EVS_G2_batch1_eBook by Uolo

Teacher Manual

Discover

2 Environmental

Science

Me and My Family Unit 1

Chapters in This Unit

1. Our Body

2. My Family

3. Keeping Safe

Story in This Unit

The story follows three alien friends, Mel, Conji, and Eva, on their space exploration adventure. Their excitement about encountering other life forms turns into an unexpected challenge when their spaceship shakes violently and makes an emergency landing on Earth. They land in the garden of a young boy named Manu, who is initially surprised but quickly offers to help.

The aliens introduce themselves and share their experiences with Manu, who notices that Conji has injured his arm during the landing. Using his mother’s first-aid training, Manu bandages Conji’s arm. Eva showcases her unique ability by magically creating a healing drink for Conji, which impresses Manu. As the night deepens, Manu ensures their safety by inviting the aliens to stay inside his home.

Our Body 1

Learning Outcomes

Students will be able to: identify outer body parts and understand their uses. describe the five sense organs and their roles. learn about internal body parts and their functions. understand the importance of healthy habits.

Let’s Recall

Recap to check if students know the names of the different body parts. Ask students to solve the question given in the Get Set section.

Vocabulary

alive: something that lives, grows, moves, and breathes blinking: opening and closing your eyes quickly nutrients: things in our food that give us energy belly: the soft front part of our body below our chest outer body parts: body parts that we can see inner body parts: body parts that we cannot see sense organs: body parts that help us make sense of the world around us

Teaching Aids

lungs: the body parts inside our chest that help us breathe

heart: the body part inside our chest that pumps blood

brain: the body part inside our head that controls all other body parts

stomach: the body part that helps break down the food we eat

Human body charts with blank labels, five small bags or boxes, objects with distinct sensory qualities:

Bag 1: A bell or a small musical instrument

Bag 2: A piece of fruit (apple, banana)

Bag 3: A soft toy or a textured object (like sandpaper)

Bag 4: A fragrant flower or a spice (like cinnamon)

Bag 5: A picture of a bright object

Pictures of internal body organs, yarn or string, glue; paper plates (one per student), coloured markers, crayons, or coloured pencils, ruler, safety scissors (teacher’s assistance if needed); split pins (brads), pre-drawn templates with pictures representing the healthy habits (e.g., bathing, cutting nails, washing hands, eating healthy food, exercising, sleeping early).

Chapter: Our Body

Outer Body Parts

Learning Outcomes

Students will be able to identify outer body parts and understand their uses.

Teaching Aids

Human body charts with blank labels, pencils.

Activity

Discover Page 7

Distribute the teaching aids to the students. Ask them to label the outer body parts (e.g., hands and legs). Demonstrate actions like writing, eating, or holding to explain how these body parts help us.

Extension Idea

Ask: Can you think of two other activities that require your hands and legs?

Say: Running and climbing are activities where hands and legs work together.

Sense Organs Discover Page 8

Learning Outcomes

Students will be able to describe the five sense organs and their roles.

Teaching Aids

Five small bags or boxes, objects with distinct sensory qualities:

Bag 1: A bell or a small musical instrument

Bag 2: A piece of fruit (apple, banana)

Bag 3: A soft toy or a textured object (like sandpaper)

Bag 4: A fragrant flower or a spice (like cinnamon)

Bag 5: A picture of a bright object

Activity

Instruct students to work in small groups. Distribute the teaching aids among the groups. Have them explore each bag without looking inside, guiding them to use their senses to describe the contents. Ask questions like “What do you hear?” for the sound bag, “What does it smell like?” for the fragrant bag, and “How does it feel?” for the textured bag.

For the taste bag, ensure the food item is safe for children to taste and only allow them to smell it if they are hesitant.

After the activity, briefly discuss each sense (sight, hearing, touch, taste, smell) with the children.

Extension Idea

Ask: Why is the nose important for smelling things around us?

Say: The nose helps us smell flowers, food, and even danger like smoke.

Learning Outcomes

Students will be able to learn about internal body parts and their functions.

Teaching Aids

Pictures of internal body organs, yarn or string, glue.

Activity

Instruct students to work in small groups. Distribute the teaching aids among the groups.

Ask each group to place one organ inside the human body at its correct place.

