be divided in groups and they will gossip
(EVMS) about the funny incident as shared by their grandparents.
They will then be asked to write their feelings on incidents
shared by their peers in one or two sentences on an A4 size
sheet that will be shared per group. These reflections will
then be collated from all groups and summarized by the
teacher.
Crack if you catch the 6 • The facilitator will pass the ball on which questions will be
ball (HINDI) pasted in the form of slips pasted across the circumference
of the ball. Both open and closed ended questions can be
covered in this activity. The slips will be colour coded and
the facilitator will throw the ball towards students (the ball
to be used in this activity should be very light in weight
and not too big). The student catching the ball will read
the question as per the colour code given by the facilitator.
Once the student will answer the question pasted on the
ball, the ball will be sent back to the facilitator and will
then be thrown at some other student.
(a variation of this activity could be sequential passing
of the ball from one student to another to check their
understanding about the lesson)
Brainstorming 7 • The facilitator will ask students to take out their pencil
(MATH) box, lunch box, water bottles and any book and keep them
on their table. The facilitator will then ask students to take
pencil box in one hand and a book in another and check
which one is heavier. Similarly, they will be asked to take
their water bottle (filled with water) in one hand and their

lunch box in another and find out which one is heavier.
The facilitator will then introduce units of measurement
gms and kgs and ask following questions :
 Which unit will you use to measure the weight of your
body?
 Which unit will you use to measure the weight of a packet
of chips?
 Which unit will you use to measure the weight of 10
toffees?
(to enable better understanding of concept, the facilitator
can show a video like the one available at https://www.
youtube.com/watch?v=unkO9M8um6I)
Question Hour 7 • The facilitator will discuss question answers of the chapter
(HINDI) with students and then students will note them in their
notebooks.
How much weight 8 • Students will complete activities given on page 115,116,
(Math) 117 and 119 and guess weights objects given. Page no 117
will be given as independent activity to be completed by
students from home.
• Facilitator will provide the students with a table wherein
they will ask and write the weight of their family members
and will find out the person with the maximum and
minimum weight in the family (independent activity to be
done from home)
• They will also arrange their family members in descending
order according to their weight.
Name Relationship Weight (kg)
Ritu verma Mother 65
Share your story 8 • The facilitator will ask students to share any story their
(HINDI) family members had shared with them in which they
battled any situation with courage and determination. The
facilitator will ask students to write about that incident
in their words on A4 size sheet. Once all students will
complete the activity, the facilitator will pin up all their
work on display around the classroom and will ask students
to take a round of the classroom and read stories shared by
their peers.

Graffiti Board 9 • In order to develop feeling of empathy in students and
(ENGLISH) sensitize them towards children with disabilities, the
facilitator will conduct Graffiti Board activity. The
facilitator will divide the class in groups and each group
will discuss questions given under ‘Team Time’ section
on page 93 of the textbook. Students will be allotted
time to discuss the questions and each group will write
their collated reflections in the form of answers to these
questions. One by one each group representative will
move towards the graffiti board and write reflections of
own group.
Rolled and 9 • The facilitator will ask students to depict weight of

Mold(MATH) their family members by making clay models of family
members keeping in mind their weight (as recorded by
them as home assignment). Students will make clay
models of their family members and then arrange them in
decreasing order of their weight. The activity can be made
more exciting for students by asking them to identify the
family member by looking at their clay models (students
in this case will not label the models as brother, sister,
father, mother etc.).
• Anticipated ahaa moment for those who will be able to
identify models correctly). (instead of clay, play dough
and fevicol mould it can also be used, sculpture teacher in
school can help students make perfect models of family
members.
Exercises (EVMS) 9 • On the basis of their understanding of the family trees

and roles of members as depicted during activity on Day
9, students will answer questions given in the textbooks
(from page 140 to 143)
Picture Writing 10 • The facilitator will read pages 103,104 and 105 of Chapter
16 ‘Games people play’ of Looking Around textbook. The
students will complete exercises given on pages 106 and
107.
• 108 and 109 will be given as home assignment
Fun with Family 10 • The facilitator will ask students one by one what fun they
have with their family during free time. Students will be
guided to speak about games that they play with their
family members. The discussion will then be steered about
activities enjoyed by family members. The facilitator
will first share about own family members and interests
pursued by them and then will ask students to write about
them as given on page 110 of Looking Around textbook.

5.3.4. Learning Logs
ENGLISH • Family tree, paragraph on family member, word meanings,

page 84,85, sentence formation, page 92
EVMS • Table on describing family, page 28, web chart , page 29,
question answers on page no 141, 142 and 143
MATH • Table on hand span, home assignment on family members,

page 51, page 48,49, trace the shortest route sheet, page
54, 55 and 56 (IP)
HINDI • Family member table, word meaning, Q Ans.
Formatives/Unit test • EVMS

• Short question and answers on types of family, roles of family members.
 Group Activity: Discussion and debate on types of families
 Individual Activity -Make a family tree.
 Students will make a PowerPoint presentation of different types of families
• Hindi & English
The facilitator will ask the learners to read and comprehend the given
passage and answer the questions. Reference to Context
• Math
Students will create a bar graph on height and weight of family on computer
/paper and compare their graph with their peers.
• Metric Maestro
• A fair will be arranged in an open area.
 Entry to the arena will be given on basis of solving a question related to
measurement.
 Once learner solves the question correctly, facilitator will provide entry
ticket.
 The fair will have different corners. Facilitator will send learners in group
of 4.
 In the first corner, they have to measure each other’s height and record on
the provided sheet.
 In the second corner, they have to weigh the vegetables and record.
 In the third corner, they will measure the length of different objects kept on
the table.
• Learners will be encouraged with badges of appreciation for completing the
task appropriately. (Ahaa moment)
• Metric Maestro title will be given to the student who has earned maximum
badges.

Facilitator • The facilitator will encourage students in all engagements to participate
Interventions actively.
• The facilitator will keep taking rounds in the classroom while students
would engage in individual as well as group activities so that any learning
gaps can be identified and addressed effectively.
• The facilitator may also adjust the learning engagements and tailor them
to requirements of the class. Hesitant as well as introvert students would
always be specially observed and encouraged by the facilitator.
Extending the Lesson • Learning Engagement – A visit to Play Zone (Math)

Further • The facilitator will schedule a visit to play zone of the school. A day before
the visit, students will be asked to bring an inch tape from home and teacher
can arrange a weighing balance machine from Math lab in the school. The
facilitator will then take students to play zone of the school where they
may see different types of swings and activity corners with tables and other
related equipment. Students will be asked to measure length/height of at
least five items in the play zone using measuring tape and record their
findings in the given table.
Item observed Length, Height
See-saw
Slide
• Learning Engagement – Sign Language (English)

• The facilitator will show a video on sign language and explain how words
can be communicated through sign languages. Then the facilitator may ask
students to form groups and express one simple sentence using sign language
and ask their peers to recognize the sentence correctly. This activity would
also sensitize students towards disabled people.
• Design your own family game
• The facilitator will ask students to design a unique game which they can
play with their family. The game so designed can then be discussed in the
class. The students will design the game on a sheet or other available items
and will also frame rules and instructions to play the game.
Pen Paper Test

5.4 Class-IV Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: IV
Topic : The colourful culture EVS : Looking Around

L- Changing Families L- Hu Tu Tu, Hu Tu Tu
L- Changing Times L-Eating Together
L-Food and Fun L- The World in my Home
English : Marigold
L- Nasruddin’s Aim L-Hiawatha
L- The Scholar’s Mother Tongue
Hindi : eqQ~r gh eqQ~r
Math : L-Smart charts
Concept (If Applicable) Culture

• Critical Thinking • Critical thinking and problem-solving
• Communication • Collaboration
• Collaboration • Ability to influence others
• Creativity • Initiative and entrepreneurialism
• Effective oral communication
• Effective written communication
• Curiosity and imagination
Core Values :
• Social responsibility and accountability
• leader ship initiatives ,
• respecting each other
• Co-operation
• Citizenship
• Character
Assessment: Observation by the facilitator , anecdotes , group activities , role play
Learning Engagements for Active Learning: Dictogloss , Concentric circles, Reciprocal reading,
Role play, Graffiti Board, Think-Pair-Share, audio-
video ,PPT.
Questioning Technique/s to be Used: Probing questions ,Comprehension based

questions, Open/ close ended questions, Reflective
questions

 conduct interviews of elderly people in their neighborhood and record/tabulate the information.
 classify the information into traditional and modern.
 compare and contrast ways of celebrating festivals, food cooked and eaten in different households.
 Write a script for theatrical presentation to highlight the differences.
 read the chapter/poem with clarity and appropriate pronunciation.
 Acknowledge that mother tongue is the first and the primary language of a person.
 Celebrate every language as a means of communication and promote the use of one’s mother tongue.
Graffiti wall 1 • Students will paste /draw or write about what does the term
(Integrated EVMS) ‘culture’mean to them. Learners will create a collage or GO’s on ¼
sheet and paste it on the graffiti wall.
Move the Circle 1 • Facilitator will bring a big hoopla to class. With the help of big
(Integrated Math) wool/thread she will help learners to measure the circumference
of it.Then, she will divide the circumference in various ratios like
3 equal parts .Further the facilitator will give the concept of pie
chart/ chappati chart to the learners.
Integrated English 2 • The learners will recite the poem ‘Hiawatha’ with appropriate
intonation and expression.
• They will understand the idea conveyed by the poem.
• They would communicate the central idea by writing it down or
with pictorial illustration
Integrated Hindi 2 • Class will be divided into groups according to states like mRrj izns'k]
xqtjkr] iatkc] caxky jkT; ds uke ls cPpksa dks lewg esas ck¡Vdj mudh Hkk’kk
esa lfCt;ksa ds uke ls voxr djkuk tSls & vkyw dks cVkVk ]I;kt dks dk¡nkA
Anticipated aahaa moment – Students will be surprised to
know about the different names of the same vegetables .
• Students will enjoy presenting the group wise stalls of different
state- food along with dressed in the attire of that particular state
and learning some common slogans or phrases in that state’s
language-which would create fun and frolic in the surroundings,
and will also enjoy yummy delicacies of different states brought by
their friends. Ahaa! Yummy food, fun with languages- vannakam,
tame kem chho.., aja assa panjabi pakwana tayiaar kithe hana..
khamba gani sa padharo mahre rangilo rajasthan ma… asalaam
waleookm..)
Jig Saw (Integrated 3 • Class will be divided into group of 5 students each. Each group
math) will choose any one state of India out of the selected states (based

on popularity) and will discuss about the food ,costume and festivals
of that state . Learners will jot down the points. Each child of this
group will then go to the other group of other states respectively
and will discuss the special feature of his /her state with other team
members after the discussion each child will be aware of the food,
costume, festivals of different states as well. Further learners will
do a survey on the culture of various states. (we took it as activity
where in children brought something from home as well.)
Paired Interviews 4 • Students will discuss the answers with their partners and try to
(Integrated EVMS) explore the changes and different answers .Facilitator will discuss
with the students and help them in finding the answers.
Talk with an expert 5 • Facilitator will invite two people from the parent community. a)
(Integrated EVMS) a builder b) a grandparent. They will explain different ways in
which houses were built then and now, materials and equipment
used, need for doing so.
Integrated PSPE 5 • Students will be taken to the ground. They will play games like
Kho-Kho and Kabbadi.
• Round 1: Students will play the games without setting rules.
• Round 2: Students will set the rules before playing and discuss it
with the coach also.
Aim is the game 6 • The facilitator will show a video of the famous episode from
(Integrated English) ‘Mahabharata’-the shooting test of the Pandavas and Kauravas and
encourage them to infer the lesson learnt. This would also bring
into the discussion on ‘Arjuna Awards’ the highest award bestowed
on a sportsperson.
Dictogloss (Integrated 7 • Reading of the excerpt given in the book from the chapter -
English) Nasruddin’s Aim. A Silent Reading to shortlist key words : [skill,
defending, stung, remark]
• Focus on the meanings of these words during discussion and model
reading. This will make learners concentrate on listening and
understanding the text.
• Summarize and narrate the story in your own words while using all
the key words. [in groups of four or five]
Dictogloss (Integrated 7 • Reading of the excerpt given in the book from the chapter – MUFT
Hindi) HI MUFT. A Silent Reading to shortlist key words.
• Focus on the meanings of these words during discussion and model
reading. This will make learners concentrate on listening and
understanding the text.
• Summarize and narrate the story in your own words while using all
the key words. [in groups of four or five]
Presentation 8 • Each student will present the flash cards and speak two-three lines
(Integrated EVMS) about the festival.

