Government of Tamil Nadu

REFRESHER COURSE MODULE

2021-2022

6
SOCIAL SCIENCE

Department of School Education

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 II

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 CONTENTS
S. No. TITLE OF THE LESSON Page No.

1 Towards History 1

2 Evolution 4

3 Forts 6

4 Palaces 8

5 Ancient Excavation 10

6 Our Earth 12

7 Solar System 14

8 Continents of the World 17

9 Oceans in the World 19

10 Agriculture 21

11 Hydrosphere 24

12 Atmosphere 27

13 Resources 30

14 National Symbols 34

15 Local Bodies 36

16 Good Citizen 39

17 Educational Rights 43

18 Equality 46

19 Road Safety 48

20 Occupation 50

III

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 IV

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 TOWARDS
1 HISTORY

LEARNING OUTCOME

™™ Tracing the changes in practices, customs, techniques of past and

present through coins, paintings, monuments, museum etc. and
interacting with elders.

LEARNING OBJECTIVES

)) To know “what is history?”

)) To know about the Stone age and modern age tools.
)) To understand about archaeological excavations.

MOTIVATION

™™ Motivate the students by discussing on topics “History of Human

Emergence” and “History of My School”.
™™ Create interest among students by discussing about the tools man
has used in the past.

INTRODUCTION
™™ Ancient humans lived in the forest with wild animals. They used stone
tools to protect themselves, chase away animals, and dig up roots &
buds. The most important thing is that they eat everything without
cooking including raw meat. Tell the above information to introduce
the life history of primitive men.

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 TEACHER ACTIVITY

Field trip to a nearby museum to collect the information about the rare
1. 
items used by ancient people and explain our ancestor’s life history.
Discuss the food, clothing, location and tools of the ancient stone age
2. 
people and compare them with modern-day habits.
Gather information about archaeological excavations published in
3. 
newspapers and present it in the class about the greatness of ancient
historical features.

STUDENT ACTIVITY

1. Show pictures and make them to speak about the difference.

Living Place

Tools

2. Make the students to discuss about the difference between objects

in their home and objects used by ancestors.
3. Understand the years.
1-1-1901 31-12-2000

19th century 20th century 21th century

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 Note
Give the students the year written cards and the year centenary written
cards separately and make them play “whoever I have”.
4. Find out who I am?
Find out the name using the given clues in the cards.
The Place located in Thoothukudi district.
Where the ancient burial clay urns were found out.
The Place located in Puducherry.
In that place trade with Rome took place.
The Place located in Sivaganga.
A place helps to know the antiquity of the Tamil People.

5. Think and say

If you could cook food without fire in the kitchen, What would be
your food ?
Can you think of a day in the years when your kitchen would not use
fire ?
Do you think there can be any vehicle without a wheel in today’s world ?
What would have happened, if the wheel was not invented?

EVALUATION

1. Match the best suited pair.

Quartzite Stone Age tools

Spade Old Stone Age Iron Tool

Stone wheel Pottery

2. Circle the objects that cannot be found during excavation.

Coins Paintings Cell phone
Utensils Cars Statues
3. List out the sources that helps to construct the history.
4. Collect the pictures of tools used in Old Stone Age, Middle Stone Age
and New Stone Age. And tabulate them.

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 2 EVOLUTION

LEARNING OUTCOME

™™ Tracing the changes in practices, customs, techniques of past and

present through coins, paintings, monuments, museum etc. and
interacting with elders.

LEARNING OBJECTIVES
)) To know the early history of the earth.
)) To know the evolution of the human race.
)) To know the earlier periods of history.

MOTIVATION
Create interest among students by asking the following questions:
™™ How did the man appear?
™™ What are the other creatures that live on our earth?
™™ What era we living in now?
™™ Say the names of the tools that you know.
™™ What food did the ancient man eat?
™™ What clothes did he wear?
™™ Where did the ancient man live?

INTRODUCTION
™™ Make the students to observe at how man come into existence through
YouTube video. https://Youtube/1W4DYBD40Lg

TEACHER ACTIVITY
1. Show video on human existence through youtube video and explained it.
2. Use power point presentation to show tools used in the Prehistoric age
(stone scales, exploiting tools, triangular tools, prototype tools, cutting
tools, axe)

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 3. Show pictures of ancient man’s agricultural practises, dressing style
through YouTube video. https://Youtube/02YM85KYMZO.
4. Teacher explains with mind map.
Palaeolithic Age Mesolithic Age Before
10,000 B.C (BCE) 8,000 B.C.(BCE)

Neolithic Age 10,000

Pre historic period
to 4.000 B.C. (BCE)

Iron Age 1500 to 600 Chalcolithic Age 3000

B.C. (BCE) to 1500 B.C. (BCE)

STUDENT ACTIVITY

1. Ask students to present what they have seen on video link individually
or as a group in the classroom.
2. List out the tools used by prehistoric man, that they have learnt through
picture description.
3. 
Teacher shows copper, silver, iron, coins and wheels collected by
him/ her to the students, and ask them to say their benefits.
4. Asks students to prepare the timeline of Prehistoric period, individually
or as a group.

EVALUATION

1. Set up an Exhibition on materials used by primitives (tools, houses,

animals, pots, food)
2. List out the types of current tools, houses, categories of food and clothing.
3. Draw costumes used by ancient man
4. Higher order thinking question.
Conduct a seminar on the topic “Man from the ancient to the present”
5. Prepare of a newspaper collection on recent archaeological excavations
(Keeladi) Prepare a report on historically important things found out in
the excavation.
6. Discuss with your grandfather, grandmother, neighbours, teachers and
collect information about your village/town or school.

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 3 FORTS

LEARNING OUTCOME

™™ Tracing the changes in practices, customs, techniques of past and

present through coins, paintings, monuments, museum etc. and
interacting with elders.

LEARNING OBJECTIVES

)) Understand forts are special historical monuments.

)) Know about the forts in Tamil Nadu.
)) Discuss about the history of forts in Tamil Nadu.

