EVS_G1_batch1_eBook by Uolo

Teacher Manual

Discover 1

Environmental Science

Me and My Family Unit 1

Chapters in This Unit

1. Me and My Body

2. My Family and Friends

3. My Safety Story in This Unit

One summer evening in Madhavgarh, three children—Pihu, Ishaan, and Manu— see a spaceship land nearby. They watch in amazement as Mel, a robot, and two wizards, Eva and Conji, step out of the spaceship. Curious but cautious, Pihu suggests hiding, and Ishaan and Manu agree. Eventually, the children gather courage and meet the friendly aliens.

Eva and Conji explain that they are from the planet Avora and have come to Earth for a school project. Excited to learn about Earth, they bond with the children. Eva impresses everyone by using magic to fetch Manu’s football and shake a tree, though she reminds them to play safely. Pihu and Ishaan are amazed when the visitors describe life on Avora, where robots and wizards live together like a family.

As night falls, Manu invites the visitors to their home the next day to learn more about Earth.

Me and My Body

Learning Outcomes

Students will be able to: describe basic personal information about themselves with confidence. locate and label different parts of the body. categorise activities performed using hands and legs. distinguish the five sense organs and explain their functions.

Let’s Recall

Ask the students to read the lines given in the Get Set section.

Vocabulary

hold: keep something in your hand special: different in a good way sour: having a sharp taste fur: the thick hair that covers the skin of animals sense: the ability to see, smell, hear, touch and taste organ: a part of our body sense organs: body parts that help us learn about the world around us

Teaching Aids

Chart paper, crayons, pre-designed templates for personal details; Chart paper with a body outline, labels for body parts, worksheets with matching exercises; Pictures showing common activities like writing, running, jumping, and drawing; Common objects (flower, soft cloth, bell, lemon slice), a chart with pictures of sense organs.

Chapter: Me and My Body

Introduce Yourself

Learning Outcomes

Students will be able to describe basic personal information about themselves with confidence.

Teaching Aids

Chart paper, crayons, pre-designed templates for personal details.

Activity

Discover Page 7

Distribute the teaching aids to all the students in the classroom. Instruct the students to use a template to write their name, age, class, and favourite colour. Ask the students to decorate the template. Later on, let the students introduce themselves to the class using their posters.

Extension Idea

Ask: How can you help someone new in the class feel more comfortable using what you have learned about sharing personal information?

Say: You can introduce yourself to the new classmate by sharing your name, age, class, and favourite colour. Then, you can ask them similar questions to get to know them better. This will help them feel welcome and make it easier for them to make friends.

Parts

the Body

Learning Outcomes

Students will be able to locate and label different parts of the body.

Teaching Aids

Chart paper with a body outline, labels for body parts, worksheets with matching exercises.

Activity

Discover Page 7

The teacher will display a large body outline on chart paper. Students will take turns placing labels on the correct body parts. Afterwards, they will complete a worksheet where they draw lines to match body parts to their names.

Organise a quick game where students point to body parts as the teacher names them.

Extension Idea

Ask: How do our legs help us play games?

Say: Our legs help us run, jump, kick, and move around, which are all important for playing games.

Hands and Legs

Learning Outcomes

Students will be able to categorise activities based on the use of hands and legs.

Discover Page 8

Teaching Aids

Pictures showing common activities like writing, running, jumping, and drawing.

Activity

The teacher will show pictures of actions involving hands and legs, such as writing, running, jumping, and drawing. Students will guess the activity and say whether hands or legs are used. Students will draw a picture of an activity they enjoy and share it with the class.

Extension Idea

Ask: What would happen if we did not have hands? How would we pick things up?

Say: Without hands, we would have to use other parts of our body, like our feet or mouth, to pick things up, but it would be much harder.

Sense Organs

Learning Outcomes

Students will be able to distinguish the five sense organs and explain their functions.

Teaching Aids

Common objects (flower, soft cloth, bell, lemon slice), a chart with pictures of sense organs.

Activity

The teacher will pass around objects like a flower (to smell), a soft cloth (to touch), a bell (to hear), and a lemon slice (to taste). Students will identify which sense organ they used to experience each object. Students will share an example of how they use their sense organs at home or school.

Extension Idea

Ask: Which sense organs do you use to watch television?

Say: We use our eyes to watch television and our ears to listen to the sounds coming from the television.

Do and Learn

Answers

Page no. 10

Eyes: 2, Nose: 1, Ears: 2, Fingers: 10, Hands: 2, Legs: 2

Pause and Answer Page no. 8

1. legs 2. nose

Pause and Answer Page no.9

Hands: Hold a pencil, clap, eat food.

Legs: Walk, kick a ball, skip.

