Unit/ Part SR. No.

Name of the Lesson Aim of the Lesson New Words/ Concepts

To enable students to Satellite, asteroids, dwarf

1 Our Earth and our Solar system learn more about the planets, gravity,
Earth and Solar System. Chandrayaan, spacecraft

To enable students to
understand about the
rotation of the Earth, the
phenomenon of the Rotation of earth, globe, a
2 Motions of the Earth
sunset and sunrise, the leap year, phases of moon
currents of an year,
To enable students to
about a leap year, the
understand about the
phases of the moon.
spheres of the Earth,
biosphere, various
Lithosphere call my
landforms on the earth,
hydrosphere, atmosphere,
3 The Earth and it's living world about the surface water
biosphere, ozone, ultraviolet
on the Earth and the
rays, water cycle
layers of atmosphere .
Also to enable students
to understand water
cycle.
 To enable students to
understand about the Food chain Foodweb, bio-
4 Environmental balance interdependence of the diversity, environmental
living world on the balance
earth.

To enable students to
understand the family
values like the decision,
Tolerance, gender, equality,
making by discussing in
5 Family values corporation, decision
the family, the honest
making
behavior, advantages of
cooperation, tolerance,
and gender equality

To enable students to
understand that rules are
for everyone. also, to
ensure that student
Rules, no discrimination,
6 Rules are for everyone understand whether
gender, equality, prohibition
following the rules will
help themselves only
and for the betterment of
the society.

To enable students to
understand the
importance of peace.
Issues in civic life, solving
7 Let us solve our own problems Also, going to a student
problems, dispute solving
how the peaceful
environment can be
created.
 Do I enable students to
understand about the
public facilities and also
Public facilities, call mom
how to use them
development of a
carefully. Also, to
8 Public facilities and my school community, parent teacher,
ensure that students
association, development of
understand who all are
the school
responsible in the
development of a
school.

Enable students to
understand different
landforms, and methods
of showing the elevation
Methods of showing the
or height of the land. To
elevation or height of the
9 Maps- Our companions make students
land, conventional signs and
understand that how
symbols.
conventional signs and
symbols help in
preparation and
understanding of map.
Enable students to read Indian peninsula, physical
10 Getting to know, India the map of India map of India, political map
correctly of India

To enable students to
understand how
different types of houses
are built according to Why people become
the region. To make homeless?, Environmental
11 Our home and environment
students understand pollution, affects us, eco-
about how we can build friendly houses.
houses economically,
and only as much as we
need them.

To enable students to
understand about how
do we get food with the
Agricultural seasons,
help of agriculture. To
fertilizers, improved seeds
know about the
and modern methods of
agricultural methods and
12 Food for all irrigation, food storage and
improve methods of
conservation of
agriculture. Also to
environment, organic
understand about the
farming
food storage and
conservation of
environment.
 To enable students to
understand the different Methods of preserving,
13 Methods of preserving food
methods of preserving making of pickle
food.

To enable students to
understand how vehicles
are used for transport.
To ensure that students
understand that using
the fuel which causes
Transportation, air,
pollution will harm the
pollution, diseases,
14 Transport environment. Instead,
replantation, compressed
they should switch to
natural gas (CNG)
the non-pollution,
causing pools or switch
to bicycle so that the
exercise themselves and
save the environment
from pollution.
To enable students to
understand the different
means of
communication. Also, to
Satellites, communication,
15 Communication and mass media ensure that how much
telecommunication
media
To makehelps us in
students
knowing about
understand aboutthe the
incidents
water on the different
from Earth,
parts of
which is the
pure, world.
is at a
very less quantity, so we
should use it sparingly
and economically.
To enable studentsTo to Water management,
16 Water enable students
understand to
that clothes beautification of water,
understand
vary to place disposal of waste water
the methods
from place
of purification of
according to the climatic water
and conditions. Also, toof
the management
water,
ensure sothat
thatstudents
the water
isunderstand
available for thathuman
a life
being
has beenevensacrificed
after the
17 Clothes - our necessity Torainy
enable students
season.  toso Desired, necessity, diversity
behind these clothes,
we should use themthe
understand about only
biodiversity
as much as we onneed
the
them. earth,
Toas wellstudents
make as to Enter relationships, living
ensure that how
understand that clothes we can and nonliving things, plants,
reduce pollution
are over necessity, but to animals and micro
18 The environment and us maintain
we should notantake it organisms, environmental
environmental
greedily.balance, balance, degradation,
and also to maintain the pollution, human
biodiversity. Enable intervention
students to understand
that
To all the living
enable students beings
to
know are interdependent.
that deficiency of
some nutrients may Carbohydrates, sad, starch,
19 Constituents of food cause diseases. Also to minerals, vitamins, and
make students of her balanced diet
about the importance of
the food and nutrition.
 To enable students to
understand about coping
up with the emotions,
Emotions, anger,
and to know about our
20 Our emotional world expression, cope, flaws,
own flaws and
talents
improving them and
talents, and how to
enhance them.

