Content

- *Topic*: Animals Around Us

- *Learning Objectives*:

- Recognize and identify different types of animals.

- Understand the basic needs of animals (food, water, shelter).

Process

- *Activities*:

1. Animal Sorting Game*: Sort pictures of animals into categories (e.g., mammals, birds, reptiles).

2. Animal Story Time*: Read stories about different animals and their habitats.

3-Animal Observation*: Observe and draw pictures of animals in the classroom or schoolyard.

How to --

- Encourage active participation and engagement.

- Use visual aids and hands-on activities to support learning.

- Foster curiosity and creativity.

Product

- Student Reflection

- Create a picture or drawing of a favorite animal.

- Participate in a class discussion about animals

- *Assessment*:

- Observe student participation and engagement during activities.

- Review student drawings and writings for understanding.

- Use a rubric to assess student understanding of animal basic needs.

Environment

- *Classroom setup

- Create a designated area for animal-themed activities and displays.

- Use pictures and models of animals to create a visually stimulating environment.

- Incorporate natural elements, such as plants or a pet, to promote learning.

- *Resources*:

- Pictures and models of different animals.

- Books and stories about animals.

- Art materials (paper, crayons, paint, etc.).

Content

Impact of human activities on landforms

Process

Watch a video and discuss the impact of human intervention

Product - Present/Reflect your understanding, choosing any graphic organizer. choice board

Environment - visuals , reading material

Content- balanced diet - what , why , how ….reading material,

Process- story board, discussion, modelling, poem, exploring kitchen, preparing a recipe, meeting a nutritionist

Product- a beautiful poem, a dish , reflection using VTRs

Environment- confidence , LP developed

Lesson goal- Learners will understand the main parts of plant and their functions

Content - Parts of a plant and their functions

Process- Show a real or picture of plant

,showing videos and class discussion

learners will work in pairs to build a plant model

Product-A labelled diagram of plant

Exit ticket- One fact about each part of the plant

In a classical dance unit, students (content) learn about kathak and its mudras. They then (process) explore expressing emotions through abhinaya, rehearse movements, and choreograph in small groups. Finally, they (product) perform their dance for parents and peers in a school event.

L

Content:

1. Emotional awareness: Recognizing and expressing emotions.

2. Self-care: Practicing habits for physical and emotional well-being.

3. Friendship: Building and maintaining positive relationships.

Process:

1. Visual thinking routine (VTR): Using images and prompts to explore thoughts and feelings.

2. Discussion: Sharing thoughts and experiences.

3. Reflection: Identifying and expressing emotions.

Product:

1. Emotion chart: Creating a chart to identify and express emotions.

2. Self-care poster: Designing a poster promoting self-care habits.

3. Friendship collage: Creating a collage representing positive relationships.

VTR Steps:

1. See: Observe images or prompts.

2. Think: Share thoughts and feelings.

3. Wonder: Ask questions and explore.

Topic:

Air Pollution (Grade 2)

Strategy:

Think – Wink – Decide

Includes:

Content, Process, Product

Content

(What to Learn)

• What is air pollution?

• Causes: smoke from cars, factories, burning garbage

• Bad effects on health and nature

• Simple ways to keep air clean (plant trees, don’t burn garbage)

  
  

  
  

• Process

(How to Learn)

👉 THINK:

• Look at pictures of clean vs. dirty air

• Talk about what we see and know

👉 WINK:

•. Imagine clean and polluted places

• Draw both on two pages

• Listen to a story or rhyme about clean air

👉 DECIDE:

• Choose one thing to help the air

• Make a “Clean Air Promise” badge

• Say one sentence: “I will help air by…”

Product

(What They Will Make)

•. Drawing: “Polluted vs. Clean Air”

• Clean Air Promise Badge

• Small oral talk: “One way I will help”

  
  

Topic (Place value upto tens and ones)

1.Content - Understand that a 2-digit number is made up of tens and ones

2.Process -

VTR (Think-Pair-Share)

Showing the number 45 to them? How many tens and ones?

Game: "Build the Number"

3.Space

Floor time

hands-on exploration

Interactive whiteboard

4. Learning Engagement

Real-life connection

Use students’ names and favorite objects.

Aarav has 27 toy cars. How many tens and ones?

Central Idea: The use of materials depends on their properties and changes they undergo.

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1. Content (What students will learn)

Key Concepts:

Form – What is it like?

Function – How does it work?

