CLASS - III

ENGLISH
Listening and Speaking

Listening and speaking are enhanced by bigger chunks of language such as stories
narratives and poems. Activities like role play etc. engage the children with the
language.

Learning Outcomes:
Children will be able to:
tell a story, or recount an experience with appropriate and relevant facts;
give descriptive details, speaking clearly at an understandable pace;
speak clearly in front of an audience using volume and pitch suited to the purpose and respond
to questions asked;
narrate stories / recite poems aloud with expression for enjoyment;
use grammatically correct language and specific vocabulary to communicate ideas and
supporting details;
engage in drama/ role play activities;
take dictation of short stories.

Listening and Speaking

Suggested Suggested Transactional Suggested Learning
Areas/Content Processes Resources
 Picture stories  Reviewing and building on previous  Audio/video clips/cartoons
 Narrate stories on various learning. for poems/stories
themes with expressions  Encouraging children to participate in  magazines, newspapers,
and actions role play /dialogue and contribute to picture books etc.
 Narrate experiences with conversations.  Realia/ Flashcards/
relevant facts, descriptive  Creating opportunities for listening to Posters/ puppets/ Models/
details. a poem/ story/ dialogue and enacting Charts etc.
 Recite poems aloud with it.
the required expression.  Setting a cooperative, positive
 Drama/ role play activities classroom tone for discussion.
based on poems, stories,  Providing opportunities for children to
incidents share information that is relevant and
 Dictation in content/short interesting to them (e.g., asks children
stories to share ideas, in small groups, about
items, situations and experiences
based on values and focusing on
diversity).
 Providing opportunities for children to
retell the stories orally, using props
such as puppets, costumes, story
maps, and felt boards.
 Using illustrations in a picture book to
unfold the story with children.
 Developing childrens’ background
knowledge (schema) and vocabulary

14
 Listening and Speaking
Suggested Suggested Transactional Suggested Learning
Areas/Content Processes Resources
related to the topic of the text and real
life experiences.
 Periodically scheduling book talks,
reading conferences, and literature
circles, as appropriate for the physical,
social, emotional and developmental
needs of individual children or groups.
 Giving dictation of some familiar
words and simple sentences to enable
children to listen and write (listening
is linked to speaking and writing)
 Setting aside time for extensive
reading (reading for leisure /pleasure).

NOTE: The activities/tasks suggested above are not necessarily restricted to

listening and speaking. As the language teacher is aware, all four language skills are
inter-related and often overlap.

15
 Reading and Writing

Children read a text with fluency, interpret and raise critical questions. They write with
sense of purpose that is drawn from personal experience.

Learning Outcomes:
Children will be able to:
interpret a picture and raise critical thinking questions;
read aloud appropriate level prose, poetry and other texts with fluency and expression;
write a paragraph of approximately 100 words with one central idea that introduces a topic.
makes use of linking words (e.g. ‘because’, ‘and’, ‘also’ etc.) to provide a sequence and a
conclusion. topics could be personal, narrative or descriptive;
draw from personal experiences or real life situations;
write a simple letter (to a parent, friend, relative etc.).

Reading and Writing

Suggested Learning
Suggested Areas/Content Suggested Transactional Processes
Resources
 Picture reading with  Reviewing and building on previous  Picture reading books with
stimulating questions. learning. chunks (group of words in
 Read aloud age appropriate  Supporting child’s development as an language)
prose and poetry with independent reader with books that  Big books, Cartoons with
fluency and expression on are consistent with developing her/his audio or text.
themes. phonic knowledge.  Self / teacher created
 Paragraph writing of  using films / documentaries to develop materials.
approximately 100 words inference and critical skills.  Magazines, newspapers
with one central idea that  creating opportunities for children to  Activities/tasks (for
introduces a topic. ask questions about what they are recognizing words,
 Use of linking words (e.g. reading. associating letters and
‘because’, ‘and’, ‘also’ etc.)  creating opportunities for recitation sounds with words).
to provide a sequence and and performance.  Text types: Very short
conclusion. Topics could be  using drama to support writing. stories, articles, poems and
personal narrative or Inviting children to write in the role of songs, texts with visuals,
descriptive. real or imagined others. etc.
 Draw from personal  fostering talk amongst children to  Age appropriate
experiences or real life generate ideas, rehearse orally and to magazines, newspapers,
situations to express in reflect on the process of writing. picture books, story books
writing.  organizing of ideas reading and etc. (for reading and
 Write a simple letter (to a reviewing. connect it to their own
parent, friend, relative etc. (e.g. using drama and role play, experiences.)
annotating text, teacher modelling,  Realia/ Flashcards/
guided writing.) Posters/ Puppets/ Charts
etc. (to stimulate
language).
 Establish and use a Book
/Reading Corner

16
 Grammar and Vocabulary in Context

Use of vocabulary and grammar is supplemented with the introduction of Dictionaries.

They distinguish between various uses of language functions.

Learning Outcomes:
Children will be able to:
understand the concept of subject and predicate;
learn to use collective nouns and material nouns;
understand and apply the functions of nouns, pronouns, verbs, adjectives and adverbs in general
and their use in a particular sentence;
form and use regular and irregular and plural nouns, forms and uses simple tenses (past,
present, future);
learn the use of adjectives and their kinds.
understand and use sequencing through an alphabetical order (first two letters of the words)
distinguish between definite and indefinite articles and their appropriate use;
use glossaries and beginning dictionaries, both print and digital, to determine or clarify the
meaning of words and phrases.
use vocabulary in context appropriate to their age level.
learn to use an apostrophe to show singular possession and know the difference between plurals
and possessives.
learn to use prefixes and suffixes.

Grammar and Vocabulary in Context

Suggested Transactional Suggested Learning
Suggested Areas/Content
Processes Resources
 Subject and predicate.  Reviewing and building on  Self / teacher created
 Collective nouns and material previous learning. materials e.g. worksheets,
nouns.  Providing visuals/ verbal clues activities and tasks.
 Functions of nouns, pronouns, to introduce use of  Audio, video, print / text.
verbs, adjectives and adverbs grammatical elements at this  Authentic tasks and activities
in general. level. of short duration (These would
 Regular and irregular and  Providing worksheets with bring in an engagement with
plural nouns. pictures, illustrations etc. to • words,
 Singular possession. help children use grammar in • expressions in dialogue.
Difference between plurals and context. • formula use
possessives.  E.g.: using pictures to teach • collections
 Simple tenses (past, present, position. The cat is sitting on • word chunks
future). the table. • word / Languages games.)
 Sequencing through an  Giving /Assigning meaningful  Realia/ Flashcards/ Posters/
alphabetical order (first two exercises that allow / puppets/ Charts etc. (to
letters of the words) encourage children to practice stimulate language.)
 Definite and indefinite articles grammar, vocabulary and
and their appropriate use. specific language points.
 Use of dictionaries, glossaries  Providing authentic and real-
both print and digital. world / practical /
 Vocabulary in context assignments/ tasks to make
appropriate to the age level e.g. children aware of their
prefixes and suffixes. usefulness.

17
 Grammar and Vocabulary in Context
Suggested Transactional Suggested Learning
Suggested Areas/Content
Processes Resources
 Dictation of language chunks.  Giving dictation of language
chunks.
 Generating ideas about a
potential topic, using a variety
of strategies and resources
(e.g., formulate and ask
questions to identify personal
experiences, prior knowledge,
and information needs and to
guide searches for
information; brainstorm and
record ideas on the topic)

18
क�ा - III

िहंदी
थीम 1: सुनना और बोलना
बच्चे िविभन्न संदभ� में परस्पर बातचीत, किवता, कहानी आिद को ध्यानपवू क र् सनु कर समझते हैं और अपनी प्रितिक्रया
देते हैं । कहानी, किवता, संवाद आिद को भावपणू र् ढंग से सनु ाते हैं । पछ
ू े गए ç'uksa के Li"V उ�र देते हैं ।

अिधगम उपलिब्धयाँ (Learning outcomes):

अप�रिचत सदं भ� और िवषयों पर सनु ी गई बात को समझकर अपनी प्रितिक्रया दे सकें गे ।

िवद्यालय में िदन-प्रितिदन के सवं ाद में सिक्रय �प से भाग ले सकें गे ।
सूचनाओ ं व जानका�रयों और औपचा�रक तथा अनौपचा�रक संदेशों को सुनकर समझ सकें गे तथा अपने
सहपािठयों और अिभभावकों को Li"V �प से संप्रेिषत कर सकें गे ।
अप�रिचत शब्दों का अथर् िवशेष सदं भर् में अनमु ान द्वारा समझ सकें गे ।
िपछली क�ा क� अपे�ा अिधक लबं ी एवं अमतू र् िवषयों (प्रेम, सौहादर्, एकता आिद) पर किवताएँ सनु ेंगे और उिचत

िभन्न – िभन्न अवसरों पर किवता, कहानी, गीत, व�व्य चटु कुले, पहेिलयाँ आिद सनु ा सकें गे ।
हाव – भाव और लय के साथ सनु ा सकें गे ।

