Objective

Materials Required

1. Multimedia support (TV/ projector/ tablets); prints if these are not working.

2. One print per student of the worksheet.

3. For the reading activity in ‘Avenues to Elaborate’, you can either use students’ textbooks and keep guiding questions separately ready or print this PDF.

Preparation Required

• Review all the linked resources thoroughly.

• Prepare ESRs for the questions in Part 1 and Part 2 of the worksheet.

• Please rehearse some additional details like key teacher actions, in-parts scripts, and examples thus highlighted that are mentioned in the lesson plan.

Key Avenues Of Learning

• In part 2 of ‘Explore’, while circulating observe how students are analyzing and organizing data. Are they thoroughly counting all asked features.

• Some of the tasks thus highlighted in the lesson can be chosen based upon your class’s readiness, rigor levels, and availability of time during the lesson.

• Key points of discussion during the ‘Avenues to Elaborate’ section of the lesson are:
• We use animals to meet our needs; cows for milk, hens for eggs and meat, donkeys for carrying load, etc.
• Some animals can harm us and we should maintain a safe distance from them; insects like mosquitoes, bees can give us diseases, big animals like lions, wolves can harm us, small animals like rats and lizards can also bring diseases, etc.
• We sometimes keep animals as part of our family and love them.
• We shall treat all animals kindly.

Opening | 05 min

INM | 08 min

1. Ask students what are some animals they observed yesterday. Discuss any new animals they observed. Ask if they were able to complete the HW table about these animals.

2. Write the objective and distribute the worksheets to students.

3. Inform that today we are going to organise what different groups in the class observed in the last lesson about the diversity of animals, i.e. how they are different.

4. Select 3 completed activity worksheets from students in different groups and model out how to answer question 1 from part 1 using the following steps.
1. Compare the numbers for different types of movements from each group. For e.g. Group 1 has 4 animals who walk, 3 animals who swim, 1 animal who flies, etc. Group 2 has 2 animals who walk, 1 animal who swims, 3 animals who fly, etc. Group 3 has 3 animals who walk, 2 animals who swim, 2 animals who fly, etc.
2. Add up and choose the highest number for movement; here 10 animals walk, 6 swim, and 2 fly; so my answer for Q 1 is Most (10) animals moved by walking.

5. Inform students that by comparing features of different animals and counting their numbers, they will organise information about the diversity of animal.

GP| Part I | 02 min

1. Make heterogeneous groups of 4-6 students, i.e. different from the previous lesson.

2. Take a quick CFU on instructions.

GP | Part II | 08 min

3. Allow 5-7 min for student groups to do the activity.

4. Circulate the classroom to offer support or push to students based on their needs.

5. Based on your observations during circulation, decide how to conduct the IP — let students do this individually or in pairs.

GP | Part III | 02 min

6. Take some responses from the class for question 5 and respond accordingly.

Avenues to Elaborate | 10 min

IP | 10 min

1. Remind students that we have seen so many different types of animals with different features; we are now going to classify them based on these features.

2. Explain part 2 of the worksheet—they draw and name minimum 2 animals in each category.

3. Circulate the classroom to gather data on how students are doing.

4. Have them peer check each other’s responses.

Closing | 05 min

1. Ask students to answer the reflection questions.

2. Explain the homework to students and instruct them to complete it.

3. Inform students that this lesson and the previous will be needed together for a graded project for this unit.