Enable students to
Respiration, digestion,
understand about the
diaphragm, alimentary
21 Busy at work-our internal organs respiratory system, the
canal, circulation of blood,
digestive system, and
trachea.
the nervous system.
To enable students to
understand that growth
is equal for everyone,
but the development, Adult hood, skills, heredity,
Growth and personality Mayberry. Each person good diet, unique
22
development will be unique event personality, development,
from the same family. growth
Each person may have
different skills and have
Todifferent
enable students
abilities.to Infectious diseases, spread
understand about how
of diseases through water,
the infectious diseases
Infectious diseases, and how to food, insects, direct contact,
23 are caused and how can
prevent them epidemic, vaccination,
we prevent them.
public health, service
Dummy, Adamy, phone,
facilities.
phone, phone phone.

To enable students to Any, substance, particles,

understand about the kinds of work, kinds of
24 Substances, objects and energy particles which make energy, exhaustible, and
substances, the states of non-exhaustible sources of
the substances energy.

To enable students to
understand about the
importance of
community health, and Community health,
25 Community health and hygiene
that how the bad habits alcoholism, drugs
can affect the
community health as
well as their own health.

26
Core value Core Elements Set Induction Key Point

Teacher introduces the Stars Planets

lesson by asking the student Satellites Dwarf
about the sun, the moon, the Planets
earth and if they know any Asteroids
other planet. Teacher says Gravity India's
Awareness Scientific attitude
that when we look up from space missions
an open ground, we see the Spacecraft
sky it is a clear night sky we Indian Astronaut
can see many stars. They are Man made
far away from the Earth. satellites

Teacher introduces the

lesson by asking the
students about the previous
lesson. Teacher asked about
Awareness Scientific attitude the solar system, the other
different planets and the
earth. Teacher asks the
students about which planet
do they live on.
Teacher introduces the
lesson by giving
information about the other
Awareness Scientific attitude
planets on the solar system,
and that life is only on the
earth in the solar system.
 Tr asks the students what
do you see in the The
environment, your environment call
surroundings, near your mom the food
Awareness Scientific attitude house and make a list of chain, the food
all the things they web,
observe, and count how environmental
many types of living balance
things they see.

Teacher introduces the

lesson by asking the
students about whether they
have gone to any family
trips for picnics. Teacher
asked whether was their
Awareness Scientific attitude
opinion asked during the
decision of the picnic?
Teacher asked, whether
which of the other incidents
where the students opinion
is asked?

Teacher introduces the

lesson, asking the students
about which rules do they
follow at home in their
classes as well as in the
overall school? Teacher
Awareness Scientific attitude also asked whether do the
students feel bored about
these rules? Teacher also
introduces the lesson by
asking the students should
the rules be followed or
should they be canceled off?
Issues in civic
life, solving
Tr shows some pictures
dispute,
from the textbook and ask
Problem-
Awareness Scientific attitude students what problems can
solving, Hiware
they identify from the
bazaar, cleaning
pictures?
a village through
Shramdaan
 Teacher introduces the
students the lesson, but
asking them whether how
do they travel far distances
through the public
transport? Teacher reverses
the previous year
Awareness Scientific attitude
knowledge by asking the
students about which other
public facilities provided by
the government in our
locality? Teacher also asked
that is a school a public or
private property?

Teacher introduces the

lesson by asking the
Awareness Scientific attitude
students about how helpful
are the Maps for them?

Teacher introduces the

lesson by asking the
students, some questions
Awareness Scientific attitude
related to the previous
knowledge, and some
questions related to India.

Teacher introduces the

lesson, the asking the
students about the family
members about the
Awareness Scientific attitude surroundings about the
neighbors. Teacher
enhances about the students
role towards the
environment.

Teacher introduces the

lesson by asking the student
about the different food
types which different
Awareness Scientific attitude
animals eat. Teacher also
asked the students whether
do the plants eat food? If
yes, how do they eat food?
 Storage of food,
Teacher asked her students
food and
to name different foods that
Awareness Scientific attitude microorganisms,
they eat, which can be eaten
methods of food
throughout the year.
preservation

Teacher introduces the

lesson by asking the
students about how to take
him to school every day?
Awareness Scientific attitude Teacher asked the students
with stay far away from the
school weather candy come
walking from such a far
distance?