नाटक में भाग लेंगे और अपने च�रत्र के अनसु ार सवं ाद बोल सकें गे ।
िभन्न – िभन्न स्थानों के अनभु वों को याद कर क�ा में सनु ा सकें गे ।
सनु ी ह�ई घटनाओ,ं कहािनयों आिद को उिचत क्रम से Li"V शब्दों में अिभनयात्मक ढंग से सनु ा सकें गे ।
सुनी गई पाठ्य सामग्री के मुख्य भाव को समझ सकें गे और बता सकें गे ।
पाठ्य पस्ु तक एवं उससे इतर बाल सािहत्य क� रचनाओ ं के पठन को �िच के साथ सनु कर ç'u कर सकें गे, अपने
तकर् दे सकें गे तथा अपने िवचार प्रस्तुत कर सकें गे ।
नई कहािनयाँ (फंतासी, ऐितहािसक आिद), प्रसंग, घटनाएँ, वणर्न आिद सनु कर समझ सकें गे और िवस्तृत जानकारी
तथा िज�ासा शांत करने के िलए ç'u पछ ू सकें गे ।
संचार माध्यमों के द्वारा आयोिजत बाल कायर्क्रमों जैसे – तरंग आिद के कायर्क्रम देखकर समझ सकें गे और उन पर
अपने िवचार प्रस्ततु कर सकें गे ।
अध्यापक द्वारा पढ़ाए जा रहे पाठों को ध्यान से सनु कर पछ ू े गए ç'uksa का अपने शब्दों में Li"V उ�र दे सकें गे ।

सुनना और बोलना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत
 अपने अनभु वों एवं कल्पनाओ ं  िभन्न-िभन्न संदभ� में भाषा के मौिखक �प के  सी०डी०, शब्दों के काडर्,
का प्रत्यास्मरण प्रित समझ बनाने के अवसर दें (िविभन्न स्रोतों अप�रिचत वस्तओ ु ं के नामों क�
 सनु ी ह�ई किवताएँ एवं गीत द्वारा किवता, कहानी, नाटक, घटना आिद) । सचू ी, समाचार-पत्र, बाल-
सािहत्य कठपतु िलयाँ, मख ु ोटे,
 समाचार पत्रों, पाठ्य पस्ु तक एवं  अप�रिचत शब्दों / नामों का अथर् जानने- कंप्यटू र, टीवी, राष्ट्रीय त्योहारों,
पाठ्य पस्ु तक से इतर सामग्री से समझने के अवसर दें।
_तओ ु ं आिद के िचत्र
पढ़ी गई किवता, कहानी,  अपने अनभु वों को साझा कर करने के अवसर
तक
ु बंदी, गीत प्रदान करें ।

47
 सुनना और बोलना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत
 रोचक पहेिलयाँ  किवताओ ं और गीतों क� प्रस्तिु त के िलए
 सांस्कृ ितक आयोजन क�ा में किवता-पाठ और अत्ं या�री जैसे
खेल िखलाएँ ।
 नाटक एवं सवं ाद
 समाचार-पत्र, पित्रकाएँ, बाल-सािहत्य आिद
 िवद्यालय द्वारा आयोिजत भ्रमण उपलब्ध करवाएँ । उसमें से रोचक सामग्री
के अनभु व जैसे – पस्ु तक मेला, पढ़कर सनु वाएँ / सनु ाएँ । बच्चों को ऐसे
ऐितहािसक स्थल आिद अवसर प्रदान करें िजसमें बच्चे समाचार,
 फंतासी पर आधा�रत कहािनयाँ कहानी, किवता आिद का प्रत्यास्मरण कर
 प�रिचत िस्थितयों पर आधा�रत सकें , जैसे – वषार् पर कोई किवता सनु ाओ या
संदश े िमत्रता िवषय पर कोई कहानी सुनाओ ।
 दरू दशर्न, कंप्यटू र, इटं रनेट,  नाटकों का अिभनय करवाने के अवसर प्रदान
िसनेमा पर िदखाई जाने वाली, करें ।
मेले, त्योहार, खेल, स्वच्छता,  भ्रमण के िलए िविभन्न स्थलों जैसे- डाकघर,
स्वास्थ्य आिद सामग्री पर पस्ु तक – मेला, कोई फै क्ट्री, ऐितहािसक स्थल
प्रितिक्रया आिद ले जाएँ । वहाँ क� कायर् – प्रणाली,
 सरल एवं प�रिचत िवषयों पर कमर्चारी, प्रदिशर्त वस्तएु ँ / पस्ु तकें आिद क�
ç'u िनमार्ण िवस्तृत जानकारी दें ।
 समय-समय पर भ्रमण के अनभु व सनु ाने के

 बच्चों को सरल संदशे ों को दसू रे व्यि� तक

िलए प्रोत्सािहत करें ।

पह�चँ ाने के िलए प्रे�रत करें और बच्चों को

अवसर भी दें ।
 सनु ी गई सामग्री पर ç'u पछू ने के िलए प्रे�रत
करें ।

48
 थीम 2: पढ़ना एवं िलखना (पठन एवं लेखन कौशल)
बच्चे पाठ्य-सामग्री को प्रवाहपणू र् ढगं से पढ़ते हैं और उनक� िलिखत अिभव्यि� िवकिसत और Li"V हो जाती है । िवराम
िच�ों और उिचत आरोह – अवरोह के साथ हस्त िलिखत और मुिद्रत सामग्री को पढ़ते हैं । पढ़े गए िवषयों पर
अपने िवचार क्रमबद्ध �प से िलख सकते हैं । व्याकरिणक इकाइयों – कतार्, कमर्, िक्रया आिद तथा काल क�
पहचान करते हैं और उनके शब्द भडं ार में उ�रो�र वृिद्ध होती जाती है ।

अिधगम उपलिब्धयाँ (Learning outcomes):

िवद्यालय, बाज़ार या अन्य स्थानों में प्रदिशर्त िव�ापनों / दीवार लेखन / होिड�ग्स / सचू नाओ ं आिद को पढ़ सकें गे ।
अपने सहपािठयों का लेखन पढ़ सकें गे ।

अपनी �िच के अनसु ार पाठ्य – पस्ु तक के अ�त�र� अन्य कहानी, किवताएँ, नाटक पढ़ सकें गे ।
रचनाओ ं को िवराम िच�ों का ध्यान रखते ह�ए सही उतार-चढ़ाव, लय, बलाघात से पढ़ सकें गे ।

पठन सामग्री को पढ़कर उसक� मख्ु य बात / िवचार को समझ सकें गे और घटनाओ ं के क्रम को समझेंगे ।
आवश्यक िनयमों और िनद�शों को क्रमवार सुना सकें गे और उनका पालन कर सकें गे और िलख सकें गे ।
िवद्यालय के बरामदे, सभागार आिद में टँगे िचत्रों को पढ़ कर उनका शीषर्क िलख सकें गे ।
िचत्र कथाएँ, काटूर्न पढ़ सकें गे और स्वयं भी िचत्र बनाकर उसक� प्रकृित के अनस ु ार सवं ाद / िटप्पणी िलख
सकें गे ।

िच�ों का ध्यान रखते ह�ए छोटे अनच्ु छे द व अनौपचा�रक पत्र िलख सकें गे रचनात्मक अिभव्यि� का िवकास कर
कहानी / किवता आिद को अपने अनभु व, कल्पना के आधार पर बदलते हैं और िदए गए िवषयों पर वतर्नी और िवराम

सकें गे ।
तरह-तरह के भाषायी खेल खेल सकें गे ।

पढ़ना एवं िलखना

सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत

 प्रदिशर्त िव�ापनों, सचू ना पट्टों,  िव�ापनों, सचू ना पटों, होिड�ग आिद मिु द्रत  िव�ापन, होिड�ग, सचू ना पट
होिड�ग आिद पर िलिखत सामग्री सामग्री को पढ़ने के िलए प्रे�रत करें । आिद । ऑिडयो, वीिडयो,
 सहपािठयों द्वारा िलिखत सामग्री  क�ा के बच्चों क� हस्तिलिखत सामग्री एक सी०डी०, काडर्, िचत्र, पोस्टर,
जैसे – अनच्ु छे द, किवता, पत्र दसू रे से पढ़वाएँ । बल
ु ेिटन बोडर् आिद
आिद  कहानी, किवताओ ं आिद क� पस्ु तकें पढ़ने के  बाल – सािहत्य, समाचार – पत्र,
 िविभन्न िवषयों जैसे – एकता, िलए दें । कहािनयों के मख्ु य भाव / िवषय पर पित्रकाएँ

बझू , साहस, वीरता, देशभि�,

िमत्रता, सहयोग, चतरु ाई, सझू – ç'u पछ ू ें । पात्रों / घटनाओ ं के बारे में  शब्द – सपं दा के चाटर् आिद
बातचीत करें । घटनाओ ं को क्रमबद्ध करने के  पहेिलयाँ / चटु कुलें, काटूर्न आिद
आिद पर रचनाएँ िलए कहें । घटनाओ ं और पात्रों को बदलकर
 िचत्र के साथ किवता / संवाद / कहानी को पनु ः िलखने के िलए कहें । कहानी
काटूर्न / िचत्रकथाओ ं का पठन का अतं बदल कर िलखवाएँ ।
एवं लेखन  बच्चों को स्वयं छोटी छोटी-किवताएँ और

