Class 1

CBSE-i
CLASS I
ENGLISH
UNIT- I, II
III
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
Preface
The Curriculum initiated by Central Board of Secondary Education -International (CBSE-i) is
a progressive step in making the educational content and methodology more sensitive and
responsive to the global needs. It signifies the emergence of a fresh thought process in
imparting a curriculum which would restore the independence of the learner to pursue the
learning process in harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education, with about 11000 schools affiliated to it and with
over 130 schools situated in more than 20 countries has been catering to the academic needs of
the learners worldwide. The Board has always been conscious of the varying needs of the
learners in countries abroad and has been working towards contextualizing certain elements
of the learning process to the physical, geographical, social and cultural environment in which
they are engaged. The International Curriculum being designed by CBSE-i , has been
visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The
objective of the curriculum is to nurture the independence of the learner, given the fact that
every learner is unique. The learner has to understand, appreciate, protect and build on
values, beliefs and traditional wisdom, making necessary modifications, improvisations and
additions wherever and whenever necessary.
The recent scientific and technological advances have thrown open the gateways of
knowledge at an astonishing pace. The speed and methods of assimilating knowledge have
put forth many challenges to the educators, forcing them to rethink their approaches for
knowledge processing by their learners. In this context, it has become imperative for them to
incorporate those skills which will enable the young learners to become 'life long learners'. The
ability to stay current, to upgrade skills with emerging technologies, to understand the
nuances involved in change management and the relevant life skills have to be a part of the
learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these
requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education. While
promoting critical and creative thinking skills, effective communication skills, interpersonal
and collaborative skills along with information and media skills. There is an inbuilt flexibility
as it provides a foundation and an extension curriculum in all subject areas to cater to the
different pace of learners.
The CBSE-i plans to introduce the curriculum in a phased manner at different levels in schools
affiliated to CBSE at the international level and subsequently, if desirable, to introduce it to
i
other affiliated schools who are able to meet the requirements of this curriculum. The focus is
to ensure that the learner is stress-free and yet stays committed to active learning. The learner
would be evaluated on a continuous and comprehensive basis consequent to the mutual
interactions between the teacher and the learner and the learner. There are some nonevaluative components in the curriculum which would be commented upon by the teachers
and the school. The objective of this part or the core of the curriculum is to scaffold the learning
experiences and to relate tacit knowledge with formal knowledge. This would involve transdisciplinary linkages that would form the core of the learning process. Perspectives, SEWA
(Social Empowerment through Work and Action), Life Skills and Research would be the
constituents of this 'Core'. The Core skills are the most significant aspects of a learner's holistic
growth and his/her learning curve.
The international curriculum has been designed keeping in view the foundations of the
National Curricular Framework (NCF 2005) and the experience gathered by the Board over
the last seven decades in imparting effective learning to millions of learners, many of whom
are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at
the international level, but as an exercise in providing the much needed Indian leadership for
global education at the school level. The international curriculum would evolve on its ownbuilding on learning experiences inside the classroom over a period of time. The Board while
addressing the issues of empowerment with the help of the schools administering this system
strongly recommends that practicing teachers become skillful learners on their own and also
transfer their learning experiences to their peers through the interactive platforms to be
provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics),CBSE, Ms. Abha
Adams and her team and Dr. Sadhana Parashar, Head (Innovations and Research) CBSE
alongwith other Education Officers involved in the development and implementation of this
material.
The CBSE-i website being launched will enable all stakeholders involved in this initiative to
participate through the discussion forums provided on the portal. Any further suggestions for
modifying or improving any part of this document are welcome.
Vineet Joshi
Chairman
CBSE
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman & Secretary, CBSE
Smt. Chitralekha Gurumurthy, Director (Academics),CBSE
Dr. Sadhana Parashar, Head (Innovations & Research),CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Academics), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (Innovations & Research),CBSE
Ideators
Dr. Indu Khetrapal
Ms. Rupa Chakravarty
Dr. N. K. Sehga
Ms. Jaishree Srivastava
Ms. Anita Sharma
Dr. Anju Srivastava
Dr. Uma Chaudhary
Dr. Kamla Menon
Ms. Meenu Goswami
Ms. Anuradha Sen
Ms. Geeta Varshney
Dr. Rajesh Hassija
Ms. Urmila Chowdhary
Ms. Amita Mishra

Ms. Aditi Misra
Material Production Groups : Classes IX - X

Mathematics :
Science :
Dr. K.P. Chinda
Ms. Charu Maini
Mr. J.C. Nijhawan
Ms. S. Anjum
Ms. Rashmi Kathuria
Ms. Meenambika Menon
Ms. Reemu Verma
Ms. Novita Chopra

Ms. Nita Rastogi
Ms. Pooja Sareen
History :
English :
Ms. Jayshree Srivastava
Ms. Sarita Manuja
Mrs. M. Bose
Ms. Gayatri Khanna
Ms. A. Venkatachalam
Ms. Renu Anand
Ms. Smita Bhattacharya
Ms. P. Rajeshwary
Mrs. Neelima Sharma
Ms. Neha Sharma
Geography :
Poltical Science :
Ms. Deepa Kapoor
Ms Sharmila Bakshi
Ms. Bharti Dave
Ms. Srilekha
Ms. Bhagirathi
Ms. Archana Soni
Economics :
Ms. Mridula Pant
Sh. Pankaj Bhanwani
Material Production Groups : Classes I - V

Ms. Savinder Kaur Rooprai
Ms. Nandita Pal
Ms. Deepti Verma
Ms. Seema Choudhary
Ms. Monika Thakur
Mr. Bijo Thomas
Ms Ruba Chakravarty
Material Production Groups : Classes VI - VIII

Ms. Guneet Ohri
Ms. Dipinder Kaur
Ms. Sonia Jain
Ms. Seema Rawat
Dr. Meena Dhami
Mrs. N Vidya
Co-ordinators :
Mrs. Sugandh Sharma, Education Officer (Com.)
Dr. Srijata Das, Education Officer (Science & Maths)
Sh. R. P. Sharma, Consultant
Shri Al Hilal Ahmed, Asstt. Education Officer
CONTENTS
I.
Preface
II. Acknowledgements
III. General Objectives
I-II
III
V
Specific Objectives English

Specific Objectives Maths
Subject Specific Objectives Environmental studies
IV. Specific Objectives
V.
English
Mathematics
Environmental Education
VI
VII
VIII
Syllabus
English
1-5
Mathematics
6-9
Environmental Studies
10-14
Visual Arts
15-16
Performing Arts
Physical Education
17
18-26
VI. Annexures:
Template for English
27-29
Template for Maths
30-35
Template for Environmental Education
36-38
Assessment Rubrics for English
39
Assessment Rubrics for Maths
40-41
Assessment Rubrics for Environmental Education
42-43
Teacher Resource Material for English
44
Teacher Resource Material for Environmental Education
44
Teacher Resource Material for Visual Arts
44
Teacher Resource Material for Performing Arts
44
Worksheets for English
45-52
Worksheets for Environmental Education
53-72
Worksheets for Maths
73-84
General Objectives
G
Think creatively, analyze critically and synthesize clearly
G
Develop and apply effective reading, writing, speaking and listening }
skills.
G
Understand and value the relationships between creativity, imagination
and problem solving and the linguistic, artistic, ethical, literary, and
philosophical traditions that shape human cultures and
interdependence of groups in a global society.
G
Recognize and value the collective heritage, ideas and values of a
multicultural world and demonstrates sensitivity to socio cultural
diversity
G
Develop ethical reasoning skills and act responsibly, including ones physical and
mental well being
G
Understand the interdisciplinary nature of knowledge and apply an
interdisciplinary approach to problem solving
G
Provide holistic situations for a proper learning
G
Provide rich and comprehensible input for acquisition of knowledge
G
Develop a link between natural, cultural & social environment.
G
Develop critical thinking to deal with challenges of every day life
G
Nurture the natural curiosity and creativity of the students
G
Engage the students to be curious about the environment and
harmonizing with it
G
To help the students to acquire the basic cognitive and psychomotor
skills through observation, exploration and practical experience.
G
To develop scientific temperament
G
To develop basic language skills through analysis and application
G
To encourage inventiveness and creativity
G
To raise students awareness to critical exploring
G
Create the strong sense of human values
Specific Objectives English

To develop an understanding of and competence in speaking English.
G
To enable the students to speak with clarity and to use intonation when reading and
G
reciting texts.
To enable the students to interpret a text by reading aloud with some variety in pace
G
and emphasis.
To develop the skills required to listen with sustained concentration.
G
Specific Objectives Maths

To solve a puzzle or problems using numbers.
G
Develop and use the vocabulary of comparing numbers (more, less and equal to)
G
Sort, classify and describe the object on the basis of number of the objects.
G
To collate the puzzles and the objects according to the specification.
G
Observes and describes the number of the objects in their surroundings.
G
To develop the ability to count forward and backward.
G
To develop the ability to group the objects in a group of two / three / ten each.
G
Visualize and use everyday language to describe the shape and direction of the
G
object.
Counts reliably up to 20 objects, recognizing that the number of objects stays the
G
same; estimates the number of objects that can be checked by counting.
Compares and orders numbers.
G
Develops the logical ability to compute the number one more or one less than a
G
given number.
Reads and writes numbers up to 20 and then uses the knowledge of place value to
G
develop two digit numbers.
Recognizes and speaks the numbers from 1 to 99.
G
Subject Specific Objectives

Environmental studies
To train children to locate and comprehend relationship between the natural, social
G
and cultural environment.
To develop an understanding based on observation and illustration, drawn from
G
live experiences and physical, biological, social and cultural aspects of life, rather
than abstractions.
To create cognitive capacity and resourcefulness to make the child curious about
G
social phenomena, starting with the family and moving on to wider spaces.
To nurture the curiosity and creativity of the child particularly in relation to the
G
natural environment (including human beings and artifacts).
To develop an awareness about environmental issues.
G
To engage the child in exploratory and practical activities to acquire basic cognitive
G
and psychomotor skills through observation, classification, inference etc.
To emphasize design and fabricate, estimate and measurement as a prelude to the
G
development of technological and quantitative skills at later stages.
To be able to critically address gender concerns and issues of marginalization and
G
oppression with values of equality and justice, and respect for human dignity and
rights.
English
Unit - 1
General objectives:
Develop and apply skills and strategies for reading process.
G
Discriminate between letters and words in text.
G
Specific objectives:
To understand the concept of nouns/naming words.
G
To be able to recognize similar sounding words in a group of words.
G
Topic/
Theme
Time
Listening
Rhyming 5 hours Picking out
the rhyming
words
words they
hear.
Naming
words
8 hours Students
listen to
words,
distinguish
nouns from
other words.
CLASS-1
Skills for Language arts
Activities
Multiple
Intelligences
Learning
Outcomes
Speaking
Creating
rhyming
words.
Reading
Recognize
visual patterns in
words.
Writing
To process the
words when they
look for similar
sounds
After listening to
the story, students
discuss the
rhymes and make
up their own
rhyming words.
Musical
Intelligence/
Logical
Intelligence
Recognize and
construct rhyming
words.
To recite a
poem using
naming
words.
Look at the
picture/s and
read the words
Use of Capital
Playing the gameLetters & Naming Categories
Words
make a list of
nouns using the 3
categoriesPerson, Place, or
Thing,
Brainstorm and
come up with
some nouns
and write them
under different
headings.
Mystery Bag (a
cloth bag filled
with a variety of
small objects) A
Verbal/
Linguistic
Intelligence
Learn new words

through listening
Recognize and
match all upper
case and lower
case letters.
Kinesthetic
Intelligence
English
guessing
game/fun activity
as starting point
to introduce
nouns.
Naming words /
nouns Collage
making-children Visual
Intelligence
will search
through
newspaper &
magazines,
cutting out
pictures of
people, places
and things. They
will then paste
these on
a sheet and write
the names of eac h
underneath its
picture.
Attainment of targetG
To be able to identify rhyming words.
G
To make their own rhyming word/s from the given word.
G
To identify naming words.
G
Use suitable naming words while speaking about their surroundings.
Trans disciplinary ActivitiesG
Compose a poem to describe oneself using rhyming words .
G
Play a game of Nouns Relay Race- children to be divided into groups of four,
each team member must collect a naming word from any one category (from
their surrounding area) to pass on to the next team member who will then race to
the finish line.
Life Skills/SEWA
G
Children to compose a poem to express their love for their mother/teacher
using rhyming words (a template for the poem may be provided to the
students, with blanks to be filled in with rhyming words).
G
Children to be encouraged to adopt any place or area/ stray animal/ needy
person or family and help in its beautification/ assistance.
Critical Thinking
G
Children to make a list of five things from each category of naming words
(people, places, animals etc.) which are essential for our survival, and another
list of five such things that are luxuries (teacher to talk to the students and
specify the difference between necessities and luxuries of life).
CLASS-1
2
English
Unit - 2
General objectives:
G
To build familiarity with the language.
G
G
Differentiate between letters and words in text.
G
To enable the students to become visually familiar with text /word(s), what it
means, and to notice its components - letter (s) and the sound-values they
stand for.
G
Able to recognize digraphs in groups of words.
G
Read on sight high frequency and familiar words.
G
To identify pronouns in a sentence and to match the correct pronoun to the
noun.
G
To understand the concept of number; familiarity with usage of singular and
plural nouns.
Topic/
Theme
Blends/
digraphs
sh
words
Time
2
hours
Skills for Language arts

