Project 1. (Lesson 1 – Reinforcing projects)
- Use tuxpaint to draw Jyoti's house and the garden as described below:
- The walls of the house are rectangular in shape. There is a a circular window next to the entrance door of the house. The roof of the house is sloping. The garden is hexagonal in shape. The garden has a coconut tree, a banana tree, a mango tree. and a small lawn. There are also some flower plants in pots. It just rained and the Sun is shining. There is a rainbow in the sky. A parrot is sitting on the mango tree and a cuckoo bird is singing.
- When we plant a tree we get flowers, fruits, wood etc. We use many parts of the trees like leaves, wood for various purposes like making a musical instrument, furniture, eatable items etc., There are two lists given below. List A has the names of trees and List B has the products that can be made from these trees. Divide the class such that each group represents a tree from List A.
Each group has to:
Step 1: Find the products that are made out of their tree and its parts from List B.
Example: Bamboo tree (input), product is flute (output).
Step 2: Narrate to the class the input, the process and the output of the products.
LIST A - Input LIST B - Output
Teak The white banana trunk and the banana leaf with some food
items
Mango furniture, doors
Banana Oil
Coconut Pickle, icecream
Sunflower A broom, oil, coir mat
Willow Cricket bat
Sandalwood Perfume, incense sticks
Jackfruit Veena, Sitar, Tanpura
Bamboo Flute
Note: More input/output items can be added. Output may be illustrations while input can be just the name of the tree.
Project (Lesson 7 – Fun with text processing) Divide the class into 3 different groups.
Step 1: Each group takes up one of the activities given below and collects the information about the activity.
- How did people find their way to different places when they had to travel by foot. How did they navigate to the destination? (Ex: Sundial, compass,....)
- What were the navigational aids used by ships in olden times (Ex: Compass, position of Sun, stars, light house ) and what do they use now (Ex: Radar, Satellite....) .
- Find how you can find your way to an unknow place (Ex: Maps, Tourist guides, Using a mobile, Google maps....).
Step 2: Each group does the following:
Give a title to the information that is collected.
Use the Word processor in the computer and enter the information. The information document can be in the form of an essay or a story but should have the following:
- Title.
- Introduction.
- Description of the navigational aids used.
- Conclusion or end of the story.
Format the document. Example: Title should be in bold and bigger font.
Take a print out of the same and display it on your class display board.
Give information to the class by enacting the same as a drama.
Project (Lesson 4 – Dos and Dont's):
Games to play: Divide the class into groups of 6 to 8 children.
Game 1: Each group stands in a single line with their legs apart. There should be space between each student in the line so that they do not touch each other when they bend. The first student of each group holds a ball which is the size of a foot ball.
Start of the game: Game starts when the teacher blows the whistle.
Action 1: The student at the beginning of the line bends and rolls the ball on the ground to the student behind through the space in between the legs.
Action 2: This is repeated by each student till the ball reaches the last student.
Action 3: The last student runs to the front of the line with the ball. While the last student is running each student in the line moves back a few steps.
Action 4: Repeat actions 1 to 3 till the student who was at the beginning of the line runs to the front of the line with the ball. The group that finishes in chorus say “”.
End of the game: The group that finishes in chorus say “”. The group which finishes first wins the game.
Game 2: Each group stands in a single line with their hands up. The first student of each group holds a ball which is the size of a basket ball.
Action 1: The student at the beginning of the line puts up the hands and throws the
ball back to the student behind.
Action 2: Action 1 is repeated by each student till the ball reaches the last student.
Action 3: The last student runs to the front of the line with the ball. While the last student is running each student in the line moves back a few steps.
Action 4: Repeat actions 1 to 3 till the student who was at the beginning of the line runs to the front of the line with the ball. The group that finishes in chorus say “”.
Note: If the ball falls down then the action has to be repeated. For example if Tejas cannot catch when Jyoti throws the ball back then Tejas takes the ball and throws it again. This repeats till Jyoti is able to catch the ball.
End of the game: The group that finishes in chorus say “”. The group which finishes first wins the game.
Game 3 : There are many interesting games which your parents and grand parents would have played when they were young. Like the phugdi, langdi etc. Find out about these games. Form a group and learn the game. Give a demo of the game to the class.
Kaumudi please draw pictures of a few games. Phugdi, Sitola/lagori, Spinning a top in the hand, Marbles game.
Project (lesson2 and lesson 5 - Step wise thinking and Logical reasoning)
Jyoti, Tejas and their friends were searching for their rabbit that was lost . As they were searching they met a magician. They asked the magician if he saw the the rabbit. The magician said “I saw the rabbit. One group went in the right direction and the other left. The group that went to the right were carrying carrots and cabbage, and they are all less than 15 years of age. I remember that it went with the group which had more number of my magicians.You can find the road which the rabbit took with the help of the following cards.
- Following 8 cards represent the 8 magicians. One side gives their age and the other side gives what they are carrying. The magician showed the children only one side of each card.
Kaumudi: Please draw 8 cards with the following showing on the top:
15, carrots, 30, 7, cabbage, 12, fruits, 5
The children found that they have to go in the ______direction.
- The children started walking in the direction that the rabbit went. They met a monkey who was sitting and seriously counting again and again.