Pictorial 2 • Facilitator will display the information brought by the

representation students on the class board. She will discuss the changes
(Integrated art) with the students. They will draw/ sketch any part of the
information to represent the changes that occurred in their
families pictorially.
Circle circle 2 • Various art forms will be discussed in the class and a video
(Integrated math) will be shown to the students on – warli , madubani etc
A data will be given to the students about various art forms
and students will create a pie chart of the data given to
them.
Integrated EVMS 3 • Facilitator will read the lesson ‘Changing Families’

aloud followed by discussion. Based on the information
gathered by them, they will discuss and share the reasons
for changes in families.
Integrated English 3 • The students will be encouraged to write down a word/

phrase which is unique to their mother tongue and cannot
be expressed in English.
• They would be asked why is it unique to their mother
tongue and if given a chance, how would they like to
translate it.(coin a new word for it)
Pictograph (Integrated 5 • On the basis of the survey conducted by the students on

Math) various type of festivals / food etc, a pictograph will be
create by the students with the teachers guidance
Dictogloss (Changing 6 • Teacher will read the lesson from the textbook and learners
times) (Integrated are asked to work in cooperative groups to recreate the
Times) text.
• Teacher will ensure that each student must note down the
key words and the members of the group must pool in
their ideas to reconstruct the text. Facilitator will ensure
the effective contribution by each student.
Integrated EVMS 7 • Facilitator will read the lesson ‘Hu Tu Tu…’ aloud
followed by discussion. Based on the information gathered
by them, they will discuss and share the reasons for changes
in families.
Dictogloss 8 • Teacher will read the lesson from the textbook and learners
(Eating Together) are asked to work in cooperative groups to recreate the
(Integrated EVMS) text. Teacher will ensure that each student must note down
the key words and the members of the group must pool in
their ideas to reconstruct the text.
Integrated English • Facilitator will show a video of mid-day meal scheme. She
will also discuss the need of introducing it.

Integrated EVMS 10 • Facilitator will read the lesson ‘Food and Fun’ aloud
followed by discussion. Based on the information gathered
by them, they will discuss and share the reasons for changes
in families.
Role play (Integrated 11 • Facilitator will divide the class in groups. Each group
EVMS) will be given a situation from lesson-‘The World in my
Home’
• Each group will present an enactment/ role play on the
given situation.
5.4.3. Learning Logs
Interview (atleast 1 • Students will conduct an interview of atleast three elderly

three elderly people in people in the family or from the neighbourhood.
the family) • They will tabulate the information.
Then Now
No. of members in the family
Reasons for increase/ decrease in the

family members
Structure of their house
Material used in building the

house
Festivals celebrated
Ways of celebrating festivals.
Food cooked during festivals
Games played
Home task- Changing 3 • Students will attempt the exercises in the textbook.
families
4 • Comprehensive exercises based on the chapter will be done

under the guidance of the facilitator.
4 • Students will make chappati chart / piechart in the note books.
Home task – Changing • Students will attempt the exercises in the textbook.
times

Home task –hu tu tu 6 • Students will attempt the exercises in the textbook.
Home Task 7 • Students will ask their parents about any one festival that they
celebrate on the given pointers.
 Name of the festival.
 Why do we celebrate?
 Costumes we wear.
 What special dishes are prepared and why?
• Students will prepare flash cards.
Home Task – Eating 8 • Students will attempt the exercises in the textbook.
Together
8 • Students will make a pictograph in their notebook
Home Task ( Food and 9 • Facilitator will ask the learners to prepare any one dish being
Fun) prepared on the festivals for the class party next day.
Home Task- The 11 • The World in my Home.

World in my Home • Students will attempt the exercises in the textbook.
5.4.4. Lesson plan : Stage 2
Formatives / Unit Test 5 &6 • The Arjunas and the Eklavyas

• The learners will be divided into groups of four.They will
be encouraged to pick any sportsperson of their choice. The
facilitator will ensure that the groups differ in their choice
of sportspersons and also consider female sportspersons.
• They will be instructed to research and find all about the
sportsperson in terms of
 childhood aspirations
 role model
 ambition
 skills and attitudes
 their mentors and coaches
• The learners will be given a free hand vis a vis the
presentation of their findings.
• They may
 design a ppt
 prepare a mobile
 write the biography
 enact vital episodes of his/her life
 draw to depict the life events.

Venn Diagram 7 • Students will draw venn diagram of the houses in old
times and modern days. Pointers: material used, number
of rooms, no. of family members etc.
Teacher Inventions 9 • Students will prepare a PPT on any two festivals and
give a detailed explanation about it. The learners will be
encouraged to form their own groups with classmates
having common mother tongue.
• They would be given some preparation time to prepare a
skit /song/dance with mother tongue being their means of
communication.
• The facilitator will let the learners infer mother tongue is
the first language learnt.
5.4.5. Summative Assessment
Day 12,13,14 Students will present a cultural program. Each student can choose to represent a particular
state. Facilitator will group the students according to the choices made by them. They
will prepare a theatrical presentation to represent the chosen state.
Also, a food fare will be organized where they can present the cuisine of the chosen
state.

5.5 Class V-Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: V
Topic : Health and Well Being EVS: Looking Around
L- Who will do this work
L- A Treat for mosquitoes
L- Tasting to digesting
English: Marigold
L- Wonderful Waste
Hindi :
tgk¡ pkg ogk¡ jkg
,d ek¡ dh csclh ¼dfork½
Math:
L-Smart charts
L- Field and fences
Concept (If Applicable) Health and well being
• Critical Thinking Thinking skills -Self-awareness, problem solv-
• Communication ing, decision making, critical and creative thinking,
reflection
• Collaboration
Social skills - Interpersonal relationships, Effective
• Creativity
Communication skills, Empathy, Cooperation
Emotional skills - Managing feelings/ emotions,
dealing with stress, Empathy
Core Values:
Caring, empathy, Social responsibility and account-
ability, sensitivity to disadvantaged, critical thinking
and problem solving, decision making
• Citizenship (Civic responsibility)
• Character (Zest)
Assessment of value through Pose, Pause, Pounce, Bounce; Picture composition;
Pocket a letter; poster making; Nukkad natak
Learning Engagements for Active Learning: Inside – Outside Circle , Through ICT, Visual Art,
Thumbs up Thumbs down , SLAP , Nukkad Natak,
Debate , Graphic organizers,
Dictogloss , Audio – Video, Reflection
Questioning Technique/s to be Used: Probing questions, Pose Pause Pounce Bounce,
Comprehension based questions, Open/ close
ended questions, Reflective questions

• explain the importance of sanitation for wellness and prevention of diseases.
• apply measures for cleanliness and disease prevention.
• interpret that digestion is a process of change of food from complex to simple form
• compare healthy and unhealthy food and plan a healthy meal chart for their family.
• design a health magazine based on factors that contribute to well being of an individual .
• relate and understand the importance of food in our life.
• infer and complete comprehension- based exercises and vocabulary tasks.
• infer and write the answers to open ended questions.
Picture priorities 1
(Integrated EVMS)
• Thinking about hygiene

• Facilitator will show two slides on the screen – first one of
a dirty car and second one of a clean car.
• Facilitator will ask learners-
 “Do you see differences between these two cars?”
 Answers might include, “One is dirty.” “One looks nicer
than the other.”
• Learners in group of 5 will think and write the possible
reasons for difference in both the cars.
• Anticipated responses – proper care , timely cleaning etc.
• Facilitator will further relate the discussion with the care
of the body . So practicing good personal hygiene that is
cleaning, grooming and caring for body is imperative to
keep it strong and healthy.
Pose, pause, Bounce 1 • Facilitator will discuss with the students ‘’Eat green to
(Integrated English) keep green.’’ If we eat green -fruits and vegetables then
their peels, which are actually a waste can be used further
as they are biodegradable .Whereas if we eat junk like
chips their waste (wrappers) will create harmful effects as
they are non-biodegradable.

• Pose: Facilitator will pose a question
“What are the benefits of having clean environment?’
• Pause: Facilitator will give time to think and discuss.
• Pounce: Facilitator will take out a slip and the students
whose roll number will come out will give answer.
• Bounce-Facilitator will bounce the question from student
to student and will encourage others to add their view.
Thumbs up down! 1 Thumbs Up ! Thumbs down!

(Integrated Hindi) Healthy/ Unhealthy
• Facilitator will divide the class into two groups. S/he will
give few situations to each group. One group will enact
and the other group will put their thumbs-up for healthy
and thumbs down for unhealthy activities.
For example-
1. Eat open food from road side vendor.
2. Eat lots of fruits and vegetables.
3. Getting 8-10 hours of sleep a night.
4. Brush our teeth once a day.
5. Exercise every day. So on…….
• Facilitator will clarify any incorrect responses using the
information provided.
Dictogloss (Integrated 2 • Reading of the excerpt given in the book.

English) • A silent reading to shortlist key words[tempting, waste,
whipped, fresh, scraps, commanded, poured, traditional]
• Focus on the meanings of these words during discussion
and model reading. This will make learners concentrate on
listening and understanding the text.
• Summarize and narrate the story in your own words while
using all the key words. [in groups of four or five]
Picture Composition 2 • The learners would be divided into heterogeneous groups

(Integrated Hindi) of five .Each group would be handed over a picture clip
essentially highlighting the cleanliness drive overtaken by
students / people in the community. The facilitator would
instruct the learners to compose a passage based on the
picture clip . ( 15 min )
• Once the passage is written , the group members will take
turns to read it out emphasizing that cleanliness is one of
the prerequisites for community health and hygiene.
Simulations 2 • Facilitator will discuss that apart from taking balanced diet,
(Integrated math) regular exercise is very important for our body. Facilitator
will take the students for yoga session as it enhances our
flexibility, strength, coordination.