Listening
Picking out
the sh- words
they hear in a
story/short
passage.
Speaking
Look at the
pictures and
say the
appropriate
sh- words.
Reading
Recognize by
sight and read
words with the
shdigraph.
Activities
Writing
Learn to spell
words with shDigraph.
Multiple
Intelligences
Team Activity:
Play a game
- Verbal/
Ship Shape
Linguistic
Students
Intelligence
collaborate to
draw the outline
of a ship on a
chart paper and
fill up the entire
space inside the
figure drawn with
sh- words.
Each student gets
a turn to frame
and then speak a
sentence using
any sh- word.
Learning
Outcomes
Learn new
words through
listening to a
story.
Learn to read
and spell sh
words thus
enhancing both
reading and
writing skills.
Interpersonal/
Logical
Intelligence
Students
Linguistic/
brainstorm to
Logical
collate a word
Intelligence
bank of sh
words. Use these
to fill the gaps in
a cloze passage
CLASS-1
English
which has picture
Clues.
One and
2
Many
hour
(SingularPlural)
Students
listen to the
chapter/lesson
being read
and are able
to distinguish
between
words that
denote one
and those that
denote many.
Talk about
objects and
people shown
to them using
the correct
number.
Read and
segregate the
given list of
nouns/naming
words into
singular/one &
plural/many.
Change
one(singular) into
many(plural) and
vice versa
according to
picture clues.
All About Me
1. Students will
Verbal/
describe
Linguistic
themselves by
Intelligence
talking about the
parts of the body
using the correct
noun-number. Eg.
I have one nose. I
have two eyes .
etc.
Learn to change
the number by
adding or
removing s.
Learn to use the
correct
noun(singular
or plural) by
observing the
number of the
objects being
referred to.
2. Students to
then describe
their families by
talking about their
family members
using the correct
noun number. Eg. Logical
I have one brother. Intelligence
I have three
sisters.
Odd one outFrom a given
passage find out
nouns that do not
change when used
in plural form. Eg.
Hair, deer, sheep
etc.
Pronouns
3 hours Students listen

to a story/short
passage and
can name the
noun replaced
by the pronoun
in question.
Talk about
objects and
people in their
vicinity using
pronouns.
Read and
identify the
pronouns in the
given passage
Rewrite sentences
using pronouns in
place of nouns
Pronouns Bingo
Students to be
given bingo
tickets with
Logical/ Visual
pronouns written
Intelligence
on them. They
will then play
bingo in the
regular manner
with the only
difference being
that the teacher
calls out nouns
(instead of
numbers) and the
students strike out
the pronoun which
can be used to
replace it.
Learn that
nouns can be
substituted by
pronouns to
avoid repeated
use of the noun.
Students learn
to substitute the
correct pronoun
for the different
categories of
nouns.
Attainment of targetTo be able to read sh- words.

G
To use the correct number while referring to different objects/people.
G
To use pronouns appropriately i.e. choose pronouns that agree with their
G
antecedents in number, person, and gender.
CLASS-1
English
Trans disciplinary ActivitiesCompose a poem/song using sh- words.
G
Draw a picture/s of a singular object/s and then draw its plural.
G
Encircle all the pronouns on the days newspaper.
G
Life Skills/Sewa
Children to observe and record/list the names of items or possessions (toys,
G
storybooks, clothes etc.) which they have many or one.
Children to be encouraged to give away those possessions that they have in
G
abundance/many to the less privileged children and to retain only one of
each.
CLASS-1
English
Unit - 3
General objectives:
G
Discriminate between letters, words, and sentences in text.
G
Understand the concept and correct usage of auxiliary verbs.
G
Recognize and collate subject- verb agreement in a sentence structure.
G
Learn various high frequency words.
G
Identify these words in the context with the books.
G
Topic/
Theme
Time
Speaking
Encourage
verbal
interaction in
class through
individual and
group
speaking.
Build
confidence
and fluency.
Enable
Differentiat appropriate
e the use of usage of the
different
auxiliary
auxiliary
verbs in
verbs based conversation.
on subject- Enable to
collate the
verb
agreement. subject-verb
agreement
while
speaking.
To recite a
poem on the
Sight
usage
Words
5 hours
auxiliary
/Dolch List
verbsis/am/are
6
Listening to Build
instructions confidence
and rules for and fluency in
Auxiliary
Verbs
Is/am/are
Listening
8 hours Sharpen
listening
skills during
activity
sessions.
Picking out
the use of
different
auxiliary
verbs.
Skills for Language
Reading
Recognize
the usage of
auxiliary
verbs in the
sentences.
Recognise
and collate
the use of
different
auxiliary
verbs with
OneMany/Singul
ar-Plural
concept in
sentences.
Repeated
exposure to
these words
so as to
enable the
student to
Activities
Writing
Enable students
to write about
themselves using
auxiliary verbs in
simple sentences
.
Enable kids to
express
themselves in
writing.
Individual
Activity:
All About Myself
Booklet making
activity with the
knowledge of
auxiliary verbs.
Group Activity:
Introducing and
describing
themselves and
other groups
using the
auxiliary verbs.
Recitation of
Auxiliary verb
song.
The activity is
developed to
provide early
readers frequent
Knowledge and
Understanding
(Learning
Outcomes)
Musical
Intelligence
Logical
Intelligence
Recognize and
use auxiliary
verbs
appropriately.
Naturalistic
Intelligence
Intrapersonal
Intelligence
Learn new
words through
listening
Interpersonal
Intelligence
Verbal/
Linguistic
Intelligence
Visual
Intelligence
Intrapersonal
Intelligence
Students are able

to use these
regular/high
frequency words
in sentences.
Enable students
to express
themselves in
Multiple
Intelligences
Interpersonal
Intelligence
Verbal/
Linguistic
Students will be
able to
introspect and
describe
themselves as
individuals.
Reinforcement
of One Many
concept and
corelate it with
auxiliary verbs
Reading the
word without
phonetically
decoding it.
Recognising
these words by
sight for fast or
fluent reading.
CLASS-1
Learn various
high frequency
sight words or
different
auxiliary
verbs based
on subjectverb
agreement.
auxiliary
verbs in
conversation.
Enable to
collate the
subject-verb
agreement
while
speaking.
To recite a
poem on the
Sight
usage
Words
5 hours
auxiliary
/Dolch List
verbsis/am/are
Listening to Build
instructions confidence
and rules for and fluency in
playing the the beginner
reader.
game.
Many/Singul
ar-Plural
concept in
sentences.
Repeated
exposure to
these words
so as to
enable the
student to
pick the
words out
from the
written text.
Recognise
these words
by sight for
fast or fluent
reading.
using the
auxiliary verbs.
Recitation of
Auxiliary verb
song.
Visual
Intelligence
Intrapersonal
Intelligence
Students are able

to use these
regular/high
frequency words
in sentences.
Enable students
to express
themselves in
writing.
Verbal/
Linguistic
Intelligence
The activity is
developed to
provide early
readers frequent
interaction with
sight words and
basic phonic
sounds while
playing a fun
game. The game
cards are
categorized by
reading readiness
level so students
of various reading
levels can play
together.
Interpersonal
Intelligence
Verbal/
Linguistic
Intelligence
themselves as
individuals.
Reinforcement
of One Many
concept and
corelate it with
auxiliary
verbs
English
Reading the
word without
phonetically
decoding it.
Recognising
these words by
sight for fast or
fluent reading.
Learn various
high frequency
sight words or
Dolch words.
(Words which
are frequently
used in books.
Learn new
words through
listening.
Attainment of target :
Students will be able to identify auxiliary verbs.
G
Students will be able to independently frame sentences using the auxiliary
G
verbs.
Students will be able to successfully use the One and Many concept for
G
correct usage of the auxiliary verbs.
Students will be able to recognize and collate the subject verb agreement in
G
a sentence framework.
Students will be able to identify sight /dolch words.
G
Students will be able to independently frame sentences using the dolch
G
words.
Students will be able to successfully read these words without phonetically
G
decoding it.
Inter disciplinary Activities :
Students learn to describe themselves in the booklet making activity, All
G
About Myself.
Students learn to identify and describe the unique characteristics of
G
flowers/plants in the Group Activity incorporating Environmental education
with language studies.
Students sing the jingle on auxiliaries and also enact it in the assembly.
G
CLASS-1
Maths
Unit - 1 Counting from 1 to 9
General Objective:
Use mathematical language to describe shapes and size of the object.
G
Be aware of numbers in daily life.
G
Use mathematical knowledge and concepts to solve day to day problems.
G
Specific Objective:
Shows interest in numbers and counting.
G
Use number names/language spontaneously.
G
Able to collate numbers, rhymes and songs.
G
Able use numbers accurately in play
G
Topic
Numbers
? Matching
activity
Time
durati
on
Skills involved in counting 1 to 9

Listening
Speaking
Observatio Motor
nal
skills
Expand
Collate
ones
objects
vocabulary and draw
by
similarities.
learning
new
words like
more, less,
as much
as, same
number as
etc.
2 hrs
Logical/
Mental math
Spatial
This activity
aims at
developing
the logical
skill of the
student as he
compares
and
differentiates
the object
based on
their
properties.
Matches
the object
based on
their
properties
and finds
the
relationship
between
shapes
and sizes.
Multiple
Intelligence
Activities
Linguistic
skills
Naturalistic
skill
Logical skill
Spatial skills
Match the
object based on
their common
property. For
example
matches 5
pencil with 5
sharpeners, 2
shoes with 2
socks.
Student
would be
able to draw
inference.
Learning
Counting
with the
help of
rhymes.
1 Hr
Able to
identify
rhyming
numbers
To create
their own
rhyming
numbers.
To
associate
rhymes
with each
particular
number.
Put
some
action
into the
rhymes.
Lyrical
skills
Kinesthetic
skills
Logic
al skills
Learning
Outcomes
Compare
objects
and
collaborat
e with the
real life
situations.
To recall
and
recognize
the
To tell if there
terminolo
are more or less
gies like
of certain items.
more,
for example if
less, as
there are 5
much as
students and 4
and same
chairs, develop
number
sense of
as.
inference
Read the
numbers loudly
along with the
rhyme. For
example
One one
oneone sun
Two, two,
twogo to the
to
Able
associate
rhymes
with each
number.
Able to
associate
the
CLASS-1
Maths
zoo.
This activity
can be
performed in
the class with
the help of
music.
Countin
g with
the help
of
beads.
2 hrs
Pronoun
ce the
numbers
clearly.
Observe
as to how
the number
of beads
represents
a
particular
number.
Student
would
use their
fingers
for
counting
numbers
Curious about
numbers and
would offer
comments or
questions
related to
the topic.
Identify
the relation-
ship between
the last bead
and
the number
Countin
g with
the help
of
beads.
2 hrs
CLASS-1
Closely
observe
the things
around in
the immedi
ate environ
ment.
For exampl
e -count
the number
of roses/tr
ees/pot
plants in the
school
garden, one
sun, one
moon.
To count
with the
help of his
fingers
without
using any
external
aids.
Count the
parts of the
body
Show interest
in number
activities and
inclination for
counting
bigger
numbers
the
relationship
between
the beads
and the
numbers
Touch and
count the
number of
objects.
Linguistic skills
Naturalistic skills
To count with the
logical skills
help of beads.
Spatial skills
After counting
these beads
Move around
the teacher can
and count
help the student
different
to count with the
objects
help of their
inside and
hands.
outside
the class.
The teacher will
ask the student to
count the number
of things in the
class. for
example
How many
students have
Student
brought red color
would find
lunch boxes?
how many
How many pink
eyes, legs,
coloured charts
ears, fingers
are there?
do they
How many trees
have.
are there in the
school?
Naturalistic skills How many eyes,
Kinesthetic skills ears and legs, etc.
Logical skills
do we have?
Spatial skills
The teacher can
Identify the
ask the student to
numbers by
get 5 red crayons,
mere touch.
6 green balloons
etc.
Form groups of
four.
The teacher can
ask student to
arrange objects in
a group of 2,3 or
4.
More or less:
The teacher can
show 4 pens in
one hand and five
in other and ask
them in which
hand does she
have more or less
pen
The teacher will
show the number
cards to the
students. The
dots in the
number cards
will help the
student to
identify the
number.
Writing the
numbers along
the dotted lines.
Become
familiar with
different
methods of
counting
Able to
recognize the
numbers.
Able to
classify
numbers
Able to
define the
terminologie
s like more
or less.
Able to
verify their
results with
proper
calculations
Be able to
recall and
recognize all
the numbers
from 1 to 9.
Able to
verify his
answer by
counting the
objects
again.
Able to
relate his
knowledge
in day to day
situations.
Show
interest in
number
games and
other logical
9
problems
More or less:
The teacher can
show 4 pens in
one hand and five
in other and ask
them in which
hand does she
have more or less
pen
Maths
The teacher will