49
 पढ़ना एवं िलखना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत

 व्याकरिणक सरंचनाओ ं पर चाटर् तक

ु बिं दयाँ बनाकर िलखने के िलए कहें ।
(फूल, वषार्, बादल, मोर, िगलहरी, गेंद, माँ
 सामािजक जाग�कता से आिद िवषयों पर) ।
सबं ंिधत िव�ापन, समाचार पत्र,
पित्रकाओ ं आिद का पठन  िकसी व्यंजन को बनाने क� िविध बताएँ और
िलखने को कहें ।
 दैिनक जीवन क� अिनवायर्
सचू नाएँ एवं िनयमावली, जैसे –  बच्चों से िचत्र, कहानी, किवता से संबंिधत
 ट्रैिफ़क के िनयम िचत्र बनवाएँ । उनके द्वारा बनाए गए िचत्रों को
 िवद्यालय के िनयम प्रदिशर्त करें ।
 अपने सािथयों के साथ खेले जा  िचत्र और काटूर्नों को देखकर बच्चों से उसका
रहे खेलों के िनयमों का पठन एवं वणर्न अलग-अलग िवधाओ ं में करवाएँ । जैसे
लेखन – किवता, कहानी, संवाद आिद ।
 प�रिचत िवषयों पर तकु बंिदयों  समाचार पत्रों से सामािजक जाग�कता से
का िनमार्ण सबं ंिधत िव�ापन पढ़वाएँ और उनपर चचार्
सदं भर् में व्याकरण करें , जैसे – पल्स-पोिलयो अिभयान, स्वच्छता
अिभयान, वन महोत्सव, जल-संर�ण,
 पवू र् क�ाओ ं में सीखी व्याकरण पयार्वरण, प्रदषू ण आिद ।
क� अवधारणाओ ं क� पनु रावृि�
एवं अभ्यास  पाठ्य – सामग्री में से सं�ा, सवर्नाम, िवशेषण
और िक्रया शब्दों को छँ टवाएँ ।
 िकसी वाक्य में कतार्, कमर् एवं
िक्रया क� पहचान  वाक्य में कतार् और कमर् क� पहचान करवाएँ
जैसे – अि�ता खाना खाती है - वाक्य में
 वतर्मान, भतू , भिवष्य काल क� ‘अि�ता’ कतार् और ‘खाना’ कमर् है ।
पहचान, जैसे -
 कहानी में काल प�रवतर्न  बच्चों को काल क� जानकारी दें और वाक्यों
कर कहानी का आनंद में पहचान करवाएँ ।
लेना  िथएिट्रकल एवं िचत्रकारी से संबंिधत
 शब्द संपदा में वृिद्ध । समानाथ� गितिविधयों के माध्यम से िवशेषण का
िवलोम, अनेक शब्दों के िलए अभ्यास करवाएँ ।
एक शब्द, अनेकाथ�  शब्द – संपदा में वृिद्ध के िलए िविभन्न
 वचन क� समझ और प्रयोग भाषायी खेल करवाएँ जैसे – वगर्पहेली से
शब्द बनाना, िवलोम छाँटना, समानाथ� शब्दों
 योजक शब्दों क� पहचान और से वगर् पहेली भरना आिद । शब्द – सीढ़ी,
अनप्रु योग शब्द – लड़ी आिद ।
रचनात्मक लेखन
 पत्र लेखन – अनौपचा�रक  अनेकाथ� शब्दों का िभन्न – िभन्न अथ� में
(अपने पालतू पशु को, िमत्र, वाक्य प्रयोग करवाएँ करवाएँ, जैसे – आम –
या सहपाठी, पा�रवा�रक एक फल, साधारण फल – खाने वाले फल
सदस्य को) और नतीजा या प�रणाम ।

50
 पढ़ना एवं िलखना
सझ
ु ािवत िवषय / �ेत्र सझ
ु ािवत िश�ण-अिधगम प्रिक्रया सझ
ु ािवत अिधगम स्रोत
 अनच्ु छे द लेखन  अनच्ु छे द िलखवाएँ, जैसे – मेरी पहली बस
 अनभ
ु व लेखन – भ्रमण, यात्रा, िवद्यालय में खाने क� छुट्टी, खेल के
अवलोकन आिद के अनभु व मैदान क� कोई याद, घर का िप्रय कोना, क�ा
का पहला िदन, मेरा नया िमत्र आिद ।
 बच्चों को पत्रों का प्रा�प समझकर अलग-
अलग िवषयों पर पत्र लेखन करवाएँ । िवराम
िच�ों और वतर्नी पर िवशेष ध्यान िदलवाएँ ।
 बच्चों को िकसी स्थान क� यात्रा, घटना आिद
से सबं िं धत अनभु व िलखने को कहें ।

51
CLASS -III

MATHEMATICS
Theme 1: Numbers

This theme aims at developing the abilities of children to learn three and four digit
numbers. They will be through the use of materials be provided opportunities for
observing patterns in two digit numbers and extending it to three digit numbers for
everything that includes comparing, forming smallest and greatest numbers using given
digits.

Learning Outcomes:
Children will be able to:
work with four digit numbers:
 read and write numbers up to 9999 using place value;
 identify the greater and smaller number, of two given numbers, using place value;
 form different numbers using given digits with and without repetition.

Numbers
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 4 digit numbers (up to  Using place value cards (popularly  36 Number cards 1 to 9,
9999). known as arrow cards) to make 4 digit 10 to 90, 100 to 900, and
 Place value and expanded numbers, show their expanded form 1000 to 9000
form of number. and place value and face value of  Videos and PPTs related
 Count numbers in digits. to 4 digit numbers.
different ways-starting  Discussing examples where numbers
from any number. occur in thousand in real life contexts.
 Comparison of numbers  Involving children in making rules
and arrange them in based on patterns may be evolved for
ascending and descending comparing numbers.
order.  Providing opportunities for
 Greatest and smallest sequencing of these numbers in
numbers that can be ascending or descending orders.
formed by using given  Providing two sets of number cards to
digits (with or without groups of children to explore 4 digit
repeating digits). numbers and finding out the greatest
and the smallest numbers.
 Using games and activities to create 4-
digit numbers with specific
characteristic like numbers with 5 at
hundredths place, numbers not having
2, 4, 6, 8 and 0 at ones and tens place
etc.

82
 Theme 2: Number Operations

This theme aims at reinforcement of children’s understanding about adding and

subtracting two digit numbers and further establishing the algorithms to add three
digit numbers may be undertaken. The development and strengthening of algorithm for
multiplication is also necessary to clear concepts. A variety of ways for the
construction and use of multiplication facts of single digit numbers will be developed in
children. Division is introduced as inverse process of multiplication and children learn
to divide numbers. Application of learning about four digit numbers and operations on
them should form the basis in the teaching – learning process.

Learning Outcomes:
Children will be able to:
solve simple daily life problems using addition and subtraction of three digit numbers with
and without regrouping, sums not exceeding 999;
construct and use the multiplication facts(tables) of 2, 3, 4, 5 and 10 in daily life situations;
analyse and apply the appropriate number operation in their situation/ context;
explain the meaning of division facts by equal grouping/sharing and find it by repeated
subtraction;
add and subtract small amounts of money with or without regrouping;
make rate charts and simple bills.

Number Operations
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Addition and Subtraction  Encouraging estimation of addition  Beads, attachable cubes
of numbers (up to 3 and subtraction followed by (unifix cubes), spike
digits). verification. abacus.
 Place value to add and  Creating real life context based  Napier Strips.
subtract numbers by using problems involving addition and  Videos and PPTs.
standard algorithm. subtraction (by children) and
 Problem solving involving exchanging among them to encourage
addition and subtraction visual illustration of the problem.
operations in different real  Discussing what "3 times 4", “4 ×6”
life contexts presented and so on means may take place result
through visuals and in introduction of sign of
stories. multiplication. Asking children to
 Multiplication tables of 2, practice and then explain the same to
3, 4, 5, 7, 9, 10 using one another in groups while the
different strategies like teacher monitors and provides
repeated addition, skip feedback.
counting, patterns etc.  Encouraging children to
 Multiplication of a two- construct/develop multiplication
digit number with a one- tables using different strategies.
digit number using Remembering tables through memory
standard algorithm and may be discouraged.
other methods (lattice  Creating contexts from real life in
method). which multiplication facts have to be

83
 Number Operations
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Division of numbers in the used e.g. what is price of 4 note books
context of equal grouping if price of one note book is known.
and equal sharing.  Explaining and demonstrating the
 Division facts using multiplication of two numbers with
grouping and one digit in expanded notation so as to
multiplication tables. create a mathematical understanding
 Relation in multiplication of standard algorithm.
with division of numbers.  Providing and demonstrating concrete
 Mental computation of examples of equal sharing/ grouping
sum and difference of two which can be co-related with division
digit numbers using and the sign of division may be
different strategies but introduced.
without using paper and  Explaining and discussing with
pencil and crammed facts. children the interrelationship of
 Mental multiplication of division with multiplication and
two numbers without use multiplication facts / division facts
of paper and pencil and may be taken up together.
rote memorized facts.  Providing opportunities to children in
 Estimation of sum, groups/individually to create real life
difference and product of contexts so as to add/subtract without
two numbers and paper pencil e.g. situation of shopping
verification by actually and finding the total cost amount left
computing them. etc. For example- I have a hundred
rupee note and bought two pencils and
two note books, what amount will be
left with me after paying the price of
the two items?
 Creating contexts where double or
thrice of a number is needed and
encouraging children not to use paper
pencil but do the calculation mentally.
For example, six children planted one
sapling each for three days, how many
saplings have been planted by the
children?

84
 Theme 3: Geometry

Children learn to complete the Level 0 (Visualization) of Van Heile hierarchical model
of geometric thinking. They recognize and identify two-dimensional shapes and three
dimensional figures by their appearance as a whole. Level 0 represents the geometric
thinking of many children in the early primary grades. The naming of 2-D and 3-D
shapes is also included and their recognition in children’s vicinity.

Learning Outcomes:
Children will be able to:
recognise 2D shapes like straight and curved lines;
identify and make 2D-shapes by paper folding, paper cutting on the dot grid, using straight
lines etc.;
describe 2D shapes by counting their sides, corners and diagonals;
fill a given region leaving no gaps using a tile of a given shape and forms various shapes
using tangram pieces.