Chapter Checkup

1. Tick ( ) the correct picture.

A. We use this body part to run.

B. We use this body part to draw and colour.

C. We use this sense organ to hear the sound of rain.

D. We use this body part to see trees and birds.

2. Fill in the blanks.

A. eyes B. hold

C. taste D. skin

3. Write True or False.

A. False B. True

C. False D. True

4. Match the following.

A. Ear → d. Hear

B. Skin → c. Feel

C. Nose → a. Smell D. Tongue → b. Taste

5. Circle the correct word that matches with the picture.

6. Answer the following questions.

A. My name is _____________. I am _____________ years old and in class 1.

B. Sense organs are body parts that help us see, hear, smell, taste, and feel.

C. Eyes, ears, nose, tongue, and skin.

D. Writing in a notebook and drawing pictures.

7. Picture-based questions.

A. The child is eating.

B. The sense organs that primarily help in eating are tongue (tasting the food), nose (smelling the food), skin (touching the food and checking whether it is hot or cold) and eyes (seeing the food).

Challenge (HOTS)

Niraj knows about the food using his nose to smell the aroma of the dish.

My Family and Friends

Learning Outcomes

Students will be able to: learn the concept of family, identify family members, and differentiate between small and big families. understand the importance of family. know about friends and their importance.

Let’s Recall

Recap to check if students can identify: “Who are the people in your family?” Ask students to solve the question given in the Get Set section.

Vocabulary

group: a collection of people or things that are together habits: something you do often neighbour: a person who lives next to you or near you parents: father and mother family: a group of people who live together and care for each other sibling: brother or sister friends: people whom we enjoy spending time with

Teaching Aids

A blank family tree template; Cutouts of family members (father, mother, siblings, grandparents); A chart with pictures of a small and big family; Chart paper, crayons or markers, stickers, or family photos; Small snacks like a fruit, cookies, or sandwiches, etc.

Chapter: My Family and Friends

Family

Learning Outcomes

Discover Page 15

Students will be able to learn the concept of family, identify family members, and differentiate between small and big families.

Teaching Aids

A blank family tree template; Cutouts of family members (father, mother, siblings, grandparents); A chart with pictures of a small and big family.

Activity

Provide students with a blank family tree template. Ask them to paste the pictures of each family member in the family tree.

Show the chart with pictures of a small and big family. Narrate a story about Deepa’s small family and Rohan’s big family. Discuss the similarities and differences between the two families.

Conduct a short class discussion on the types of families (small and big).

Extension Idea

Ask: Can you tell me one thing that is the same in both big and small families?

Say: One thing that is the same in both Deepa’s and Rohan’s families is that they both have parents and children who love and take care of each other.

Importance of Family

Learning

Outcomes

Discover Page 17

Students will be able to understand the importance of family and the different ways families support and care for them.

Teaching Aids

Chart paper, crayons or markers, stickers, or family photos.

Activity

Ask the students to create a poster on the sheet of paper to understand why their family is important. Instruct them to draw or paste pictures of their family in the centre of a chart paper. Then, ask the students to write or draw three things their family does for them, such as loving them, taking care of them when they are sick, or celebrating special occasions. Once they finish, ask each student to share one thing their family does for them and explain why it is important.

Extension Idea

Ask: Can you think of a time when your family helped you feel better or made you happy? What did they do?

Say: (Sample answer)

Yes, my family helped me feel better when I was sick. They took care of me by giving me medicine, making me soup, and sitting with me to make sure I was comfortable. They also cheered me up by telling funny stories, which made me feel happy again.

Friends

Learning Outcomes

Students will understand the importance of friends and the value of sharing in daily life.

Teaching Aids

Small snacks like a fruit, cookies, or sandwiches, etc.

Activity

Each student should bring a small snack or treat to school (make sure it is something that can be shared with others, like fruit, cookies, or small sandwiches).

Once all the snacks are gathered, arrange the students in a circle.

Ask the students to share their snack with a classmate or to offer a piece of their snack to someone. As they share, ask them to say something nice, like “I hope you enjoy this!” or “I like sharing with my friend!”.

After the activity, have a short discussion about how sharing food makes everyone feel happy. Ask the students how they felt when they shared or received food and why sharing is an important part of being a good friend.

Extension Idea

Ask: Why is it important to share with our friends?

Say: It is important to share with our friends because it shows that we care about them, helps make them happy, and strengthens our friendship.

Get set

Tick ( ) the picture that shows family.

Answers

Page no. 14

D. Who is Sonali’s father?

Pause and Answer

Page no. 17

1. Fill in the blanks with words from the help box.

1. parents 2. Small 3. big

Chapter Checkup

1. Tick ( ) the correct picture. This is Sonali’s family.

A. Who is Sonali’s brother?

B. Who is Sonali’s grandmother?

C. Who is Sonali’s grandfather?

2. Fill in the blanks.

A. group B. small

C. good D. care

3. Write True or False.

A. True B. True

C. False D. True

4. Match the following.

A. Parents → b. Father and mother

B. Grandfather → c. Father of father or mother

C. Grandmother → d. Mother of father or mother

D. Sibling → a. Sister and brother

5. Answer the following questions.

A. My family takes care of me and keeps me safe.

B. My best friend is very kind. We play and study together.

C. I can say sorry and share my toys with my friend.

6. Solve these riddles.

A. Grandmother B. Grandfather

7. Picture-based questions.

A. Navin is helping his mother with daily chores.

B. Navin’s father is cleaning the room.

C. Navin’s sister’s name is Kirti.

Challenge (HOTS)

He is Rishi’s grandfather.