show the number
cards to the
students. The
dots in the
number cards
will help the
student to
identify the
number.
Writing the
numbers along
the dotted lines.
Writing
numbers
10
6 Hrs
Observe the
way the
numbers are
written. they
would be
able to
identify the
number by
touching the
dots in the
number
cards.
Able to
verify his
answer by
counting the
objects
again.
Able to
relate his
knowledge
in day to day
situations.
Show
interest in
number
games and
other logical
problems
Make a list of
things around
him which are in
a group of 2 or 4.
Draw 6
rectangles, 3
square 2 circles
and would colour
them differently
according to
teachers
instruction.
Play the game of
Simon Says. For
example:
Symonds says
clap four times,
Logical skills
Kinesthetic skills Simon says jump
Linguistic skills 3 times and so
on.
Spatial skills
Drawing figures
or patterns by
joining the
number
CLASS-1
Maths
Unit - 2: Shapes and Space
General objectives:
G
To be able to create mental images of geometric shapes using spatial memory
and spatial visualization
G
To be able to understand correlation of shapes with shapes in the
environment
G
To enhance innovation and creativity in the students
G
Understanding what shapes are
G
To Develop a Child's Sense of Place
G
To be able to use the vocabulary of spatial relationship
Topic/Theme
Shapes and Space
Shapes
1. 2D shapes
2. 3D shapes
Spatial
relationship
Skills
Logical
skills/reasoning
Observation
Assemble
puzzles(shapes)
Going on a shape
walk around the
school and
recording/drawing
the shapes /
Comparing two or pictures of the
objects in their
more objects by
different features shape books.
Comparing the
shapes of the
street signs you
see on the way to
the mall
Observations like
close or far away
CLASS-1
Fine motor skills
Mental Maths
Participating in a
number of hands on shape -related
activities.
Finding out how

many shapes in a
particular design (For
example: How many
triangles in a star?
Matching and
sorting shapes by
attribute.
Creating shapes
with a geoboard.
Drawing
positions (e.g. on
top, in, under)
Activities
Story/ Rhymes
Tangram pieces to make
various designs
Learning
Outcomes
To identify /
understand 2D
and 3D objects
Choose any two

geometric shapes. Talk
about how the pieces are
different
Sort out similar

shaped objects
from the given
collections
Name two places where

you can see circle,
square, rectangle and
triangle
Find odd ones

from the similar
type of
collections
Teacher will make

cut outs of a variety of
shapes and put them into
a bag - have children feel inside
the bag and pull out a shape
without looking at it
and name what it is.
11
Maths
Unit - 3 : Addition
General objectives :
Student would be able to compute the sum of two numbers mentally.
G
Student would be able to explain the terms like addends.
G
Student would become familiar with the mathematical symbols Plus "+" and
G
Equal "=".
Specific Objective :
Ability to translate the mathematical terms to mathematical operations and
G
perform simple calculations.
Development of logical and mathematical ability to calculate.
G
To be able to apply it in real life situations.
G
Teachers Activity :
Students would be able to enjoy mathematics if and only if it is explained to them in the
simplest of form. Hence it becomes more and more important for the teacher to use simpler
terms like "How many in all?", rather than using the words like "addition" and "Sum"
The "+" sign and terms like "Addends" should only be introduced to the pupil
G
at a later stage.
Before starting this chapter the teacher can organize a nature walk for the
G
students. During this trip the teacher can ask questions like ts. During this
trip the teacher can ask questions like
"There are 5 squirrels, 3 more of them join them. How many are there in all?"
Worksheets can be given to the students to strengthen these concepts.
G
Introduction of terms like "Addends", "Sum" and mathematical operators like
G
"+" and "=".
12
CLASS-1
Maths
Material required :
Mathematical beads, place value blocks of ten, bowls with beads or pebbles each of
different colour and worksheets
Topic/Sub
topic
Addition
Time
Visit to a
botanical
garden
2 hr
Skills
Observation
and
Identification
To recognize
the different
types of
plants and
flowers. they
will learn to
organize the
data in a
systematic
manner
Linguistic
Students will
expand their
vocabulary by
learning new
words like
added.they
will learn to
relate language
to solve the
mathematical
problems.
Addition
3Hrs
CLASS-1
Students will
be able to
translate the
language into
mathematical
language
Mental
Mathematics/
Logical
Ability to
count the
number of
flowers and
categorize
them into
different
groups like a
group of red
flowers, group
of yellow
flowers etc.
Multiple
Intelligence
Activities
Knowledge and
understanding
?
Naturalistic
skills
?
Linguistic
skills
?
Logical
skills
?
Spatial skills
Visit to a botanical
park.
Students will have to
count the number of
red roses, pink roses,
pebbles, shrubs or any
other article.
The students will be
given a handout in
which they have to
enter their
observations.
Students will be
able to
recognize the
name of
different plants
and flowers.
The teacher can ask

the students questions
based on their
observations like if 2
more roses are added
how many will be
there?
Students will
linguistic skills The students
recognize the logical skills
will be
mathematical Spatial skills
translating the
signs like "+"
statements to
and "=".
mathematical
terms for
example
5 roses and 2
They would be
roses makes a
able to translate
sum of
the statement to
mathematical
5 + 2 =7
language.
Students will
also solve the
addition
problems using
the place value
blocks. It will
help them to
count faster.
Worksheets
based on simple
addition, match
the following
and coloring
will help them
in strengthening
these concepts.
Students will be
able to organize
the data in a
proper manner.
Student will be
able to evaluate
the number of
different
categories of
plants and
flowers
Students would
be able to explain
the problem and
apply it in day to
day life
situations.
Student will be
able to visualize
the two numbers
that have to be
added and
compute its sum
mentally.
13
Maths
1 Hr
Addition
with the help
of abacus
Students will Logical skills

be able to
Kinesthetic skills.
assimilate
Aesthetic skills
their previous
knowledge
with the new
one.
The students will use

different coloured
beads for addition.
Example:
Take 5 beads and add
2 red beads from your
neighbour. How
many beads do you
have in all?
The student
would be able to
add with the help
of abacus,
verify answer
by using different
method of
additions, able to
recognize the
group of single
digit numbers
which on adding
gives 10, be able
to extend the
concept of
addition to form
2 digit numbers.
Trans Disciplinary :
Visit to a botanical garden to identify parts of a plant and count its parts.
G
Noting down the name, colour and number of different flowers and plants
G
they have seen.
"Fancy dress competition", the students will be dressed like flowers of their
G
choice and will speak a few lines about it.
Recite a poem on numbers.
G
Attainment of target :
Students will be able to explain the terminologies like "addition" and "equal"
G
Students will be able to relate addition with their day to day situations.
G
Students will be able to
Compute the sum of numbers mentally.
G
Understand and explain their method of calculations.
G
Apply addition in day to day situations.
G
Websites for reference
http://www.coolmath4kids.com
14
CLASS-1
Unit 1: My Self
General objectives:
G
To bring an awareness about oneself
G
To develop observation and exploring skills
G
Knowing about different organs and their functions.
G
Learn the importance of health and hygiene in the process of development
and growth
CLASS-1
7
15
Sense
organs
2hrs
Increase
5hrs
awareness
of
self(good
manners,
health &
hygiene)
Material
required
To know
about 5
sense
organs
To make
children
aware of
moral
values and
personal
hygiene
Read a story based on

personal hygiene and list
down 5 things which they
use to keep themselves neat
& clean.
Power point presentation
by the teacher on good
manners followed by role
enactment emphasizing
the polite way to introduce
people to one another.
Teacher will instruct the
children about 3 Yoga
Asanas and its benefits.
Make a fruit salad. Ask

the child to count each
type of fruit used to make
the salad and find out
which countries different
fruits come from. Share
the value of eating healthy
food.
Activity based on table
etiquettes
Plan an outing
to your school
garden. See and
feel the colours
and textures of
different stems,
flowers and
leaves. Also
enjoy their
fragrance.
After having food,

observe your
hands under a
microscope.
Applying
good habits
like cutting
of nails,
washing of
hands etc. in
day to day
life.
Story on
Being
polite
related to a
folktale of
your country
.(Life
skills/SEWA
Intraperson
al
intelligence.
Students
know the
functions of
5 sense
organs.
Students
know the
importance of
personal well
being and
possessing
good manners.
Social
skills
A-4 size sheet, colours, ppt/ahuman picture showing the body parts, pictures showing various actions by different body parts,f lower ,muffin, any piece
of music, rough&smooth objects for touch, ppt on good manners, variety of fruits, spoon, fork, knife, napkin, fullplate, quarter plate.
Attainment of target
16
?
Concept of sense Students shall perform
following activities
organs will be
?
Smelling a
introduced with
flower.
the help of a
?
Tasting a muffin
question answer
?
Listening to
drill where the
Differentiating
of the organs they
between a rough
use for seeing,
& smooth surface
smelling, listening,
through touch
tasting, and feeling.
Observing
On your hand print,
different colours
label fingers as five
& things in the
sense organs.
classroom.
Draw a human
figure using
shapes with the
help of spray
tools & label
sense organs.
require to
sleep well
.e.g a clean
room,a
well made
bed etc
(Life
skills/SEW
A)
Observe
Logical and
the actions experiential
in which
skills
your sense
organs are
involved.
Draw a
Spatial
scene of
intelligence
the garden
(school/ho
me) and
discuss the
relationshi
p between
plants and
human
beings.
Encourage
the
students to
gift plants
on special
occasions.(
Life
skills/SEW
A)
?
The students identify their individual and special needs and requirements.
?
The students construct knowledge themselves based on their experience inside and outside the school.
CLASS-1
Trans disciplinary:
Art/craft
Sports
Music/dance
Life Skills/values
Make a photo- frame. Cut cardboard and cover it with colour paper .Paste your photograph on it and decorate its
border with finger impression technique.
Move different body parts by themselves and in combination followed by balancing objects on different body parts.
Rhyme on myself. Group singing with actions e.g. wash your hands brush your teeth
Plant a tree on your birthday.
Life skills/SEWA:
Depict a scene or situation where the students learn to use the 3 magic words- Sorry, Thank you,
Please
Critical Thinking: Find the relationship between yourself and the other living beings (plants,
trees, animals)
CLASS-1
17
Unit 2: My Family
General objectives:
G
To bring awareness beyond oneself
G
To create cognitive capacity to make the child curious about social
phenomenon starting from the family and moving on to wider spaces
G
To enable the child to understand the concept of a family and diversity in
family types
G
Family as a support system, ideas about relationships
Sub
topic
Knowing
your
family
Time
Durat
ion
3hrs
Learning
objectives
To bring
awareness
about ones
family
Conceptual
learning
?
Share
information
about your
family and
classify it as a
big or a small
family.
?
Story on family
Informati
on about
family
18
3hrs
Knowing
about your
immediate
and
extended
family i.e.
your uncle,
aunt, cousins
etc.
Skills for Environmental Education

Learning by doing Observation
?
Make an identity
card giving
information about
your family
members writing
their names in
alphabetic order
and their
professions.
?
Arrange the family
members in
ascending order as
per their age
/month/date.
?
Conversation
?
Dramatization of
about your daily
any specific outing
routine, activities
with your family.
at home on
?
Showing emotions
holidays, week
with the help of
ends and outings.
stick puppets/ egg
?
List down and
shells/ round
draw the things
stones.
your family
members like or
dislike.
Discussion
about the
family
relations with
adults
Ask your
parents to
show you
the
photograph
s of all
your
relations
observing
the
similarity
between
the
hereditary
features.
Application
Multiple
intelligence
Learning
outcome
Make a thank Intra personal

you card for
your parents
with pictures
showing your
parents
helping you
and
expressing
your gratitude ?
Musical,
and love
clarity of
(Life
speech,
skills/SEWA.
interpretation
of the lines
of the poem
Knowledge
and
realization
about the
importance
of family
Sharing and
narration of
the stories and
experiences of
your elders in
the family,
your ancestral
home,
different ways
of celebrating
different
festivals in
their time.
Know
about the
family
members
and the
relationship
existing in
a family.
Linguistic
intelligence
Developing
retention and
creative skills
Discussion on
how much
CLASS-1
School as
a family
4hrs
Awareness
about the
outside
world to
develop
interpersonal
relationship
Accurate
comprehension
of the usage of
grammar
concepts.
Is able to
identify
and
differentiat
e between
naming and
describing
words.
Logical and
experiential
skills
Awareness
about
collection
and
grouping of
numbers.
The
students
are aware
of the social
and cultural
aspects of
the country
he lives in.
Country
as a
family
3hrs
Material
required
A-4 size sheet, colours, stick puppets, egg shells, stones, smileys stickers, calendar, chart paper, pictures representing the place
/country you live, information about any non government organization.
Attainment of
target
Knowing
about the
place you
live
Write names of 10 ?
Draw a picture
people around you
depicting your first
in the school. It
day in school and
will be followed by
describe it in
an explanation that
simple sentences.
these all are names, ?
The teacher shall
hence, naming
ask students which
words.
months their
birthdays fall into
and will make a
calendar using
different colour
smilies for children
in a particular
month and learning
the concept of
addition.
Collect information Make a collage of the
about the language, special features of the
main festivals and
country you are
dresses of the
residing.
country you live in.
time students
spend in front
of computer
and television
and laying
emphasis on
reducing their
screen time
and involving
themselves in
physical
activities.e.g.h
elping your
parents in
household
chores .(Life
skills/SEWA
?
Greetin Collect the
photographs
g and
shaking of various
activities of
hands
your school
with
and paste
the
people them in your
around scrapbook.
you in
school. Bring the
?
Describ things that
e each you dont use
one of to be donated
them in to an
orphanage
one
(Life
word.
skills/SEWA)
Visit your
Visit any local
neighbourhood institution
and discuss
that deals
about their
with physically
values and
challenged
habits.
people.
(Life skills/SEWA)
Social and
spatial skills
? The students are capable to create a link between one self and ones family.
? The students are possesses different levels of reasoning and investigation for ones family.
Trans disciplinary:
Art/craft
Sports
Music/dance
Life skills/values
Make an apple tree and cut out apples with the names of your family members on each one of them. Paste them on
the tree.
Running ,hopping in groups forming various shapes
( circle, rectangle, triangle, square)
Sing poems for each family member with actions.
? Awareness of turning off electrical gadgets when not in use.
? Reinforce concept 4 Rs to save environment.
Life skills/SEWA:
Visit any local institution that deals with physically challenged people.
CLASS-1
19
Unit - 3 Animals
General objectives:
G
To bring an awareness about how humans share a close relationship with
animals
To provide a holistic and integrated scientific and social perspective to
G
animal study
Knowledge about different kinds of animals
G
Animals- an important part of our environment
G
Sub topic Time
durati
on
Learning
objectives
Types of
animals
Classifying
animals into
different
categories Pet, wild
and farm
animals
Land &
water
animals
20
5hrs
Skills for Environmental Education