Geometry
Suggested
Key Concepts Suggested Transactional Processes Learning
Resources
 Make straight lines,  Conducting activities to use dot grids, straight  Tangrams with 5
curved lines and lines, curved lines and shapes to create different or 7 pieces.
different shapes on a sceneries.  Broom sticks,
dot grid.
 Various shapes using
 Promoting the use of tangram shapes to make drinking straws,
ice cream sticks
shapes/objects. This will help children in creating
tangram shapes. an understanding about shape. etc.
 Compare two or more
 Facilitating the creation of different shapes by
 Cardboard
shapes to match their pieces. (to make
children using broom-sticks, drinking straws etc.
properties like sides number of tiles of
and their shapes maybe discussed with respect to
and corners etc. same shape and
their physical attributes like sides/corners.
 Tessellation: Tiling a size.)
given region using the  Conducting activities to use similar shapes  Clippings of
tile of a given/ (created / processed) for covering a particular flat different maps
particular shape. surface (as a group work) without any gaps and being published/
over lapping in the shapes. printed in
 Identification of
shapes that tile and  Discussing in groups the shapes that can tile or various
that do not tile. that cannot tile. Questions like "Why it is so?" magazines and
should also be discussed newspapers.
 Simple map reading
(may not be to a scale).  Assigning a task to each child to make a map (not  Geoboard
rubber band.
with
 Line-drawings of 3D to scale) related to their daily life experiences. For
objects on paper or on example, map of how to reach "home to school"  Maths kit
flat surface. and then exchange it with other children. Each
child gets to read 2-3 maps. This can be followed
by holding a discussion on "What makes a map
easy to read?"

Integration: Arts Education

Life Skills: solving daily life problems

85
 Theme 4: Measurement

Children learn to use a standard unit for measuring length. The comparison of weight
is also to be done not only on the basis of the size but using a simple balance. The
measures of capacity in terms of non uniform units like capacity of a bucket in terms
of jugs/mugs, volume of cold drink in a bottle in terms of number glasses/cups etc.
The measure of time using a calendar or a watch/clock is in child’s daily life
activities will also be emphasised.

Learning Outcomes:
Children will be able to:
estimate and measure length and distance using standard units like centimetres or metres;
weigh objects using simple balance;
compare the capacity of different containers in terms of non uniform units;
identify a particular day and date on a calendar;
read the time correctly to the hour using a clock/watch.

Measurement
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
(a) Length  Encouraging children (in  Papers, glue sticks.
 Need for standard units for groups) to make a meter long  Markers of different colours.
measuring length. paper strip using 10cm/20cm  Thick strings, plastic plates,
 Measurement of lengths & long paper strips. Then use wooden sticks for making
distances using appropriate this paper strip (metre) to balance.
units like centimeter and estimate and measure various  Different sized spoons,
meter. objects in the environment containers like bowls, glasses
 Use of measuring tools like small objects in cm and etc. water containers.
scale or measuring tape. longer objects / distances in  Toy clock constructed by
 Estimation of the length of metres. children to read time.
various objects and distances  Providing opportunities to  Calendar of the current year.
in near vicinity and discover relationships  Geoboard with rubber band.
verification by actual between metre and  Maths kit.
measurement. centimetre.  Videos/PPTs.
 The relationship between  Using simple balances (made
metre and centimeter by children) for weighing
(b) Mass/ Weight objects in the environment
 Non-standard units to weigh using a stone or non-standard
different objects in the weight / objects thus establish
environment. the need for a standard
(c) Capacity/Volume uniform measure.
 Measurement and  Using different small
comparison of the capacity of containers to measure the
different containers using capacities of different

86
 Measurement
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
non-standard units. containers. For example,
 Conservation of volume. capacity of a big-glass may be
(d) Time measured by a small
 A calendar to find a particular spoon/big spoon/small bowl.
day and date.  Organizing discussion in class
 Read and write time am/pm to draw an inference about
and 12 hr and 24 hr clock conservation of volume.
time.  Involving children to read a
 Conversion of 12 hr clock time clock and a calendar and to
into 24 hr clock time and vice tell time and day
versa. corresponding to a date.
 Conversion of days to hours  Conducting activities of
and hours to minutes. reading a railway/bus time
table in which time is given in
24-hour clock.

Integration: Science (Forms of Matter)

Social Studies (Understanding Changes)

Life Skills: solving daily life problems

87
 Theme 5: Data Handling

This theme will focus on children developing skills to collect information for a purpose,
present it so that it is easily understandable and finally draw out relevant conclusions
from it is part of daily life. The level and quantum of information collected, its ways
of representation and level of inferences drawn from it change progressively.

Learning Outcomes:
Children will be able to:
acquire understanding about data handling;
record data using tally marks, represent it pictorially and draw conclusions.

Data Handling
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Data collection and its  Encouraging children to  Coloured papers, markers,
representation in form of collect data and represent it stickers of different objects.
pictograph and tables. by paper strips, string  Videos and PPTs.
 Classification and comparison lengths, pictures etc. and
of data. making a pictograph or a bar
 Recording data using tally chart.
marks, representing it  Questions about the
pictorially and drawing graphical representation may
conclusions. be discussed in the class in
groups or with the whole
class.

Integration: Arts Education

Life Skills: Interpretation and analysis, presentation skills

88
 Theme 6: Patterns

As number concepts and skills increase in complexity, children find patterns and
relationship between numbers. Thus patterns go side by side with learning of all
aspects of Mathematics like, numbers, number operations and geometrical ideas.
Patterns in multiplication facts help children in multiplying two-digit numbers and apply
the algorithm for addition and subtraction to three or more digit numbers. Children
will also be able to see the beauty in patterns around them and create their own
patterns.

Learning Outcomes:
Children will be able to:
observe and identify patterns with a “unit of repeat”;
extend patterns using “unit of repeat”;
create patterns having a “unit of repeat”.

Patterns
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Patterns with unit of repeat.  Conducting activities to find  Shapes, materials, colours,
 Extension of pattern using answers to questions like stamp pads.
some rule. “what is being repeated in a  Sharp edge to get section of
given pattern like vegetables and to carve
designs on surface of potatoes
etc. to use it as a stamp for
……… creating patterns.
Or A, B, A, B, …….  Geoboard with rubber band.
2, 4, 2, 2, …….
 Providing opportunities to
children to create their own
patterns using vegetable cut
outs like ladyfinger, potatoes
etc. with ink of water colours
on a flat surface/paper.

Integration: Arts Education

89
CLASS - III

SCIENCE
Theme 1: Living and Non-Living things

The objective of this theme is to help children identify living and non-living things in
the surroundings and also develop an understanding of the concepts related to living and
non–living things based on observable features. The emphasis is more on development of
various processes/ skills such as observation, discrimination, and classification, etc.

Learning Outcomes:
Children will be able to:
enlist living and non-living things seen in the surroundings;
identify characteristics of living and non-living based on observable features and their
classification;
cite examples of living/non-living based on observation;
draw pictures of living/non-living and name them;
describe features of living/non-living in their own words;
develop sensitivity towards plants, animals and the environment.

Living and Non-Living things

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Living and Non–living  Revisiting Class II concepts.  Pictures / photos of living
things in the  Building on previous learning. and non-living.
surroundings:  Providing opportunities to children to  Boards to display pictures
 Examples of living and share personal experiences. of living and living/non-
non-living.  Organizing visits to the school living things.
 Features of living and garden/nearby areas to observe some  Drawings made by the
non-living. living and non-living things. children and the teacher.
 Difference between  Organizing activities related to  Worksheets on new
living and non-living identifying objects and things and concepts.
classifying them according to
living/non-living.
 Encouraging children to describe
observable features of living beings in
their own words.
 Conducting group work (on chart to
differentiate between living (visuals)
and non-living things.
 Drawing pictures of objects/living
beings and naming them.

Life skills: Inculcation of culture for working together, Care and compassion towards animals,
sensitivity towards plants, animals and the environment.

154
 Theme 2: Human Body

The prime focus of this theme is to acquaint children with the location, structure, and
function of the different internal organs in the human body. Emphasis has been laid on
understanding the process of respiration through a working model (in non-technical
language). The underlying idea is to inculcate healthy habits related to the breathing
process and develop core skills of science learning i.e. observation, explanation,
discussion, etc.

Learning Outcomes:
Children will be able to:
indicate and identify various internal organs of the human body in the picture/diagram/model;
locate the position of internal organs on the cut out/model of human body;
draw pictures of major internal organs and label them;
draw and label the parts of respiratory system (organs);
discuss the need for breathing process for human beings;
explain (in their own words) the process of breathing;
discuss causes and problems of air pollution for living beings in daily life;
suggest ways to reduce air pollution in the surroundings.

Human Body
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Internal organs of the  Revisiting previous concepts learnt in  Charts/pictures of various
Human body: general Class II. Building on previous learning internal organs of human
structure, location and by initiating discussion on the learning body.
functions of the different of Class II concepts.  Picture cards of different
internal organs.  Providing opportunities to children to internal organs.
 Respiratory system: Parts share their personal experiences.  Cut outs of the human body
/organs of the respiratory  Drawing pictures of internal organs on depicting position of
system, (nose, windpipe, charts and labelling them with the internal organs.
lungs) and their functions, support of teacher/ elders / peer  Working model of the
process (inhale & exhale) group. respiratory system.
of breathing.  Explaining the process of breathing by  Improvisation of model of
 Diagram and labelling of using a model. respiratory system (with
organs of the respiratory  Demonstrating the process of the support of elders).
system inhalation/exhalation in class. Asking  Worksheets/ assignments.
 Simple process of deep children to follow.
breathing.  Initiating a discussion (in small
 Working model of the groups) on the need for proper
respiratory system. breathing process.
 Air Pollution - Causes and  Developing models of the respiratory
problems *. system in groups.
 Discussing in small group problems
and causes of air pollution and sharing
the information in the Class (only
awareness level).
 Conducting activities with cards.
Integration: Languages, Health and Physical Education, Social Studies (The Environment)
Note: *Air Pollution - Causes, effects and ways to prevent air pollution have been discussed in
Classes IV in Social Studies.