• After the yoga session facilitator will ask the students to
guess how many yoga mats with an area of 10320 sq cm
will come in their yoga room with dimensions as 516 X
400 sq cm
• Ahaa! Moment as they can verify their calculation by

actually placing the yoga mats.
Integrated EVMS 3 • Drop a question

In connection to the previous day facilitator will drop a
few questions :–
 If a child eats unhealthy food for few days then what will
be its consequences ?
 Why do children suffer from deficiency diseases the most?
• Anticipated Responses-
 We like to eat food of our choice .
 We are not concerned about the nutritive value of the food
item that we eat.
 Facilitator will then ask them to check it within their own
table group and discuss in the class.
Health Care 4 • The students are now aware that health and hygiene go
(integrated Math) hand in hand .Facilitator will discuss that though we try our
level best to keep our body healthy and fit but still at times
we fall sick and need to be hospitalized . As the expenses
of hospitals are too high so people these days prefer to take
Mediclaim policies which help them financially. S/he will
also talk about the benefits of taking policy followed by a
research assignment.
• Learners will be asked to do a survey that-
“How many of your neighbors have taken the Mediclaim
policy?”(Learners will go and talk to 10 of their neighbors
and collect data).
Taste for Tongue- 5 • The students are aware of the four basic tastes.
Integrated EVMS • They will open their fruit box/lunch box and write down
the food item and the corresponding taste against it.
Sour Mango, curd Bitter Bitter gourd
Sweet Apple , mango Salty Vegetable

Ahaa! Moment as students will be surprised to know that their
lunch box contains almost all kind of food with basic tastes .
SLAP (Integrated 7 • This is very interesting activity in which students listen to

EVMS) the clues and try to hit the card before their groupmates do.
 Food nutrient cards ( fats / iron/ vitamins/ proteins etc.)
will be placed facing upside in each group of 6.
 Learners will stand in a circle around the table.
 Facilitator will call out the name of food item
 For example- rice, curd, spinach etc.
 The learner who slaps the correct card keeps the card. The
student with maximum cards is the winner of the game.
 (It would be a fast recap of the nutrients of food in a joyful
way.)
Through ICT 2 • Facilitator will show a video related to sanitation and cleanliness.
https://www.youtube.com/watch?v=Ej22NMueDoE
• Followed by a discussion on –
 Remembering those days. An incident from Mahatma
Gandhiji’s life (from NCERT chapter – Who will do this
work)
 Swachh Bharat Abhiyan or Swachh Bharat Mission-a
nation-wide campaign in India for the period 2014 to 2019
that aims to clean up the streets, roads and infrastructure
of India's cities, towns, and rural areas.
Fan and Pick 3 • Facilitator will write few questions on the fan cards which will
be picked by the students one by one and will be subsequently
answered by the other students -
 Diseases caused due to dirty surroundings.
 Diseases caused by mosquitoes –
Malaria – its diagnosis, symptoms,treatment and preventions.
(Chapter from NCERT book- A Treat for Mosquitoes).
Picture Study 3 • Facilitator will show a picture of street food market. Learners in
group of 4 will discuss and write their observations. Facilitator
will discuss about-
 Diseases caused due to housefly
(Chapter from NCERT book- A Treat for Mosquitoes)
 Preventions of diseases caused due to contaminated food and
water.

• Facilitator will then discuss about various communicable
diseases and the ways they spread.
Vocab Spin Wheel 4 • The facilitator will divide the class into groups of four each.
The learners will be provided with the new vocabulary words
from the text ‘Wonderful Waste’. They will design a spin wheel
relating to the vocabulary words taken from the text. They will
refer to the example given below. The word should be used to
reflect the theme ‘Health and Hygiene’.
Example: Serve
 Meaning to give food or drink to someone during a meal.
 Synonym- Dish up
 Sentence- The meal was served to the guest.
 Reference to the story- The cook served the new dish prepared
from the vegetable bits to the guest in the kingdom which is
now a traditional dish Avial in Kerala.
 Enactment by the learners
Pocket a letter 4 • The learners will write a letter to their cousin/friend encouraging
(Integrated Hindi) him/her to initiate a ‘best out of waste’ project in his/her school/
locality. The learners would also mention how they created
artifacts from waste material and contributed to “Swachh
Bharat Abhiyaan”, reducing the waste in the surroundings and
promoting ‘health and well being’ of the fellow citizens.
• Ahaa! Moment. as the learner will mention that he/she has
collected all plastic bottles from the flats in the society and
used them to create an artifact for the exhibition.
• The facilitator will show a video on the launch of ‘swachh
bharat abhiyan by our honorable prime minister.
Link : https://youtu.be/2qDMK0woMNU
Bar Graph (Integrated 5 • Based on the data collected by the students on the health
math) policies, facilitator will divide the class in groups of 5. The
groups will include learners from different locality .Learners
will share their gathered data and make a bar graph/ line graph
and try to infer about the locality where people are more aware
of mediclaim policies.
Taste buds 6 • Facilitator will distribute a large printout of tongue with all
taste areas marked. The students in their table group will write
the food item they have brought against the specific taste area.
• The learners will write one-lines on which taste bud is used the
most by all the table groups.

• Explanation and discussion on taste buds and taking care of
oral hygiene from (NCERT Lesson- From Tasting to Digesting)
Integrated Math 7 • Facilitator will show a video to the students about the
area of few sports activity (https://www.youtube.com/
watch?v=BJ2efNF18ag
• Then she will ask to learners to find the standard area required
for any 4 sports.
Good food, Good 8 • Video on food pyramid will be shown in the class.
health (ICT) https://youtu.be/0KbA8pFW3tg
• The facilitator will explain the importance of good and healthy
food and the consequences of not taking healthy diet. (NCERT
chapter – From tasting to digesting)
• Probing question-
“There are many people in our country who do not get proper
food. What are the reasons for this?
• Think Pair Share
Learners in pair will think and discuss the reasons why some
people do not get proper food. They will take turns to share
their views.
Poster Making 1 • Learners will draw a poster on –

“Clean India’ highlighting the importance of sanitation and
hygiene for healthy living.
Graphic organizer 2 • Learners will make a web chart on the ways of preventing the
diseases caused due to mosquito bite.
3 • Learners will write few preventive measure to save themselves

from food and water borne diseases on half A4 sheet.
• Comprehensive exercises based on the chapter – Jahan Chah
wahan rah will be done under the guidance of the facilitator.

5 • Learners will list down the ways of taking care of oral hygiene
with special reference to tongue/ taste buds.
Art work 8 • Learners in group of 6 will make a food pyramid by either

drawing or pasting the pictures of food items.
Formatives/Unit test  Learning Engagement: Nukkad Natak

• Learners in groups will present a Nukkad Natak in the different
areas of school on the topic-
“ Health is Wealth”
• Presentation should include-
 Sanitation and hygiene
 Balanced diet
 Exercise and vaccination etc.
• Learning Engagement--Debate :
 A debate will be held in the class on the topic
 Fast / junk foods should be banned in school canteen.
 Facilitator will divide the class into groups with 4 in each group.
Two groups at a time will debate.
Teacher Interventions • Facilitator will provide a blank wheel divided into four sections.
Ask the learners to write 4 things in each section.
• I know the factors that contribute to healthy living.
• Factors I feel can also be added to the list.
• Things I found difficult to understand.
• Resources I could use to know more about the topic.
• Learners will complete this wheel and give to facilitator.
Facilitator will then try to help them to explain the topics which
they found difficult or they want to add on.
• The facilitator will provide prompts and clues for making the
assignments student friendly
• Facilitator will observe and provide remedial and extra classes
to help those who may find it difficult to understand any part of
the chapter
Extending the Lesson Further • Creating healthy plate : Learners will prepare a healthy plate or
diet chart for themselves and their family members on an n A4
sheet. They can either draw/paste pictures or can simply write
the name of the food items that should be included in the plate
or diet chart. Each learner will paste their chart on the class
board. A class discussion will be held thereafter.

HEALTHY PLATE
Ahaa! Moment as the students will be astonished to see the healthy
plate which they have designed is almost same according to the age
of the family members
• Learning Engagement -II little architect
• Students design a floor plan of 10 bedded hospital house using
15 cm X 15 cm paper and find the floor area of OT, 2 private
rooms, 1 big common room, 2 small doctor Chambers, common
room, washroom etc. Students compare their hospital floor plan
with their friends. They even make drawing of furniture in their
floor plan like bed, sofa, tables etc.
• Ahaa! Moment as the students will become little architect in
designing their plan.
• Facilitator guides the student to take scale of 1m=1Cm while
designing a floor plan
HEALTH MAGAZINE
Learners will design a health magazine based on research conducted on at least three different
individuals of different age group and work nature.
* Questionnaire for interviewing the individuals based on their eating habits , diseases they have
suffered in the recent past because of their eating habits
* Categorization of their diseases/ ailment if any under communicable / Non- communicable category
* Vaccination program they have undergone with evidence of the same
*A venn-diagram/ compare contrast chart to compare eating habits of any two individual. Learner can
take into account two individuals with healthy/unhealthy diet and lifestyle.
* Planning a program for the individuals with unhealthy habits to streamline their meals.
( program might include guest lecture by dietician / nutritionist on importance of health meal, its
effect on digestive system and other organs and future possible serious ailments they might suffer
from.)
* The health magazine should conclude with an article on-
“ Healthy mind lives in a healthy body”

5.6. Class VI- Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: VI
Topic: Energy • Science

Physics: L-12 Electricity and circuits
Biology: L7-Getting to know plants
• Social Studies
Geography
L-6 Major Landforms of the earth
• English:
Honeycomb –L-12 A Pact with the Sun
• Math:
L-9 Data Handling
• Hindi
L-6 ikj utj ds
Concept (If Applicable) Conservation of Energy
Competencies: Skills:
Critical Thinking Life Skills:
Communication Thinking skills
Collaboration Self-awareness, problem solving. Decision making
Creativity Critical thinking Creative thinking
Social skills
Interpersonal relationships
Effective communication
Empathy
Emotional skills
Managing feelings/emotions
Dealing with stress
Core Values : Social Responsibility and Accountability
towards the natural resources, EnvironmentalAwareness and
Appreciation, Problem - Solving Approach towards energy
conservation, Taking Leadership Initiatives, Respecting each
other, Cooperative Group tasks, Citizenship, Character
Assessment of value through Observation by the facilitator, Think-pair-share, Progress

chart created for self-assessment, Group Discussions, Role-
play and Opinion of peers, simulations, Quiz, Pictograph, bar
graph

Learning Engagements for Active • Nature walk, chart paper Brain Storming, Think Pair
Learning: Share, Live objects in the classroom, PPTs, Dictogloss,
Concentric circles, Visual Artwork, Role Play, Videos
Questioning Technique/s to be Used: • DEAL-Describe Explain Analyze Link

• Pose, Pause, Ponder, bounce
• R.A.F.T., Brainstorming, Quiz, Rally Robin, Bundling,
Think, pair, share
• QAXP
• Probing Questions
 By the end of the topic, the learners will be able to:
 Sensitize the people and encourage energy conservation.
 Drawing and interpretation of bar graph and pictograph.
 Need and use of solar energy.
5.6.1. Implementation of lesson plan
Physics 1 • Think Pair Share

• The facilitator announces a statement “Electric cell is used in
various appliances like torch, remote, etc.”
• Where does it gets electricity from?
• The students are given sufficient time to think and gather their
thoughts, after which the students pair themselves and share
thoughts with each other.
• The facilitator will now discuss about the electric cell and its
positive and negative terminals.
• The facilitator asks the learners to look for things that use
battery at home.
Maths 1 • The facilitator initiates a conversation by telling the students

about Solar energy. Solar energy is the energy we get from the
sun. The sun has been producing energy for billions of years.
It is a completely free, renewable source and now it can be
harnessed. Solar energy technologies use the energy of the sun
to light homes, heat water and generate electricity. They will
also be told about renewable and non- renewable sources of
energy.
• (READING OF PICTOGRAPH)
• FOLLOWING PICTOGRAPH SHOWS THE SOLAR
ENERGY PRODUCED IN THESE CITIES IN THE
YEAR 2010. STUDY THE GRAPH AND ANSWER THE
QUESTIONS THAT FOLLOW:

■ = 2GW
Q1. Name the energy obtained from sun.
Q2. Is the energy in Q1 renewable or non- renewable?
Q3. Which city produced the most in 2010?
Q4. Write the total production of Chennai and Mumbai together.
• Students will be asked to gather the information about the use /
production of Solar energy in any 4 states and represent it using
Pictograph
• 1 UNIT ON Y AXIS = 0.5 GW

• The points on the y axis represent the energy production in
gigawatt by various sources in the year 2011.
Q1 What does the graph depict?
Q2 What is the difference between the production of
Petroleum energy and nuclear energy?
Q3 What is shown on the X axis of the graph?
Q4 What is the scale of the graph?
Q5 Read the energy production by coal and Compare it with the
energy produced by natural gas

Biology 1 • Facilitator will take the class out for a walk within the school
campus and will ask them to keenly observe the plants in terms
of height, thickness of stem, strength of stem, colour of stem,
pattern of veins on the leaves, structure of roots. The class will
be divided into 8 groups of five students eachfor this campus
walk. After a 15-20 minutes’ walk, the entire class will come
back
• The students in their groups will be given specific time to write
down their own observations about the plants they observed in
a table form-
Height Colour of Strength of Position of

the stem the stem branches
• Students will be further asked if there is any other variety of

plants. (Probing questions)
• Are there any plants which do not come in these categories?
• Which kind of plants do not stand upright on their own?
• Pondering Question: Why climbers can climb up by the support
of neighbouring structures whereas creepers cannot?
• THINK-PAIR SHARE
• Students will be asked to discuss in pairs about the size of fruit
borne by creepers and climbers. They will write a few names
for each.
• (AHAA moment….Students will realize that fruits of creepers
are heavy and huge so they are unable to climb)
English 2 • Read to comprehend, Dialogue writing.