Conceptual learning
Learning by doing
Observation
Application
Observe the slide

presentation showing
different animals and
asking the students
where do they find these
animals- in homes,
jungle or at farms and
further discussion about
land and water animals.
How are they different
from each other as they
have different
adaptations?
My ABC Animal
parade: - Write letters
from A to Z on a chart
paper. Ask children to
bring pictures of
animals from old
newspaper, magazines.
Stick them against each
letter.
E.g. A Alligator
B Bull
Make a list of animals
categorizing them as
pet, wild and farm
animals followed by
colouring two sheets in
brown and blue to
depict land and water
respectively and pasting
pictures of land and
water animals on them.
Make a postcard
by drawing or pasting
picture of your favourite
a animal & write down
a few sentences about
its appearance. Gift it to
your friend
Visit a mini zoo

and observe all
the big, small,
land, water
animals over
there.
Suggesred
movies to bring
awareness about
animals Babe
Finding Nemo
The worlds
favourite cat
Garfield is
celebrating its
bday. Youre
also invited to
attend the
party. Draw a
party scene
and paste
pictures of all
the big &
small animals
which you
think would be
Garfields
guest.
Interact with
children about
their visit tothe
zoo and
discuss about
those people
who look after
the animals-a
zoo keeper, a
vet
(Life
skills/SEWA)
Multiple
intelligence
Learning
outcome
Intra
personal
Students
are
familiar
with
different
types of
animals.
Naturalistic
skills
Linguistic
skills
CLASS-1
Birds and 2 hrs

sounds of
animals
Distinguishi
ng between
animals and
birds.
Recognizing
sounds made
by animals.
Slides with animal s and

birds will be shown to
students followed by a
discussion about the
differences between
them based on their body
covering, mouth etc.
What body covering do
birds have ( feathers)
What kind of mouth do
they have (beak)
What body parts help
tem move wings & feet)
Sounds of
animals will be recalled
through action poem
-Old MacDonald had a
farm
-The dog says bow
bow.
The cats says meow..
The sheep says baa baa
List down the

vocabulary related to
birds.
Use the bird cards
and match them to
their respective
names.
Draw the picture of
the national animal
and bird.
Observe the
birds at feeder,
school yard, your
house terrace or
nearby park and
make a note of
different types of
birds that you
have observed
daily. Students
can also collect
information
about those birds
on internet.
(Binoculars can
be used to make
detailed
observation.)
Build a nest
with help of
natural nesting
material to
encourage
birds to nest in
your area.
Encourage the
students to
keep one bowl
of water along
with grains on
their terrace.
(Life
skills/SEWA)
Vocabulary The
students
building
know the
difference
between
Naturalistic animals &
birds.
skills
They are
able to
recognize
various
animals
through
their
sounds.
They know
about
different
parts of
body of a
bird & an
animal.
They are
able to
recognize
various
animals
through
their
sounds.
They know
about
different
parts of
body of a
bird & an
animal.
Uses of
animals
3hrs
Homes & 4 hrs

food of
animals
Importance
of animals
in human
life
Have preliminary
discussions with your
students about the role
animals have played in
our lives throughout
history up through
present time.
Animal as our helpers
Play a game 'It's a Zoo'
where the students shall
demonstrate different
animal moves- A cow
grazing and eating grass,
a hen running around, a
puppy playing with a
ball etc. followed by a
question-answer drill on
how do animals help us?
Try to stimulate the
students' imagination by
giving them clues.
Eating habits What would you like for

and habitat
lunch? Do you think a
of animals
rabbit would like to eat
that? Do you think a
Caring
Animal care parrot could eat your ice
for
cream?
animals
Most animals would not
CLASS-1
like our food. They
might eat it if they were
hungry, but it is not
Students shall perform

following activities.
They will be given
different pictures- of a
farm, forest, homewith dotted pictures of
the animals related to
those places e.g. at
home- dog farm- cow,
hen; in forest- elephant
etc. The students shall
complete the pictures
by joining the dots and
write down what do
we get from those
specific animals.
Visit an animal
hospital or
animal rescue
centre and
observe how
they take care of
animals.
Ask the
students to
watch the
animated movie
'The Animal
Farm' based on
George Orwell's
novel)and
initiate a
discussion about
the
interdependence
of human beings
and animals on
each other.
Paste the
picture of
things that you
get from
animals in
your scrap
book
If you see an
injured animal
on the road
take him to a
vet or call up
an animal
rescue centre
and inform
them.
Life
skills/SEWA)
Logical and The

experiential students
skills
are wellaware of
the things
we get
from
animals.
Look at the pictures of

the animals and write
down P for plant eating,
F for flesh eating, B for
both plant and animal
eating and I for insect
eating animals in the
space given below.
A grizzly bear is
carrying a big bag on its
Discuss with
your friends
about animals
and their eating
habits. Write
down about it in
your daily
expression diary
with the help of
your parents.
Feed astray
animal at
least once a
day. Keep
your
environment
clean. Don't
throw
polyethylene
and other
Spatial
intelligence
Spatial
intelligence
The
students
identify
the natural
and
manmade
dwellings
21
of
animals.
They
Homes
&
EatingEducation
habits What would you like for
Environmental
lunch? Do you think a
food of
and habitat
rabbit would like to eat
animals
of animals
that? Do you think a
Caring
Animal care parrot could eat your ice
cream?
for
Most animals would not
animals
like our food. They
might eat it if they were
hungry, but it is not
always good for them.
Nature needs to make
sure that different
animals like different
kind of food, otherwise
everyone would eat the
same food and soon
there would be none left.
PPT showing different
animals with unusual
food kept in front of
them to eat- a lion with
an apple, a dog with a
chocolate bar etc.
followed by a question
answer drill on what's
wrong with the picture.
Children shall discuss
among themselves and
write down one point
each.
Discussion on different
animals including
humans. Everyone likes
to live in locations that
suit their needs followed
by questions which
would develop critical
thinking among the
students - why do your
parents need a home ?
Ask the students about
those animals, birds,
insects which they
generally find in their
surroundings and the
places they live in e.g. a
spider - web, a dog kennel etc. and
familiarize them
gradually with those
creatures which they
don't find in their
immediate surroundings
e.g. a lion - den, a rabbit
- burrow etc.
The students will be
explained about:
5 Things to remember to
help an Animal smile Animals are living
beings. You must take
good care of them.
Spend time caring for
animals.
Animals need special
places to live.
Animals need right
kind of food.
Animals like to keep
healthy
Look at the pictures of

the animals and write
down P for plant eating,
F for flesh eating, B for
both plant and animal
eating and I for insect
eating animals in the
space given below.
A grizzly bear is
carrying a big bag on its
shoulder surrounded by
his friends. (A slide
showing the same
picture). Guess what his
bag contains for its
animal friends as their
meal.
A web chart showing
some food items in the
centre (a carrot, banana,
bone and glass of milk)
and pictures of animals
outside (a cat, dog,
rabbit and monkey). The
students shall lead them
to their favourite food.
Using clay, sticks, rocks
and other natural
material, create a model
of one of the animal
homes you learned about
recently.
Read a newspaper
advertisement for homes
with the help of the
teacher and write a
similar ad that describes
an animal home.
Discuss with
your friends
about animals
and their eating
habits. Write
down about it in
your daily
expression diary
with the help of
your parents.
Feed astray
animal at
least once a
day. Keep
your
environment
clean. Don't
throw
polyethylene
and other
things which
are harmful
for the
animals
Encourage
the students
to tell their
elders not to
buy products
which are
made by
killing
animals e.g.
leather
products(Life
skills/SEWA
Take a walk in
your own
backyard, garden
or a nearby park.
Can you find any
evidence of
animal homes?
Maintain a
nature journal
/daily expression
diary in which
you record a
brief description
about your
findings.
Spatial
intelligence
The
students
identify
the natural
and
manmade
dwellings
of
animals.
They
know
about the
eating
habits of
animals.
Social skills
Visit a
national park
with your
parents and
see how
endangered
species are
protected in
their natural
environment.
Material Animal pictures, slides with animal pictures, bird cards, newspaper cutting, pictures of a home, farm
required and forest on a slide, slide for the bear activity
22
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Attainment of
target
The students possess knowledge related to different types of animals, relative sizes of animals, their food &home.
The students are aware of the similarities and dissimilarities between animals and human beings and are
compassionate about them..
Trans disciplinary :
Art/craft
Sports
Music/dance
Life Skills/values
Making of clay model of different animals, create your own mini zoo.
Playing different games based on movements of animal
Rhyme or enactment of a story on animals
Love and care for animals
Life skills/SEWA : Visit to an animal rescue centre/animal sanctuary.

Critical Thinking : Interdependence between human beings and animals.
Assessment :
Expected skills
Indicators of student performance

Beginning
Developing
Achieved
Recognizes only those animals

which he finds in his immediate
surroundings
Possesses knowledge about

different type of animals based
on their habitat
Able to create a link between

specific animals and their habitat
and uses individual knowledge
about their adaptations
Identifies birds along with their

illustration
Differentiates between the

physical features of animals and
birds. Is able to share brief
information related to the topic
Possesses complete knowledge

and is attentive to the minutest
details. Also applies the acquired
knowledge outside the classroom
Is unable to contribute to the

topic individually
Possess limited knowledge about

the things we get from animals
Is able to cite examples from day

to day life about the uses of
animals and understands the
interdependence between
animals and human beings
Has limited information and lacks

initiative in taking care of animals
Possesses awareness that animals

are also living beings and they
have their special needs.
Applies the attained knowledge in

daily practices and form their
own animal stories to sum up
what they learn about animals
Types of animals
Knowledge about birds
Animals are useful
Knowledge about food habits of

animals & their home and how to
take care of them
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23
Visual Arts
Unit: Introduction of Colours
General objectives:
G
To promote intellectual & aesthetic growth
G
To develop creativity & imagination
G
Understand about colours & represent ideas through them
G
Widen the perspective about the concept of colours
Sub topic
Introductio
n of
primary
colours
Application
of colours-
Time
duration
1hr
1hr
Apply the
colours
accurately
1hr
Distinguish
between various
tones of a
colour- from
lighter to darker
Secondary
colours &
opaque
colours
Knowledge
of different
shades of a
single
colour
Application
of the
concept of
colours to a
variety of
thingsfruits,
vegetables
24
Learning
objectives
To familiarize
the students with
primary coloursRed, yellow,
blue
1hr
Knowledge of
different fruits &
vegetables with
various colours
Observation
The children
observe various
things with
primary colours in
the classroom.
Take a round of the

school and observe
the things with
secondary &
opaque colours.
Collect the fallen

leaves and flowers
from a garden and
observe the different
colour tone & pattern
with the help of your
teacher.
Identify different fruits

& vegetables with their
specific colours e.g.
tomato- red, peasgreen.
Skills
Learning by doing
The children draw
a flower with
three petals and
colour each of
them using
primary colours.
Application
Visit a park in your
neighbourhood &
observe a few
things which you
find in primary
colours and share
the information
with your friends.
Multiple
intelligence
Spatial skills
Learning
outcome
Knowledge of
colours.
Retention
Draw a rainbow
& categorize the
colours into
primary,
secondary.
Relate & compare

the primary &
secondary colours
with real life
objects.
Analytical &
naturalistic
skills
Know the
difference
between
primary &
secondary
colours.
Collect samples
of different types
of edible items-a
slice of bread,
brown pasta,
pulses etc. and
paste them on a
chart paper
followed by
writing down the
different colours.
Make a scrap book

comprising of
different objects
which you can find
in different tones of
a single colour e.g.
Picture of the
morning sky &
night sky, dry soil&
wet soil etc.
Logical and
experiential
skills
Familiar with
lighter &
darker tones of
a colour & able
to relate the
concept with
real life
situation.
Spatial &
naturalistic
skills
Able to relate
colours with
fruits &
vegetables.
Draw one red &

yellow colour fruit
and vegetable and
write their names.
Arrange a class
party and ask the
students to come
dressed up
in their favourite
colour.
Apply the colours
to the fruit &
vegetable of the
season.
CLASS-1
Visual Arts
Attainment of
target
? The students possess knowledge of Primary & Secondary colours.