The children asked the monkey “ Did you see a small rabbit walking this way? The monkey said “ I saw the rabbit. It went the way where you can find papayas. “
Tejas asked: But which way can we find papayas.
Monkey: I am going that way. I will show you. I have called 20 of my friends for dinner. 4 want bananas, 6 want nuts, 5 want coconuts. The rest want papayas. How many papayas should I get?”
The children said : You have to get ______number of papayas.
- The children then walked the way the monkey went to collect the papayas. They met a boy named Mihir, who was standing at a gate and was pressing on the numbers on a board. The children asked the boy “Did you see a rabbit go through this gate.”
Mihir: Yes. It went through the gate.To go through the gate we have to fill in the numbers on the board. The board displayed the following.
- Fill in the number which adds up the total to 100.
15 + 25 + 55 + ____ = 100
- Fill in the two equal numbers which when added to the other two numbers will give a total of 100.
20 + 30 + ____ + _____ = 100
- Fill in the four equal numbers which will give a total of 100.
----- + ------+ ----- + ------= 100
- Fill in the multiplier in the following which will give 100 when multiplied with 4:
4 x ______= 100
The children filled in the correct numbers and the gate opened.
4. The children saw a beautiful garden and many people walking here and there. The children searched and searched and asked the people. No one saw the rabbit. Finally they met a farmer sitting near the river and thinking. The children asked “Did you see a rabbit go this way?” The farmer said,
Farmer: Yes, the rabbit crossed the river with some magicians. You can find it on the other side of the river.
Tejas: Please help us cross the river.
Farmer: I will. But first I have to take the lion, the goat and the hay to the other side of the river.
Jyoti: Then take them and later take us.
Farmer: I can take only one person or animal, or a thing at a time in my boat. If I leave the goat and the hay together then the goat will eat up the hay. If I leave the lion and the goat together then the lion will eat up the goat. So what should I do?
The children give the farmer a step wise river crossing solution as follows:
- Take the ______to the other side of the river.
- Come back
- Take ______to the other side of the river.
- While coming back bring ______with you.
- Take ______to the other side of the river.
- Come back
- Take ______to the other side of the river.
After the farmer safely takes the lion, goat and the hay to the other side of the river, he comes back and takes the children to the other side of the river. They find the rabbit at last with the magicians and take it back home. They thank all the people who helped them find the rabbit.
Project (Storage - Naming, File permanence, Hierarchies):
- Picture A gives groups of things to be stored. Picture B gives a room with some furniture and other items. The room in picture B has to be organized with the things in picture A by
Filling the blank labels in Picture B with the label name given to each group of things in Picture A. Ex: Kaumudi – In picture B write “CLOTHES” on the label of the cupboard. And the same label can be shown here as an example.
Represent the room and the items and things that it contains with a tree. An example is given below.
Jyoti's room
| | | | | |
Cupboard Bed
/ / \
Shelves Drawers hangars
| | |
clothes undergarments T-shirts
Kaumudi : The tree with the 6 first level branches and each branch having subbranches. (Like the animals tree drawn for a project in lesson 2.9 with space to write under each branch. )
Picture A:
- Groups of things – each one has a caption below or above appropriate to the group of things
Clothes (T-shirts, shorts, pyjamas, stacked in separate stacks but are all together in one group)
undergarments
Socks
Pencil, colour pencils, pen, eraser, paints, scale
Toys
Shoes and Slippers
Biscuits
Nuts
Story books
School books
Bed sheets, Pillow covers
Cricket bat.
Picture B:
On the top of the picture give a blank label to write the following “ _____'s Room”. Each one of the items should have a label for the children to label these spaces.
A room with
clothes cupboard which has a few drawers,
a bed with the drawers below the bed open,
A book shelf with at least two shelves, some drawers, and a table with a lamp and pencil holder,
A shoe rack ,
A shelf with a few jars,
A place to keep cricket bat.
- The colours of the sky, the trees, clothing that we wear, sounds that we hear, the fun activities that we do, the festivals that we celebrate, the food we eat and liquids that we drink are different for each season in different parts of the country. Draw a chart for any one of the seasons in any one of the regions, north, south, east or west. An example of Tejas filling up for north Indian winter is given below.
Cold Windy dark Sarson
dry ka sag Tea
Lori
Kaumudi: please see the following project. You can draw any interesting shapes that are easy for the children to cut. We can change the text accordingly. Please make atleast 5 shapes, with each shape in two sizes - one big and one small.
- Cut out the shapes given on this page.
Activity 1: Sort the shapes the way you want to.
■Compare with your friends and see how the shapes have been sorted by them. Did they sort them in the same way that you did or is it different. Find out whether they used colour, shape or size to sort.
Activity 2: Cut out the two circular rings given on this page. Place them on your table. Place the yellow shapes in one circular ring and the small shapes in the second circular ring.
■How will you arrang the circular rings? Next to each other? Intersecting?
Where do you place the small and yellow shapes?
Activity 4: Now cut out the third circular ring. Place it on your table.
Place the triangular shapes in the third ring.
■How will you arrange the three circular rings?
Where do you place the small, triangles?
Where do you place the yellow triangles?
Where do you place the small, yellow, triangles?
Where do you place the small, yellow shapes?
Scrach projects (to be written Farida/Usha)