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General Science PDF

322 Pages·2012·13.01 MB·English
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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 � To provide opportunity to prac� ce language forms � To enrich ac� ve vocabulary � To apply standard grammar and usage to communicate clearly and eff ec� vely in � wri� ng. To develop an understanding of the use, form and meaning of English grammar. � To focus on the fundamentals of grammar, sentence structure, punctua� on and � elements of phone� cs. To recognise the factors that infl uence the use of grammar and vocabulary in speech � and wri� ng. To develop an understanding of the diff erences between spoken and wri� en English � par� cularly in capitaliza� on. To use language to think and reason as well as to access, process and use informa� on � for learning. To follow standard conven� ons for basic spelling, punctua� on, grammar and sentence � structure. To demonstrate abili� es to use gramma� cally correct language while speaking and � when wri� ng simple sentences. Comprehend the wri� ng process. � Respond posi� vely to the wri� ng process. � Specifi c Objectives To foster linguis� c skills. � To impart knowledge about the names given to groups of things/persons. � To state the defi ni� on of an ar� cle. � To name the ar� cles a, an and the. � To recognise that ar� cles are always used with nouns. � Myself... 3 To use ar� cles correctly in sentences. � To demonstrate an ability to put jumbled up sentences in the right order and also to � copy them. To complete sentences by fi lling in the missing words. � To follow standard conven� ons for basic spelling, punctua� on and sentence � structure. To enable the wr� ng of imagina� ve composi� ons. � To think and write crea� vely. �

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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.