? The students are able to find a link between colours and the things in their surroundings.
Trans disciplinary:
Computers &
Mathematics
Sports & Music
Life skills/values
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Draw various shapes with the help of spray tools and fill primary colours in them.
Song on colours with actions
Appreciate the beauty & the importance of colours in your life.
25
Performing Arts
Unit: Instruments
General objectives:
G
To enable the students to appreciate the depth of music
G
Music as means of personal expression
G
To help the students listen with concentration
G
To develop the knowledge regarding various musical instruments
Sub topic
Time duration Learning

objectives
Knowledge
about
various
instruments
3 hrs
( to be divided
into 4 periods
with a duration
of 45 minutes
each)
To give
knowledge
about
instruments used
in vocal music
Skills
Learning by
Application
doing
Parts of
To identify
Instruments
musical
used in vocal
instruments by
music,. Rhymes their sound and
with actions,
categorizing
National Songs them.
, Prayers
Multiple
intelligence
Music&
Kinesthetic
skills
Learning outcome
Aware of basics of
Music
Have knowledge about
various musical
instruments and are
comfortable in singing
with these instruments.
Material: A-B-C Music Book, Guitar, Keyboard
Attainment of
target
Art &craft
sports
Life skills/values
26
The students sing a variety of songs after memorizing them.
To collect pictures of various instruments

Physical exercises with music
Sharing Information based on the fact that music has healing power.
Thanking the God almighty in the form of a prayer before every
meal
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Physical Education
Commands
General objectives:
G
To develop awareness regarding the physical fitness aspect and all round
development of students
G
To promote basic body management and attain coordination while
performing physical activities.
G
To enable the students to follow the given commands
G
To help the students to learn the basics of a game with an integrated
approach
Sub topic Time
duration
Comman 3 hrs
ds
( to be divided
into 4 periods
Basics of with a
a game
duration of 45
/sports
minutes each)
Learning
objectives
To develop
discipline ,
Coordination
and fine
motor skills
Skills
Learning by doing
Application
Following of
? Various commands,
commands during
left turn, right turn,
various school
about turn, attention,
activities
stand at ease
e.g assembly,
? Shuttle Run PEC-1
? Coordinative exercises March past
PEC-2
Students demonstrates
the physical exercises
to attain physical
fitness
Multiple
intelligence
Kinesthetic skills
Learning
outcome
Students will
respond to &
execute different
commands,
develop
Neuro Muscular
Co-ordination &
understand
components of
physical fitness.
Material: Physical Education Cards

Attainment of
target
Mathematics
Music/dance
Life skills/values
CLASS-1
? The students perform the physical exercises with accurate coordination, agility and balance.
Running ,hopping in groups forming various shapes ( circle,rectangle,triangle,square)

Poem ( if you are happy and you know it clap your hands)
Importance of games to stay fit and healthy
27
Physical Education
Unit - 1
28
CLASS-1
Physical Education
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29
Physical Education
30
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Physical Education
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31
Physical Education
Unit - 2
32
CLASS-1
Physical Education
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33
Physical Education
34
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Physical Education
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35
English Template
English Template
Lesson plan
Subject: Language Arts/English
Unit: 2 Topic: Singular/ Plural (One/ Many)
Brief Description: This lesson involves the use of the Structural Analysis element of the
Inflectional Ending "-s" to make singular nouns plural.
Learning objectives:
As a result of this lesson, the students will be able to...
G
Explain the difference between singular and plural nouns
G
Make singular nouns plural by adding -s (written)
G
Visually and audibly recognize singular nouns and plural nouns
G
Give their own example of a singular noun made plural.
G
Able to collate ideas and apply it to the agreement of subject with
verb/auxillary.
Materials Required:
Plate of chocolate chip cookies, pencils, paper, handout of singular and plural words
in picture, worksheet with singular and plural nouns listed (circle the plural words),
worksheet of singular words with a blank after them (add -s to make words plural), and
an appropriate short story .
Teacher activity
Introduction
"I brought something with me today." (Hold up the plate of cookies.) "What is on this
plate?" Students should answer: "cookies". Hold up one cookie for students to see and
ask, "What is this?" Students should answer: "A cookie!" Ask students what was the
difference in their answers. They should say that the first answer included all the
36
CLASS-1
English Template
cookies. The second answer was about just one of them. Guide them to answer this if
they have difficulty. Confirm when they are correct. "The first answer has what letter at
the end that made it more than one?" Answer: "s" "A word that tells about more than
one item is a plural word. When we said 'cookie' without the 's', it was singular-- just
one."
Student activity
The teacher reads a story (The Monkeys and The Cap Seller) that has examples of
singular and plural words (Review the meaning of the words "singular" and "plural"
again: A singular word is just one and a plural word is more than one). The teacher then
asks the students the plural word in the title of the storybook. Answer: "caps". She
explains that the "s" is added to "cap" just like to "cookie" to make it more than one. "'S' is
added to the end of a word to make it more than one.")
Sequence of activitiesRead the story.
A. Before beginning to read, tell children to listen for plural words, (words that end in
"s" and describe more than one thing) and when they hear them to give you (the
teacher) a "thumbs up" signal.
B. Read the book through slowly, being careful to notice the "thumbs up" from the
students on the plural words.
C. After reading, have children recall orally (while teacher writes them on the board)
the words that were plural. After they have remembered all they could, page through
the book and see if they can find anymore they missed. (You can show them the pictures
that relate to the plural words: caps, monkeys, fingers, hands, etc.). Talk about other
plural words that were not in the story text, but were shown in the book in pictures.
Add them to your collection of plural words on the board.
D. Make a column of the singular words that relate to the plural words listed. Show
students from list on the board that each word is made plural by adding an "-s."
Review
Pass out a worksheet that has two columns. Under each column there is either a picture
of one object or a group of objects with the singular or plural word under it. This is done
together as a class, with either the teacher using the board or overhead projector. For
example:
CLASS-1
37
English Template
stars - star
cow - cows
cars - car
hat
- hats
Students (along with the teacher) are to circle the picture and relating word that is
plural. The teacher should bring to their attention each time that the "s" is found at the
end of the plural words. Have students also circle the "-s" at the end of the plural word.
For their independent activity, follow the prior worksheet with a similar one-- the
difference: the pictures will be gone. Students are to individually circle the plural
words. If some students finish before others, let the "early birds" draw pictures for the
words given-- one picture for the singular words and two for the plural words. When
everyone has completed the exercise, go over the answers. The teacher should do this
on the board or have a copy on an overhead transparency.
Life Skills/Sewa
G
Children to be encouraged to give away those possessions that they have in
abundance/many to the lesser privileged children and to retain only one of
each.
Critical Thinking
G
Children to be asked to rewrite a short paragraph/sentence by changing
singular nouns to plural nouns and vice versa. They will then explain (orally)
whether the paragraph still makes sense.
38
CLASS-1
English Template
Subject :
Language Arts/ English
Unit
Topic
Auxiliary Verbs (is/am/are)
Brief Description: This lesson involves the application, skill and knowledge enhancement
of the use of Auxiliary or Helping verbs in the English language.
Learning Objectives:
As a result of this lesson, the students will be able to:
1)
Use the auxiliary verbs appropriately in the sentences.
2)
Differentiate between the uses of various auxiliary verbs.
3)
Collate the use of auxiliary verbs with the singular and plural words in a
sentence.
4)
Use the subject verb agreement correctly in the sentence.
5)
Students will understand the correct usage of `To be verb.
6)
Students understand that :

is (is used with he,she, it ),
am ( is used with I ),
are ( is used with you, we, they).
Materials required:
Short script of any story
A4 Sheets
Markers
blackboard
Teacher Activity :
(Part One: Individual participation)
Circle Time :
The teacher welcomes the children to a fun filled circle time and starts the session by
saying:
I am .......................(name)
I am .......................years old.
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39
English Template
Then, the teacher signals to the child standing/sitting on the right to follow the cue. Each child,
by turn frames the two sentences and then the teacher asks the students to clap for their
praiseworthy efforts.
The teacher then highlights the use of am that takes place only with I.
The teacher erects her hand upright to show the use of am with I.
In the second part of the activity, the teacher points to the child on her left and says.....
She/ He is a girl/boy.
She/ He is my friend.
Following the cue of the teacher each child frames the two sentences for the child
standing/sitting on left, learning the use of the next auxiliary verb is.
Next, the teacher takes out her pen or any inanimate object and frames the following
sentences:
It is a pen.
It is blue in colour.
The students also take out things from their bags and learn the use of is for inanimate
objects.
Quick Recapitulation: Do a quick recap with the children before proceeding forward.
Remember to use the erected hand signal to remind kids the exclusive use of am with I.
Also revisit the use of is for person and thing alike.
The teacher reads out a conversation
Hello! My name is Gauri.
I am your English teacher.
What is your name?
Pallavi. How are you?
I am fine. What are they doing?
She is playing.
He is reading.
It is sleeping.
40
CLASS-1
English Template
1.
Now the teacher writes these words on the board
2.
The correct pairs are written together.
Ex.
am
He/She/It
is
We/They/You are
Now, reaffirm the learning process by doing the Worksheet .
Part Two : (Group Activity)
Divide the class into groups of more than two but less than five children.
Every group to be given a nomenclature/group name based on:
Option 1:
Name of flowers.
Option 2:
Name of different types of plants( Tree, Shrub. Herb, Creeper,
Climber)
Option 3:
Any transdisciplinary topic the teacher wishes to incorporate in the
class.
Now the teacher will give names to the divided groups and each group will introduce itself
in the following manner :
Group 1(Roses):
We are roses.
We are red in colour.
Group 3(Lilies):
We are lilies.
We are pink in colour.
Group 2(Daisies):
We are daises.
We are white in colour.
Group 4(Marigolds):
We are marigolds.
We are yellow in colour.
The next task of the groups is to introduce the each other in following manner:
Group 1(Roses):
They are daisies.
They are white in colour.
Group 3(Lilies):
They are marigolds.
They are yellow in colour.
CLASS-1
Group 2(Daisies):
They are ros es.
They are red in colour.
Group 4(Marigolds):
They are lilies.
They are pink in colour.
41
English Template
Quick Recapitulation: The teacher will now review the auxiliary verb are covered through
the activity highlighting its use with the plurals(many). The teacher may also compare the
use of auxiliary verb is with singulars(one) and auxiliary verb are with plurals(many).
Student Activity : This interdisciplinary activity will involve a booklet making activity,
incorporating the Who am I? Or All about myself - topics of the Environmental education.
I am a girl.
I am five years old.
I am nice and sweet.
They are my friends.

They are playing.
They are twin brothers.
42
She is my mother.
She is thirty years old.
She is very sweet.
We are best friends.

We are naughty and nice.
We are always together.
CLASS-1
English Template
Review : Students will be given the worksheet covering all the three verbs- am/is/are.
Assessment :
Criterion
Class
participation.
Ability to
independently
frame sentences
using auxiliary
verbs
Ability to successfully
collate auxiliary
verbs with SingularPlural concept
Clarity of
Subject -verb
agreement
within sentence
framework.
Worksheet
review
SEWA : Time to give back to the society, teacher explains to the students that auxiliary verbs
are also called helping verbs because these words help us to communicate our thoughts and
feelings effectively to others. Hence, like our helper verbs we should also help and do our bit
for the society. So, a trip to an old age home is organised to give love and company to the senior
citizens and help them with any chores they might need assistance with.
Critical Thinking:
1)
Using the three auxiliary verbs (is, am and are) and smiley cut outs, express at least
three feelings.
Example :
I am happy
She is sad.
They are angry.
2)
Discuss the best explanation for using auxiliary verb are with singular pronoun You.
All time jingle to go with the auxiliary verbs.
Is, am and are
Is, am and are
These are the helping verbs.
Am always shows up with I
Is likes to stay with Ones
While Are likes to be with Many and You.
Is, am and are
These are the helping verbs.
Just like the verbs
Let us
Help someone new.
(Lyrics : Pallavi Sohani-Suncity School)
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English Template
Subject
Unit
Topic
:
:
:
Language Arts/ English

3
Sight words /Dolch List 1
Brief Description: Students are able to read the words without phonetically decoding them.
Learning Objectives :
Student will learn various high frequency sight words by playing Steal the Words card
game. They will then identify these words in the context of choral reading a book.
Reasoning
Sight words are very important in building the confidence of beginning readers. By giving
students repeated exposure to individual sight words, it will be easier for them to pick the
words out and read them in context. This will add to the natural, flowing pace of reading
that is every child's goal. Placing the learning of sight words in a game format makes this
overwhelming task less of a chore and adds fun. Also, it's important to follow the game of
learning the words with reading a book, to emphasize to the students the value of knowing
the words.
Materials required :
64 Cards with sight words written on both the sides.
A4 Sheets
Markers
White board
Books for the students to pick from
Procedure
G
Deal 4 cards to each student and have them lay them out in front of them facing up. Lay
4 cards out in the center of the students. Explain the rules to the students as follows:
G
whoever picks the word with the most letters goes first
G
when it's your turn, if you have a word that matches one in the middle of the circle, you
can take the card and add it to a private pile of your own.
G
You can only take a card when you read the word on it. Always keep four cards per
student and four cards in the middle.
G
the game continues until all the cards are matched
G
the student with the most cards wins
After they play the game, read through all of the sight word cards with the students again.
Then allow them to choose a book that they want to read.
Have the students read the book with the teacher. Whenever a student successfully reads
one of the sight words just learned, point this out to them.
44
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Mathematics Template
Mathematics Template - 1
Counting from 1 to 9
Learning Objectives
At the end of the lesson a student would be able to do the following
G
Compare objects and decide on which are more or less.
G
Distinguish between more and less.
G
Explain the term More, Less and Equal terms.
G
Students would be able to analyze the objects properly.
Materials required
Activity sheet, picture charts, beads, geometrical shapes.
Teachers Activity
The teacher takes the student to the math lab or can arrange for the activity in the class.
The teacher would take some cookies in both the hands and asks the students in which
hand there are more/ less cookies.
The students would begin to compare the objects and just by mere sight would decide
which hand has more or less cookies. Here the teacher introduces the concept of less
and more. To strengthen the concept of more or less the teacher can display various
items at times like
Example
Which side has more circles?