MOTIVATION

™™ Show video clips on important places of tourism in Tamilnadu.

INTRODUCTION

™™ Show video about the history of any forts (Vellore Fort) through
YouTube. For example : https://youtube/EX541JM-4-gg)

TEACHER ACTIVITY
1. P resent slide show about the Forts built by Cholas, Pandyas, Nayaks,
and foreigners in Tamilnadu.
2. Explain the special features of Dindugal fort, Gingee Fort,
Tharangambadi Fort with the use of folding cards.
3. Explain the main features of Saint George fort, Thirumayam fort,
Chaturanga Pattanam forts built by foreigners through charts.

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 STUDENTS ACTIVITY

1. Make the students to dress up like kings and speak about the speciality
of each fort.`
2. Match the picture of fort with its name.
3. Match the forts of foreigners and places of forts by using flash cards.

EVALUATION

1. Draw a Fort.

2. Elocution on the speciality of forts.

3. Dramatize the Scene-”Imprisonment of Tipu Sultan in Vellore jail”.

4. Ask the elders at home about the stories of forts in your locality.

5. Debate on whether Forts are necessary or not.

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 4 PALACES

LEARNING OUTCOME

™™ Tracing the changes in practices, customs, techniques of past and

present through coins, paintings, monuments, museum etc. and
interacting with elders.

LEARNING OBJECTIVE

)) Understand palaces are important historical monuments.

)) Know about the palaces in Tami Nnadu.
)) Know the history of palaces in Tami Nnadu.

MOTIVATION

™™ Show the pictures of tourist places and ask the students, what are
the places that they have seen?.
https://images.app.goo.gl/8kad7DtsebbxRBXQA

INTRODUCTION

™™ Show pictures of the kings who ruled Tamil Nadu, especially Cheras,
Cholas, Pandyas, Pallavas and Naik Explains the speciality of their rule.

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 TEACHER ACTIVITY

1. Show the picture of Thirumalai Nayakar Mahal and explaining its special
features. Explain it through tamil.Wikipedia.org video.
2. Explain the greatness of Tanjore Palace through video.https://images.
app.goo.gl/dBE3cn2ARVLCzbFt5
3. Take students on a field trip to historically important places in their
locality (Thirumalai Nayakar Mahal).
4. Show the special features of Trivandrum and Padmanabhapuram
palace in video. https://youtu.be/oxeRxxcm08.

STUDENTS ACTIVITY
1. Discuss about the important places in Thirumalai Nayakar Mahal and
the dance hall.
2. Dramatize the reign of Kings by the students.
3. Make a model of any Palace.

EVALUATION

1. Match the objects with their names.

(Bow and Arrow, Sword, Throne, Shield ,Crown)

2. Find and write the names of districts.
In which district Padmanabhapuram Palace is located?
In which district Thirumalai Nayakar Palace is located?
Tamukkam Palace is located in ____________ district?
Where is Saraswati Mahal located? ____________

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 ANCIENT
5 EXCAVATION

LEARNING OUTCOME

™™ Tracing the changes in practices, customs, techniques of past and

present through coins, paintings, monuments, museum etc. and
interacting with elders.

LEARNING OBJECTIVES
)) Know about excavation
)) Know about archaeologist
)) Know about some of the places where the excavation took place.

MOTIVATION
Ask the following questions
™™ In which river bank Poombukhar is located?
™™ Which district is called as the district of lakes?
™™ In which city Tamil sangam was formed?
™™ Have you ever seen a sculpture, digging sand on the beach?
™™ Create interest among the students by showing pictures of Indus
Valley Civilization.

INTRODUCTION
™™ There are archaeologists who dig the earth in various places to find
out things used by ancient peoples. They are called as archaeologist.
The process of digging the earth is called excavation.
™™ Introduce excavations by referring the information published in the
newspapers.

TEACHER ACTIVITY
1. Realising the speciality of the city through references.
 Poombuhar: (Port city, the place where Kovalan and Kannagi were born.
People are known for their locality and honesty. Import horses, pepper
through sea trade. Import gold by mountain trade. City affected by
asteroid and tsunamis)

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  Madurai: (Formed Tamil Sangam to develop Tamil language, Pandya’s
Capital, Korkai fort, city which never sleep, Market city (Naalangadi
allangadi) Megasthenes reference note, commercial city)
 Kaanchipuram: (Educational city , city of temples, Lake district, Thondai
nadu, cave temple constructed by Rajasimman, Dharmapala, Jyothipala,
Sumathi, Bodhidharma- origin)
Tell students in detail about each city with such references.
2. What is an excavation? Explain it with QR code video L3Z1A1.
3. Explain clearly about the excavation sites in Tamilnadu (Adichanallur,
Arikamedu, Keeladi) to students.

STUDENT ACTIVITY

1. Divide the students into two groups and one group to tell the speciality of
the cities the other to find out the capital cities on the Tamilnadu map.
2. Prepare a picture album on worldwide excavations (Egypt pyramid, Indus
valley civilization) and excavation sites in Tamil Nadu (Aditchanallur,
Arikamedu, Keeladi)
3. Collect and display information about objects found during excavation
in Tamilnadu.
EVALUATION
1. Match the following:
Pyramid Adichanallur
Baked bricks Keeladi
Pottery Roman lamps
Sivagangai Indus valley
Arikamedu Egypt

2. True or false
Industrial Handicrafts where found out in excavation. ( )
The Indus valley civilization is located in Harappa. ( )
Archaeological site Adichanallur is located at Coimbatore in Tamil Nadu. ( )
Excavations carried out in Keeladi indicates that Keeladi was a
developed City. ( )
Roman lamps, glassware and costly stones were found out in Arikamedu.
( )
3. List out the archaeological items found during excavation.

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 6 OUR EARTH

LEARNING OUTCOMES
™™ Establishing linkages among terrain, climate, resources (food, water,
shelter, livelihood) and cultural life.

LEARNING OBJECTIVES

)) Know the names of the continents of the Earth.

)) Understand the movement of the Earth.