• The teacher will do the model reading of the chapter emphasizing
on the factors needed by a human body for healthy living and
explaining the difficult vocabulary or phrases given in the text.
Children will do the individual reading after the model reading
followed by a discussion on the need of natural resources.
• The learners will write a dialogue between a doctor and a
patient highlighting the importance of natural resources like
sun ,water, plants
• Here the facilitator will ask the following questions –
1) Why is sunlight necessary for plants?
2) Can there be life without the energy given by sun?
3) Can this energy be used for any other purpose?
• Students can be given some time to discuss in pairs and write in
a paragraph about the uses of solar energy.

Geography 2 • The teacher will show the pictures of various land forms. S/he
will ask the students to divide themselves into group of four.
They will be asked to take out their drawing files and draw
and colour the picture of a hilly region with glaciers. The
teacher after the picture drawing session will ask the students
to brain storm the uses of mountains. The students will talk
about the rivers which have their origin in glaciers. The teacher
will further probe the uses of these rivers bringing them to the
water in the rivers used for irrigation purposes and generation
of hydro-electricity. S/he will share some articles with them
which will inform them that hydroelectric power plants provide
electricity to families, farms, schools at reasonable rate.
• Activity:
 The facilitator will provide the students significant information
and ask students to discuss ways to conserve energy by doing
simple things like turning off the lights when not in use
 The students will understand that land forms are closely
connected with natural resources and these natural resources
make our survival possible.
 Individual Practice: The students will read and research about
various land forms.
Hindi 2 • Dictoglass
• Nk=ksa dks pkj&pkj ds lewg esa foHkkftr fd;k tk,xkA v/;kid ikB ds
egRoiw.kZ va”kksa dks izkFkfedrk ds vk/kkj ij iBu djsaxsa vkSj Nk= bl nkSjku
egRoiw.kZ “kCnksa vkSj okD;ka”kks dks fy[ksaxsA
• rRi”pkr v/;kid funsZ”k nsaxs fd&
• lewg A ikB dk ,d Hkkx crk,xk ftls lewg B }kjk vkxs tkjh j[kk tk,xkA
• xqqi C d{kk ds fy, dqN egRoiw.kZ ç'u j[ksaxs k
• vkSj xzqi D la{ksi essa çLrqr djsxsA
• f'k{kd x| dks l{aksi essa crkus ds fy, d{kk essa ç'uksrjh ysaxsA
• lHkh lewg bl xfrfof/k ds ek/;e ls “kCndks”k Kku esa of`n~/k ds lkFk&lkFk
lw;Z] isM+ &+ ikS/ks o izd`fr dk vkuan ysaxsA ;g fØ;k Nk=ksa ds fy, (Ahaa
Moment) gksxhA lewg esa cSBs fo|kFkhZ fu/kkZfjr va”k dk ikBu djsaxsaA
• fu/kkZfjr vuqPNsn ij ppkZ djsxasA
• la{ksi esa ikB dk lkj crk;k tk;sxkA ikB dk iqu% Lej.k djokus ds fy,
Dictoglass dk iz;ksx djrs gq, lkSj ÅtkZ ,oa Ik;kZoj.k iznw’k.k ij fopkj
izLrqr djaxsA v/;kid Nk=ksa ds Lej.k gsrq fuEufyf[kr fcanqvksa ij izdk”k
MkysaxsA
• lkSj ÅtkZ ds lkekU; thou esa mi;ksx ij ppkZ dh tk,xhA
• lkSj ÅtkZ ds vU; L=ksr ds laca/k ij ppkZ dh tk,xhA
• Nk= lkSj ÅtkZ ds egÙo dks le>rs gq, mlds izfr ldkjkRed lksp dks
fodflr djsaxsA
• Nk=ksa us mRlkgiw.kZ <ax ls xfrfof/k dks iw.kZ fd;kA

Physics 3 • Rally Robin
• The facilitator will show the “electric bulb” and ask the students
about its working.
• The facilitator also asks about the reason behind the bulb getting
fused.
• The students, in pair after peer discussion take turns stating
responses on what are the reasons. The facilitator then explains
about the importance of filament.
• Day 3 : Math : (Learning Engagement 3).
• (Reading and Drawing of Bar Graph).
• Students will be asked to go through the link OR will be
provided the data of :
• India’s top 5 states by installed solar power capacity .
• https://energy.economictimes.indiatimes.com/news/
renewable/indias-top-10-states-by-installed-solar-power-
capacity/68739456
States Cumulative Capacity (in MW)
Karnataka 3657.52
Rajasthan 2317.11
Andhra Pradesh 2170.32
Tamil Nadu 1822.57
Gujarat 1587
• Children will be helped to draw the bar graph (by rounding off
the Cumulative Capacity to whole number) for the given data
on the graph paper.
Geography 4 • The teacher will discuss the climatic conditions and various
flora fauna found in various landforms. The students will be
provided waste material like broom sticks, grass ,newspaper,
stones, bottle corks and other locally available material
colours, paints ,brushes. They will divide themselves into three
groups and they will create three major landforms i.e. Plains,
mountains and plateaus.
• The students will swap their land forms and explain the features
of the land form created by the other group. They will learn
about the land forms on their own which will be an ever-lasting
learning.
• The students will learn to appreciate others, do justice to the
land form assigned to them and they will also listen to each
other carefully.
• AHA moment will be when they will create the landforms using
the available material. Critical Thinking (reasons effectively)
Communication (communicates clearly, accesses and evaluates
information)

English 4 • Vocabulary
• The teacher will divide the class into four teams. Each team will
throw a word turn wise and the team who is supposed to answer
will raise as many hands as possible. Now the questioning
team will select the respondent from the answering team. If
the selected respondent answers correctly then it will score the
points as per the number of hands raised or else the questioning
team will secure the points as per the number of hands raised
by the respondent team.
• This activity will enhance their vocabulary.
BIOLOGY 4 • Nature walk- observations
• The students are divided into two groups and are moved to the
school playground. They are asked to observe the pattern of
veins on the leaf and the type of root of different plants.
• Once the students return to the class they are asked to note
down their observations in a table-
• Plant Pattern of veins Kind of root
• Venn Diagram (Compare and Contrast)
• The students will be asked to ‘Compare and contrast’ between
Reticulate and parallel venation. They will sit in groups of five
and draw the diagram of types of venation and roots.
• (AHAA moment…….Students will be able to find the type of
root in a plant without taking out the plant by simply looking at
the pattern on the leaf)
PHYSICS 5 • Password
The facilitator will show an arrangement containing electric
wires, electric bulb, electric cell and ask the students to guess
the word.
• Electric Circuit
The facilitator will explain about the direction of current in
the electric circuit and show how the bulb will light up when
connected to an electric cell when the circuit is complete.
• Simultaneous Round Table
The facilitator will divide the students in a group of 4 and will
provide electric bulb, wire and electric cell along with a safety
pin which the students will design and practice circuit building
within a given duration. The facilitator signals that the time
is up, students will pass the circuit and continue adding or
correcting if something is not placed properly.
• The facilitator will then explain the role of a switch, which is
explained with the help of safety pin.
Geography 5 • The teacher will ask the students to read about mountains
and help them to extract the information from the content.
The students will understand the formation of three kinds of
mountains.

• After the discussion and explanation, the facilitator will divide
the class into three groups. Each group will present different
kinds of mountains in the form of poem/couplet or a song. The
other two groups will guess that which form of mountain is
being presented.
• AHA moment when the students will make a poem/couplet, or
a song and others will be able to guess it.
English 5 • Summarization
• The students will be asked to summarize Saeeda’s feelings in
their own words as she desperately waited for the sunshine to
help her mother recover from the illness.
Geography 5 • The students will read the chapter in the class and the teacher
will discuss the main features of plateau and plains. The students
will be shown related power point presentation /video after the
discussion.
• The students will be divided into groups and asked to draw a
game on the floor related to plains or plateaus.
• (The players will get an extra chance if they jump onto feature
like gold mining/ fertile land or lose if it is steep slope /
deforestation.)
• This game will give them the clear understanding of the
landforms. They can improvise by adding mountains also to
the game.
Physics 5 • The facilitator will write different materials and objects on the
board. The students will be divided in two teams, they will
listen and run to the board to find the word being described
(conductor or insulator).
• The facilitator will explain the uses of conductors and insulators.
• Critical Thinking: reasons effectively
• Communication-communicates clearly.
Geography
The students will depict their understanding of various land forms by showing a role play on all the three
land forms.
The role play will include the renewable resources present on these land forms and how they are useful
to us.
Maths
• collection and representation of data using tally marks
• drawing and interpretation of pictograph
• drawing and interpretation of bar graph
Biology
Learners will discuss and attempt the questions asked in the textbook based on theirunderstanding.
English
The children will attempt the exercises given at the back of the chapter.

Physics
The facilitator will provide a circuit along-with various materials and ask the students to identify and
classify these materials as conductors or insulators.
Conductors Insulators
1
2
3
4
5
RAFT
v/;kid izR;sd Nk= dks pkj&pkj ds lewg esa foHkkftr dj mudh #fp ds vuqlkj ik=rk nsdj xfrfof/k ls lacf/kr fn”kk funsZ”k
nsaxs &izR;sd lewg esa ,d Nk= lekt lq/kkjd cudj vius fopkj lkSj ÅtkZ ij izLrqr djsxkA lewg dk nwljk Nk= ml fopkj
dks rkfdZd eaFku ds vk/kkj ij mlesa lq/kkj dk izLrko ns ldrk gSA lewg dk rhljk Nk= ml fopkj dks lkfgR; dh fdlh foèkk
dgkuh vkfn esa izLrqr djsxkA lewg dk pkSFkk Nk= ml fopkj dks loZlEefr ls izLrqr dj mlds ykHk fxuk,xkA
lewg esa cSBs fo|kFkhZ fu/kkZfjr va”k dk ikBu djsaxsA
• fu/kkZfjr vuqPNsn ij ppkZ djsaxsA
• ikB dk iqu % Lej.k djokus ds fy, la{ski esa ikB dk lkj crk;k tk;sxkA
Nk=ksa dk vkRefo”okl vkSj izk;ksfxd Kku dk Lrj mPpre f”k[kj ij gSA
Ahaa Moment
5.6.3. Lesson Plan :Stage 2
Formatives/Unit test Geography

• The students will be told that energy is already present, it is not created
but is transformed from one form to another. The students will be asked to
mime and show energy transformation from various renewable resources
available on land forms they read e.g. water to hydro electricity. Electrical
energy etc.
• They will write slogans on energy conservation and pin them in the
classrooms and corridors to bring the awareness
Maths
Pen paper test (UT)
integration of ICT
• SOLAR ENERGY is a goal that is being discussed globally. Keeping in
mind the development of the country we should be sensitizing our children
towards these indexes of development.
• The students will collect the information regarding the production
of solarenergy all over the world and prepare a Bar Graph for top six
countries using Microsoft Word by inserting a graph.
Biology
Bio Poem: Each child will write a poem ‘I wish I were a.....\.(part of the
plant) and will highlight its characteristics and uses.

e.g., I wish were the stem because I love to support people
Learners will be divided into groups and asked to make a PPT / flash
cards/chart (using A 4 sheets) by drawing pictures differentiating between
different types of roots./venation.
English
The students will make a ppt / draw a picture with a small write up , on
importance of natural resources and their conservation
Physics
The facilitator will divide the students in a group of four and will develop
and execute a school energy audit. Based on their findings, they‘ll
implement an energy conservation plan and make recommendations that
could further reduce electricity at school.
Each group will therefore present a PPT on the above information.
Teacher Interventions • Geography

The teacher will discuss the relation between land forms, the natural
resources and their conservation
• Maths
The facilitator helps the students in understanding the concept with the
help of videos, activities and classroom discussions
• Biology
Before the expert groups give a presentation on the functions of plant
parts, the facilitator will discuss to check proper comprehension. She
may help them in formulation of questions for discussion in the class.