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45
Which side has less red roses?
Which side has more stars?

(Here the students would not be able to answer; hence the teacher introduces the
concept of Equal)
To strengthen the concept of More, less and Equal the teacher can proceed with
the help of the worksheets.
Students Activity
Apart from the worksheet the pupil will be required to find the following informations
Group activity:
Students would be divided in a group of four and each group would be given a picture
46
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puzzle, here the students would need to compare the picture and find out the
differences between the picture on the basis of number and shape of the objects
Which is more in number? Sun or moon

Life Skills
Out of many things you are not using at home or at school share some of the items
with your friend who needs it urgently.
Critical thinking
Make a list of 10 items which you have more in number compared to your best
friend.
Review:
Students would be provided with the worksheets here, they would be required to
compare the objects and tell which side has more, less or equal objects.
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47
Topic: Shapes
Brief Description: This is one of the first lessons the children will learn on shapes, four basic
geometric shapes and the names of the shapes, as well as each of their characteristics. The
knowledge acquired in this lesson will give the children knowledge of different shapes as well
as other defining characteristics. The students may have background knowledge from their
home life in this area of study.
G
Create mental images of geometric shapes using spatial memory and spatial
visualization
G
Understand correlation of shapes with shapes in the environment
G
Enhance innovation and creativity in the children
G
Develop analytical and logical skills
Materials required:
Flashcards (See examples at the end of the lesson plan), Worksheet, Rhymes, Puzzles
(Tangram)
Teacher activity
G
First, ask the students if they know any names of shapes. Also inquire about
where they see different shapes around their homes or outside. Give examples
of ones own. (Examples: lights on a traffic light, television sets, buildings, etc.)[5
minutes]
G
Tell the class "Today we will be learning about 4 basic shapescircle, square, triangle and rectangle. We see these different shapes everyday,
and it is very important for us to recognize these shapes. We will count the
sides and corners of each shape. By doing this, we will be able to identify the
the shape." [ 3 minutes ]
48
CLASS-1
G
"First, we will learn about circles. Circles are round. Can anyone give me an
example of a circular object in your house? What about in our classroom? Circles
do not have straight edges or corners. ( show the smiley circle shape cutout to
the students)
G
Next we will learn about squares. Can anyone think of an object that has a
square shape? Squares have four straight sides. All four sides are equal in
length. that are all equal. (show the smiley square shape cutout; pointing to
the shape). There are four corners in every square (A corner is formed at the
point where two lines meet). We are in a square shaped room right now. There
are four corners in this room.
G
After that, we will learn about rectangles. Rectangles are almost like squares, but
their sides are not all the same size. (show the smiley rectangle shape cutout)
Next, we will learn about triangles. Triangles have three sides. ( show the
smiley triangle shape cutout, point to this shape) Two sides of a triangle come
together to form corners also. How many corners does a triangle have? Can
anyone think of some triangles we see in everyday life?
Student activity
A puzzle will be handed out to the students. Each student will individually finish and
show the teacher the puzzle when completed. Time allotted would be 15 minutes
Rhyme on Shapes
I am Cindy Circle. Watch me turn
Round and round and you will learn
Im not straight and I dont bend.
My outside edges never end.
Ricky Rectangle is my name.

My four sides are not the same.
Two are short and two are long.
Count my sides. Come along----one, two, three, four.
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49
Sammy Square is my name.

My four sides are just the same.
Turn me around, I dont care.
Im always the same. Im a square!
Tommy Triangle is the name for me.

Count my sides---theres one, two, three.
Review:
G
Finally, review the shapes one last time by holding up the larger shapes to the
entire class and ask the students to answer in groups/individually what shape is
it.[10 minutes ]
Life Skills:
Using shapes make different patterns on the floor and at the entrance of the
house during any of the special occasions or festivals.
Critical thinking:
Using the 4 basic shapes design a robot in MS-Paint.
or
To make different figures using various shapes from the shapes kit.
50
CLASS-1
Topic : Addition of single digit number

Learning Objectives
As a result of this lesson pupil would be able to 1.
Apply addition to solve day to day problems.
2.
Compute mentally and think logically.
3.
Translate the language of the problem into mathematical form.
Material required
Activity sheet, place value blocks to teach addition of single digit numbers.
Introduction of the topic
The teacher introduces the topic by taking students for a visit to a botanical park. Here the
teacher asks the students questions like
"See there are five red roses, if two more are added, how many will be there in all?"
The students will take time to answer the question; they will count the number of red roses to
find their answer. The teacher can provide the students with an observation sheet to note
down the number of different flowers.
Class room activity:
After the visit to the botanical garden the teacher can explain to them the term "adding". She/he can
explain the concept by taking examples from their visit to the Botanical Park.
"Children, I have five 5 toy ducks with me
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51
If I get three more, how much will I have in all?

Here the teacher explains addition by counting them
For example
1 duck2 ducks3 ducks..4 ducks5ducks6ducks7ducks..

The students will give the right answer by counting.
The concepts can be strengthened by using few more examples
Example :
Jack has 3 pencils if Jim gives him 2 more pencils then how much will he have?
Jack has
Jim gives him 2 more pencils
Jack will have
5 pencils.
52
CLASS-1
Students activity :
To strengthen the concept of additon the teacher can use worksheets and place value
blocks.
The teacher can give place value blocks to the students and give them more
problems based on addition. Here the pupil will be required to count the number of
blocks to find their answer to the problem.
Review :
Worksheets to asses the students' knowledge about the topic will be given.
Critical thinking :
Jim has 3 toffees, Jack gives him 2 more toffees while John gives him some toffees.
Jim finally had 10 toffees in all, How much toffees did John give to Jim?
Topic : Addition of single digit number using Abacus
Learning Objectives
As a result of this lesson pupil would be able to 1.
Apply addition to solve day to day problems.
2.
Compute mentally and think logically.
3.
Verify his method of addition using abacus.
Material required
Abacus and beads of different colour.
Introduction of the topic
The teacher will show the students the abacus and ask them question like
Students can you recognize this..Have we seen it earlier?
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53
Children will make all kindss of guesses.

Few students will be able to recognize it as abacus.
The teacher shows the students the abacus and asks them to count 3 red beads.
Add 4 yellow beads
How many beads are there in all?

The students will count and tell 7.
Student's activity.
Use the abacus to find which all numbers add to give you a sum of ten.
Review
Worksheets to check student's knowledge about the topic.
Critical thinking : Add the number in the blocks to get a sum of nine in each direction.
54
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Environmental Education Template
Environmental Education Template - 1
Topic: My Self (Knowing about oneself)

Brief Description: This lesson involves awareness about oneself.
Time Duration: 40-45 minutes
G
share personal information
G
give details about personal likes and dislikes
G
introduce themselves to a group
G
develop intrapersonal skills
Materials required:
Activity sheet, colours, flash cards with name of each student, puppet, song on Myself (CD)
Teacher activity
The teacher greets all the children by saying, Good morning! How are you?
My name is ________ .Would you like to know the meaning of my name? The teacher
waits for the students response and then continues by saying , I would like to share it and
few more things(likes,dislikes) about me with you . Then the teacher asks the students
why she shared her name with them. She receives different answers from the students .It
will be followed by the teachers explanation on the significance of proper way of
introducing oneself to others which can only be achieved if we have complete information
about ourselves.
The teacher displays flash cards containing the students name with a brief description
about each one of them.e.g.
Ria
My name is _______.
I am a ______ (boy/girl).
I love to play ______.
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55
The teacher asks, Do you know whos there with me to meet you all? The teacher shows a
puppet to the students .She starts introducing the puppet by adopting the voice
modulation technique.
She asks the students to pick their respective cards & fill the required information and share
it with rest of the class.
Student activity
The students shall draw a birth day cake with their name and decorate it with the same
number of candles as their age to relate it with the topic.
Review
Students will be provided with a worksheet where they will fill their personal information.
(Worksheet 1)
They will draw faces depicting various expressions based on their likes and dislikes.
The period will conclude with a song on Myself. Making melody in my heart
Making melody in my heart-2
Making melody in my heart to the king of kings-2
Thumbs up -2
Making melody in my heart ..
Thumbs up -2
Elbows back-2
Making melody in my heart
Feet apart -2
Knees bent-2
Heads bend -2
Thumbs up -2
Turn around -2.
[All will sing the song together
( teacher and students).]
Assessment:
Ask the class the following questions:
G
How would you introduce yourself in a group?
G
In front of the mirror each student will stand and interact with himself/herself.
The students will be assessed on the basis of their participation in various class room
activities, clarity of thought, application to real life situations ,analyzing the knowledge of
the related topic and response to the given worksheets.
56
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Topic: My Family
Brief Description: knowledge about ones family, differentiate between small and big family
G
know the relations in the family specifically
G
To distinguish between a small and big family
G
develop social skills.
Materials required:
A-4 size sheet, colours, a CD containing a story on Myself, Family photograph of each child.
Teacher activity
The teacher introduces the topic by showing a small cut out of a child labelled as boy/girl to
the students She asks them about it. She displays three more cutouts labelled as mother,
father and sister. Then she keeps all the cut outs together followed by the explanation about
the topic. She continues by saying that previously the child was alone but now he is with his
mother, father and sister. So now he is with his __________(Encouraging the students to
come up with the term family)
To proceed further, the teacher narrates a related story followed by a question answer drill
to impart knowledge about the basic difference between a big and small family.
Student activity
Preparing a personal identity card including information about ones family members.
Review
Worksheets to check the students knowledge about the topic will be given.
Assessment:
G
Share information about your family e.g. how many members are their in your
family? Is it a small or a big family?
The students will be assessed on the basis of their participation in various class room
activities, clarity of thought, application to real life situations ,analyzing the knowledge of
the related topic and response to the given worksheets & assignments.
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57
Topic : Animals
Brief Description :
Time Duration : 5 hrs
Learning objectives :
1)
recall variety of animals around them
2)
classify them into big and small animals
3)
classify them according to their dwellings
4)
develop naturalistic skills
Materials required : Soft toys of animals, slides showing animals in jungle, at home and farm,
pictures of land & water animals
Teacher activity : The teacher starts interacting with the students about the topic by showing them
different soft toys of animals and asking them questions to stimulate their imagination e.g. Do these
toys look like us? Expecting children to say no, she proceeds further by asking about the
similarities and dissimilarities they find between themselves and the toys followed by discussion
about animals they see around them.
The teacher, then, shows them the slides showing animals in jungle, at home and farm, hence,
classifying the animals as wild, pet & farm respectively. The teacher plans a visit to a mini zoo
where the students observe different animals living on land and in water and reinforcing it through a
slide show.
Student activity : The students will make postcard of their favourite animal and write few
sentences about its appearance .After completing the activity, t hey will gift it to their friend.
Students will apply their knowledge about land & water animals through the activity of colouring
the two sheets in brown and blue to depict land and water respectively and pasting pictures of land
and water animals on them.
Review : Students will be provided with colouring worksheets showing pet, farm & wild animals.
To develop their vocabulary related to animals, the students shall write down the name of one animal
starting with each letter of the English alphabet with teacher's assistance.
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The period will conclude with showing of scene from The lion king: circle of life (showing different
animals living in jungle).
Assessment :
1)
Share information about the animals you observe around them.
2)
Where would you want to see the wild animals- inside your house or in their natural
dwellings?
3)
Would you like your pet to be with you in your room while you are watching
television?
The students will be assessed on the basis of their participation in various class room activities, clarity of
thought, application to real life situations, analyzing the knowledge of the related topic and response to
the given worksheets.
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59
Unit -1 Assessment :
Criterion
Ability to recognize rhyming

words in print
Ability to supply rhyming words
Ability to supply beginning
sounds to complete word
families
Unit - 2 Assessment :
G
What did we learn? What was the difference between the singular and plural words?
G
How do we make a singular word plural? What letter do we add?
G
Why is it important to know how to make a word plural? (If you want more than one
chocolate chip cookie, you will know what letter to add to ask politely for two!)
Criterion
Is able to
add/remove s
appropriately
Is able to give
examples of
singular/plural
nouns
By monitoring their participation in responding to the read plural words, by their answers
on the worksheets (especially the "Add an '-s' to make the words plural") and their own
examples given of singular and plural words, the teacher should be able to informally and
formally assess and gauge their understanding and ability to produce the new material on
their own involves the use of the Structural Analysis element of the Inflectional Ending "-s"
to make singular nouns plural.
Pass out the chocolate chip cookies, and ENJOY!!
60
CLASS-1
Assessment Rubrics Maths
Assessment Rubrics for Maths
Unit 1
Student would be assessed on the following basis
Comparing objects to identify "more" or "less" .
G
Ability to analyze and use the concept of more or less in real life situations.
G
Ability to distinguish between terms like "more", "less" and "equal"
G
Participation in the group activity.
G
Criterion
Rating scale
Able to
compare
the objects
Distinguish
between the
terms
Interpersonal
ability
Analyze
the given
situation
Ability to
apply the
concept of
more or
less in real
life
situation
Five point scale, i.e. 1/ 2/ 3/4/ 5 (1 - needs guidance and 5

