General Science

322 Pages·2012·13.01 MB·English

CLASS - III
UNIT-1
MYSELF

Central Board of Secondary Educa� on

The CBSE-International is grateful for permission to reproduce and/or translate

copyright material used in this publication. The acknowledgements have been

included wherever appropriate and sources from where the material may be

taken are duly mentioned. In case any thing has been missed out, the Board will

be pleased to rectify the error at the earliest possible opportunity.

All Rights of these documents are reserved. No part of this publication may be

reproduced, printed or transmitted in any form without the prior permission of

the CBSE-i. This material is meant for the use of schools who are a part of the

CBSE-International only.

Preface

The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifi es the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.

The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affi liated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.

The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifi cations, improvisations and additions wherever and whenever
necessary.

The recent scientifi c and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.

The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
fl exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.

The CBSE has introduced the CBSE-i curriculum in schools affi liated to CBSE at the international level in 2010 and is now introducing
it to other affi liated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holistic growth and learning
curve.

The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.

The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Director (Training), CBSE along with other Education Offi cers involved in the development and implementation of this
material.

The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.

Vineet Joshi
Chairman

Acknowledgements

Ideators: Classes I-V
Dr. Indu Khetarpal
Ms. Anita Makkar
Ms. Rupa Chakravorty

Material Developers: Classes I-V

Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director
(Training), CBSE

Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE

Coordinators:

Ms.Sugandh Sharma, EO
Dr. Srijata Das, EO
Dr Rashmi Sethi, EO
Ms.S. Radha Mahalakshmi, EO

Mr. Navin Maini, RO(Tech)
Ms. Madhu Chanda, RO (Inn)
Sh R.P Sharma Consultant
Shri Al Hilal Ahmed, AEO

(Science)

Shri R. P. Singh, AEO
Ms. Anjali Chhabra, AEO

Ms. Neelima Sharma,
Mr. Sanjay Sachdeva, SO
Ms Savinder Kaur
Ms. Kshipra Verma, EO
Consultant (English)

English :
Ms Deepti Verma
Ms Mahua Bhattacharya
Ms T Shimrah
Ms Henna Sehgal
Ms Kavita Lal

Gen Science :
Ms. Charu Maini
Ms Neeraj Punia
Ms Deepa Ahuja

Performing and
Visual Arts
Mr Reji MK
Ms Jyoti Chadha
Ms Kalyani Voleti

Mathematics :
Ms Geetika Datta
Ms Geeta Kanwar
Ms Parul Makkar

Physical Education
Mr Sanjeev Dahiya

Social Studies:
Ms Ruba Chakraborty
Ms Ruchira Ahlawadi
Ms Kanupriya Wahi

Core-SEWA
Ms. Vandna
Ms.Nishtha Bharati
Ms.Seema Bhandari,
Ms. Seema Chopra
Ms. Madhuchhanda
MsReema Arora
Ms Neha Sharma

Myself
Contents

English
1

Nouns

Articles

Jumbled Sentences

Step by Step Writing

Mathematics
13

2D and 3D Shapes

Creating shapes using Tangram pieces

Tiling and Tessellations using a given shape

Reading Simple Maps using Directions

Identifi cation of Point Line, Line segment and a Ray\

Digit Number

General Science
22

Prediction In Daily Life

Diff erence between Living and Non-Living thing

To understand the diff erence between Plants and Animals

Understand the states of Matter with the Help of Sense Organs

Social Studies
32

Living and Non-Living Things

Care of our Sense Organs

Eye and Ear Disorders/Braille

Performing Arts
40

Musical Notation and its Values

Visual Arts
49

Name Plate

Primary and secondary colours

Figure Drawing

Physical Education
47

Kicking and Trapping

Lesson Plan

English

Nouns ..............................................................................................
50

Ar� cles .............................................................................................
53

Jumbled up Sentences .....................................................................
56

Step by Step Wri� ng ........................................................................
59

Mathema� cs

2D and 3D Shapes .............................................................................
63

Create Shapes Using Tangram Pieces ............................................... 77

Tilling and Tassella� on using a given shape .....................................
83

Reading Simple Maps Using Direc� ons ............................................. 91

Iden� fi ca� on of Point,Line,Line Segment and Ray ........................... 95

4 Digit Numbers ................................................................................ 99

General Science

Predic� ons In Daily Life ................................................................... 104

Living and Non Living Things ........................................................... 107

Diff rence Between Plants and Animals ........................................... 113

The States of Ma� er ....................................................................... 117

Social Studies

Living and Non-living things. Diff erences and Similari� es .............. 123

Care for the Sense Organs .............................................................. 132

Eye Problems, Hearing Problems and Braille .................................. 148

Performing Art

Notes and its Values ........................................................................ 160

Visual Arts

Nameplate ....................................................................................... 167

Primary and Secondary Colours ...................................................... 168

Figure Drawing ................................................................................ 170

Physical Educ� on

Kicking and Trapping .......................................................................... 171

Assessment ............................................................................... 173

- Assessment Rubrics for English ......................................................... 174

- Assessment Rubrics for Mathematics ................................................ 176

- Assessment Rubrics for General Science ........................................... 178

- Assessment Rubrics for Social Science .............................................. 180

- Assessment Rubrics for Performing Arts ........................................... 181

- Assessment Rubrics for Visual Arts .................................................... 182

Teacher Resource Material ...................................................... 184