MOTIVATION
™™ Show the world map and ask students how many continents are there
in the world and ask them to show it.
™™ Ask another student “In which continent do we live?”
™™ Show a map of India and ask them to point out seas in the western,
eastern and southern side.

INTRODUCTION
™™ What is the blue area on the world map? After getting the answer
from students make them know the water surface of the Earth.
™™ Make a student to stand in the middle, represent him as the Sun and
ask eight students to stand around him to represent the orbit of the
eight planets, and make the students to understand the motion of the
planets due to gravity and earth’s motion.
™™ Show the Earth model and ask Where is our country in the world? And
in which continent our country is located?

TEACHER ACTIVITY

1.

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 Draw the above pictures on the information card and make the students
to realise the shape of the Earth.
2. Draw a day time on one side of a chart (black chart) and a night time on
the other side, show it to the students. And ask them what they see in
the sky during the day and night. By this make the students understand
the change of day and night, planets, stars and satellites all are the part
of Milky way galaxy.
3. Show a video of day and night change and the rotation of the Earth and
explain it to the students. (Ex) https://YouTube/MtRZY2tJAOQ

STUDENT ACTIVITY

1. Ask a student to colour the North America and South America Invite.
(individual activity)
2. Invite two students and give one student a card with the drawing of
Asia and another student a drawing of the country, India and explain it.
(Parallel activity)
3. After writing the names of the planets, make the student to write the
names in the card and talk about it.
4. From the box given below, pick out and write the planets that have-
land, water and air, in which creatures can survive. (Parallel activity)

Mars, Sun, Saturn,

Earth, Jupiter, Venus,
Stars

EVALUATION

1. Earth is in ________ shape

2. By the rotation of the Earth ________ occurs.
3. ________ is called as the red planet.

4. Mark the directions.

5. Draw a model map of the Earth.

6. Draw a picture of the solar system and the name of the planets according
to its order.

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 7 SOLAR SYSTEM

LEARNING OUTCOMES

™™ Distinguishing between stars, planets and satellites.

Ex: Sun, Earth and Moon

LEARNING OBJECTIVES

)) Know about the solar system.

)) Know about the solar system, eight planets and satellites.
)) Know about asteroids.

MOTIVATION

™™ Write the names of the planets on the flash cards and hang them on
each student’s neck and introduce the names of the planets.

™™ Make the students know about the nature of each planet.

™™ Know the uniqueness of each planet and the span of time taken by
the planets to go round the Sun.

INTRODUCTION

™™ Demonstrate how day and night occur with students.

™™ Make students aware of the fact that our planet environment is
conducive for all living things to survive.

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 TEACHER ACTIVITY

1. Draw the picture of the solar system. Explain about the planets which
is nearest and farthest to the sun.

6 7
Uranus
Saturn 8
Neptune
5
1
Sun
Mercury
Jupiter
4 2
3 Venus
Mars
Earth

The teacher makes a model of 8 planets. Explains that Mercury is the

hottest planet, Venus is the brightest planet, Earth is the blue planet,
Mars is the red planet, Jupiter is the biggest planet, Saturn is the planet
with rings, Uranus is the rolling planet, and Neptune is the coldest planet.
The Sun is made up of hot gases like hydrogen and helium. Mercury has
no asteroids. Venus orbits the sun from east to west. Explain that this
is a very slow orbiting planet. Mars has a thin atmosphere.
2. Day and night occur because the Earth revolves around itself and the
sun. Demonstrate it by student participation.

Night Day
hemisphere hemisphere Sunlight

3. Show the video and explain the functioning of Solar system using the
following link. https://youtube/KcSKZLPSIU
4. Explain the seasons using the following video link.
https://youtube/VPAUZS51XXO

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The Earth is tilted 23½ on its axis and rotates on its own, while
orbiting the Sun. Seasons occur as the Earth orbits the sun.

STUDENT ACTIVITY
1. 
Ask the students to pick up the planets name and stand in circle
according to the order of the planets.

2. Assume students as planets, and ask them to stand in an elliptical orbit.

Then ask the students to tell the satellite number for each planet and
tabulate it.

(e.g. Earth – 1, Jupiter -63, Uranus -27, Saturn – 60, Mars- 2 )

3. Divide the students into 4 groups and named season’s name ( summer),
southwest monsoon wind , Northeast monsoon wind (winter) and discuss
the special features of the each season. (teacher help).

EVALUATION

1. Which planets are called binary planets? ___________

2. Which planet has rings? ___________

3. Which is the biggest planet? ___________

4. Which is the smallest planet? ___________

5. Which is the hottest planet? ___________

6. Arrange planets picture according to their order.

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 CONTINENTS
8 OF THE WORLD

LEARNING OUTCOMES
™™ Showing directions on a flat surface. Showing continents and oceans
in the world map.
™™ Marking natural landscapes like Mountains, plains, rivers, deserts
etc, in the Indian map.

LEARNING OBJECTIVES
)) Learn about the features of each continent.
)) Learn about some of the countries on each continent and learn about
the types of landscapes.
)) Learning about monuments in India.

MOTIVATION

™™ Know the special features of each continent.

™™ Know about some countries in each continent.
™™ Know about topographical types.
™™ Know about monuments in India.

INTRODUCTION

™™ Introduce the lesson by stating the continents in the landscape.

™™ Introduce the topographical types.
The first level Secondary Third level

Continents Mountains Valleys

Oceans Plateaus Beaches

Plains Sand dunes

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 TEACHER ACTIVITY

1. Mark the seven continents in the world map.

Explain about seven continents and 5 Oceans through video. https://
youtu.be/1RACPISOUN4.
2. Name the countries and identify the countries in which continent it is
located, with the help of Atlas.
S.No. Country Continent
1 India, Singapore் Asia
2 Sudan, Libya, Egypt Africa
3 Canada, Mexico, Panama North America
4 Colombia, Brazil South America
5 Norway, Italy, Germany Europe
6 Osmania Australia

3. 
Sorting the types of landscapes by pictures (primary, secondary,
tertiary) and tabulate it.

STUDENT ACTIVITY

1. Mark the seven continents on the world map.

2. Write the name of continent in which the countries are located.
Sudan, Libya
Canada, Panama
Norway, Italy
Singapore
3. Look at the world map and find out how landscapes are differentiated
by colour.