Sonali

My Safety 3

Learning Outcomes

Students will be able to:

understand the importance of safety rules at home and avoid actions that may cause accidents. explain safety measures to be followed while playing with friends. recognise traffic signals and explain safety rules while walking on the road and while travelling. differentiate between good and bad touch and understand how to respond to unsafe situations.

Let’s Recall

Recap to check if students are aware of basic safety rules. Ask students to solve the question given in the Get Set section.

Vocabulary

avoid: stay away from something or someone spill: when a thing flows or falls out of its container by mistake electrical: related to electricity queue: line of people waiting for their turn stranger: a person whom we do not know private parts: body parts that are covered by undergarments pinches: holds somebody’s skin using fingertips or nails forcefully: in a strong way safety rules: rules that help us to be safe accidents: actions that happen by chance and often result in harm or damage safety: being protected from harm or danger

Teaching Aids

Flashcards with pictures of safe and unsafe actions (e.g., toys on the floor, scissors, wet floor, candles, electrical items); Pictures of children playing in safe and unsafe ways (e.g., on swings, pushing friends); Traffic light images or coloured cards (red, green, yellow), toy cars or small objects to represent vehicles, chalk or tape to create a zebra crossing and footpath on the floor; Flashcards with scenarios or illustrations showing good touches (e.g., hugging, holding hands) and bad touches (e.g., touching private parts, pinching).

Chapter: My Safety

Safety at Home

Learning Outcomes

Discover Page 23

Students will be able to understand the importance of safety rules at home and avoid actions that may cause accidents.

Teaching Aids

Flashcards with pictures of safe and unsafe actions (e.g., toys on the floor, scissors, wet floor, candles, electrical items).

Activity

Divide the class into small groups.

Show each group a flashcard one at a time. Ask the students to identify if the action is “safe” or “unsafe.”

For unsafe actions, ask students what they can do to make it safe (e.g., “What should we do with the scissors?”).

After each answer, briefly explain why the action is safe or unsafe.

Extension Idea

Ask: Can you think of one safe habit you can practice at home to avoid accidents?

Say: One safe habit I can practice at home is putting my toys back in their proper place after playing. This will help avoid tripping or stepping on them and getting hurt.

Safety While Playing

Learning Outcomes

Students will be able to explain safety measures to be followed while playing with friends.

Teaching Aids

Pictures of children playing in safe and unsafe ways (e.g., on swings, pushing friends, etc.).

Activity

Divide the class into small groups, with 3–4 students in each group.

Discover Page 24

Provide each group with a set of safe and unsafe play scenarios. Examples include waiting for turns on a swing (safe) versus pushing a friend off the swing (unsafe), or helping a friend when they fall (safe) versus running too fast and tripping (unsafe).

Ask each group to first act out the unsafe scenario, demonstrating what could happen if safety rules are not followed.

Then, have them act out the corresponding safe scenario, showing how they can avoid the unsafe behaviour and play safely.

Conclude by emphasising that everyone should play safely and follow rules to avoid accidents.

Extension Idea

Ask: What should you do if you see a friend playing in an unsafe way, like pushing someone on the swing or running too fast?

Say: If I see a friend playing in an unsafe way, I should tell them gently that it’s not safe and suggest a safer way to play. For example, I can say, “It’s better to wait for your turn on the swing so no one gets hurt.”

Safety on the Road

Learning Outcomes

Discover Page 25

Students will be able to recognise traffic signals and explain safety rules while walking on the road and while travelling.

Teaching Aids

Traffic light images or coloured cards (red, green, yellow), toy cars or small objects to represent vehicles, chalk or tape to create a zebra crossing and footpath on the floor.

Activity

Divide the students into small groups and assign roles such as pedestrians, drivers (using toy cars), and traffic lights. Set up a classroom road with zebra crossings and footpaths using chalk or tape.

Show traffic light cards to signal when it is safe to go or stop. Instruct the pedestrians to cross the road only when the light is green, after checking both ways, and always walk on the footpath. The drivers must stop at red lights and go when it is green.

Allow students to take turns practicing road safety rules like crossing at zebra crossings, waiting for the bus, sitting quietly in a moving bus, and wearing seat belts and helmets.

After the role play, hold a brief discussion asking students what safety rules they practiced and how they can stay safe on the road.

Extension Idea

Ask: Why is it important to wait for the green light before crossing the road?

Say: It is important to wait for the green light because it tells us when it is safe to cross the road. If we cross when the light is red, we might get hurt by moving vehicles.

Good Touch and Bad Touch Discover Page 27

Learning Outcomes

Students will be able to differentiate between good and bad touch and understand how to respond to unsafe situations.

Teaching Aids

Flashcards with scenarios or illustrations showing good touches (e.g., hugging, holding hands) and bad touches (e.g., touching private parts, pinching).

Activity

Begin by discussing the difference between good and bad touches, explaining that good touches make us feel safe and loved, while bad touches make us feel uncomfortable.

Show the flashcards one by one and ask students to identify whether the touch is good or bad, discussing why. After sorting the cards, have students act out scenarios using the flashcards, such as giving a hug (good touch) or saying “NO!” and running away (bad touch).