Change – How is it transforming?

Related Concepts:

Properties of materials

Reversible and irreversible changes

States of matter (solid, liquid, gas)

Lines of Inquiry:

Different types of materials and their properties

Changes materials undergo (heating, cooling, mixing)

How material changes affect daily life

Learner Profile Attributes:

Inquirers

Thinkers

Knowledgeable

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2. Process (How students will learn)

Tuning In:

KWL Chart (Know, Want to Know, Learned)

Provocation video on how chocolate melts or ice turns to water

Finding Out:

Hands-on experiments (e.g., melting ice, mixing vinegar and baking soda)

Use of Venn diagrams to compare materials

Sorting Out:

Sorting materials by properties

T-chart for reversible vs irreversible changes

Going Further:

Small group inquiry projects (e.g., How is glass made?)

Exploring real-world applications (e.g., materials used in cooking or construction)

Reflecting:

Science journal reflections

Exit tickets after experiments

Peer sharing and group discussion

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3. Product (What students will create to demonstrate learning)

Science experiment report (including title, materials, steps, conclusion)

Posters showing types of materials and their uses

Group presentations on chosen material (e.g., plastic, wood, metal)

Visual T-chart showing changes in materials

Reflection log or journal on discoveries made

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4. Learning Environment (Supportive setup for learning)

Physical Space:

Science corner with samples of different materials

Experiment station with tools and safety materials

Display boards for inquiry questions and vocabulary

Emotional/Social Environment:

Encouragement of curiosity and questioning

Opportunities for collaboration in pairs/groups

Open-ended questions to promote thinking

Digital Tools:

Educational videos/simulations (e.g., changes in states of matter)

Tablets/laptops for research

Interactive quizzes or games

Resources:

Real materials for experiments

Charts and graphic organizers

Storybooks related to science concepts

Balanced diet ,regular exercises adequate sleep , healthy habits

Process

Food sorting game ,story telling, by drawing (healthy plate )

Product

Students will draw y -chart sorting different food groups, they will make Venn diagram to differentiate their previous choices and present choice.

Objective-to gather information about the topic we are going to learn

Inquiry Questions-

Visual representation-

Tasks related to the topic-

Widening the availabe resources-

Family involvment tasks-

Process-

Classrooom -surrounding examples

for ex: living and non living things present in classroom

query - can be related to topic why it is not living and why it is living , solving that

Field visit-

Object identification-

Why what how of the topics

Conclusion:

Content: English comprehension passage 

Process: students will be given reading sheet using differential technique, they can express their understanding about the sheet using writing method, drawing, or through any graphic organizer. 

They will share their presentation with their pair and then can discuss on their individual perspective about the story/ content.

Learner profile which they will develop is open minded. Through this activity they will learn new vocabulary, and will learn to respect each others ideas

Process- Activity using Marbles and making pair of the numbers .

Learning space- In and outside the classroom

( Can be done in group as well as individually)

Learning Objectives - Would be able to identify which all the numbers do have factors and who do not

PRODUCT -Understanding diversity in living oraganism DIFFERENT TYPES OF TREES AND ANIMALS EXIST ON DIFFERENT LAND FORMS

Process - Book station having books/ journal/ story books on lanforms,plants and animals

For auditory learners - Read aloud of stories or instructions

DRAWING TASKS ON DIFFERENT LANDFORMS

VISUAL LEARNERS - VIDEOS

CONTENT - VIDEOS , READING SHEETS, VISIT

Content- Definition and examples of public places

-Importance of public places

• Responsibilities at public places

• Different types of public places

Product

A poster or brochure about public place

A model of public place

A short poem or story about public place

A list of rules for a specific public place

Process

- Research and gather information about different public places

- Discuss and brainstorm ideas about public places in small groups

- Create a visual representation or model of a public place

- Write a short story or poem about a public place

- Present their work to the class

-Exit ticket- Any responsibility about any public place

Sentence Formation

Process -

They will be sitting in group and each group will be framing one sentence

• By going through videos

• By solving different jumbled sentences

• By presenting the correct formation and evaluating each other's errors.

ATL - learners will be

• Knowledgeable

• Thinker

Topic: Identify and understand the basic parts of a plant and their functions.

Covering -Root,

Stem,leaves (photosynthesis),

Flower,Fruit

Process -Watch a short animated video on plant parts,Real plant observation,song related to it to memorize and cut and paste worksheet

Project -oral presentation,models,class quizzes

Grade:3

VTR- Connect-Extend- Challenge

Process

Divide the learners in different groups.