EVALUATION

1. Which continent is called as dark continent? _________

2. The only continent that has all kinds of climate in the world _________
3. International Mountains Day is on _________
4. The largest continent in the world _________
5. Which continent is called island continent _________

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 OCEANS IN
9 THE WORLD

LEARNING OUTCOMES

™™ Displaying directions on flat surfaces in India map. Showing continents

and Oceans in world map.
™™ Locating physical features of India such as mountains, plateaus,
plains, rivers, desert, etc. on the map of India.

LEANING OBJECTIVES

)) Know the names of oceans in the world.

)) Know about oceans, seas and water bodies.

MOTIVATION

By Asking Questions
™™ What are the essential things we need in our daily lives?
™™ What are the requirements of human life?

INTRODUCTION

Explain and introduce about Oceans and Seas.

™™Oceans: Oceans are vast water bodies that usually separate continents
from one another.
™™Sea: Seas are also vast water bodies but smaller than oceans in size.
One part of the sea is surrounded by landscape.

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 TEACHER ACTIVITY

1. 
Mark 5 Oceans on the world map. Distinguishing Oceans from Sea
(Indian Ocean, Arabian Sea)
2. Locate each Ocean on the world map with the help of an atlas and list
the names of the seas located in the four directions of the Ocean.
3. Sort the Oceans by area. (Atlantic Ocean, Indian Ocean, Arctic Ocean,
Pacific Ocean, Southern Ocean , Antarctic Ocean)

STUDENT ACTIVITY

1. Mention the names of the continents around the Indian Ocean.

2. Specify the Oceans around the island continent.
3. Who am I? Find out the answer by the given clues and write it down.
(Note: Indian Ocean, Atlantic Ocean, Arctic Ocean, Pacific Ocean,
Southern Ocean)
I am an I shaped Ocean,on my east side Europe and Africa continent
are located on the west side north and south America are located?
____________
I am the ocean on the north pole, covered with snow all the times.
Where many snow bears are seen. Who am I? ____________
I am the ocean in the southern part, where coral reefs are found
abundant. Who am I? ____________
I have a fire ring inside me. I occupy 46% of the world water surface.
Who am I?____________
I am called by the name of the subcontinent. Who am I? ____________

EVALUATION

1. Mention the seas found near the Indian Ocean

2. Which is the third largest Ocean in the world?
3. List out the name of five Oceans in the world in order.

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 10 AGRICULTURE

LEARNING OUTCOMES

™™ Explaining the use of technology and the process of accessing basic

needs (food, water etc.) in our daily life. (e.g. farm produce to
kitchen, preservation techniques, storage tracking of water source)

™™ Guessing properties, conditions of action spatial dimensions (distance,

area, volume, weight, duration)

LEANING OBJECTIVES
)) Know the importance of agriculture.
)) Understand the importance of irrigation.
)) Know about the various crops cultivated in Tamil Nadu.

INTRODUCTION

™™ Plant a sapling in a pot, fill a water bottle with water, put a hole in it
make it to drip water and make the students to understand.

™™ The teacher takes the students out of the classroom and shows the
garden, and makes them understand cultivation method, seed method,
and how much water the plant need and maintenance procedure.

™™ Explain that easy growing plants (lettuce, coriander, chilli) It makes

happy when we cultivate them from seeds, water it and use it. Explain
this can also be cultivated in the terrace garden also.

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 ™™ How many districts are there in Tamil Nadu? What are the usage of
water? Is it possible to live without water? Is unrestricted water
supply available in your area? Have you heard of the word canal, well?
From which monsoon Tamil Nadu gets rainfall?

TEACHER ACTIVITY

Explain that “India is an agricultural country” and “farmers are the

1. 
backbone of the Indian economy”.

This world cannot exist without water ‘Man cannot live without water.’
2. 
In the same way water is essential for growing crops (in like agriculture)

In Tamil Nadu agriculture is largely dependent on ground water.

3. 

Explain that agriculture is more important than any other occupation.

4. 
So we should not waste the food we eat. And understand the suffering
of the farmers to cultivate it.

STUDENT ACTIVITY

1. Ask the students to discuss in groups about the types of irrigation used
in the agricultural areas in your district.

2. Draw picture on the four basic types of irrigation.

3. Collect fruits, vegetables and flowers from your home garden.

4. Collect grains and pulses and prepare food collection.

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 EVALUATION

1. Right? Wrong??

Rice is the highly cultivated crop in Tamil Nadu. (True, False)

Jackfruit is an example of plantation crop. (True, False)

2. Riddles:

Flower like a white crown queen, useful in dressing injury? Who is she?

A field without a fence, a field cannot germinate seed? what is it?

3. Mark the major crops cultivated in Tamil Nadu on the topographic map.

4. List out the importance of ground water.

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 HYDROSPHERE
11

LEARNING OUTCOMES

™™ Establishing a correlation between topography, climate resources

(food, water, habitat, livelihood and cultural life) (Recording life
perspectives and experiences in remote difficult hot/cold deserts,
providing information in organized manner (e.g. Tables, bar tables
images) Guessing the structure of the bar diagrams and the events
of activities.

LEARNING OBJECTIVES

)) Know the special features of the hydrosphere.

)) Understand water conservation activities.

MOTIVATION

™™ How much percentage of naturally available water is used by humans?

™™ In which period of time the amount of water flowing in the river
increase?
™™ State the reasons for water scarcity in India.
™™ What is constructed across the river in order to regulate the water
flow and water supply?

INTRODUCTION

™™ Create models to visualize different types of landscapes.

™™ Prepare projects to protect natural resources.
™™ Know that most of the waters in the oceans evaporate and create
rains.