• English
The teacher will discuss the wastage of natural resources in the
contemporary world.
• Physics
The facilitator helps the students in understanding the concept with the
help of videos, activities and classroom discussions.
Extending the Lesson • Geography

Further The students will create a nukkad natak to sensitize people about various
resources made available to us through these land forms and their
conservation.
(simple tips to conserve energy like not littering the surroundings, keeping
the taps closed, turning off the fans and lights when not in use will be
informed through this natak)
• Maths
The students will be divided in group of 4 each and will make a presentation
on the need for Solar energy and present it in front of the class
• Biology
Students will be divided into groups of eight. Five members of the group
will make a poster to summarize the content of the chapter and other three
members will write about them.

• English
 Cubing
 The teacher will divide the class into six small groups. She will give
them ‘solar energy’ as a topic to
 Describe; This group will describe the solar energy, its main features
 Compare: This group will choose some other form of energy and
compare that how is it similar or different to solar energy
 Associate: This group will inform that what else can they associate
with this solar energy and what real life situations can they relate with
this topic
 Analyze: Why should we be using solar energy? (renewable source,
easily available, pollution free etc.)
 Apply: What uses does it have? How can it be applied to real life
situation?
 Argue: What arguments can be made for or against solar energy? (
time consuming, very expensive, limited usage in areas with heavy
rainfall)
 The students will write the script based on the Cubing activity and
present a small Nukkad Natak on responsible consumption. They will
spread the awareness that sustainable consumption and production are
all about doing more and better with less.
 Creating a nukkad natak to sensitize people around will be an AHA
moment for the students.
• Physics
 The facilitator will now divide the students in a group of 4 to make
a poster on the given topic “Why do we need to conserve energy?”
The students will collaboratively work, realize the need of energy
conservation and creatively design the poster leading to the AHAA
moment! .
 The learners will therefore realize that energy needs to be conserved
to preserve the resources for longer use and “the change needs to start
with their own lifestyle choices. “The learners will be asked to make
changes in their energy use and encourage others to do the same for
future benefits.
5.6.4 Summative Assessment (How will the facilitator check that learning objectives have been
achieved?)
Pen paper Tests (details enclosed)

• Pen paper Tests (details enclosed)
• Pen paper Test
• collection and representation of data using tally marks
• drawing and interpretation of pictograph
• drawing and interpretation of bar graph

(fill in the blanks, match the following, mcqs, one word answers)
an open ended question on solar energy.
advantages and disadvantages of solar energy
le: pose, pause, pounce and bounce
1 lkSj ÅtkZ ds vkn”kZ L=ksr esa D;k xq.k gksrs gaS\ rdZ lfgr fopkj izLrqr dhft,A
2 NksVw dk ifjokj dgk¡ vkSj dSls jgrk Fkk \
3 ÅtkZ dh c<+rh ek¡x ds Ik;kZoj.kh; ifj.kke D;k gSa\
4 ÅtkZ dh [kir dks de djus ds fy, mik; fyf[k,A
Exercises on the types of roots, uses and importance of parts of a plant, .
( Fill in the blanks, Match the following, MCQs, One word answers)
Through Pen Paper Test Students will be assessed critically:

4 UNIT TESTS 25 Marks each
HALF YEARLY EXAMINATION 80 Marks
ANNUAL EXAMINATION 80 Marks
INTERNAL ASSESSMENT 10 Marks
Notebook Submission 5 Marks
Lab Practical (Subject Enrichment) 5 Marks

5.7 Class VII -Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: VII
Topic : Topic:
• Science: Ch18- wastewater story
Ch 5 – Acid, Bases and Salt
• SST : Geography: Ch :5 Water
• Civics: Ch 2, Role of Government in health
• Maths : Ch 11- Perimeter and Area
• Hindi: Chapter 19, vkJe dk vuqekfur O;;
Concept • Manage waste for a better future
Competencies: • Life Skills:

Critical Thinking Self-awareness, Problem Solving, Decision
Communication Making, Critical and Creative thinking,
Interpersonal Relationships, Effective
Collaboration
Communication, Managing / Dealing with
Creativity emotions, Collaborating effectively with others,
Accessing and analyzing information, reflection.
• Core Values
Social Responsibility and Accountability towards
environment, Appreciation, Openness to new
ideas and change, taking Leadership Initiatives,
Positive Outlook, Cooperation, Respect for all,
Citizenship, Character
Assessment Observation by the facilitator, Anecdotes, JAM,

Group Discussions, Role-play and Opinion of
peers, Grading, Quiz, Project Work, Comprehension
Questions, Rubrics and Checklists
Learning Engagements for Active Learning: • Nature walk, chart, live objects in the classroom,
Visual artwork, Simulations, Brainstorming,
Bundling, Graffiti Board, Cover puzzles
Questioning Technique/s to be Used: • Probing, open-close ended questions, short and

long comprehension questions
• identify how different pollutants pollute land, enter the various sources of water and the role human
activities play in increasing pollution
• describe the various stages of treating wastewater

• categorize waste into bio degradable and non-biodegradable ones for proper management
• organize role-plays, nukkad-nakat to sensitize locals on waste management and disposal
• combine the knowledge to bring about a change in the local community (individual and community
level)
5.7.1. Implementation of lesson plan
Science 1 • Simulation/Brainstorming
https://www.youtube.com/watch?v=vP3pbh_-pu8
 An initiation through the video (without the sound) will help
the learners identify the various kinds of waste thrown into the
environment through various human activities.
OR
 Alternatively, the students can be taken near a water body/dump
yard and asked to check the kinds of waste they can see around
them
 They are grouped (4-5) and asked to note down some waste products
that can cause severe damage to the environment/ some that can be
reused/ biodegradable.
Maths 1 • Classification
The facilitator will show a variety of objects (after the students
have discussed) in the classroom and handover a few slips to the
students and ask them to classify it under the heads of perimeter
and area. (This will help the students in case they are not able to
identify some real-life examples).
Hindi • Mind-mapping
 The students are aware of ‘Swacch Bharat Abhiyan’. The facilitator
gives a few points about the disciplined life of Gandhiji and his
thought on cleanliness. The students are asked to sit in groups of
six and think ways of minimizing use of resources at individual
level.
 This will be discussed in the class in groups.
 The facilitator may follow it up by a passage or dialogue writing.
 This is a prelude to the lesson, ‘vkJe dk vuqekfur O;;’. (reducing
waste and using resources carefully)
Chemistry 2 • Live objects in the classroom.

The facilitator brings some vinegar/lemon juice, meetha soda,
tooth paste, tomato sauce, common salt, sugar to the classroom.
From here the students (in groups of four/five) will generate the
properties on the basis of their
1. Taste
2. Solubility in water

3. Identification.
• From here, she/he will take them deeper into the understanding of
acids, bases and salts.
Civics 2 • Picture Priorities

Probing Questions asked
 What is health according to you?

 What is the impact of surroundings on health?
 Has disposal of waste got anything to do with being healthy?
 Which disease can break out due to mismanagement of waste?
• The students are made to sit in group of four where two of them are
to comment on the first kind of pictures and the other two on the
other kind.
• Kind 1: The facilitator shows some pictures of malnourished
children/ long lines in front of hospitals/ filled wards in the hospital/
filthy roads.
• Kind 2: Alongside, she shows pictures of hospitals with clean
rooms, trained doctors and nurses, clean manicured lawns and
parks.
• The students are asked to note down the
 Similarities
 Difference
From here, the role of the government in health is initiated.
Biology 2 • Mind-mapping: Ways of disposing waste into a water body

The students will be seated in groups of five/six and asked ways
in which they can dispose of waste generated at home and what
kind of waste is harmful to be thrown in water bodies. How should
sewage be disposed?
Math 2 • Graffiti Board; Independent/Guided Practice

• Perimeter and Area.
The facilitator would ask the children to think how to paint
the classroom if the door is to be left and only the walls to be
whitewashed?
The students here would be left to think for sometime, discuss and
then arrive at the conclusion.
• What all other real-life examples can be generated?
• The learners will be asked to note down some areas where they
can utilize this learning. These examples will be put up on the
Graffiti board and more ideas added till the end of the chapter
based on the concept of area and perimeter in various fields.
• (Anticipated AHAA moment: the students will use this
knowledge at homes too and find the areas where perimeter
and area are used)

Chemistry 3 • Laboratory Visit
Visit to the school lab to check for Acid, bases and salt and their
reactions under the guidance of the facilitator.
Math 3 • Hands-on
• The facilitator will ask the students to bring bread/cut-out (similar
to a parallelogram. It will be cut into two triangles and the area
measured by taking the formulae ½ *base* altitude. Then it will be
multiplied by two and area of the parallelogram worked out. They
will check for accuracy.
• They will also check the same considering the bread as a rectangle
and check the difference
• (Anticipated AHAA moment: The students will find that the
measure of the parallelogram can be found by combining the
areas of two triangles. They will also come to know that if the
area of parallelogram and that of a rectangle will be similar or
not)
Geography 5 • KWL
• The facilitator asks the students to collect a few things like sand,
pebbles, an old transparent box, few objects that can used as huts
and recreate how a Tsunami occurs.
• From this, she will ask the children,
a. What do you observe?
b. What do you know?
c. What did you learn from the experiment?
d. What more would you like to know?
Biology 5 • Bundling/ TPS(Think-pair-Share)

• The facilitator asks students to individually list down ten things as
waste that can be categorized under three broad heads
1. Can’t be reused
2. Can be recycled and reused (non-biodegradable)
3. Can be used again and again (biodegradable)
• This list is to be compared in a group of two and bundled. Students
are then required to find which waste in generated the most by
listing which items they use the most at home. A bird’s eye view of
the waste generated and disposed is formed. This will give an idea
of the areas where waste can be reduced.

Geography 1 • Guided Reading and explanation:
• Chapter 5: Water
Maths 2 • Guided and independent practice
• Exercise 11.1 in the notebook
Chemistry 2 • Reading and comprehension of the lesson Acid, bases and Salt
Geography 2 • Research
Reading of Chapter on Water. (NCERT)
The students are given some links to research about the depleting ground
water levels (Chennai/Delhi)
https://www.indiatoday.in/india/story/india-water-crisis-rivers-lakes-
schemes-governments-environment
OR
• Alternatively, students can collaboratively collect newspaper articles/
magazines etc. to check for the depleting levels of water across the globe.
• This will be followed up in the next class.
Hindi 2 Reading and explanation of vkJe dk vuqekfur O;; dk iBu ,oa ppkZ
Civics 2 Reading of the importance of Health from Chapter 2
Math 3 Guided and independent practice, 11.2
Geography 3 • Concentric Circles/ GDs( Group Discussions)
• The students will be asked to make two circles, one inner and one outer
and share their findings in the link/ magazine or newspaper with the partner
facing them. After one minute, the facilitator will ask the circle to move to
left or right thereby changing partners. This way, each child would have
shared at least 6 to 7 facts about the depletion of underground water level.
• This will be followed up by the explanation of the chapter forward and
Ocean Currents.
Hindi 3 Reading of the lesson continued.
Biology 3 Reading and understanding of Sewage and Treatment of polluted water.
Civics 3 Reading of the difference between public and private healthcare.
Hindi 4 • Pass the Ball/ Parcel
• The facilitator will bring a ball/take one from the sports room and take the
students to the school ground. They will recapitulate the lesson and the
facilitator will further take some comprehension questions with them.
Biology 4 • DRTA- Direct Reading and Thinking Activity

• The facilitator will make the students read the steps of waste water
management. They will sit in groups and analyze and make a flow chart of
the steps involved.