Ask them to name their group according to the concept they want to present, for eg: weight, length, capacity.

Task: Measure the length, weight, height, and capacity of various objects around you.

Learners can use different tools to complete the task like a weighing scale, a measuring tape, and beakers.

Exit Ticket: Learners may discuss their observation with their peer group.

Anchal

Content: English comprehension passage 

Process: students will be given reading sheet using differential technique, they can express their understanding about the sheet using writing method, drawing, or through any graphic organizer. 

They will share their presentation with their pair and then can discuss on their individual perspective about the story/ content.

Learner profile which they will develop is open minded. Through this activity they will learn new vocabulary, and will learn to respect each others ideas

Grade: 4 and 5

CONTENT

Videos and book

Vocabulary: Bonjour

• Bonsoir

• Salut

• Coucou!

• Au revoir

• À bientôt / À demain

PROCESS

Discussion on Cultural aspects

Practice dialogues in pairs (formal and informal situations)

Video clips of themselves doing role-play greetings

PRODUCT

• In pairs, present dialogues with attention to tone, register, and gestures along with expressions.

Content (What children will learn)

Who are community helpers

Names of common helpers:

Doctor, Teacher, Policeman, Firefighter, Postman, Farmer, Carpenter, etc.

What they do

Tools they use

How they help us in daily life

Process

Storytelling

Flashcards

Field visits

Role play

Visual aids

Product

(What children will create or show)

A drawing or craft of their favorite helper.

A worksheet matching helpers with tools.

A one-line speech: “I am a doctor. I help sick people.”

Process : by playing games to check the prior knowledge about body parts and sense organs , showing them videos followed by asking questions in between, multiple hands on experience activities can be done to strengthen the knowledge for deeper understanding

Product : Learners can showcase of their knowledge through free hand drawing, by speaking what they have learned, through role play ,by doing cut and paste activity for the particular task given

topic - difference role model and influencer

process - gallery walk , group discussions

product - venn diagram

LP- risk taker ,thinker

Different types of organizations

Process

Watch a video and discuss

Product

Reflect in any one type of organisation

Environment

Visuals, reading material

UNDERSTANDING FRACTIONS, NUMERATOR DENOMINATOR, PROPER AND EQUIVALENT FRACTIONS

PROCESS: fraction pizza activity

Process:

Introduction:

Begin by discussing fractions with a visual aid like a pizza. Explain that the whole pizza is the denominator, and each slice is a numerator.

Creation:

Provide students with materials to create their own pizzas (paper plates, construction paper, markers, etc.). Have them divide their pizza into equal slices (e.g., 4, 6, or 8).

Application:

Students choose toppings and represent the amount of each topping as a fraction of the whole pizza (e.g., 2/8 pepperoni, 1/8 olives).

Product:

Pizza Model:

Students present their finished pizzas, with each topping clearly labeled with its fractional representation.

Explanation:

Students write a short explanation of their pizza, including the fractions they used and any equivalent fractions they identified.

Reflection:

Students reflect on their learning process, what they found challenging, and what they learned about fractions.

product: pizza model and explanation

Topic: “Weather and Seasons”

Grade:

2

Lesson Goal:

Learners will understand different types of weather and how seasons affect our daily life.

Content:

• Types of weather: sunny, rainy, windy, cloudy, snowy

• Four main seasons and their characteristics

• Clothes, food, and activities suitable for each season

• Use images, flashcards, and simple short videos

Process:

• Class discussion: “What is your favorite season and why?”

• Watch a video: “How seasons change” or “Weather song”

• Match clothes to the season (interactive activity)

• Use VTR: “Think-Pair-Share” or “See-Think-Wonder” about weather pictures

• Pair activity: Students draw or write about today’s weather and one seasonal item

Product:

• A mini weather report (drawing + 1–2 lines spoken)

• Season wheel craft or worksheet

• Simple presentation: “I wear ___ in winter because…”

• Add all final work to Padlet as photos, voice clips, or drawings

Concept - Reading interpretation construction and analysis of different types of graph

Process - Students will do survey in the class room - like their choices their favourite movie, books ,ice cream

Product - Students will keep the choices in front . They present that in the form of tally marks and represent that in the form of different types of graphs

Content- Living and non Living, types of plants, interdependence between organisms

Process- in pair or group

Video, book, reading materials, visits

Product- story narrations, role play, PPT,Poetry writing

Topic : Rhythm around the world

Content - Beat, Rhythm and tempo, Traditional and Modern instruments

Process - Listening to different folk music and different culture, try different styles, warm up

Product - presentation (solo or group)

1. Content (What students should know)

• Definition of Hardware: Physical components of a computer system (e.g., CPU, RAM, hard drive, keyboard, mouse).