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 ™™ What is an island? What is a Peninsula?
™™ How many seas are there in the World in total? What are they?
™™ Which is the deepest trench in the Pacific Ocean?

TEACHER ACTIVITY

1. 
Hydrosphere includes water that is present on the surface of the Earth,
underground water and water mixed up in the air. Hydrosphere covers
about 71% of the planet Earth. This includes water in liquid and frozen
forms. 97% is salt water and rest of the 3% water is found in ground,
lakes, rivers and also frozen as ice in the form of glaciers and icebergs.
Show and explain, how glaciers are formed through WhatsApp or YouTube.

2. 
Water is essential in our daily lives. We need water for our daily activities
such as to drink, take bath, cook food etc. If there is no water, it
cannot evaporate and form clouds. So there will not be any rain. Show
the types of water bodies like lake, pond, stream, river in the video and
make them realize the importance of hydrosphere. Ask the students to
collect the pictures of water bodies.

STUDENTS ACTIVITY

1. Oceans: There are five Oceans on the Earth which forms the largest
body of water. The Pacific Ocean, the Atlantic Ocean, the Indian Ocean,
the Arctic Ocean, the Southern Ocean are the five oceans in the world.
Using YouTube and WhatsApp video to show that Seas are wide water
body but they are smaller than Ocean.
2. Ask students to collect pictures of water bodies. Make students to
watch glaciers and icebergs through YouTube video.
3. Know the importance of water by making a rainwater harvesting model.
4. Mark the oceans on the map, tell the students to colour the seas in
blue colour, ask the students to say about the water bodies that they
have visited. Collect the pictures of water bodies and write a sentence
(or) puzzle/ riddles for each one.

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 EVALUATION
1. True or False

The Earth has 97% of (salt) water.

We need to conserve water.
Hydrosphere refers to the total amount of water on the Earth’ s
surface.

2. Write the names of the other three seas with the help of an Atlas.

Indian
Ocean
Oceans

Pacific
Ocean
3. Ask and write about the water bodies in your locality.
4. List out the significance of the phrase “The World without water”.

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 12 ATMOSPHERE

LEARNING OUTCOMES

™™ Explaining the structure of atmosphere and its contents.

LEARNING OBJECTIVES

)) Understand that the atmosphere is an envelope of air around the Earth.

MOTIVATION

™™ The teacher discusses with the students, “How is the day?” Is it too
hot? or Is it cloudy? or Is it foggy? By this introduces the concepts
of atmosphere, biosphere, weather and climate.

INTRODUCTION

™™ Why balloons flying in the sky ? There are gases inside the balloons
and in the sky. The atmosphere is a layer of air that surrounds the
Earth. It is found around the Earth by the force of gravity. Weather
and climate are short- term and long- term indicators of atmospheric
temperature. It describes the atmosphere’s oxygen, hydrogen, and
other gases. As well as how the Earth receives heat energy from
the sun, and how it changes the land, water and atmosphere. It also
explains atmospheric layers.

TEACHER ACTIVITY

1. 
The teacher takes the students out of the classroom and shows them
the sky, explain about the atmosphere and how the branches of the
tree move by the wind, explain that the atmosphere is a mixture of
many gases.

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 2. 
Describe the daily heat, pressure, air and humidity in the atmosphere is
called as Weather. The average long- term condition is called as climate
(explain layers of atmosphere).

3. 
Explain the factors that causes changes in land, water, air, heat that
we receive from the Sun.

STUDENT ACTIVITY

1. Ask to collect information.

Observe the height of flying kite
Observe changes in the sky throughout the day, flying planes and
birds.
How wet clothes dry? why we go to summer resort for summer? ask
the reason from family members.
Give colour balloons to students and inflating them to make them fly,
Then ask about the gas.
2. 
Fill the circles with the missing gases in atmosphere in the given mind
map.

78%

21%

Other
Oxygen 1%
gases

Gases in
atmosphere

0.03%

Ozone
0.00006%

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 EVALUATION

1. Fill in the blanks.

There are _______ layers in the atmosphere. (1, 2, 3, 4, 5, 6 )

The force of gravity and the density of air________ while going

higher in the stratosphere. (Increases, equals, decreases)

The science of studying atmosphere is __________ ( Meteorology,

Geography, Astronomy)

World environment day is on _______ and Ozone day is on _________

(June 5, Sep 16, June 16, Sep 5, May8, April 16

2. 
Collect weather reports from the newspapers and prepare weather
chart.

3. List out the names of the gases in the atmosphere.

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 13 RESOURCES

LEARNING OUTCOMES

™™ Recognizing and expressing the need to conserve natural resources

such as air, water, energy, plants and animals.

LEARNING OBJECTIVES

)) Know the importance of resources.

)) Describe the renewable resources
)) Understand the non- renewable resources
)) Identify the fossil resources.

MOTIVATION

™™ Spread on the table figurines of birds, trees, animals, stones, human

figures, chalks, fish, iron, gold, copper, rods etc. Ask the students to
classify the renewable resources and non-renewable resources.

INTRODUCTION
™™ What are resources? What are their types? How resources are useful
for man? Role of us in preserving resources. Explain and introduce
the topic.

TEACHER ACTIVITY

1. 
Paste the images of land, water, air, gold, iron, tin, copper, crops, birds,
human figures etc., in a chart. Ask to classify these into living resources
and inanimate resources.

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 Trees Gas Water Fish

Mango Coal Sand Sun light

2. 
Match resources with its related products and explain it.

Tree Ring Water Energy Window Door

Sun light Water force Water Solar Energ Diamond Electric bulb

3. 
Observe electric conservation day for one day in a month, at school or
class level.
4. Decorate school wall with unused materials.

STUDENT ACTIVITY

1. 
Divide the given natural resources into living and non- living resources.
List it down.

Sun Birds Trees Fish Man

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 Oil Mountain Sand Water

2. 
Divide and list them as reusable and unusable resources.

Tree Water Sand Cat

Plastic Bag Iron Chair Sun Wind

Reusable Things Unusable things

 ivide the renewable/ non- renewable resources in the following and

3. D
write them down on the black board.

Air Coal Water Petroleum

Gold Sunlight Animal Natural gas

4. Collect pictures for the following activities-Fishing, hunting, collecting

food items, collect forest resources, mine work, farming, husbandry,
cutting trees , etc.