Maths 4 Guided practice, 11.2
Maths 5 • Hands-on/Guided practice

• The students will be asked to slices and arrange it one after the other in
such a manner that it forms a parallelogram (refer to NCERT book).
• This will act as an initiation to exercise 11.3
Chemistry 5 • Visit to the school ground/ talk to the gardener

• Chapter on Acid, bases and Salts continued.
• Understanding the concept of soil neutralization using bases. Visit to the
school ground and talking to the school gardener
Biology 5 • DRTA (learning engagement 2): Good Housekeeping Practices,
Sanitation and Diseases
• Reading of the section of the chapter on Housekeeping practices, Sanitation
etc. This will be linked to disposal of waste on land as well as water. The
students will make GOs, Mind-maps to express their comprehension.
Hindi 5 • iz'uksÙkj rFkk vU; fo|kvksa ls ikB ppkZ
Civics 5 • Brainstorming/making Mobiles
• The facilitator asks the learners what is the role of the government in public
health care and how they can help the government in maintaining health of
the public through proper disposal of waste?
• At individual level
• At group level
• As a social responsibility
• (Anticipated AHAA moment- the students can set up bins to segregate
bio degradable and non-biodegradable waste for the school/ make a
recycling plant/ Collect the biodegradable waste to make manure for
giving to the farmers for better crop growth)
Geography 6 • Reading of Tides, Ocean Currents with comprehension exercises and map
work.
Biology 6 • Simulation/Brainstorming
• Facilitator shows the student a video using given link and asks following
questions
https://www.youtube.com/watch?v=c1YObAVJYos&feature=youtu.
be&t=306
Q) Which river do you think is shown in the given video?
Q) Is the water of the river fit for human consumption?
Q) If not, what are the reasons behind it?
Q) Is this water be used for any other purpose?
• The facilitator asks the students to prepare a mind-map/ points regarding
condition of river Yamuna.

1. Students may use simple material to depict it
2. Write the reasons / factors responsible for such condition. (or rivers
across India)
• Students will sit in groups and then discuss about the video for 15
minutes.
• Each group will then share its points regarding the severity of condition of
river Yamuna and the factors responsible.
Chemistry 6 • Attempting comprehension exercises in the notebook.
Hindi 6 • Creative Writing
• fo|kFkhZ ^LoPNrk dk nhi tyk,¡xs] Hkkjr dks jksxeqDr cuk,axs* fo"k; ij vuqPNsn ;k dgkuh
;k okrkZyki fy[ksaxsA
Civics 6 • Comprehensive exercises in the notebook.
Maths 6 • Guided practice of exercise 11.4 (initiation)
Biology 7 • Attempting comprehension exercises in the notebook
Maths 7 • Guided practice of exercise 11.4 (initiation)
Integrated 7 • The facilitator organizes a visit to a waste or water treatment plant in the
Visit to a locality and asks the students to chalk out a plan for their school/nearby
waste/ water vicinity.
treatment OR
plant/nearby • Those going to the farm will make study of the plants getting affected due
farm to the increase in level of chemicals in soil and the ways to neutralize it.
• This will be followed up by taking collective actions at various levels.
Integrated 8 • The learners are separated in groups and ask permission from the school
ART in authority for setting up a waste recycling plant in the vicinity. For this, they
the local do the following activities (anyone or depending upon choice)
community • Informing all the classes to bring their old notebooks, books, papers that
are to be disposed and collect it at one place
• Find the cost of fencing an area that is provided by the school management
for setting up the plant
• Bring old buckets, bins (collected from donation) from all who can give it
for recycling and segregation of degradable and non-degradable waste
• Tie up with the local governmental body/ farmers for collection of
degradable waste to make manure
• Own a small water body and take onus of its maintenance through ‘shram-
dan’
• The students of Grade 7 can start a ‘Saptahik-patrika’ at the school level
with contribution from various class levels to promote judicious use of
recyclable products. Actual pictures of students to appreciate efforts form
a part of the weekly/monthly in-house journal.
• (Anticipated AHAA moment : Doing and executing plans on what
they have learnt would provide a platform to the students to voice their
opinions and work in the lines of what they have learnt)

Integrated 9 • The students design a nukkad-natak for sensitizing the locals on disposal
ART in of waste with the help of the facilitator.
the local • People are sensitized, and the learners set up recycled bins to help in
community 2 disposal of waste.
OR
• Going to restaurants in the local areas and conducting a survey on the
daily leftover food. This can be coordinated with the help of a facilitator or
school administration. The leftover food can be distributed.
• A municipal body can be contacted to use the biodegradable waste of food
outlets.
5.7.3 Learning Logs
1. Math/ Bio/Civics/ geography/chemistry: Notebook work

2. Hindi: Notebook, School Journal/magazine/article or paragraph writing
3. Chemistry: (Lab Activities) Student will form groups of 5-6 and each group will be provided with
a soil sample. Each group will get soil sample from different spot. Each group will then perform
practical activity as steps given below:
a. A pinch of soil is tested with moist litmus paper to identify that it is acidic. (Will also show other
colour change)
b. 1g of soil sample is dissolved in 3 test tubes each containing 5mL of water and will be labelled as A,
B & C.
c. Phenolphthalein, methyl orange and litmus indicator are added in the Test tubes A, B & C and record
observations.
d. They will add stock solution NaOH in three samples till desired colour change is observed in tabular
form.
Table-1: Before adding NaOH Table-2: After adding NaOH
Sample-A Sample-B Sample-C Sample-A Sample-B Sample-C
Indicator Colour Colour Colour Indicator Colour Colour Colour
Facilitator will discuss the terms like neutralization, acid, base, indicator etc. after practical. Facilitator
will assure that each group gives one correct definition after discussion by guiding them.
4. DRTA exercises
5. Mobiles
6. Scripts for nukkad-natak
7. Questionnaires formed for skype session or visit to the waste treatment plant

Lesson Plan: Stage 2
Formatives/Unit test • Research work can be taken as a formative assessment by the facilitator.
• Script writing for the role-plays to sensitize people around can form a
way of assessing student’s learning.
• Contribution of waste management at school level can form a part of
formatives for continuous and comprehensive evaluation.
• Unit tests: Subject wise (25 marks) to check conceptual understanding.
Teacher Interventions Teacher invention may be required at the following stages :

• Helping students connect to area and perimeter in real life.
• Facilitator will have to initiate students into the life and thoughts of
mahatma Gandhi and his vision behind cleanliness and give deeper
insights into “Swacch Bharat Abhiyan’.
• Intervention during finding properties of Acids, bases and Salts.
• Arranging visits to farms, waste management or water recycle plants.
• Contacting Government agency for collection of leftover food.
• Seeking permission from school management to set up recycling plant.
• Providing links for research and guide for information literacy.
• Understanding the role of media as an important tool to bring change.
• Assisting children in the labs to check for properties of acid, bases and
salts and checking soil for its properties.
• Arranging for place to sensitize locals.
Extending the Lesson • Students will involve themselves in Conserve water campaign in which
Further all the groups will work in tandem and execute various measures in daily
life to conserve water/ recycling waste.
• Own a small water body and take onus of its maintenance through
‘shram-dan’
• The students of Grade 7 can start a ‘Saptahik-patrika’ at the school level
with contribution from various class levels to promote judicious use of
recyclable products. Actual pictures of students to appreciate efforts form
a part of the weekly/monthly in-house journal.
Through Pen Paper Test Students will be assessed critically:

ANNUAL EXAMINATION 80 Marks
INTERNAL ASSESSMENT 10 Marks
Note Book Submission 5 Marks
Lab Practical (Subject Enrichment) 5 Marks
Through lab Practical Students are assessed for Collaboration, Critical thinking.

5.8 Class VIII- Integrated Lesson Plan
Lesson Plan/ Learning Plan Grade: VIII
Topic : Change - Inevitable in this world
Concept (If Applicable) The only thing constant in life is change.
Competencies: • Self-Awareness, Problem Solving, Decision

Critical Thinking Making, Critical and Creative thinking, Reflection
Communication • Interpersonal Relationships, Effective
Communication, Empathy
Collaboration
• Managing/Dealing with emotions, Empathy
Creativity
• Core Values
• Social Responsibility and Accountability towards
the natural resources, Environmental Awareness
and Appreciation, Taking Leadership Initiatives,
Citizenship, Character
Assessment Observation by the facilitator, Anecdotes, Progress

chart created for self-assessment, Group Discussions,
Role-play and Opinion of peers, Grading, Quiz, and
Project Work.
Learning Engagements for Active Learning: • Brainstorming , bundling , dictogloss,role play ,

simulation ,, told us…. made us wonder , DRTA,
Visual art/ Article writing
Questioning Technique/s to be Used: • Open ended , probing questions, objective question
• Recognize the factors which have brought the changes in the society
• Analyze the transitions which lead to changes.
• Describe force, pressure and friction and its significance in life
• Infer the causes which bring change scientifically and socially both
• Examine the effect of friction on moving objects
• Analyze that friction impedes the movement

5.8.1. Implementation of lesson plan –Stage 1
Hindi (dictogloss) 1 Chapter 2

• yk[k dh pwfM+;k¡
• fo|kfFkZ;ksa dks 'kgjhdj.k ,oa O;kolk;hdj.k dh otg ls xzkeh.k m|ksxksa] gS.MhØk¶V]
fj'rksa ds Lo:i ,oa laLÑfr ij gksus okys udkjkRed izHkko ds ckjs esa tkx#d
djok,xkA
English 1 Throw the ball followed by picture reading)

Chapter 3 The Glimpses of the past
• The facilitator will form heterogeneous groups of 4-5 children
each and will throw a ball randomly towards each of the groups.
The learners who catch it will come and pick a card from a bowl
which contains number 1 to 9. A theme is mentioned on each
card. The themes are taken up from the chapter “The Glimpses
of the past”. In this way all the groups will get a theme from the
chapter. Each group will read the picture given to them,
discuss and write their interpretation of the same as a whole.
• (Day 1 will make the children understand that changes can be
seen almost in all the aspects of the society.)
History 2 • Chapter 8 Women caste and reform

• The facilitator will ask the students to show the life of women in
the last five decades on a timeline. It will a group activity where
each group will present one timeline. Based on the timelines, the
facilitator will start the discussion followed by the reading of the
chapter in the form of a dictogloss.
History 2 • Chapter 8 Women caste and reform

(Dictogloss) • Timeline will be followed by dictogloss where the facilitator will
read the chapter and students will listen and note down the key
findings as a group. (The teacher might read text twice if required).
Science, Force and 2

Pressure
• (Brainstorming)
• Science : Force and Pressure
• The facilitator will show few pictures to the learners and will ask

them to reflect on it as far as the word “CHANGE” is concerned.
In case , the pictures are not available , the facilitator will give
ask questions probing questions which will make them conclude
that some changes are natural changes like (infant to adult , seed
to flower and some changes occur when some external force is
applied to them. E.g. kicking a football , pushing and pulling bring
a change in the position of objects)
Science, Force and 2 • (DRTA – Direct Reading and Thinking Activities)

Pressure • The facilitator will give one topic to each group of 4-5 students to
read and think and discuss on it. The facilitator will trigger students
thinking to relate FORCE with real life. The discussion will range
from force required to push /pull a chair to the force required to lift
a car with a crane.
• Each group then presents it to the whole class and makes notes of
it.
• Day 2 : Learning engagement 5 – (Blindfolded in pair - touch and
feel)
• Math :Visualizing solid shapes
• Two children will be made blindfolded. Blindfolded pair of
children will be made to touch an object from different sides (TOP,
SIDE,BACK, BOTTOM) but not as a whole and will be asked to
guess the shape of those sides as square,rectangle, circle etc.) .
Further they will be asked to guess the object. They might guess it
same or different depending on their perception.
• The facilitator can use the objects available in the class or she can
arrange it from elsewhere also.
• It will be an anticipated AHAA moment for the children as they
will feel great if both the children guess it correct and they all will
enjoy it also.
• A discussion followed by this activity will make them understand
that when they touched the object, it appeared to be 2D but actually
it was a 3D object.
• Discussion on 2D &3D shapes.