Teacher introduces the

lesson, masking the students
about their relatives and
where do they stay. Teacher
Awareness Scientific attitude
also ask that the relative
switch stay far away cannot
meet us frequently, so how
do you speak to them?
Teacher introduces the
lesson by revising the
previous your knowledge
about water. She realizes the
Awareness Scientific attitude states of matter, the sources
of water, the old water,
storage systems, and the
recent water storage
systems.
Teacher introduces the
lesson by asking the
Awareness Scientific attitude students about the basic
necessities of human being
to survive on the earth.
Teacher introduces the
lesson by asking the
students about how are we
Awareness Scientific attitude
into dependent on each
other in the nature on the
Earth.
Carbohydrate,
Teacher introduces the
starch, proteins,
lesson by asking the
sugars, fibers,
students what is a diet? She
fats, vitamins,
also asked for what do we
Awareness Scientific attitude and minerals,
eat food? What a different
balance, diet,
taste and how do we come
balanced, diet,
to know about these
nourishment and
different tastes?
Malnutrition
 Teacher introduces the
lesson by asking the
students about the different
emotions that they have.
Awareness Scientific attitude Teacher also conduct an
activity where students
perform different emotions
with their facial
expressions.

Awareness Scientific attitude

Awareness Scientific attitude

Awareness Scientific attitude

Awareness Scientific attitude

Awareness Scientific attitude

 it is brilliant. Since it is very bright, we cannot see other stars
during the day. The teacher explains that the heavenly bodies
that do not twinkle are called planets; they do not have their
own light. They get the light from the stars like the sun. Planets
revolve around the star, and also rotate around themselves.
Teacher then explains about teacher
Student- the solar system. Teacher explains
Activity Evaluation
that the Earth is a planet and is also a part of the solar system.
It gets light from the sun and its movement around the sun is
called the revolution of the Earth while movement around itself
is called the rotation of the Earth. She explains that besides
earth, there are seven other planets and one dwarf planet in the
solar system. Teacher explained that the path around which the
planets revolve around the sun is called its orbit. The satellites,
a star, and a planet together are called the solar system. The
solar system also includes other heavenly bodies. Teacher Students understood
explains that the other heavenly bodies include satellites of about the stars and
planets and asteroids . The heavenly bodies revolving around planets. They also
the planets are called the satellites. They too get light from the understood about
sun. We see the moon at night, which is the satellite of the the sun which gives
earth, the moon revolves around the Earth. Like the earth there light to all of the
are other planets which also have satellites. The planets revolve bodies in the solar
around the sun along with the satellites. Teacher explained system. Students
about the dwarf planet. She explains that dwarf means small. also understood
Teacher explains that since these planets are far away from the about satellites of
earth, we can see a very small part of it or we see them very planets and
small. Pluto is the best example of the dwarf planet. It has its asteroids which
own orbit and also revolves around the sun through this orbit. revolve around the
Teacher then explains about the asteroids. She explains with sun, and together
the help of the picture on page number 2 that a belt between make up the solar
Mars and Jupiter is called the belt of asteroids. Asteroids also system. Students
revolve around the sun. If you compare other heavenly bodies understood about
with the sun, the sun is much bigger than the other heavenly rocket technology.
bodies in the solar system. All heavenly bodies exert a force of
attraction and pull one another. This force is called the force of
gravity. Due to this force of gravity, the planets constantly
revolve around the sun. The same applies to the satellites. Tr
explains that sky watching has always been a curious part in
everyone's life. If we wish to study about the heavenly bodies
or if we wish to visit the space, we have to send special objects
towards the space. These objects have to be given power
against the force of gravity. Teacher explains that rocket
technology or space launch technology is used for the purpose.
Tr also explains that nowadays man made satellites have
become a boon to us. They help us in communication with
people who are really far away from us. We come to know
about information of the farthest and remote places. These
satellites can remain in space for many years. Teacher then
concludes the lesson by saying that space scientists have not
been yet able to find a single other planet, which has life on it.
Therefore, our earth is an invaluable planet. The degradation of
its environment, for any reason, will be a threat to the existence
of life itself.
Tr explains the surroundings and the conditions in those surroundings
which aftect the life of the organisms there are together known as
their environment. It includes sunlight air , water, soil, plants, animals
etc. Tr also explains living things and non-living things are dependent
on each other. Tr draws diagram and explains all are connected with
each other. Each of the component is food for the he next one, they
form a chain, such a chain is called Food chain. Tr tells the students to Students understands
observe the various food chains shown in the textbook and explains for the existence of
one living can be a part of a number of food chains. This gives rise to living things it is
a food web in nature. And also explains the most important food in important that the
the food chains is plants. environmental balance
Tr explains different kinds of animals, plants and microorganisms are is maintained.
found in different regions of the earth
Tr also explains the water cycle, various other cycles and food chain
in nature help to maintain the balance in the environment. This
balance has been maintained for thousands of years.