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 EVALUATION

1. Right? Wrong?

Animals belong to the living resource.

Thermal power is the production of electricity from coal.

2. Circle the odd one:

Diamond Iron Mica Fish Limestone

Air Water Petroleum Solar light

3. Statement: That fossil fuel petroleum is a non- renewable resource.

Reason : It cannot be reused.
a) The statement is correct and the reason is incorrect.
b) The statement is incorrect and the reason is correct.
c) The statement and the reason both are correct.
e) The statement and the reason both are incorrect.

4. Three suggestions are given to conserve resources -Reduce, Reuse and

Recycle. Write it correctly in the given blanks:.
Give your bicycle that you used in your young age to the neighbour’s
child. __________
Use minimum water in toilet. __________
Melt plastic and use it in the road construction. __________
5. Give reason:
Solar energy is not harmful for the environment.

6. Give Answer :
Tell one renewable resource.
Which metal was first known by man?
Which type of electricity do we get from dam?
Tell one fossil fuel.

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 NATIONAL
14 SYMBOLS

LEARNING OBJECTIVES

)) Know the national symbols of India.

)) Know other national symbols of India and appreciates them.
)) Take pleasure in celebrating national festivals of India .

MOTIVATION

™™ Make the students to sing songs about “national symbols” and “flag
song” and appreciate the students who sings sweetly.
™™ Motivate the students by discussing the significance of national
symbols.

INTRODUCTION:
™™ Make the students to sing the song 'Vande Mataram'.
™™ Make the students to tell national pledge.
™™ Dress up as Mahatma Gandhi and tell about ‘ Gandhi Jayanti’
™™ Tell the story of ‘ Kopperum Pegan’ one of the Kadai Ezhu Vallals’, who
donated his garment for peacock..

TEACHER ACTIVITY

1. Show flash cards on national flag, Lotus, Peacock, Mango, Tiger, Banyan
tree and explains in which year the national symbols are accepted by our
Government.
2. Show pictures of deer, elephant, tiger, banyan tree, lotus, tiger, Explains
the reason for selecting particular animals and flowers as our national
symbols.

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 3. Show the flash cards of Tamil Nadu State symbols such as Nilgiri Tahr,
Emerald Dove, Kandhal  flower, Palmyra and tell their names.
4. Explain about importance of celebrating national holidays (Independence
day, republic day, Gandhi Jeyanthi).

STUDENT ACTIVITY

1. Make visual images of Indian national symbols.

2. Discuss about how to save the endangered animals.
3. Prepare a report , by collecting newspaper article published under local
news head, about national festivals and important occasions held in
school premises.

EVALUATION

1. Choose the Correct answer:

Asoka pillar is now at _______museum (Kolkatta / Saranath)

In which year National Anthem was accepted _________(1950/1947)

__________was declared as National Microbe of India. ( Lacto

Bacillus / Rhizobium)

2. Fill in the blanks:

Saffron - Courage; White _________

Horse - Energy; Bull _______

1947 - Independence Day; 1950 _______

3. Choose the wrong statement:

a. The length of our national flag is in the ratio 3:2.

b. Asoka Chakra has 24 spokes.

c. The colour of Asoka Chakra is pale blue.

4. What would you do to save the endangered species ( ex. Sparrow/ Tiger).

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 15 LOCAL BODIES

LEARNING OUTCOMES

™™ Describing the participation of state government in local bodies.

™™ Identifying the various stages of our government like Local, State

and Central.

™™ Describing the functioning of village panchayat and town panchayats

in the departments of education and hygiene.

LEARNING OBJECTIVES

)) Know the structure and functions of village and town panchayats.

)) Know about the village council and the objectives of that council.

)) Know the participation of women in the local bodies.

)) Know about the local body election and observe the next election.

MOTIVATION

™™ Teacher shows the pictures of village and town and makes the
students to know the differences between village and town.

™™ Asks the students whether they polled vote in the last election and
makes the students to know the age for polling vote.

™™ Introduce the participation of women in the local bodies by showing

the pictures of some famous women politicians.

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 INTRODUCTION:

™™ Show the picture of Mahatma Gandhi and tell about him. Then introduce
about panchayat Raj.
™™ Ask details of total population of their village, Chennai
make the students to know about village, town
and corporation.
™™ Show the Tamil nadu map in which two places
Chennai and Madurai are marked, and then ask Madurai
the students whether these two places belongs
to corporation or village. Get answers from
the students, the teacher introduces municipality and corporation.

TEACHER’S ACTIVITY

1. 
The teacher draws a mind map of local body and makes the students to
know about the structure of local body.
Local body

Village Municipality +
Corporation

Village panchayat Municipality

(population above
1 laksh)
Panchayat union
(many village) Corporation
Panchayats (population above
10 laksh)
District panchayats
(population above
50000)

2. 
Show some bills, asks what kinds of taxes are paid by your family.
By that explain incomes of local body administration.
3. 
Show a video of village council meeting and make them know about the
village council and in which dates the council meetings are conducted.
htttps://www.vikatan.com/news/law-andorder/isgramsabha-an-
equivalent-of-parliament
4. 
Take students to village council meeting and make them understand its
function.

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 STUDENT'S ACTIVITY

1. Make students to conduct a mock election (group activity).

2. Draw Tamilnadu map and make the students to mark the 15 corporations
of Tamilnadu.
3. Pick out the dates of conducting village council meeting from the circle.
Write it down.

August - 15, 1. ______________

February -14, 2. ______________
January - 26,
3. ______________
October - 2,
May - 1 4. ______________
  
4. 
Make the students to know the name of the members of the local body.
Ask to collect information about participation and experiences of women
members in the local body.
5. 
Asks the students to tabulate the number of various kinds of local
bodies in your district.