155
 Theme 3: Animals: Birds

This theme is aimed at providing information and developing awareness regarding birds
seen in the surroundings/ environment. It is also expected to develop an understanding
of the specific features of birds (which make them fly), body parts, food habits and
where they live. Development of core skills such as, observation, discrimination,
identification, by using content identified under the theme is also an inherent part of
this theme.

Learning Outcomes:
Children will be able to:
recognize and name common birds seen in the surroundings;
draw pictures of common birds and label their body parts;
discuss and describe food habits of some common birds (in their own words);
recognize nests/ pictures of some birds;
identify nests of interesting birds and draw them;
make model of nests using locally available material;
develop care and compassion/empathy towards animals / birds.

Animals: Birds
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Animals: Birds Common  Organizing visits to the park or garden  Pictures of various birds.
birds*, local / Indian. to observe birds and identify them.  Nests of some birds.
 Body parts – beaks, feet,  Organizing activities with children  Scrap book on pictures of
feathers. individually and in groups: birds.
 How birds fly.  To group bird’s cards based on their  Documentary films.
 Food habits. beaks, feathers, claws.  e-material on birds’ life.
 Nests of some interesting  Making diagrams of some common  Children’s drawings and
birds (weaver, tailor, birds and labelling their parts. paintings.
woodpecker birds).  Providing opportunities and
 Some other interesting facts encouraging children to find additional
about birds (eggs, sounds, facts on birds (internet) and share the
habitat). same in the class.
 Bird bath and care for  Group discussion on how and why
animals. birds fly.
 Sharing experiences narratives/ stories
to inculcate values for care and
compassion towards animals,
 Creating situations and providing live
examples.
 Providing opportunities to children to
develop/solve puzzles, riddles, poems
on birds, to develop creative
expression.

Integration: Languages
Life skills: Sensitivity towards environment and birds
Note: The idea of including common birds under this theme is to provide teachers with the
flexibility to select them as per the children’s contexts.

156
 Theme 4: Animals: Common Insects

This theme aims at providing interesting facts related to some common insects observed
in the surroundings in order to develop an understanding and also sensitivity in children
towards animals and the environment. The theme is also expected to develop the skills
of observation, discussion, care and concern for other living beings and the environment.

Learning Outcomes:
Children will be able to:
name some common insects seen in the surroundings;
identify some insects seen at home;
draw pictures and label main parts of insects;
discuss harmful effects of some insects (termites, mosquitoes, housefly, etc.) on humans;
suggest remedies to prevent harmful effects of insects on human beings;
discuss some social insects (butterfly, honeybee) which are useful for human beings;
explain the life cycle of honey bee in their own words;
develop compassion for animals;
develop a sensitivity towards the environment and living beings.

Animals: Common Insects

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Common Insects*: ants,  Organizing group discussions to share  Photos/ charts/cards on
beetles, bees, flies, children’s personal experiences. different kinds of insects.
mosquitoes, butterfly.  Providing material, visual, e-content/  Picture of different parts of
 Body parts of an insect: film to children and sharing the same common insects
head, thorax, abdomen, to construct new knowledge and know (mosquito, house fly).
legs, wings. more facts about insects.  Scrap book on insects.
 Life cycle of a butterfly.  Assigning project work both  e-material.
 Some social insects (ants, individually and in groups on this  Picture / charts on the life
bees), at home and in the theme. cycle of honey bee,
environment.  Providing opportunities to find out butterfly.
 Harmful effects of insects. (internet) the life cycle of ants, bees  Children’s drawings
(mosquitoes, termites, lice, and discuss the same in class.  Development of
cockroaches, houseflies,  Collecting information/ stories/ scrapbook.
bedbugs). poems on the life of ants/ bees as
 Remedies. social animals.
 Narrating/ sharing experiences of
harmful effects of some insects
experienced at home.
 Encouraging children to suggest
remedies to overcome harmful effects
at home/ in the surroundings.
 Discussing interesting facts regarding
insects
 Developing a scrapbook

Integration: Languages
Life Skill: Sensitivity towards animals and the environment.
*Note: The idea of putting common insects under the theme is to provide freedom to the teacher
to select them as per the children’s contexts.

157
 Theme 5: Plants in the Surroundings

The theme ‘Plants in the Surroundings’ is aimed at developing an awareness and

understanding in children about various parts of plants including seeds. In addition, it
aims to develop sensitivity towards plants and environment and other skills such as,
observation, experimentation and discussion.

Learning Outcomes:
Children will be able to:
appreciate the beauty of plants (flowers, leaves);
identify different parts and sub-parts of a plant and label them;
explain functions of each part of a plant in their own words;
demonstrate creative expression (leaf, floral design);
locate position of the seed in the plant;
draw picture of a seed and label the main parts;
distinguish different kinds of seeds (gram, green pea) seen at home/in the kitchen;
develop sensitivity towards plants and the environment;
perform simple experiments to demonstrate the process of germination (with the help of
elders).

Plants in the Surroundings

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Parts of Plants.  Providing opportunities to children to  Different types of plants
 Structure and function of observe parts and sub-parts of plants  Children’s drawings.
each part of the plant and draw them.  Narratives related to care
(root, stem, leaf, flower  Discussing functions of different parts of plants and environment.
and fruit). of plants.  Various kinds of seeds
 Structure of a seed.  Providing opportunities to children to observation of (soaked/
 Kinds of seeds. share their personal experiences unsoaked).
 Process of germination, related to seed germination/  Simple experiment to
need of water, air, warmth formation of sprouts in different demonstrate seed
for germination. seasons. germination.
 Care of plants.  Setting up experiments on seed  Pictures/charts showing
germination with the involvement of various kinds of plants.
the teacher/elders.
 Providing hands on experiences
(different types of seeds) to children
to do activities on seed germination
individually and in groups and
recording their observations and
inferences in their own words in a
table.
 Collecting poems/ stories related to
care of plants.
 Doing activities related to creative
expression by using leaves and
flowers.

Integration: Languages
Life skills: Care and sensitivity towards plants and environment.

158
 Theme 6: Food we get from Plants

The theme ‘Food we get from Plants’ is aimed at familiarising children with the various
uses of different parts of plants as an environmental resource. The theme will also help
develop the skills of observation, experimentation, care and sensitivity towards plants,
and also healthy habits related to food.

Learning Outcomes:
Children will be able to:
identify plants as herbs, shrubs, trees and climbers and give examples of each;
draw pictures of each kind of plant (herbs, shrubs, climbers, trees);
draw pictures of some fruits and colour them;
enlist leaves, seeds, fruits, flowers and roots of plants used in and as food items;
name plants used for medicinal purposes (oil, spices);
enlist some medicinal seeds, leaves, buds etc., and name the plants;
develop sensitivity towards plants;
show respect and value for food and avoid wastage of food.

Food We get from Plants

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Plants as herbs, shrubs,  Citing sharing and discussing with  Pictures/ photos of
trees and climbers and children examples of different kinds different kinds of fruits/
their examples. of plants. flowers.
 Parts of plants used as  Encouraging children to draw pictures  Actual flowers and fruits of
food items: leaves, roots of flowers, fruits and other parts of various kind.
fruits, seeds, flowers. plants used as food.  A herbarium.
 Plant products such as oil,  Organising small group discussions  Pictures of herbs, shrubs,
spices, pulses and other on uses of parts of plants. trees, climbers.
edible things (medicinal  Providing materials to observe kinds  Plant products as edible
leaves, seeds). of plants (herbs, shrubs, climbers) and non-edible parts.
and drawing them.  Narratives on care of
 Enlisting various parts of plants used plants.
for medicinal purposes.
 Organising group activities to classify
plant products as pulses, grains,
leaves, fruits, seeds, roots and identify
the plants.
 Organising activities by involving
children to develop creative
expression e.g. thumb, finger
impression to create flowers, leaves,
making designs using colours.
 Visiting to an open area (garden) to
observe various kinds of plants

Integration: Languages, Social Studies (The Environment)

159
 Theme 7: Forms of Matter: Solids, Liquids and Gases

The theme ‘Forms of Matter’ is expected to develop an understanding of

different forms of matter found in day to day life along with their examples.
The theme would also provide an awareness about observable properties of
different forms of matter. The focus of the theme is to develop concept
formation related to different forms of matter, to enable children link the
forms with their daily life. It also aims at developing skills of observation,
classification and experimentation.

Learning Outcomes:
Children will be able to:
identify natural and man-made things in the surroundings;
distinguish and classify solids, liquids and gases based on their observable properties;
cite an example of each form based on observation in the surroundings;
draw pictures of experiments that show the properties of each form;
explain uses of solids/ liquids/ gases in daily life.

Forms of Matter: Solids, Liquids and Gases

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Forms of Matter: solids  Providing opportunities to children to  Pictures, charts and
liquids and gases. share their personal experiences by materials on solids, liquids
 Examples of solids and asking them to enlist solids, liquids and gases.
their properties. and gases seen at home.  Experiments that depict
 Examples of liquids and  Demonstrating the properties simple properties and
their properties. (through simple experiments) of forms of matter
 Examples of gases and solid, liquid and gases (with the  Project work.
their properties. support of teachers).  E- material / visuals on
 Uses of matter.  Conducting activities/ experiments to the concerned theme.
observe forms of matter (e.g. ice.
water and vapour)
 Conducting discussion about the
distinction between solids, liquids and
gases based on their observable
physical properties.
 Sharing narratives, materials/ e-
material on different forms of water.
 Assigning individual and/or group
projects on how to save water (making
slogans, writing success stories, etc.).
 Discussing various kinds of materials
in different forms (solid, liquid, gas)
available in school/ home/
surroundings

Note: Focus of the theme should be on observation and simple experimentation.