• Definition of Software: Programs and operating systems that run on hardware (e.g., Windows, Microsoft Word, browsers).

2. Process (How students will learn)

• Interactive Lecture: Instructor introduces key concepts using slides, visuals, and real examples.

• Hands-On Demonstration: Students physically handle computer devices in the lab

• Research Task: Each student selects one type of hardware and one type of software and presents a short report.

3. Product (What students will create or demonstrate)

• Graphic Designer: students can use different graphic designer to represent various software or hardwarw

• Written Summary or Report: Students represent what software or hardware they used or their parent shave used

*ऊर्जा संरक्षण का अर्थ एवं प्रकार

* ऊर्जा संरक्षण क्यों आवश्यक है

* ऊर्जा संरक्षण के उपाय

Process ऊर्जा संरक्षण की प्रक्रिया -

* जागरूकता फैलाना

* व्यक्तिगत व्यवहार में बदलाव

Product

* पोस्टर

* नारे

* अनुच्छेद लेखन

Lp and skills

* चिंतन कौशल

* संचार कौशल

* स्व प्रबंधन कौशल

* लेखन कौशल

Topic- Generations of computers

content-Students will learn how computers have changed over time — from big, slow machines to fast, smart devices. They will explore the five generations using pictures, key words, and simple comparisons.

Process-

Students will watch a video, discuss old and new computers, and create a timeline showing the different generations.

They will work in groups, draw, or present what they learned in fun and easy ways.

Grade: 4

Topic: Sentence

Subject English 

1. Content – What we are learning

A sentence is a group of words that expresses a complete thought.

2. Process – Teacher displays examples on the board (some sentences, some just random words).

Students sort them and discuss: What makes this a sentence?

Drama with Words

Give each student a word (noun, verb, article, etc.).

3. Product – What learners will show

By the end of the session, students will:

Define a sentence in their own words.

Identify and create correct sentences.

Reflect on their learning using a thinking routine (e.g., “I used to think... Now I think...”).

Assessment Tools:

Exit ticket: "Write one complete sentence about your favourite book."

Class: Primary (4-5)

Objectives:

1. To introduce basic caricature techniques.

2. To develop observation and drawing skills.

3. To encourage creativity and humour.

Content:

- Introduction to caricature basics (exaggeration, facial features)by showing it on Multimedia Or pictures.

Process:

1. Showing simple pictures of caricature (exaggerating features).

2. Students choose their friend or celebrity to draw.

3. Encourage exaggeration and creative expression.

Product:

- A fun and humorous caricature artwork showcasing creativity and observation skills.

Assessment:

- Evaluate students' ability to exaggerate features.

- Observe their creativity and attention to detail.

Materials:

- Paper

- Pencils

- Markers or colored pencils

- Examples of caricature.

Topic: Role of Mass Media

Grade: 5

Lesson Goal:

Learners will understand what mass media is, the different types of mass media, and how it influences people’s opinions and daily life.

Content:

• Definition of mass media (TV, radio, newspapers, internet, social media)

• Different types and examples

• Positive and negative impacts of mass media

• How to be a responsible media consumer

• Use real-life examples, images, short videos, and simple news clips

Process:

• Class Discussion: “Where do you get your news? Which type of media do you use most?”

• Watch a short video: “What is mass media?” or a simple news report

• VTR: Use “See-Think-Wonder” with an advertisement or news clip — What do you see? What do you think? What do you wonder?

• Small group activity: Sort examples of media into categories (print, broadcast, digital, social).

• Pair activity: Read a simple news headline or watch a short clip and discuss: “Do you believe this? Why or why not?”

• Reflection discussion: “How can media change what people think or do?”

Product:

• Create a simple poster: showing 3 types of mass media and an example for each

• Write 2–3 sentences: about how media affects daily life (e.g., “TV helps me learn about…”)

• Role-play: act as a news reporter and share a short “news flash” with classmates

• Display work: add posters, role-play videos, and student reflections to a Padlet or class bulletin board