Worksheets ............................................................................... 200

- English ..................................................................................... 201 - 232

- Mathema� cs ........................................................................... 233 - 253

- General Science ....................................................................... 254 - 280

- Social Science .......................................................................... 281 - 307

English
Mathematics

Social Science
Social Science

MYSELF

Syllabus Matrix

Jumbled Sentences

Reading Simple
Maps using
Direc� ons

Digit Number

Tiling and
Tessella� ons using
a given shape

Iden� fi ca� on of
Point Line, Line
segment and a Ray

Nouns
Ar� cles

Crea� ng Shapes
and using
Tangram pieces

Step by Step
Wri� ng

2D and 3D Shapes

Predic� on In
Daily Life

To Understand
the diff erence
between Plants
and Animals

Understand the
states of Ma� er
with the Help of
Sense Organs

Diff erence
between Living
and Non-Living
thing

Living and Non-
Living Things

Eye and Ear
Disorders/Braille

Care of our
Sense Organs

Performing Arts
Visual Arts

Name Plate

Figure Drawing

Primary and
secondary colours

Physical Education

Kicking and Trapping

Myself...

1

English

Introduction

The Unit aims to guide the students through the lessons to develop in them an ability
to read and listen to a sentence. Frame a complete sentence and therea� er rewrite it
by adding words that will allow them to make sense and be understood. The topic aims
at strengthening the students’ wri� ng ability by providing situa� ons outside their usual
classroom learning.

Teachers’ Notes

The study of the English language (listening, speaking, reading, and wri� ng) and of the
language conven� ons enables students to understand and appreciate language and to
use it in a variety of situa� ons for learning, communica� on and personal sa� sfac� on.

The lessons aims to provide students with an ability to defi ne diff erent types of nouns
and also to iden� fy nouns in a sentence - including proper nouns, common nouns and an
introduc� on to collec� ve nouns. Collec� ve nouns it the name given to groups consis� ng
of more than one individual or en� ty. The group is a single unit, but it has more than
one individual en� ty or member. Examples include “family”, “bunch”, “bouquet”, and
“school” etc.

The following lesson focuses on learning how to appropriately use the ar� cles “a” and
“an” while wri� ng. Before star� ng with the lesson recap about what is an ar� cle, will
make the understanding of the concept clear. Students are already familiar with ‘ar� cles’,
so the lesson discusses the diff erences between indefi nite ar� cles (a/an) and defi nite
ar� cles (the) to further reestablish the concept, e.g. English has two ar� cles: the and a/
an ,the is used to refer to specifi c or par� cular nouns; a/an is used to modify non-specifi c
or non-par� cular nouns. For example, if we say, “Let’s read the book,” we mean a specifi c
book. If we say, “Let’s read a book,” we mean any book rather than a specifi c one.

‘Jumbled up words’ is an interac� ve lesson that engages student to learn that a sentence
is a group of words that expresses a complete thought or idea and the ac� vi� es are
designed to nurture the ability to recognise sentences. Students will be able to iden� fy
and explain the func� on of the essen� al steps involved while framing a sentence.

The concluding lesson of the Unit ‘Step by Step’ aims at enabling students with the ability
to iden� fy and explain the signifi cance of the essen� al literary elements of crea� ve wri� ng
(i.e. character, se� ng, climax, theme and point of view). This lesson focuses on the wri� ng
process and how it relates to communica� on. The students will be taught what the wri� ng
process is, its parts, and how they can use it. They will also learn various methods to
sequence happenings accurately and relate them with the possible outcomes.

2

Myself...

The fi nal component of checking for understanding is provided in the form of a formal
assessment ac� vity at the end of each lesson. This assessment should give students the
opportunity to demonstrate profi ciency in what they have just learned. When some or all
of the lesson objec� ves are language related, the assessment should also be focussed on
the students’ use of language.

General Objectives

To develop the ability to produce accurate language

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To provide opportunity to prac� ce language forms

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To enrich ac� ve vocabulary
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To apply standard grammar and usage to communicate clearly and eff ec� vely in

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wri� ng.

To develop an understanding of the use, form and meaning of English grammar.

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To focus on the fundamentals of grammar, sentence structure, punctua� on and

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elements of phone� cs.

To recognise the factors that infl uence the use of grammar and vocabulary in speech

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and wri� ng.

To develop an understanding of the diff erences between spoken and wri� en English
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par� cularly in capitaliza� on.

To use language to think and reason as well as to access, process and use informa� on

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for learning.

To follow standard conven� ons for basic spelling, punctua� on, grammar and sentence

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structure.

To demonstrate abili� es to use gramma� cally correct language while speaking and

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when wri� ng simple sentences.

Comprehend the wri� ng process.

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Respond posi� vely to the wri� ng process.
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Specifi c Objectives

To foster linguis� c skills.

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To impart knowledge about the names given to groups of things/persons.

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To state the defi ni� on of an ar� cle.

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To name the ar� cles a, an and the.

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To recognise that ar� cles are always used with nouns.

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Myself...

3

To use ar� cles correctly in sentences.

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To demonstrate an ability to put jumbled up sentences in the right order and also to

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copy them.

To complete sentences by fi lling in the missing words.

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To follow standard conven� ons for basic spelling, punctua� on and sentence

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structure.

To enable the wr� ng of imagina� ve composi� ons.

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To think and write crea� vely.

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