Hindi 3 • Dictogloss
• Hindi : Chapter 2 - yk[k dh pwfM+;k¡
English 3 • Choice board

• Chapter 3 The Glimpses of the past
• The facilitator will draw the following choice board on the board and
will ask each student to choose any one form of the mentioned activities.
Visual Mathematical Kinesthetic

Linguistic Musical Interpersonal
• The students will form homogeneous groups (Students of same choice

in one group) and will present one aspect of the chapter in their own
way.
• This will be an anticipated AHAA moment as children will get an
opportunity to express their understanding of the chapter in their
own way. It will certainly boost their confidence and interested in
learning.
History 3 • Dictogloss contd.

• Chapter 8 Women Caste and Reform
Science 3 Description Description of Change Forces are Change Change

situation the situation observed? due to an in the in the
Action : Interaction state of shape
(pushing/ (yes/no) (yes/no) motion of ob-
pulling/ Yes/no ject
picking/
hitting/lifting/
lowering/
flying/ kicking/
throwing/
shutting/
flicking )
• Fill the grid Force and Pressure
• The facilitator will provide the students with the following grid and
asked them to fill it collaboratively.
An open ended question will be asked from the students. Children will be asked to think about it from all
possible perspectives.
What do you mean by Change? Why does it occur?
Every student will write the answer on an A4 sheet and put the answer on the class boards

Hindi 4 • yk[k dh pwfM+;k¡
• ikB ds vk/kkj ij jksy Iys djsaxsA
• ^^cnyko gh 'kk'or gSA** fo"k; ij ys[k fy[ksaxsA
Math 4 • Visualizing the 3D shapes

• Exercise 10.1 to be done in the notebook.
Science 4 • Dictogloss/discussion)
• Force and Pressure
• Reading and explanation of the chapter contd.
• The facilitator will make children perform simple experiments with the
help of balloons and water, so that they deduce the facts about pressure.
• Facilitator will ask few probing questions also so that learners deduce the
facts of pressure.
• Why water balloons hurt more when thrown from a greater height?
• Why water guns have small holes and not big?
• Hindi : fpfV~B;ksa dh vuwBh dgkuh
• The class will be divided into groups of 4-5 students each. Dictogloss
will be followed by the group wise presentation the next day.
Math 5 • My side n view

• Math : Chapter 10 : Visualising solid shapes
• The facilitator will distribute a small card silently with either 6 or 9
written on it in the class and will ask the students to read the digit written
on it. Some of them will read it as 9 and others will read it as 6.
• The facilitator will discuss the reason for different answer and will
conclude that our opinion is based on our side/perception. The students
will be asked to think on this at home
6 9
• Related exercises in the notebook.
History 5 • (DRTA – Direct reading and thinking activities)

• Women Caste and Reform
• As the facilitator takes the chapter through DRTA , the learners are
involved in active thinking
• (The facilitator will prepare the learners to make connections between
the force required for the changes / reform in the society and the force
required bringing a change in the position of objects.

Science 5 • Told us ….Made us wonder
• Force and Pressure
• The facilitator will give one situation as mentioned below and ask learners
to reflect on it as far as force and pressure are concerned
• After the discussion the facilitator will make them sit collaboratively
(heterogeneous groups) and ask them to mention atleast 5 such situations
where they observe the difference in the impact as force and pressure are
applied. Students will be given a choice to do it in the form of drawing,
text, performing art/role play. They will also show it in a tabular form.
Told us Made us wonder
• This will be an anticipated AHAA moment as students will enjoy making

connections and sharing the same in the class.
English 5 • Macavity – The Mystery Cat

• Recitation and discussion of the poem followed by an activity “Perceiving
it …my way” where the learners will be asked to write / enact on the
possible ways the mystery cat would have behaved in different situations.
• (This is an anticipated AHAA moment as the session will be witty,
humorous and completely joyful for the students.)
Science 6 • (Brainstorming)
• Science :Friction
 Why is heat produced when we rub our hands?
 Have you ever thought that why vehicle slows down when brakes are
applied?
 Why is it difficult to walk on a smooth and wet floor?
 Why do we fall when we step on a banana peel?
 What causes wear and tear of tyres of moving vehicles?
 Why are wheels used to move heavy luggage easily?
• The facilitators will form groups and asked children to brainstorm on
the above probing questions. Followed by the brainstorming session
the facilitator will ask each group to share their findings with the other
groups.

Hindi 6 • fpfV~B;ksa dh vuwBh dgkuh
• jksy Iys & dyk xfrfof/k vkfn
Math 6 • Brainstorming)
• Math : Visualizing Solid Shapes
• Related exercises in the lab.
• Through discussion the facilitator will also emphasize that what we see
is depends on our perception also. E.g.when it rains, some of us feel very
happy while few of us feel as if the sky is sad and crying today.
• The facilitator will throw a question: Playing mobile games is ok for us
as children but our parents do not like it. Why?
History 6 • Dictogloss
• The Making of the National Movement: 1870s--1947
• Dictogloss will be followed by a discussion. The discussion will make
the children understand the need and progression towards nationalism.
They will be asked to show it on a timeline/flowchart collaboratively.
History 7 • The Making of the National Movement: 1870s--1947

• Dictogloss will be followed by a discussion. The discussion will make the
children understand the progression towards different movements which
led to independence. The learners will also realize the reforms/movement
resulted in the CHANGE in the mindset of the people which started from
a thought (perceiving things differently and acting accordingly).
• The learners will share their learning from the chapter visualizing solid
shapes where they learned to see things according to our perspective /
side and form opinion.
• It will be an anticipated AHAA MOMENT for them as they will be able
to integrate their learning as a whole and relate it with their lives also.
Civics 7 • Law and Social Justice

• As students have already read about a constant thing in life which is
CHANGE, the facilitator will ask few questions
• The major social reforms / movements/changes in the society are for the
betterment. Do you all agree?
E.g. Triple Talaq, Article 370 were the changes wanted by our society
since long but they are implemented now. Why?
• With the help of these probing questions, the facilitator will derive the
need of law and justice associated with a change.
• Hindi : tgk¡ ifg;k gS
• ikB ds }kjk cnyko ds ldkjkRed vko';drk ds izfr tkx#d djk;k tk,xkA
Civics 8 • Direct Reading & Thinking Activities

• Law and Social Justice

Hindi 8 • Think pair, share
• Hindi : tgk¡ ifg;k gS
• The learners will discuss and write an article on an A4 sheet and put it on
the board of the class.
• The facilitator will encourage the learners to cite such example which
they experienced in the society.
Integrated 9-12 • Integrated project 1

projects
• The learners are asked to observe the pictures given above carefully as a
group (collaboratively)
• (To bring a change in the position of an object, we apply force as we
intend to change its position. To change the position correct amount of
force is required. Putting pressure at appropriately to perform a certain
task as per our requirement is another dimension to it. Friction plays a
major role in bringing a change or in completion of a task. Friction needs
to be reduced/overcome to perform a task.
• Based on the above clues and the pictures the learners will reflect upon.
It will be an integration of scientific approach of force, friction, pressure
and social reforms and changes. . The presentation can be in the form of a
role play/ visual art/ video making/ppt/song/poem/article writing/mime/
performing art.
• The facilitators will facilitate the process so as to bring the best out of
their learners.
• The parents will be invited for the show where children will display /
perform their work. It will be in the form of a gallery walk and the show
in the auditorium. Parents will be asked to write their feedback after the
show which is going to be motivating and encouraging for the students.

5.8.3 Learning logs
Notebooks, articles, posters on A4 Sheets
5.8.4 Lesson Plan – Stage 2
Formatives/Unit test • Integrated project
Teacher Interventions • Mindful teacher’s intervention to facilitate learning process
Extending the Lesson Further • Think of a change which you want to bring in the society.
Discuss the phases of its implementation. How will you legalise
it?
• https://bit.ly/2mdCc0s
Pen paper test


6
CHAPTER
Kitchen As A Resource For Joyful Learning
Rationale:
The Board, vide Circular No. Acad-34/2020 dated 14th May, 2020, has urged the school heads to ensure
implementation of Competency Based Education by creating such learning environments that enable
students to engage in meaningful learning processes. As mentioned in the said circular, Competency
based teaching and learning can be pursued through various methods which are experiential in nature
to make learning joyful. But the closure of the schools due to COVID-19 Pandemic and lack of face
to face interaction may pose challenges in adopting varied methods of teaching to achieve the desired
level of learning. Therefore, in the context of the present situation and for the long-term development
of capabilities and competencies in the learner, such experiential methods need to be adopted which can
be easily implemented and focus their efforts on learning and its outcomes. This also means utilizing
resources that are around the students when they are at their homes. Kitchen is one such resource.
6.1. The Kitchen is a Laboratory outside School, a Space for Learning:
Someone has rightly said, “the kitchen is a laboratory, and everything that happens there has to do with
science. It's Biology, Chemistry, Physics.Also there's History and art; Mathematics and Economics too”.5
This all seems true when we see the components of our kitchens; when we see the spices we taste, the
weighing scales we use, the flame of the gas stove that burns in different colours, the firewood we use in
the traditional Kitchens, the different types of fuels we use in the Kitchen all will prove that the Kitchen
is a Laboratory both the letter and spirit.
The biggest and unseen challenge of COVID 19 has given an opportunity to find innovative solutions for
learning. The lockdown has redefined the roles of parents and schools. These times have re-discovered
and re-established the roles of homes as learning spaces. And even more importantly, it has re-ignited the
focus on learning becoming a habit, a lifestyle that is integrated into every aspect of our daily lives, and
not just something that can be done only at a school.
These lockdown times have given an opportunity of using Kitchen as an interesting space to learn while
staying indoors; of utilizing kitchen as a readymade laboratory to learn a plethora of subjects and concepts.
Kitchen can be used for the empowerment and wellbeing of individuals and families; for promoting the
values of caring, sharing, accepting responsibility, communication, reflection budgeting and planning.
It can help learners to envision and uncover those unrealized possibilities and potentials in the familiar
domain of their own homes.
We shall highlight using kitchen as a learning space, a laboratory in today’s time, when the school
laboratories are closed. In fact, Kitchen is that space of our home where we gather our energy for the entire
day, through the food prepared; where we learn the most important life skills for survival, i.e. cooking;
where we also learn Science, Engineering, Mathematics, Technology through classification, organization,
quantities, proportions, thermal conductivity, chemical reactions, audits, optimization, hygiene, timing,
nutrition, and many more; where we learn about interdependence, collaboration and joy of working with
other individuals.
5. https://altonbrown.com accessed on 27.08.2020

6.2. Kitchen: A Learning Ground for 21st Century Skills and Competencies:
The 21st Century Skills of 4Cs: Critical Thinking, Creativity & Innovation, Collaboration, Communication,
IMT: Information Literacy, Media Literacy, Technology Literacy and FLIPS: Flexibility and Adaptability,
Leadership and Responsibility, Initiative and Self-Direction, Social and Cross-Cultural Interaction can be
developed by working in a kitchen.We shall explain a few of them:
Skill Kitchen Activity
Critical Thinking, Creativity • Mixing and matching different ingredients; learning and applying
& Innovation, Collaboration, the sciences behind kitchen processes.
Communication • Creating new items; working together with parents/ siblings or
even alone under the guidance of someone.
Social and Cross- Cultural • Learning about cuisines of various states and countries.
Interaction
Problem Solving • Creation of new recipes according to the financial condition and
family preferences.
Responsibility • Being a dutiful child, helping parents in various chores of kitchen.
Information Literacy, • Digitally researching on various facets related to kitchen; utilizing