Outstanding)
Unit 2
Each child should be given 4 laminated shapes (yellow circle, blue Square, red
triangle and a green rectangle) made of colored construction paper. Say the following: "Class, I
am going to ask you questions about the shapes we learned about today. When you know what
shape I am describing, please hold the correct shape up high in the air.
Name the shape that has three corners?
G
I am round. Who am I?
G
All my sides are equal. You Know me as_______?
G
Which shape is made of small triangles?
G
Which shape/s has/have four corners?
G
Finding out how many shapes in a particular design (For example: How many
G
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61
Assessment Rubrics Maths
triangles in a star?
Criterion
Rating scale
62
Is able to identify Compare two

Will be able to
the four basic
different shapes based draw the four
shapes
on their characteristics basic shapes
Five point scale, i.e. 1/ 2/ 3/4/ 5 (1 - needs guidance and 5
Outstanding)
Flashcards
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Assessment Rubrics Environmental Education
Unit - 1
Expected skills
Complete
knowledge about
oneself

Beginning
Developing
Achieved
Hesitates but puts
With teachers
Shares personal
an effort to proceed support, shares
information
towards the topic
information about
comfortably and
with much
oneself and initiates confidently and is
prompting
for further
productively
improvement.
engaged in learning
Awareness about
body organs and
their functions
Finds difficult to
recall all the organs
in the given time
period
Knowledge abut
sense organs
Is unable to
contribute to the
topic individually.
Significance of
personal hygiene&
good manners
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Has limited
information about
the importance of
hygiene and good
manners.
Possesses knowledge
about all the organs
and initiates
discussion
Knows all the

organs and their
functions as well
and participates
curiously with
attention to the
minutest details
Identifies sense
Possess wider
organ and relates
perspective as
them to their
correlates the sense
functions
organs with variety
of actions
Knows about the
Possesses complete
things used for
information
personal hygiene and regarding
accepts
importance of
responsibility to do
personal well being,
good work
displays exemplary
behavior for others
and takes initiative
to interact among
peers.
63
Assessment Rubrics Environmental Education
Unit - 2
Expected skils
Knowledge about
ones family
Distinguishes
between big and
small family
Values
interpersonal
relationship
Is well informed
about the country
one resides in
64

Beginning
Developing
Achieved
Projects very little Demonstrates nearly
Possesses
knowledge about
complete
complete
the relations in the understanding about
knowledge about
given time period. the relationships and is ones family
enthusiastic about the
members and
subject.
exhibits respectful
approach towards
them.
Doesnt
Knows the basic
Shares information
differentiate
difference between the about ones family
between the
types of family but
and educate others
immediate and the lacks knowledge about about the size of
extended family
the major concepts.
the family as well.
Possesses general
information
regarding the
people who help in
school and positive
attitude towards
them
Manifest interest to be
social and well
informed about people
at different hierarchy in
school.
Shows little
knowledge about
the place one lives
in.
Has awareness about

onessurroundings but
misses on the link
between the two.
Has specific
knowledge about
the people at
various levels ,
their functions and
genuine caring for
them as an
individual
Has a wider
perspective and is
able to relate
oneself to the
place one lives in.
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Teacher Resource Material
Teacher Resource Material
Teacher Resource for English

Unit 1
Websites for Reference
www.starfall.com
www.bbc.co.uk
www.theteacherscorner.com
www.abcteach.co
Unit 2
Websites for Reference
www.kidzworld.com
www.kidsfront.com
www.abcya.com
Teacher Resource for Environmental Education
Websites for reference
www.education-world.com
www.enchantedlearning.com
www.Studiespot.net
Teacher Resource for Visual Arts syllabus
www.colormatters.com/colortheory.html
www.winsornewton.com/.../colour.../practical-applications-of-colour-theory /
Teacher Resource Performing Arts syllabus
Websites for Reference:
www.songs4teachers.com
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65
Worksheets: English
Rhyming Words - Worksheet-1
Name
Class
Date
Subject :
Read each sentence. Find the two words that rhyme. Print each word on the line in the box.
Draw a picture to represent the word.
I need to find a seat so I can rest my feet.
Read each sentence. Find the two words that rhyme. Print each word on the line in the box.
Draw a picture to represent the word.
The wire made a hole in the tyre.
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CLASS-1
One and Many - Worksheet - 2

Name
Class
Date
Subject :
Read the word under each picture. If the word is a singular naming word, write it on the
Animal list. If the word is a plural naming word, write it on the Animals list.
Animal
Animals
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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67

Name
Class
Date
Subject :
Read the sentences below. Rewrite each sentence using singular or plural naming words
for the pictures.
1.
The boy had three

__________________________________________________
2.
The boy saw
in the lake.
__________________________________________________
3.
Ann bought
at the store.
__________________________________________________
4.
The
are ripe.
__________________________________________________
5.
The
has a blue handle.
__________________________________________________
6.
The
is heavy.
__________________________________________________
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CLASS-1
Name
Class
Date
Subject :
Naming words can be singular (one) or plural (more than one). Circle the plural words and
then draw pictures for each word - one picture for the singular words and two/many for the
plural words.
1.
star
2.
cow
3.
apples
4.
rings
5.
chair
6.
dog
7.
trees
8.
cats
9.
flowers
10.
book
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69
Name
Class
Date
Subject :
Naming words can be singular (one) or plural (more than one).

Look at the pictures. Fill in the missing words.
a.
one cow
two ____________________
b.
one book
three ____________________
c.
one dog
two
____________________
d.
one chair
two
____________________
e.
one ring
two ____________________
f.
one tree
three ____________________
g.
one __________________
h.
one ____________________
70
five cats
three flowers
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Rhyming Words - Worksheet - 6
Name
Class
Date
Subject :
Find and circle the two words that rhyme.

Write the words under the correct picture.
fun
tire
cat
jet
sky
hat
rake
coat
hike
Find and circle the two words that rhyme.

Write the words under the correct picture.
part
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cake
sit
71
Name
Class
Date
Subject :
How many words can you think of that rhyme with each underlined word? Write all the
rhyming words that you can think of on the lines.
72
Cat
Book
I found ________ words that rhyme

with cat.

with book.
Bed
Tree

with bed.

with tree.
CLASS-1
Name
Class
Date
Subject :
Colour each bell that has three rhyming words on it.
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73
English Template
Auxiliary Verb - Worksheet
Name
Subject :
Class
Date
Following animals are feeling hungry. Lead them to their favourite food.
Am is used only with I.
For eg :
I am a boy.
I am a girl.
Is is used with he, she, this, that, it, here, there etc with singular nouns.
For eg:
This is a ball.
She is my friend.
Fill in the blanks with 'is' or 'am'
74
1)
I .. going to school.
2)
She very tall.
3)
This a pen.
4)
It . sunny today.
5)
I .sorry.
CLASS-1
English Template
Name
Subject :
Class
Date
Auxiliary Verb are is used to represent nouns more than one in number or plurals. It is
used with pronouns: they, we, these, those, you etc
Eg :
They are my friends.
We are going to the park.
Fill in the blanks with auxiliary verbs ( is, am, are)
1)
I .. six years old.
2)
We ..playing hide and seek.
3)
That .. a cool car.
4)
These . my books.
5)
Those. banyan trees
6)
You.a very good student.
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75
English Template
Name
Subject :
Class
Date
Read the sentences. Give smiley

to the correct sentence and rewrite
the incorrect sentence after improvising.
1.
He is reading a book.
2.
You is my best buddy.
3.
Sam are running in the field.
4.
These are lovely flower.
5.
This is my schools.
76
CLASS-1
English Template
Name
Subject :
Class
Date
Look at the sentences below and supply with appropriate auxiliary verb.
1.The duck .. swimming in the pond.
2.The ducks ..swimming in the pond.
3.These treestall.
4. Rina talking on the phone.
5.It eight o'clock.
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77
English Template
Name
Subject :
Class
Date
`To Be' Verb Practice

Write the correct verb form for each sentence.
1) I _______ sleepy.
2) You _______ pretty.
3) He _______ short.
4) She _______ friendly.
5) It _______ cold today.
6) We _______ busy.
7) You _______ my friend.
8) They _______ beautiful.
78
CLASS-1
English Template
Name
Subject :
Class
Date
To Be Verb Practice
Circle the correct verb for each sentence.
1) Gauri [ am / is / are ] a teacher.
2) Ritu and Nina [ am / is / are ] here.
3) I [ am / is / are ] at home.
4) A cat [ am / is / are ] soft.
]
5) It [ am / is / are ] warm today.
6) I [ am / is / are ] very busy
7) Watermelons [ am / is / are ] tasty
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79
English Template
Name
Subject :
Class
Date
Fill in the blanks with the correct Auxiliary Verb
He ________a
police officer
Anna _____
sleeping
80
I _______
climbing a tree
I ________
an artist
We ________
reading
We _____
the champions
We ______
twin brothers
It _____
a backpack
CLASS-1
English Template
Dolch List -Worksheet
Name
Subject :
Class
Date
Read the following sentences :
Me and my friend play together .
This is a can.
I like to run fast.
We like to come to school.
The dog is going up the stairs.
He likes to jump into the pool.
The dog is going down the stairs.

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81
MYSELF -Worksheet - 1
Name
Subject :
Class
Date
Tell us something about yourself:

G
My name is ______________________.
G
I am _______ years old.
G
I study in class ______.
G
The name of my school is _______________________________.
G
My birthday is on _________________.
G
My address is _______________________________________.
Paste
your
photograph
here.
Draw your facial expressions when:
82
You are eating an ice cream
You dont find your

favourite toy
You are playing
You are studying

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Myself (sharing Information) -worksheet - 2

Name
Subject :
Class
Date
Paste a photograph of your self when you were a year old.
Imagine yourself when you will be in the next grade and draw
your picture accordingly.
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83
MYSELF - Worksheet - 3
Name
Subject :
Class
Date
What is the boy

doing?
_________________
Which part of the body is used to perform this action?
Look at the picture again and identify the other parts of the body
and write down in the space given below.
84
CLASS-1
MYSELF - Worksheet - 4
Name
Subject :
Class
Date
Write the names of the parts of the body which you find common as well as
different in the two pictures shown above.
Common
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Different
85
SENSE ORGANS-Worksheet - 5
Name
Subject :
Class
Date
Tick the things that are cold and cross the ones that are hot
Tick the things that are soft and cross the ones that are hard
Tick the things that are sweet & cross the ones that are sour
86
CLASS-1
Tick the things that are good to see & cross the others.
Tick the things that are good to hear & cross the others.
Tick the things that are good to smell & cross the others.
CLASS-1
87
SENSE ORGAN -Worksheet - 6
Name
Subject :
Class
Date
Write the correct number in the boxes:

1.
I have
and I have
nostrils.
2.
I have
and I have
eyebrows.
3.
I have
and I have
tongue.
4.
I have
and I have
neck.
5.
I have
and I have
fingers.
Make a list of five things which you can see, hear, smell, taste and feel
with your sense organs.
1. Eyes
2. Ear
3. Nose
4. Tongue
5. Skin
88
CLASS-1
Good Manners -Worksheet - 7
Name
Subject :
Class
Date
Read & enact the following gestures:
Thank you!
Good Morning!
Please may I
borrow your book?
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Sorry!!!
89
Discuss with your teacher the importance of Good practices
90
CLASS-1
Good manners-Worksheet - 8
Name
Subject :
Class
Date
Say yes (
CLASS-1
) to the good manners & no (
) to the bad manners.
91
Good manners-Worksheet - 9
Name
Subject :
Class
Date
A quick brush up.....