160
 Theme 8: Some Properties of Water

The theme ‘Properties of Water’ is aimed at providing an understanding of some

properties of water which can be easily observed by children through activities. Children
would also get an understanding of the conditions that affect making of a solution. The
theme further aims to discuss ‘what floats and what sinks’ in water, in a fun and
interesting manner.

Learning Outcomes:
Children will be able to:
identify different properties of water (based on observations);
classify materials based on solubility in water (soluble and not soluble in water);
demonstrate (through experiments) properties of some materials that dissolve in water and
some that do not;
classify objects that float/sink in water (experimentally);
conduct simple experiments on their own to make simple solutions using common substances
(salt, sugar).

Some Properties of Water

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Revision of Class II learning  Revisiting concepts learnt in Class II.  Solution of water (salt,
 Physical Properties of  Conducting activities/ experiments sugar).
water (occupy space, take (in group) to demonstrate some  Collection of soluble and
shape of the container) physical properties of water (occupy non-soluble substances.
 Water and water solutions. space, take shape of the container).  Water, objects that sink
 Conditions that affect  Conducting activities to demonstrate and float.
making of a solution objects that sink/float.  Containers of different
(stirring, warm water).  Demonstrating: sizes.
 Common soluble and  how to make solution of common
insoluble substances in substances.
water (simple  soluble and insoluble substances in
experiments). water and with examples.
 Objects that float, sink in  various conditions that affect
water (through simple making solution of water (warm /
activities). cold water, stirring / not stirring)

Note: This theme should be covered in class as a fun and play activity. The focus is not on
drawing inferences.

161
 Theme 9: Water as a Resource

This theme is aimed at creating awareness regarding different forms of water and their
applications in day-to-day life. The theme is also expected to throw some light on the
process of evaporation and condensation in simple terms. Causes of water impurities and
ways to purify water, along with uses of water harvesting as a way to protect and
conserve the water resources in the environment will form a part of the theme. Children
will also develop skills of discussion, explanation and experimentation through this
theme.

Learning Outcomes:
Children will be able to:
discuss properties of different forms of water (solid, liquid, gas);
explain the water cycle (as seen in daily life) in their own words;
draw a picture of the water cycle and label different forms of water in the water cycle;
discuss reasons for water impurities in the environment;
explain ways of water purification used at home/school;
appreciate the use of rainwater harvesting in daily life;
suggest ways to conserve water.

Water as a Resource
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Revisit learning of Class II  Revisiting concepts/learning in Class  Picture/film
 Change of state of water: II.  Children’s drawings on
evaporation, condensation  Building on previous learning. water cycle, ways of
through simple activities  Demonstrating pictures/ films/ chart purification.
(using non-technical of water cycle and the process of  A chart/pictures on the
terms). formation of different forms of water. process of rain water
 Water impurities: types  Drawing a picture of water cycle. harvesting.
and causes.  Demonstrating different ways of  Model of rainwater
 Purification of water: purification of water (at home/ harvesting.
various ways and school) followed by group activity by
processes (layers cloth, children.
boiling, chlorine.)  Organising visits to show / ways/
 Rainwater harvesting: process of rain water harvesting; and
need and ways of doing it. making models.
 Discussing various ways to purify
water at home and drawing pictures
of demonstrations.
 Providing opportunities to discuss
/share, ask questions from teacher,
elders regarding water impurities,
causes, and types of impurities seen in
daily life
 Encouraging children to write ways
and slogans to save water.
Integration: Languages, Health and Physical Education, Social Studies (The Environment)
Life Skills: Sensitivity towards environment (saving water)

162
 Theme 10: Sun as a Natural Resource

The theme ‘Sun as a Natural Resource’ is expected to develop an understanding of the

the importance of the sun, its various uses in daily life and how the sun can be used as
a renewable resource of energy. The theme would also expect to develop an
understanding of energy, both renewable and non-renewable.

Learning Outcomes:
Children will be able to:
explain the concept of energy in their own words.
enlist what activities can be done in the sun in different seasons;
appreciate the use of solar energy in daily life (solar cooker, solar cell, solar heater, solar panels
on crossings of roads, on roof tops);
discuss ways to save energy at home/school;
explain that the sun is needed for the process of photosynthesis in plants;
give reasons why the sun is necessary for living organisms;
enlist uses of solar cell, solar cooker, etc. to save electricity/energy;
discuss other sources of energy (renewable & non-renewable).

Sun as a Natural Resource

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Revisit learning of class II  Revisiting concepts learnt in Class II.  Discussion on children’s
 Sun as a natural source of  Building on previous learning. personal experiences.
energy.  Providing opportunities to children to  Children’s drawings.
 Sun for growth, share personal experiences related to  Pictures and Scenes of
photosynthesis, in plants. sun (in different seasons) different seasons and sun.
 Use of sun for solar  Demonstrating how the solar cooker  Written description about
cooker/ cooking, drying. and solar cell work and discussing sun.
 Solar cells as a source of their uses in daily life.  Pictures of the Solar
electricity.  Discussing how use of solar cooker, cooker and its uses.
 Renewable & non- solar cell, solar panel etc. can save  Pictures of the Solar cell,
renewable sources of electricity and save the environment. solar panel and its uses.
energy (meaning in non-  Showing pictures of different seasons,
technical terms with to show the effect of sun on human
examples). activities.
 Conservation of energy.  Assigning projects (individual/ group)
on:
 Ways to save energy.
 Use of Sun in daily life
 Diagram to show conservation of
solar energy

Integration: Languages
Life Skills: Sensitivity towards environment (saving energy)

163
 Theme 11: Cleanliness, Health and Hygiene

The theme aims to inculcate in children healthy habits related to oneself and the
surroundings, by using their personal experiences and narratives as learning resources.
The theme is also expected to develop sensitivity towards environment by using various
action-oriented activities. Skills such as observation, discussing, appreciation will also
be developed.

Learning Outcomes:
Children will be able to:
demonstrate personal cleanliness of body parts;
identify causes of unclean surroundings;
enlist ‘do’s and ‘don’ts’ to keep the surroundings clean;
suggest ways to keep the public places clean;
discuss what makes the body healthy;
follow/appreciate need for healthy living;
appreciate the need of exercise / yoga / recreational activities for healthy living.

Cleanliness, Health and Hygiene

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Personal cleanliness:  Discussing and sharing the personal  Personal experiences of
Hand washing, nails, hair, experiences of children. children.
clothes, other body parts.  Organizing small survey  Pictures depicting healthy
 Looking after your body in (group/work) involving visiting some habits (yoga, exercise
terms of food, rest, places near the school and sharing the personal cleanliness).
exercise, recreational status of cleanliness. This will be  Talk by a doctor/ teacher.
activities. followed by a discussion.  Steps taken by parents for
 Cleanliness in the  Assigning individual/group projects a clean home.
surroundings; causes of to children to meet 5 families &
unhealthy surroundings suggest ways to reduce garbage on the
(use of polythene, spitting, roads/surroundings.
garbage).  Making slogans / posters on personal
 Ways to improve the hygiene and on keeping the
surroundings. surroundings clean.
 Knowledge about the  Organizing survey of some places in
Swachchh Bharat Abhiyan: the school (tap, toilets, garden,
activities for clean playground, dustbins, etc.) and
surroundings. discussing in class their state of
cleanliness.
 Discussing “Swachchh Bharat
Abhiyan Mission” in the class and
suggesting how to make it successful
by their contributing to it through
small actions.
 Organising visit to public places
(Railway station, bus stop, open
places)

Integration: Languages, Health and Physical Education, Social Studies (The Environment)
Life Skills: Cleanliness, health and hygiene for healthy living, environmental sensitivity

164
CLASS - III

SOCIAL STUDIES
Theme 1: Understanding Changes

“Understanding Changes” involves children to accept changes taking place over a period
of time in their own families, in local life styles and conditions. These have been
supplemented with anecdotes about famous personalities and importance of National
days and celebrations. Children will relate to sequencing of events, calendar, drawing a
time – line and concept of AD and BC. It is expected that by understanding variations,
differences and changes in society children will appreciate and adapt to changes in their
life.

Learning Outcomes:
Children will be able to:
identify and compare - Nuclear, Joint and Single Parent Families;
share and reflect on changes in family, neighbourhood and environment;
discuss and compare changes in lifestyle, food, shelter, clothing, transport and entertainment;
reflect positively and verbally on gender related issues;
draw a timeline to depict the birthdates of family members;
discuss and list important holidays and festivals.

Understanding Changes
Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
 Changes in a Family  Revisiting earlier concepts and building  Children’s’ daily life
 Joint Families on previous learning. experiences.
 Nuclear families  Showing video clips of family types,  Videos.
 Working parents followed by classroom discussions on the  Pictures of present and
 Birth of a sibling different types of families and their past dresses, means of
 Marriage in the family lifestyles. transport and other
 Facilitating group discussions with objects that relate to the
children on changes within families. lifestyle of families.
 Arranging visits to each other’s homes to  Audio visual aids.
understand different family lifestyles  Newspaper cuttings on
(working parents, single parents and changes and
homemakers). displacement.
 Drawing a family tree of two and three  Materials required to
generations, pasting pictures of family draw and paint a family
members, writing names and date of tree and family
birth of family members. pictures.
 Discussing with elders and peer group.
 Changes in  Encouraging class discussions to enable  Newspaper cuttings,
neighbourhood and children share their experiences of documentaries and
school shifting to new places/ homes and pictures of different
 Changes in lifestyle, changing of schools. types of houses, clothes,
food, work, clothes,  Showing pictures or documentaries on food, etc.
houses and traditions,
etc.
different lifestyles, food, clothes,  Elders, local
traditions, etc. community members
 Reasons for changes,
changing school,
 Appreciating the diversity observed in and neighbours.