Tr Explains the problems faced by people in cities and villages

can be called problems or issues in civic life and everyone has
a responsibility to solve problems in civic life. Tr explains if
the issues - are not solved it leads to the loss of unity and Students understand
obstructs the progress of the village. Tr explains problems can that the learning
be solved if everyone cooperates. Tr explains in Hiware Bazar importance of peace,
how the problem of animal feed was also solved. Tr explains and by using peaceful
how the people of khudawadi village in Osmanabad cleaned methods, we can
their village through shramdaan - voluntary contribution of create a peaceful
labor. Teacher also explained how Sant Gadgebaba and environment in
Rashtrasant Tukdoji Maharaj explained the importance of family, school and
cleanliness through his Gram Geeta. Teacher explains that if community.
there is peace in family, school and society, everyone benefits.
Teacher also explains that this is a social value rather than a
personal need.
 Teacher is the students to observe the map of India, and encircle the
names of rivers, mountains and plateau. Teacher has the students to
observe the physical map of India, and answer the questions given in Students are able to
the textbook. Teacher explains the different landforms in India. True correctly read the map
activities, teacher help students Stockton information about the of India, and also
diversity, includes languages and festivals in India. Teacher then understand that there
asked students to observe the political map of India, and asks some is diversity in plants,
questions related to it. Teacher gives them more information related to animals and birds in
India, and also explains that the crops grown are different as per the our country, and that
region of India. Teacher asked her students to himself, the Maps of we should conserve it.
the major crops grown in India, and the one which is the transport
rules and asks some questions related to it.
 Teacher explains that different food stuffs are produced in different
places. They have to be made available for people that long distances
in good condition. Teacher also explains that the food stuffs like the
papad, jams, pickles, etc. are made at the right season can be enjoyed
throughout the year. Teacher explains that is it water and formed are
made available, micro organisms, quickly grow in these conditions in
the food. Some microorganisms cause the food to become spoilt.
When the favorable conditions are obtained in the food, Student understand
microorganism screw quickly and this for the food. The nutritional about the different
value of the food may be reduced, or it may even threaten the life. methods of preserving
Teacher explains the different methods of preserving food like drying, food
boiling, cooling and canning. Teacher explains the use of
preservatives in different food stuffs to increase the shelflife of any
food stuff. Teacher explains the procedure of repairing a pickle and
asked her students to try it. Teacher explained that the spices can we
tried and can be stored for a long time. They can be dried and
powdered to make different masalas. Different spaces are often from
the specific parts of different plants.

Teacher starts the lesson by explaining the activity. Teacher explains

that we get energy from the statue food. We use this energy for
different kinds of work. Food stuffs that is sweet contain different
types of sugars. Teacher explains that the carbohydrates help the food
to move forward to the alimentary canal easily at the right speed.
Teacher also explains the food stuff through which we get fiber.
Teacher explains that we should never received the flour before
preparing any food, because sifting loses all the fiber content from the
food. Teacher explains that fats to give us energy. It gives energy Students understood
twice the times that of the carbohydrates. Does these are the micro that a balanced diet is
nutrients, and should be consumed in a smaller quantity because even very necessary for a
the smaller quantity can give us enough amount of fats, which are human being to lead a
required for our body. Teacher then explains about proteins. She says healthy life. They
that proteins are the building blocks of our body. Proteins help us understood about the
with the wear and tear of our body. Teacher also explains about the various constituents of
sources of proteins. She gives example of other sprouts. Teacher and food.
list the different types of vitamins. Teacher also explains that even if
we require determined and minerals in smaller quantities, the
deficiency of these may cause diseases. If we eat even one constituent
of food from each group of nutrients then it is said to be a balanced
diet. Teacher explains that if the food that we eat does not contain the
constituents from any of the group in the right proportion, then it
causes Mal nutrition. Mal nutrition has serious consequences on the
health of human being.
 Classwork/ Assignments Activities Date

Draw the
new words, always remember diagram of Solar
and exercise behind text book. System in
notebook

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.
new words, always remember
and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.
new words, always remember
and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.
new words, always remember
and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.
new words, always remember
and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.

new words, always remember

and exercise behind text book.