Q1:
How do you greet your Teacher at school?
Ans:
I say _______________.
Q2:
What do you say when you meet somebody?
Ans:
I say _______________.
Q3:
What do you say when you receive something?
Ans:
I say________________.
Q4:
What do you say when you do something wrong?
Ans:
I say_____________.
Q5:
What do you say when you ask for something?
Ans:
I say______________.
Q6:
What do you say when you sneeze/ burp?
Ans:
I say_______________.
Q7:
How do you greet before going to bed?
Ans:
I say_________________.
Q8:
Where should you throw waste papers?
Ans:
We should throw waste papers in a_____________.
Q9:
How many times in a day we should brush our teeth?
Ans:
We should brush our teeth _______ a day, in the _______ and at ________.
92
CLASS-1
Me & My Family-Worksheet - 10
Name
Subject :
Class
Date
Father
And
Mother
Paste the photograph

of your family
I
Love
You
Identify all the family members in the photograph and write down their
names and age (in ascending order).
Name
CLASS-1
Age
93
Name
Subject :
Class
Date
Fill colour in the pictures:
Draw dotted lines to match the words.

Grandfather
94
Brother
Sister
Grandmother
Daughter
Nephew
Father
Uncle
Niece
Mother
Aunt
Great grandmother
Great grandfather
Son
CLASS-1
My Home-Worksheet - 12
Name
Subject :
Class
Date
Draw a picture of your house using shapes and colour it
My address is:
My
CLASS-1
number is
95
My Home-Worksheet - 13
Name
Subject :
Class
Date

Q1:
What is your fathers name?
Ans: My fathers name is ___________________.

Q2:
What is your mothers name?
Ans: My mothers name is ___________________.

Q3:
How many brothers do you have?
Ans: I have _________ brothers.

Q4:
How many sisters do you have?
Ans: I have __________ sisters.

Q5:
How many members are there in your family?
Ans: There are _______ members in my family.

Q6:
Is it a big family or a small family?
Ans: It is a ____________ family.

Q7:
Where do you live?
Ans: I live in ______________________.

Q8:
What is your telephone number?
Ans: My telephone number is ________________.

96
CLASS-1
Name
Subject :
Class
Date
I. Fill in the blanks with appropriate words and cross the ones which are not applicable.
Hi ! I am _________. I am _______ years old . I live in a
beautiful_________
____________
my little _________
along with my ________
__________
___________
and
We are a
_________family. We do many fun things together like going for
walks in the garden
watering the___________
CLASS-1
, listening to
97
__________
places
and going for vacations to far off
. I __________my family very much.
II.How do you address your close family members?

Family member
Special name
Father
Mother
Uncle (paternal)
Aunt (maternal)
Cousin
Brother/Sister
98
CLASS-1
Name
Subject :
Class
Date
I. Write the opposites.
Grandfather
Mother
Brother
CLASS-1
99
Name
Subject :
Class
Date
I.Colour the circle in front of each activity which you and your family do together.
Listen to music
Eat dinner
Swim
Read books
Visit the zoo
stnalp eht retaW
100
Go for walks
Watch television
Go for shopping
snoitacav no oG
CLASS-1
My School - Worksheet - 17
Name
Subject :
Class
Date
I. Tick the pictures of the people who work in your school.
CLASS-1
101
My School - Worksheet - 17
Name
Subject :
Class
Date
Observe the picture and identify the animals that live at farm
102
CLASS-1
More farm animals.
Duck
Hen
Rabbit
CLASS-1
Donkey
103
Name
Subject :
Class
Date
Colour the farm animals.
104
CLASS-1
Name
Subject :
Class
Date
Observe the picture and identify the animals that live in Jungle
CLASS-1
105
More wild animals
106
CLASS-1
Name
Subject :
Class
Date
Colour the wild animals:
CLASS-1
107
Name
Subject :
Class
Date
Colour the animals which you can keep as your pet.
108
CLASS-1
Name
Subject :
Class
Date
Observe the picture and identify the animals that live in water
CLASS-1
109
More water animals
Eel
Crab
Dolphin
Seal
Alligator
Frog
Tortoise
110
CLASS-1
Name
Subject :
Class
Date
I. Look at the pictures. Write Land for Land Animal, Water for Water
Animals, Bird for Birds.
CLASS-1
111
Name
Subject :
Class
Date
Match the birds with their respective names:
Penguin
Duck
Vulture
Turkey
Woodpeacker
Ostrish
Hen
Peacock
112
CLASS-1

BIRDS
Name
Subject :
Class
Date
I .Colour the following pictures and complete the sentences written against
each picture giving related information.
A _____________ is a good ___________ to the human being.
A _______________ is known for its ______________.

It ______________ beautifully when it rains.
In ancient times, a __________________ was used as

a ______________________ .
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113
II. Colour the body parts of the following bird as per the given instructions:
Beak -red;
feathers - blue;
body - green
Draw the claws (feet) of the bird and show it perching on the branch of a tree.
114
CLASS-1
Uses Of Animals
Name
Subject :
Class
Date
Look at the pictures of the animals.

Draw from each animal to the box that best describes their uses.
I am your favourite pet and guard

your house from thieves.
You can eat me as meat or eat my eggs.
I live in bee hive and busy

making honey for you.
I eat grass and give

you milk to drink.
I give you wool and protect

you from cold.
You can ride on me like prince.
CLASS-1
115
Animals
Name
Subject :
Class
Date
Write down P for plant eating, F for flesh eating and B for both plant
and flesh eating animals.
116
CLASS-1
Name
Subject :
Class
Date
Match the animals with their favourite food:
WORMS &SEED
RAT
CARROT
LEAVES ON TREE
BONE
GRASS
CLASS-1
117
Animals
Name
Subject :
Class
Date
Following animals are feeling hungry. Lead them to their favourite food.
I'm hungry!!!
118
CLASS-1
Animals
Name
Subject :
Class
Date
Match the animals to their home
Kennel
Pig
Sty
Dog
Nest
Bird
Stoble
Hen
Pen
Horse
CLASS-1
119
Animals
Name
Subject :
Class
Date
120
Q1:
Ans:
Where does a horse live?

A horse lives in a _________.
Q2:
Ans:
Where does a dog live?

A dog lives in a _________.
Q3:
Ans:
Where does a bird live?

A bird lives in a _________.
Q4:
Ans:
Where does a cow live?

A cow lives in a _________.
Q5:
Ans:
Where does a lion live?

A lion lives in a _________.
Q6:
Ans:
Where does a monkey live?

A monkey lives on a _________.
Q7:
Ans:
Where does a hen live?

A hen lives in a _________.
Q8:
Ans:
Where does a duck live?

A duck lives in a _________.
Q9:
Ans:
Where does a pig live?

A pig lives in a _________.
CLASS-1
Animals Care
Name
Subject :
Class
Date
Paste/Draw the picture of your favourite animal in the box given below.
Now write down a few sentences on what steps would you take to take good care of
your favourite animal.
CLASS-1
121
Animals Care
Name
Subject :
Class
Date
Draw pictures of those two things which are required for the well being of
the following animals.
122
CLASS-1
CLASS-1
123
Animals
Name
Subject :
Class
Date
Let's draw!
124
CLASS-1
Worksheets for Mathematics
Counting numbers-Worksheet - 1
Name
Subject :
Class
Date
Join the socks to the correct pegs on the lines.
CLASS-1
125
Counting - Worksheet - 2
Name
Subject :
Class
Date
Join each card to the correct number on the number line
Which card is missing?
126
CLASS-1
Numbers - Worksheet - 3
Name
Subject :
Class
Date
Write the missing numbers on the carriages.
CLASS-1
127
Name
Subject :
Class
Date
The rabbit needs to count in 1s to get to the carrot. Colour the route that it takes.
128
CLASS-1
Name
Subject :
Class
Date
Draw cubes to complete the following tables
Number
Tower of tens
1s
10
12
CLASS-1
129
Draw cubes to complete the following tables.
15
20
23
17
19
11
130
CLASS-1
Shapes and Prepositions - Worksheet - 6
Name
Subject :
Class
Date
Fill in the blanks using correct word from the box:

in
on
under
above
The circle is _____ the square.
The circle is _____ the edge of the square.
The circle is ________ the square.
The circle is _____ the square.
CLASS-1
131
Shapes and Space - Worksheet - 7
Name
Subject :
Class
Date
Look at the picture and write the suitable word from the box:
above-below, on-under, top-bottom, inside-outside,
bigger-smaller, before-after
132
CLASS-1
Shapes - Worksheet - 8
Name
Subject :
Class
Date
- Pink
- Brown
- Purple
- Red
- Yellow
- Blue
- Light blue
Using the straight, curved, slanting lines and 4 basic shapes make any
drawing in MS-Paint and label it.
CLASS-1
133
Name
Subject :
Class
Date
Colour the shapes

Red - Shapes that have 2 equal parts.
Blue - Shapes that have 3 equal parts.
Green - Shapes that have 4 equal parts.
Yellow - Shapes that have 5 equal parts.
134
CLASS-1
Name
Subject :
Class
Date
Matching Activity
Fill in the box with the right word:
OVAL
CIRCLE
RECTANGLE
SQUARE
DIAMOND
TRIANGLE
CLASS-1
135
Name
Subject :
Class
Date
Identify the different shapes given below, and fill in the box given below.
Colour the shapes with following colour.

Shapes
Square
Triangle
Circle
Star
Oval
Colour
Red
Green
Yellow
Orange
Blue
Count the number of shapes in the above figure

Shapes
Square
Triangle
Circle
Star
Oval
136
Number
CLASS-1
CLASS-1
137

5.
6.
7.
8.
9.
138
CLASS-1
Name
Subject :
Class
Date
How many are there in all?
CLASS-1
139
140
Name
Subject :
Class
Date
CLASS-1
Name
Subject :
Class
Date
Write the missing number in each number sentence.
CLASS-1
141
Addition
Name
Subject :
Class
Date
In the figure given be low count the number of black dots in the ladybird.
142
CLASS-1
Addition
Name
Subject :
Class
Date
Add the correct amount each time and write how many.
CLASS-1
143
Addition
144
Name
Subject :
Class
Date
CLASS-1
Addition
Name
Subject :
Class
Date
CLASS-1
145
Addition Grid Sheet

Name
Subject :
Class
Date
Can you complete these number grids?
146
CLASS-1
Three in a row
Name
Subject :
Class
Date
Equlpment - 3 dice and 2 sets of coloured counters

How to Play - Take turns to throw the dice. Add up the amount and cover a matching
square with a counter. The first to get threee counters in a row wins. The row may
be vertical, hoizontal or diagonal. If you number is already taken you miss a turn.
CLASS-1
147
148
Name
Subject :
Class
Date
CLASS-1
CLASS-1
149
150
CLASS-1
What Makes 10
Write the missing number and use your stickers to show these numbers.
CLASS-1
151
What Makes 10
152
CLASS-1
What Makes 10
CLASS-1
153
What Makes 10
154
CLASS-1
Name
Subject :
Class
Date
Colour the squares to show all the number bonds for ten. Write the
calculation under each strip.
CLASS-1
155
Rocket Race
156
Take turns at throwing the dice.

Throw 3 dice and add the three numbers.
Colour in the matching number on your rocket.
If it is already coloured in you miss a turn.
The first person to completely colour their rocket in is the winner.
CLASS-1
Name
Subject :
Class
Date
CLASS-1
157

Class 1

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CBSE-i

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

Ms. Rupa Chakravarty

Ms. Jaishree Srivastava

Ms. Anita Sharma

Dr. Anju Srivastava

Dr. Uma Chaudhary

Dr. Kamla Menon

Ms. Meenu Goswami

Ms. Anuradha Sen

Ms. Geeta Varshney

Dr. Rajesh Hassija

Ms. Urmila Chowdhary

Ms. Amita Mishra

Material Production Groups : Classes IX - X

Dr. K.P. Chinda

Ms. Charu Maini

Mr. J.C. Nijhawan

Ms. Rashmi Kathuria

Ms. Meenambika Menon

Ms. Reemu Verma

Ms. Novita Chopra

Ms. Jayshree Srivastava

Ms. Sarita Manuja

Ms. Gayatri Khanna

Ms. Renu Anand

Ms. Smita Bhattacharya

Ms. Deepa Kapoor

Ms. Bharti Dave

Ms. Archana Soni

Material Production Groups : Classes I - V

Material Production Groups : Classes VI - VIII

Specific Objectives English

IV. Specific Objectives

Template for Maths

Template for Environmental Education

Assessment Rubrics for English

Assessment Rubrics for Maths

Assessment Rubrics for Environmental Education

Teacher Resource Material for English

Teacher Resource Material for Environmental Education

Teacher Resource Material for Visual Arts

Teacher Resource Material for Performing Arts

Worksheets for English

Worksheets for Environmental Education

Worksheets for Maths

Specific Objectives English

Specific Objectives Maths

Subject Specific Objectives

Skills for Language arts

Learn new words

Skills for Language arts

3 hours Students listen

Attainment of targetTo be able to read sh- words.

Skills for Language

Students are able

Students are able

Unit - 1 Counting from 1 to 9

Skills involved in counting 1 to 9

The teacher will

Unit - 2: Shapes and Space

Fine motor skills

Finding out how