196
 Understanding Changes
Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
classroom, etc. various changes children have
 Making new friends experienced and shared.
 Adapting to change  Discussing with elders and neighbours
 Organising a change for children in
school by making them sit in another
classroom situation and then asking them
to share their thoughts about the changes
they experienced.
 Changes in the Transport  Showing videos and PPTs on changes in  PPTs, videos, pictures,
system transportation /modes of transport down magazines, etc.
the ages.  Rail museum, bus
 Engaging children in class discussions on stand, railway station.
the benefits of walking and cycling for
good health and how motorized transport
causes air pollution.
 Organising visit to a rail museum, bus
stand, railway station, etc.
 Gender sensitivity related  Guiding children to enact role plays in  Motivational pictures,
to work and play class to enable them understand that newspaper clippings.
gender is not a barrier for any  Audio-visual aids
occupation.
 Showing videos of women participating
in modern day sports and employed in
various professions.
 Organizing street play on gender parity,
and discouraging the use of motorised
vehicles, instead using cycles for shorter
distances.
 Concept of Time:  Guiding children through a simple story  Materials required to
Sequence of events taking sequencing activity to enable them to draw a timeline.
place over a period of time understand the concept of chronology of  Chart papers, albums,
 Tracing one’s own events. children’ photographs.
timeline  Helping children to paste their own
 Tracing the date of birth pictures in a book/album from infancy to
of family members on a the present class.
timeline  Helping children to design a chart with
pictures and ages and dates of birth of
their family members.
 Discussing with elders in the family and
with peer group

197
 Understanding Changes
Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
 Calendar  Sharing celebration of family events by  Documentaries on
 Identifying and children with peers in the class. famous personalities
marking important  Celebrating national days and festivals in involved in the
events class or school. Freedom Movement.
(a) Family events  Organizing activities to share  Calendar/school
(b) National events photographs of family events (i.e., calendar.
(c) School events birthday, marriage etc.)  Pictures, videos,
 Drawing/ pasting or making a collage of magazines relating to
pictures of various festivals and national national, family and
days by children in groups/individually. school events.
 Celebrating national days and social
festivals in schools.

Integration: Languages, Mathematics (Measurement), Science, Arts Education

Life Skills: Respect, empathy, sensitivity, compassion, adaptability to changes and appreciation
for diversity and life, time management

198
 Theme 2: Community: Helping Each Other

This theme will enable children to understand and appreciate the interdependence in
community life and identify value and respect the role each citizen plays in their day to
day lives. It will also sensitize children in developing and showing empathy towards one
another and being a proactive citizen whose contribution will benefit society at large.

Learning Outcomes:
Children will be able to:
identify and appreciate different people in community who help us and show respect towards
them;
discuss and acknowledge the interdependence between people in society for various services;
value and show respect for different types of work;
display sensitivity, care and concern towards the old, sick, needy and differently abled persons.

Community: Helping Each Other

Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
 Community helpers e.g.,  Revisiting previous concepts from Classes Materials required for
Soldiers, Farmers, I to II in EVS. making Thank-you
Teachers, Doctors,  Building on previous learning. Cards
Policemen, Fire fighters  Showing videos on the contribution of  Assembly as an
and what they do. community helpers in our daily lives. important event.
 Care of and compassion for  Discussing the interdependence in Related Videos and
the old, sick, needy and community life. PPTs.
differently abled people in  Sensitising children to help the old, sick Pictures of different
the community. and the needy people. Community helpers
 Value and respect for work  Discussing who the differently abled such as- police,
and dignity of labour. people are and ways of helping them. farmer, soldier, doctor,
 Discussing and sensitising children on nurse, teacher, fire
values and principles and show respect for fighters amongst
all kinds of work and labour. others.
 Designing thank-you cards for the support Pictures of the
staff in school and for domestic workers at differently abled.
home and giving it to them at an Toys for learning.
appropriate time.
 Planning and conducting an assembly by
children on labour day and honouring the
support staff.
 Conducting a “Cleanliness Drive’ to clean
the surroundings.
 Sharing and giving gifts i.e. utility items to
the support staff on festivals/ special
events.
 Role play of a school student and a rag
picker child to inculcate a sense of
empathy.

Integration: Languages
Life Skills: Empathy, sensitivity, compassion

199
 Theme 3: Safety Rules

Safety rules will focus on helping children understand the need and ways to remain safe
at home, in school or on the road. The theme will enable children to obey signs and
rules on the road and to be cautious at home and in school. Understanding of a good or
a bad touch will help them to be aware of safety threats from people in their
surroundings.

Learning Outcomes:
Children will be able to:
discuss the need for observing rules on safety at home, in school and on the road;
demonstrate safe ways of using different objects;
explain the need of safe use of ICT and multimedia;
identify and obey the signs and rules of road safety;
share experiences on bullying by the peer group and learn interpersonal and intra personal
skills;
identify and differentiate between a good touch and bad touch.

Safety Rules
Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
 Safety at home:  Demonstrating safe ways of using  Drawings of traffic
 Kitchen appliances, different objects / items. symbols and signals.
Knives, Blades, Irons,  Encouraging children to share their  Social awareness
Inflammable objects, own experiences with peers. campaigns.
etc.  Discussing the need to use gadgets  Audio visual aids related
 Toilet cleaners and appliances safely and under to the theme.
 Electronic gadgets supervision.  Poems/Songs/Slogans on
 ICT: mobiles, tablets,  Facilitating a class discussion on the safety rules.
computers and the safe use of internet under adult
Internet supervision.
 Safety at School:  Showing a video that highlights
 Safety in the classroom, bullying to sensitise children in
laboratories, schools.
playgrounds, staircases.  Motivating children to sign a pledge
 Safety on the Roads: against bullying in school.
 Rules while crossing  Sensitising children through open
the road – walking, discussions on how to differentiate
cycling etc. between a good or bad touch.
 Traffic symbols – basic  Demonstrating safe traffic rules
understanding through class trips or showing of
 First aid videos or a mock road drill in class.
 Emergency numbers  Discussing on do’s and don’ts related
 Good or bad touch to safety rules
 Discussing simple first aid measures
that can be used at home.
 Organising Activities:
 Children will design a traffic signal
cut out and write a poem or song

200
 Safety Rules
Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
or slogan
 Encourage children to write poems
on safety
 Making a chart of dos and don’ts
and putting it on wall magazine
 Making a first aid kit
 Noting down emergency numbers
in school diary
 Preparing a chart, depicting
emergency numbers. For e.g., 101,
102, 103, etc.; along with
description and putting it on the
classroom wall

Integration: Computer Studies, Languages

Life Skills: Self-awareness

201
 Theme 4: India- A Land of Rich Heritage

Our Heritage familiarizes and inculcates a sense of respect among children for the
country’s rich national, historical and cultural heritage. In these days of globalized
lifestyles, this understanding is critical for children to be good future Indian citizens.
The pedagogies help children become sensitive and proactive citizens who take pride and
respect their rich cultural heritage.

Learning Outcomes:
Children will be able to:
enlist important local and national festivals; epics and folk tales; and national symbols;
appreciate the rich and glorious art and architecture of our country;
expresses verbally or in writing the feeling of pride regarding the rich heritage;
outline the accomplishments of great national leaders;
appreciate the diverse traditions, festivals and celebrations.

India- A Land of Rich Heritage

Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
 Meaning and  Organising presentation of PPTs,  Videos, PPTs, pictures on
understanding of Heritage. videos and pictures, etc. on the rich heritage.
 Buildings and monuments. heritage of our country.  Materials for wall
 Great National leaders and  Asking children to collect pictures of magazine.
their achievements. historical buildings, monuments,  Charts on historical
 Epics and folk tales, e.g. national symbols, festivals, etc. and buildings and monuments,
Panchatantra and Jataka make a collage. national symbols and
tales  Celebrating national and cultural festivals.
 National symbols. festivals in the school and organizing  Folk lores
 Festivals and community discussions on them with children.  Puppet shows.
celebrations, etc.  Discussion on books like the  Role playing.
Ramayana, Mahabharata,  Books and magazines.
Panchatantra and Jataka Tales in
class.
 Exchanging photos and videos of
festival celebrations by children.
 Enacting role play on some of our
important national leaders – showing
their achievements.
 Showing documentaries / videos of
monuments and historical sites.
 Organising trips and visits to historical
sites, monuments and national
festivals and cultural events
 Organising Activities like:
 Reading of Panchatantra.
 Reading of Amar Chitra Katha.
 Showing videos of Teejan Bhai.
 Puppet shows based on folk tales.
 Storytelling by Grandparents.
Integration: Languages
Life Skills: respect, empathy, sensitivity, compassion

202
 Theme 5: The Earth – An Introduction

‘The Earth – An Introduction’ has been introduced to make children understand that
the earth is a celestial body and an important part of the Solar System. A
comparative study of the earth and other planets will enable them to understand the
uniqueness of the Earth. Children will also familiarise themselves about a Globe and
maps.

Learning Outcomes:
Children will be able to:
list out the planets in the Solar System;
explain the uniqueness of the earth in the solar system;
compare and identify Physical and Political maps;
differentiate between a globe and a map and develop skills for their use.