Technology Literacy the internet to access and analyze information.
6.3. Kitchen for Constructivist Learning:

Constructivist Learning manifests a learner’s construction of new meaning based on his/her experiences.
Thus, the two important elements in this process are i) what a learner already knows and believes, ii)
ideas and knowledge with which he comes in contact, which amounts to his/her experience. According to
Richardson, “Constructivist pedagogy is thought of as the creation of classroom environments, activities,
and methods...that focus on individual students developing deep understandings in the subject matter of
interest and habits of mind that aid in future learning.”6 Everything around a learner provides a learning
experience and can be utilized for this.
6.3.1 Kitchen for Experiential Learning:
Experiential Learning (EL) is considered to be the most effective pedagogy to ascertain the implementation
of constructivism. In an ideal EL cycle, learners experience the following four stages in a sequence: 1)
concrete experience; 2) reflective observation; 3) abstract conceptualization; and 4) active experimentation.
Bawden (1998) has summarised the EL process as follows:
• “The process of learning starts with the immersion of the learner in a concrete experience from which
as many observations as possible are gathered and perceptions recorded.
• This stage of information gathering is then followed by a phase of thinking, during which attempts are
made to understand what has been experienced - and sense is made out what has been sensed.
• This stage is followed, in turn, with plans for action based on the understanding achieved.
• Finally, the planned action is taken, and as this changes the situation, the whole process is repeated,
and more knowledge created.”
6 Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623–1640
Kitchen As A Resource For Joyful Learning 99

In today’s times, when students are at their homes, a kitchen is one such resource that can help in learning
through real-life experiences and where multi-sensory experiential learning can happen. Take for example:
Cooking engages students at an almost instinctive level; the smells,
sounds, sights, textures and tastes excite senses and intellects. The constant
action and requisite involvement needs everyone’s participation. Students
also engage with forms of knowledge from a wide variety of disciplines
(including anthropology, nutrition, economics, biology, ecology, political
science, history etc.) to fully understand the cooking processes, and learn
how to integrate data and analyze information from diverse source.7
When the schools are not functioning physically, the environments that are in the reach of a student are
to be used. Kitchen can be used both for theoretical concepts and practical applications. Beginning from
the theoretical basics, look around the kitchen and you will find examples to enhance your conceptual
clarity. See various shapes through the utensils about which you learn in your books - the round ‘saucer’,
cylindrical ‘belans’, spherical ‘tawa’; Acids and Bases in the form of cooking items like Lemon, Vinegar,
Baking soda, Salt etc.; concept of heat from gas stoves and traditional stoves; history of Mughals through
the ‘Paranthas and Pooris’, geographical and climate, specially of south India, through spices, like
Cinnamon etc. specifically found there. And, there can be numerous such examples.
Similarly, in a kitchen you learn the practical application of the concept of pressure used to prepare
‘chapattis’; concept of matter by observing change of states from liquid to solid converting milk into
curd; process of fermentation while preparing batter for crispy dosas, learning vocabulary through the dal
glossary.
Take a look at the following real-life example:
THE DAL GLOSSARY
Recently, the Twitter has been quite amused by the ‘dal’ glossary prepared by a mother for her son during
the lockdown; indeed an innovative use of kitchen for languages.
This particular example has actually made us realize once again that it all depends upon the perspective;
perspective brings about the change, positive or negative. The mother in this particular case has made use
of real-life readily available resources, a resource that is found in every house: the kitchen.
Kitchen can actually be used in learning multiple subjects. Take a look at the following suggestive list of
scholastic and co-scholastic areas that you can learn through your kitchens:
7. https://www.academia.edu/31635366/Cooking_as_Pedagogy_Engaging_the_Senses_through_Experiential_Learning
accessed on 28 July 2020

• Management, Economics, Safety, Mathematics, Physics, Chemistry, Geography, Biology, Life Skills,
Values, Co-scholastic Areas (Discipline, Health and Fitness, Art, General Studies etc.), History,
Accountancy etc.
6.4. Using Kitchen for Learning:
• Teachers can plan such learning experiences that enable students to use kitchen for perceiving,
understanding, planning and acting.
• These learning experiences can be in the form of activities for the practical understanding of the
concepts given in their books.
• This can also be embedded with the Arts-Integrated project to be done in the classes 1st to 10th.
6.4.1 Common Objectives for Using Kitchen for Learning :
• To make learning joyful and experiential
• To bring stress-free environment to learning
• To promote the well-being of individuals, families and societies through food and other components
and constituents of a kitchen
• To provide students with opportunities to understand basic human necessities
• To enable students to understand scientific facts and principles involved in various forms of work.
6.4.2 Principles to be followed by teachers while devising activities for using Kitchen for Learning:
• Remember that curiosity and observation is the natural characteristic of learners.
• Through this type of active and engaged learning, students must be inspired to achieve in-depth
learning of the subjects they are studying.
• Activities must enable students to develop their inquisitiveness, creativity, innovation, critical
thinking, analysis, collaboration and other 21st century skills, empowering them with the competencies
to understand, analyse, evaluate, interpret and innovate solutions for various real life situations.
• The activity done or planned must be a purposeful activity for the learner.
• It must not be a stand-alone activity, rather an integrated part of learning.
• It must assist in reflection and extended learning of the concepts being covered in the curriculum of
a subject,
• It must aid in the acquisition of competencies in the subject concerned.
• It must offer experience in home activities.
• Perceiving, understanding, planning and action: all these processes must be covered through the
activities planned.
• Learning experience must provide joy, and must notbe forced upon.
• Learners’ safety must be completely taken care of while devising the activities. Parents or elders
must accompany a learner when h/she is in kitchen doing activities.
6.4.3 Role of the Teacher:
• Conceptualize ideas that connect activities in the Kitchen with the concepts and topics of the subject.

• Provide examples of real-world issues that engage students’ interest and encourage deep thinking
among them.
• Plan activities to give opportunity for students to do things independently.
• Must act as the initiator, guiding students on the side and co-creating the new learning in the process.
• Include learning through kitchen activities in the annual pedagogical plans of the school.
6.5 Some Exemplar Activities:
Working with Kitchen can be a joyful experience during the times beyond school spaces. A few exemplar
activities are given as suggestions.
6.5.1. Homemade Meal Integrated with Economics, Health and Environment:
• Through Homemade meal, students can learn :
 Nutrition: nutritional value of various vegetable and spices used in their food,
 Economics: saving food costs by selecting low cost nutritious ingredients for cooking, opting
for homemade food, saving energy etc.
 Sustainable Development: minimizing fuel consumption by using smart techniques for cooking,
use of more locally available food ingredients; choose items with minimum ecological impacts
etc.
6.5.2 Integration of Food and History:
• The topic of Industrialization can be taken with focus on eating habits. As people are not able to go
home to take food, they bring their lunch with them. Due to various constraints, proper and balanced
food may not be taken.
• Students can compare this kind of food with the examples of a balanced lunch such as vegetables,
pulses, rice, whole grains etc.
• Students can also study the change of food habits in India over years. Food and eating habits came
to India due to the interaction with people from different parts of the world.
6.5.3. Learning Science through Kitchen:
Grade Activity Physics/Science Suggestion
VI-VII Use of spoon or bowls as Light, Reflection

convex mirror
VII Use of Knife, Choppers Pressure, Newton’s IIIrd

Law of Motion
Do it as an activity
VIII Use of utensils with Conduction, Metal/ non-
record video & explain
plastic hands metals
the physics behind it
IX-XI Making of chapati Friction, pressure, heat
and Thermodynamics
X, XII Use of Lighter or match Friction, Electrical spark,

stick to generate flame Relative velocity Heat

XI Washing utensils with Such solution has less
soap surface tension which
helps in removing oils
and dust out of the
utensils
XI Pressure cooker Ist law of

Thermodynamics,
Isochoric Process, Sound
XI Use of oil Heat, Surface Tension
6.5.4. Integrating Storytelling with Food:

• Ask students to find out food-pyramid from internet.
• Give all components names as characters; for example Protein can be the ‘shaker’, Carbohydrates
can be the ‘Quicker’ and so on…
• Make Junk Food the villain of the story, bringing out the harmful effects of junk food on health.
• Make Healthy Food the Hero of the story.
6.5.5. Integrating Local Cuisine, Agro-practices with Kitchen8 :
• Assign students to identify local cuisine and agro-products, observe and analyze knowledge, skills
and practices that may be fading away.
• Arrange meeting of students with local farmers so that they know about agriculture practices and
challenges.
• Plan and execute a project of reaching out to restaurants serving local cuisine.
• You can include studying original cuisine of the vicinity and adaptation of other cuisine to local
tastes.
A number of such activities connected to your subject can be devised by using this readily available
resource to make every learner to explore experiential learning.
8 https://www.academia.edu/10956304/The_Future_of_Food_Studies_2015_?email_work_card=thumbnail accessed on
9th August 2020

7
CHAPTER
The Final Takeaways
So, my dears! What are the final

takeaway from this Handbook?
THE FINAL TAKEAWAYS:

1. Ways to Joyful Learning can be many; ranging
from integrating sports in educational activities to
integrating story-telling in classroom transactions
2. Joy comes when a child feels a sense of
achievement as if she/he has created something
new, all on own.
3. It could occur after completion of a lesson on
realising that she has understood the concept
clearly and can see how it links to real life; it could
occur when the given task is done independently
by the students; it could occur while doing an
activity in or outside the classroom.
4. To help students to attain the ‘AHAA! moment,
activity-based and joyful learning must be
practiced in all classrooms.
We Shall Be Back Soon!!!

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HANDBOOK OF JOYFUL LEARNING

PRICE : Unpriced Edition

Edition : First Edition 2020, CBSE, Delhi

Copies : 100 Copies

This book or part thereof may not be reproduced by

Published by : Central Board of Secondary Education,

In alignment with the NEP, Central Board of Secondary Education has

The present Handbook has been created as a resource for practitioners

Advisory and Creative Inputs :

Guidance and Support :

Value-adder, Curator and Coordinator :

Initial Draft Preparation Team :

1 Curtain Raiser : We are Back 1

2 Joyfully We all Shall Learn 2-8

3 Crucial Terms for Joyful Lessons 9-13

4 The Do’s for Making a Classroom Joyful 14-19

5 Joyful Integration of Subjects: Exemplars 20-97

5.1 Class 1 Integrated lesson plan 21-27

6 Kitchen as a Resource for Joyful Learning 98-103

7 The Final Takeaways 104

I am sure you remember us! We

Then we brought for you the Handbook on 21st

Curtain Raiser : We are Back Again! 1

Joyfully We All Shall Learn!

Roshni, I begin with my first

Uday, I shall begin with a little

O Great! That will make my concepts

• Various ways like project - based learning, active

2 Handbook of Joyful Learning

• The broader aims of all these initiatives, however,

2.1. Meaning of Joyful Learning:

1. https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_795#howtocite accessed on 6th December

Joyfully We All Shall Learn! 3

• A joyful classroom engages learners actively and infuses

So, what you mean is, learning will be more

Absolutely, Uday! The idea is to ensure that values and

I am confused. Is it not what is expected to be

4 Handbook of Joyful Learning

Okay! Finally, I Got it.

Roshni, from where do you get all

Joyfully We All Shall Learn! 5

Let me explain this.

6 Handbook of Joyful Learning

What Happens in the What does it lead to?

Perspective Change  Practicing Joyful Teaching Learning brings change in perspective;

Joyfully We All Shall Learn! 7

Crucial Terms for Joyful Lessons

Before proceeding further, let me

Where have we used

These are the terms referring to various kinds of

3.1. 21st Century Skills:

Crucial Terms for Joyful Lessons 9

3.1.3. Creativity and Innovation:

3.1.6. Flexibility and Adaptability:

10 Handbook of Joyful Learning

3.1.8 Initiative and Self-Direction:

3.1.9. Productivity and Accountability:

3.1.10. Social and Cross-Cultural Interaction

3.2. Commonly Used Terms/ Strategies