EVALUATION

1. Fill in the blanks:

The 50% reservation for women in local body was announced in the
year _________.
___________ is the oldest corporation of tamilnadu.
The National Panchayat Raj day is celebrated on _________.
“Villages are the backbone of India” said by _________.
2. Pick out and write the incomes of village panchayats.
House tax, Professional tax, Drinking water tax, GST and Customs duty.
3. Say the reason:
Do you need the participation of your local body member in your place?
Tabulate the importance of participation of local bodies for the
development of villages and municipalities.
Tabulate the speciality of village council meeting dates.

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 16 Good Citizen

LEARNING OUTCOMES

™™ Correlating the observed /experienced problems of individual with

social problems Eg: getting resources, partiality in seeking rights,
migration, children rights etc.

MOTIVATION

™™ Teacher motivates the students by singing the patriotic Tamil

song and telling some moral stories to inculcate good values among
students.

INTRODUCTION:

™™ Explain the good characteristics such as selflessness and sacrifice of

great leaders. (Ex)Gandhiji, Mother Teresa.

TEACHER’S ACTIVITY

1. 
Teacher shows the picture given below and explains the picture by
asking questions.

Ask what are good characters?

Tell about self- cleanliness.

Explain the rights of children.

Create awareness on how to conserve the local resources.

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 Growting
Helping trees
some one

Saluting
national flag Helping old
people

Gardening

Pampering
pet animal

2. 
Tell the differences between animals and human beings. And enlighten
their thinking skill.

3. 
Tell the names of five sensory organs and make the students to know
the functions of them.

4. 
What is inequality? What is meant by ostracism? Explain these and
make them aware of child rights.

Tell some stories related to the greatness of education and make the
students to know their rights to get education.

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 STUDENTS ACTIVITIES

1. Discuss about good personalities in your village.

2. 
Discuss about leader you know and your favourite leaders with peer
group students.
3. 
Describe the functions of five sensory organs with pictures.
4. Ask the students to list down the rights of students.
5. Enact a drama to express how the partiality affects the rights.
6. 
Make the students to know the local resources in their place.

EVALUATION

1. Fill in the blanks:

Maintaining Self discipline creates __________.
A good citizen should have __________.
Mother Teresa worked for __________.
Knowledge makes __________.
__________ is a character of a good citizen.
A patriotic citizen has to honour our national __________.
__________ habits have to be developed in children.
Self discipline refines __________.
Man is a __________.

2. Answer for the following questions:

Define the word ‘citizen’.
Mention any 5 characteristics of self-discipline.
What is cultural ethics?
What is behavioural ethics?
3. List out any five factors that inculcate good characteristics.

4. Match the words related with the pictures.

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 Dr. A.P.J.
Abdul Kalam

1) Peace
2) Environment
National 3) Public property Mother Teresa
Flag
4) National symbol
5) Scientific attitude

Bus Tree

5. 
Circle good values of a good citizen given in the table.

P L E Q A L I T Y A B

U O G X C O N D U C T

N Y E T F V V O L E D

C T N M A E O R H R S

T U E O E M I S I S E

U V R U D T V T G R R

A A O P E S E R V I V

L B C L F X M K M G I

I D I N I Z E R L H C

T E T K L G N F N T E

Y Y Y G M O T I O I K

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 EDUCATIONAL
17 RIGHTS

LEARNING OUTCOMES

™™ Habit of eating together with their pear group in the time of lunch
hour, avoid the habit of caste partiality in public places.

LEARNING OBJECTIVES
)) Create awareness on the importance of education.
)) Know about various educational schemes.
)) Know about special features of Right to Education Act.

MOTIVATION

™™ Education is important for everyone in the nation. Education is the

first step in student’s development. Teacher explains education uplifts
person’s quality of life and enrich knowledge, through short film.

™™ Show the picture of Kamarajar and tell about his contribution for
education. Show and introduce the importance of Education for all
and women education by showing pictures.

INTRODUCTION:

™™ Introduce earlier education system- Gurukula Education system by

showing pictures. https://images.app.goo.gl/WbnMaPV2LZADhvYd8
™™ Know about the importance of women education in real-life situations,
from their home environment.

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 TEACHERS’ ACTIVITY

1. 
Teacher explains education helps to develop broad mindedness. Shows
the pictures of Mahatma Gandhi and swami Vivekananda and explain
their educational thoughts.

2. 
Women’s rights video https://youtu.be/KVTNEOQSYK and rights to
education video https://youtu.be/HWS7jamtHFW.

3. 
Discussion on which education system is good? whether the ancient
education (gurukula education system) or modern education system?

4. Show QR Code E5G1T6 about educational rights.

STUDENTS ACTIVITIES

1. 
Dress up like Swami Vivekananda and speak about rights of education
and its special features.

2. 
Divide the students into two groups, discuss about the leaders who
contributed their service to education.

3. 
Expressing the tragedy of child labourers through a drama).

EVALUATION

1. Fill in the blanks:

Kamarajar’s birthday on ________ is celebrated as education
development day.

The Noon meal scheme was introduced by ________

RMSA was started in the year ________.

2. 
Explore and list out whether child labour system is existing in your
village.

3. Analyse whether gurukula system is existing now ?

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 4. Answer for the puzzles using picture clues.


I am white when I am dirty. I am black when I am clean. Who am I?


I am tall in young age and I am short in old age. Who am I?

I get wet when I dry. Who am I?

I have neck but I don’t have head. Who am I ?

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 18 EQUALITY

LEARNING OUTCOMES

™™ Differentiating the equality and inequality happening in various

dimensions to treat a person in good manner.

LEARNING OBJECTIVES

)) Know the meaning of ‘discrimination’ and ‘pre- decision’. Understand

how the pre- decision is the reason for partiality and inequality
)) Identify the assurance given by the government to ensure equality
and freedom which are the basic strength of constitution.
)) Appreciate the national leaders who eradicate partiality and
inequality from Indian society.
)) Make the students to think about their role in eradicating
discrimination.