The Earth – An Introduction

Suggested Transactional Suggested Learning

Key Concepts/Concerns
Processes Resources
 The Earth and the Solar  Facilitating a class activity to  Audio-Visual aids.
System make a model of the Solar  PPTs.
 The Sun and the solar system (charts/models/ power  Wall map of the world.
system point presentations). An  Charts and /or models.
 The planets interclass exhibition can also  Globe and maps to be
 The satellites be planned. displayed in the class.
 The stars  Explaining that a globe is a 3D  Digital Globe e.g. Google Earth.
 Our Earth – A Unique model of the earth.
Planet  Explaining that a map is a 2D
 Our Planet: The Earth presentation of the earth.
(presence of air, water, Which may be used to
distance from sun) represent parts of the earth.
 Shape of the Earth  Facilitating discussions on the
 Knowing our Earth features of globes and maps.
 Globes and Maps  Comparing and enlisting the
 Directions and Compass uses of a map and the globe.
 Visit to a Planetarium followed
by discussions on the Solar
System.

Integration: Mathematics (Geometry-map reading), Arts Education.

203
 Theme 6: The Environment – An Introduction

‘The Environment – An Introduction’ aims at enabling children to appreciate their

immediate surroundings and the importance of hygiene and cleanliness. It will help them
identify the causes and effects of all types of pollution. Children are future global
citizens and must be encouraged to play an active role to strive for a clean
environment.

Learning Outcomes:
Children will be able to:
identify and reflect on the causes of pollution, i.e., air, water, noise;
reflect positively on the necessity of a clean environment;
take initiative in tree plantation;
inculcate healthy habits related to environment.

The Environment – An Introduction

Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
 Environment – meaning.  Facilitating a class discussion on the  Collecting information and
 Pollution (introduction). importance of cleanliness. pictures on popular
 Types of pollution (air,  Sensitising children through a plantation and anti-
water, noise) video/narrative on the life of rag pollution campaigns
 Plantation to save the pickers and discuss related issues in /movements and
environment (case study). the classroom. cleanliness drives.
 Need for cleanliness in the  Showing a video and newspaper  Materials used for
surroundings. clippings to sensitize on the pollution cleaning.
caused by cars and factories –to be  Relevant videos and
followed by the children penning newspaper clippings.
down or drawing their thoughts and  Plant Saplings.
reflections.
 Organising a class demonstration of
how loud horns or loud music can be
disturbing. This can be followed by a
class discussion on the effects of noise
pollution.
 Providing opportunities to observe
stagnant water pools to understand
the importance of cleanliness and
hygiene. Discussing how cleanliness
in the surroundings can be
undertaken. Discussing the Chipko
movement and the Van Mahotsav
festival to enable children to
understand the importance of green
belts.

204
 The Environment – An Introduction
Suggested Learning
Key Concepts/Concerns Suggested Transactional Processes
Resources
Organising Activities
 Organising a school cleanliness
drive by involving all the children
and assigning responsibilities to
each one.
 Tree Plantation Drive - Organising a
plantation drive in school or local
community with help from
respected community members.

Integration: Science (Human Body-Respiration, Food we get from plants, Water as a Resource,
Cleanliness, Health and Hygiene)

Life Skills: Concern for the Environment

205
CLASS - III

Computer
COMPUTER
Topic 1: A Computer System

Studies
STUDIES
A computer system is a complex system to perform specific tasks. It consists of
hardware and software components. Hardware is the physical part of the computer
whereas software is the program that makes the hardware work. According to Input-
Process-Output (IPO) model, the computer system accepts data as input, processes it
to provide the required output.

Learning Outcomes:
Children will be able to:
locate input and output devices;
define a computer system;
describe briefly the components of the CPU;
explain the working of a computer using an IPO model;
explain the need of software to make the hardware work;
correlate parts of a computer in terms of its hardware.

A Computer System
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 A Computer system –  Recapitulating the different types of  Computer/IWB with
meaning Input and Output devices. Internet connectivity.
 Hardware and software –  Explain the meaning of different terms  Videos related to the Topic.
meaning and examples of a computer system along with
 IPO cycle examples.
 Demonstrating the working of
hardware through visuals.
 Discussing the computer system with
the help of a labelled diagram
 Explaining IPO model showing
components of CPU (Control unit,
Memory unit and Arithmetic logic
unit) and flow of data.
 Providing opportunities for practice
worksheets on IPO model, etc.
 Discussing a few commonly used
software application software.

Life Skills: Technical awareness

242
 Topic 2: GUI Operating System – An Introduction

An operating system (OS) is an interface between the hardware and user. It is

responsible for the management and coordination of activities and the sharing of the
resources of a computer. The Graphical User Interface (GUI) operating system has a
visual environment using windows, buttons, and icons.

Learning Outcomes:
Children will be able to:
describe the basic terminologies related to GUI;
list different types of OS and their functions;
use various power modes of the computer.

GUI Operating System – An Introduction

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Graphic user interface (GUI)  Illustrating / discussing the key  Computer /IWB with a GUI
 An Operating System (OS) concepts of OS, Desktop its operating system.
 OS is a software which makes components and basic  Hands on experiences.
the computer work with a operations.  Worksheets.
special reference to GUI.  OS is a software which makes
 Desktop and its components the computer work with a
 the desktop and its components special reference to GUI.
(icons, taskbar, start button)  Putting up charts and diagrams
 Basic operations on the desktop and asking some of the children
 the basic operations on the to explain the concepts to
desktop like opening, moving others in the class.
and arranging desktop icons  Explaining briefly the
and setting wallpaper and distinction between safe mode
screensaver. and normal mode.
 Inculcating the habit of
systematically switching on
(Login) and off (Shut down) the
computer.

Life Skills: Working tgether, Creative thinking

243
 Topic 3: Word processor – An Introduction

Word processor is a software program used to store, format or manipulate a text

document such as a letter, a resume or a report. It provides tools for typing, copying,
deleting and various types of formatting and editing. Saving is a concept of moving data
from a temporary storage area to a permanent one so that continuation or editing of a
file is possible later on.

Learning Outcomes:
Children will be able to:
explain the purpose of word processor;
describe the components of word processor window;
create, save and close a file;
differentiate between save and save as;
open and edit an existing file.

Word processor – An Introduction

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Introduction to the word  Explaining that the Word Processor as  Computer system/IWB
processor and its purpose a software is used for creating with word processor.
 Opening and exiting the documents.  Working on a “Word”
software  Illustrating different components of software
 Components of word the word processor window and their
processor window. functions.
 Create, save and close a file  Demonstrating the editing features
 Open and edit existing files. using an existing file.
 Explaining on a monitor the concept of
Save and Save as
 Providing opportunities for hands on
experience for creating, editing, saving
and closing a file.
 Encouraging children to enter simple
text using appropriate keys.
 Inculcating the habit of not to touch
(open/ edit/ delete, etc.) others file.

Life Skills: Working together

244
 Topic 4: The Internet – An Introduction

The Internet is a global system of interconnected computer systems. It is used for

many constructive purposes like collecting and sharing information. It is important to be
responsible and follow Netiquettes for safe browsing on the Internet.

Learning Outcomes:
Children will be able to:
explain the purpose of the Internet;
list its advantages and disadvantages;
classify basic terminologies;
open a website using the web browser;
list the best practices while using Internet;
list out safety precautions;
give reasons for following safety precautions while working online.

The Internet – An Introduction

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Brief introduction to the  Discussing the Internet and its usage  Computer system/IWB
Internet (collecting and its application in our daily lives. with internet connection.
information,  Interacting with the children to get an  Search appropriate sites
communication, sharing overview of the advantages and under adult supervision.
information, e-commerce disadvantages of the Internet.  Discussions on best
etc.)  Demonstrating the basic terminologies practices.
 Uses of Internet through visual representation.
 Advantages and  Assisting children to open appropriate
disadvantages of the sites related to the Topics. Assisting
Internet them whenever necessary.
 Basic terminologies related  Explaining the need for best practices
to the Internet like web and the importance to follow them.
Browser, website, webpage,  Sensitising children towards the
home page, and search responsibilities of a good digital
engines etc. citizen.
 Open web page using web  Facilitating a quiz game amongst
address children in teams on: uses of internet,
 Best practices related to advantages and disadvantages, basic
online safety terminologies, best practices and
 Responsibilities of a good responsibilities of a good digital
digital citizen citizen.

Integration: Social Studies, Languages

245
 Topic 5: Fun with Paint

Paint software is a utility software used to draw, copy and edit pictures using various
tools. While saving the file various file extensions are used based on the type of
software. For example, digital pictures can be stored in formats like .png,.jpg etc. This
would be helpful in organising the files in the computer.

Learning Outcomes:
Children will be able to:
use various tools of Paint to draw and modify a picture;
save a file in different formats.

Fun with Paint

Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
 Recapitulation of skills  Demonstrating the use of different  Computer system/IWB
learnt in Paint software Paint tools with any Paint software.
earlier.  Showing how to modify a picture by:
 Tools of Paint software like,  copying and moving pictures
colour picker, callout etc.  free form selection
 Different file formats like  resizing the pictures
.jpg, .png, etc.  Discussing how to save files in
different file formats
 Conducting hands on practice
/activities with children on the
computer either individually or in
groups.

Integration: Arts Education

Life Skills: Creative thinking

246
 Topic 6: File Management – Organisation of Folders

As files are documents, presentations, etc. created using a software, folders are
hypothetical spaces at desired locations to store information in the computer. Folders
are used to organize files that may contain other folders/ individual files.

Learning Outcomes:
Children will be able to:
explain the concept of a folder;
save a file in the folder using a specified path.

File Management – Organisation of Folders

Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
 Concept of a folder  Discussing the purpose of  Computer / IWB
 Creating, saving and opening a saving a file in a folder.
file and folder  Demonstrating the path for
the file to be saved.
 Providing Hands on experience
on computers to each child in
the class on creating, saving
and opening a file and folder.

Life Skills: Organisational skills

247