MOTIVATION
™™ Show difference in height by asking the students to stand in a line.
™™ Introduce some religious festivals celebrated by us.
™™ Teacher prepares the students by telling special doctrines of every
religion.

INTRODUCTION
™™ Make the students to understand the difference between men and
women in our environment.

TEACHER ACTIVITY

1. 
Conduct a debate on the topic gender discrimination.
Through this debate make the students to realize that we are all equal.
Understand to treat others with respect.

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 2. 
Explain about some achievers who were brought up from various
background, faced problems, and achieved great heights in their life like
Nelson Mandela, Dr. Ambedkar, Dr.A.P.J Abdul Kalam, Mr.Vishwanathan,
Miss.S.Ilavazhagi, Mr.Mariappan Thangavelu, etc.
3. 
Make the students to act like great leaders, achievers and explain their
life history.
4. 
Show and explain how similar opinions are expressed in advertisements,
by pasting big pictures on the illustrative charts.

STUDENT ACTIVITY

1. Ask students to prepare a picture album of great leaders and achievers.

2. Ask students to collect article published in newspaper about
discrimination and partiality.
3. Ask students to collect details of the number of male and female
genders in their village.
4. Ask students to observe videos related to equality and express their
ideas. (QR. Code : 9T17DN, 9TS3FB, 9UIYGY)

EVALUATION

1. Choose the best answer:

Which one of the following is not the reason for discrimination.
a. Socialisation b. Economic benefits
c. Authoritarian Personality c. Geography
Partiality by gender is called.
a. Gender discrimination b. Caste discrimination
c. Religious discrimination e. Inequality
Occurring similar opinions by gender is mostly depicted in
a. Films b. Advertisements
c. TV Serials d. All the above
2. Fill in the blanks:
Indian Constitution was written by _______
The first law minister of independent India is _______
According _______ section of Indian Constitution defines that all
are equal.

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 19 ROAD SAFETY

LEARNING OBJECTIVES
)) Understand the importance of road safety.
)) Know about road rules and traffic signals

MOTIVATION

™™ Thinking about travel in a city bus, actions taken by traffic police

in the highly traffic areas, traffic signals and the colours used in
traffic signals.

INTRODUCTION

™™ Show slide show on road safety , road rules and traffic signals.

TEACHER ACTIVITY

1. 
Ask students to observe the chart containing picture of various traffic
signs such as mandatory signs, cautionary signs and Informatory signs
( , , ) and also explain all traffic signs using slide show.

2. 
Show the model of traffic lights and explaining the rules for each colour
in it.

3. 
Know the do’s and dont’s of pedestrians, bicycle riders and students
going by school buses through PPT.

4. 
Display traffic signs and ask the students to take each sign and explain
it individually.

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 STUDENTS ACTIVITY

1. 
Ask a student to act as a traffic police and make the students to do
traffic signs and ask other students to say the meaning of that signs.
(Pair activity).

2. 
Organise an Awareness Rally with placards with awareness slogans as a
part of celebrating the road safety week (Group activity).

“Helmet is our life jacket”

“Don’t drive vehicle rashly”

“Don’t go in search of danger” “Don’t go in search of danger”

“ Think ! your family is waiting for you”

“Travel in drug, end up in death”.

3. 
Ask students to collect and visualize the news about road accidents
from newspapers.

EVALUATION

1. Draw the traffic signs and write the rules it implies.

Mandatory signs

Cautionary signs

Informatory signs

2. List out the reasons for road accidents.

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 20 OCCUPATIONS

LEARNING OBJECTIVES

)) Understand the meaning of consumer and market.

)) Understand about commodity exchange.

)) Know about various kinds of occupations.

MOTIVATION

™™ Draw an illustrative diagram of village and town , and ask the students
to know the difference between them.

™™ Place vegetables, greens, fruits, cereals, on the table and ask the
students from where they buy them? Make the students to know
concepts consumer and market.

™™ Calling two students and asks them to exchange their pen and pencil.
Then introduce the concept commodity exchange.

INTRODUCTION

™™ Introduce the various kinds of occupations by asking questions, What

is your parent’s occupation?

™™ Show videos from internet https://youtu.be/xDpt-2ggeEl and tell

about market to the students.

™™ Draw pictures of various occupations in an illustration chart, show it

to the students and then ask them to say the names of occupations.

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 TEACHER ACTIVITY

1. 
Explain about the commodity exchange in olden days by singing the
Bharathiar song “ Sindhu nathiyin misai nilavinile”.Make the students
to understand commodity exchange was taken place in the olden days
itself.
2. 
Teacher draws the mind map given below on the blackboard. Make the
students to know the various kinds of occupations.

Occupation

Primary Secondary Tertiary

occupations occupations occupations

Agricaulture Transport
Agricultural based
Animal husbandry factories-Cotton, Tele-
Sugar, food communication
Fishing
processing
Trade
Mine work
Forest based Bank
factories-Paper Education
furtinture

Mineral based
factories-Cement,
iron, aluminium

Sea based
factories-Sea
food processing

3. 
Show the song” Yenge theduven panathai” through video. Ask to students
to debate on the topic “ How would be our life without money”

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 STUDENT ACTIVITY

1. 
Pick out and write the primary occupations, secondary occupations and
tertiary occupations given in the table.

Primary Secondary Tertiary

Agriculture, Transportation,
Occupation occupations occupations
Rearing goats. Cutting
trees, Weaving clothes,
Bank manager Sugar
factory, Taking honey
 

2. Conduct a mock market in the classroom.

3. Discuss and collect information from Farmers, Teachers, Bank managers
etc. residing near your house.
EVALUATION

1. Fill in the blanks:

Collecting honey is __________ occupation.
Money makes __________
“Villages are the backbone of our nation” said by __________
The money symbol of our country was designed by __________
2. Think and answer:
What would we do if there is no money in the world?
3. Match the following:
Primary production Adam Smith
Time usage Fishing
Wealth of nations Entrepreneurs
Human capital Future saving
Innovators Health

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