Ask them to use yarn or string to connect the pictures of the internal organs to other parts of the body outline to depict the functions of the internal body organs. For example, connect the heart picture to other parts of the body (e.g., arms, legs, head) or connect the brain picture to different parts of the body to illustrate how it controls movement and senses.

Then ask them to write one sentence on a sticky note about one of the internal organs and its function. For example: “My brain helps me think!” or “My heart pumps blood to my whole body!”

Ask students to place their sticky notes on the poster near the corresponding organ.

Extension Idea

Ask: Does any internal body part ever take rest?

Say: No, some internal body parts, like the heart and brain, never take rest. The heart keeps pumping blood, and the brain keeps working even when we are sleeping. They work all the time to keep us alive and healthy! Healthy Body Discover Page 10

Learning Outcomes

Students will be able to understand the importance of healthy habits.

Teaching Aids

Paper plates (one per student), coloured markers, crayons, or coloured pencils, ruler, safety scissors (teacher’s assistance if needed), split pins (brads), pre-drawn templates with pictures representing the healthy habits (e.g., bathing, cutting nails, washing hands, eating healthy food, exercising, sleeping early).

Activity

Distribute the teaching aids among the students of the class.

Ask the students to divide the paper plate into six sections using a ruler and a marker. Ask them to label each section with one habit.

Then, let the students colour and cut out the pictures (with assistance if needed) and glue them onto the matching sections of the plate.

Next, give them a smaller paper circle with a drawn arrow and attach it to the centre of the plate using a split pin, creating a spinning wheel.

Now, ask each student to spin the arrow on their wheel. Wherever the arrow points, they must say the habit aloud and act it out (e.g., pretend to wash hands, cut nails, or eat food).

Uses of Our Heart

The heart is present inside the chest. It pumps blood to all the parts of the body so that they can get the

Extension Idea

work properly.

Ask: What happens if we do not wash our hands before eating?

Uses of Our Lungs

Say: Washing hands prevents germs from entering our body.

We have two lungs inside our chest. They are like two balloons inside our bodies. They help us breathe.

Uses of Our Stomach

Do you know where our food goes from the mouth? It goes into our stomach. It is located in our belly. It helps us break down the food we eat.

Get Set

Head, eyes, nose, ears, mouth, hands, legs, feet.

Pause and Answer

Name the body parts.

Pause and Answer

blinking: opening and closing your eyes quickly nutrients: things in our food that give us energy belly: the soft front part of our body below our chest

Answers

Page no. 6

Page no. 9

Page no. 10

Put a cross () in the boxes for the unhealthy habits.

1. Eating an apple every day.

2. Playing in the park.

3. Bathing once a week.

4. Sleeping late at night.

Chapter Checkup

1. Tick ( ) the correct picture.

A. They help us see.

B. They help us breathe.

C. It helps us break down the food we eat.

D. It helps us think.

2. Fill in the blanks.

A. hands B. nose

C. skin D. nails

3. Write True or False.

A. False B. False

C. False D. True

4. Match the following.

A. Hand → c. Holding

B. Leg → d. Kicking

C. Nose → e. Smelling

D. Lungs → b. Breathing

E. Heart → a. Pumping

5. Circle the odd one out.

A. Heart

B. Stomach

6. Answer the following questions.

A. The parts of our body that we can see and touch are called outer body parts. For example, legs and hands.

B. Hands, feet, and nose.

C. Students will draw and colour pictures of two sense organs, such as eyes and ears.

D. Brain is important because it helps us to think and remember things. It controls all the body parts.

E. Use of body parts:

i. Hands: Hands help us to hold and carry things.

ii. Heart: The heart pumps blood to all parts of the body.

iii. Lungs: They help us breathe.

7. Picture-based questions.

A. The children are playing football.

B. They are using their eyes to see the football, legs to run, and lungs to breathe.

Challenge (HOTS)

1. Skipping

2. Rita’s mother knew because she could smell the smoke from the burning dry leaves.

Heart Lungs

Stomach

My Family 2

Learning Outcomes

Students will be able to: understand the concept of family and identify different types of families: nuclear, joint, and single-parent families.

understand the concept of first names and surnames. learn how family members help and support one another.

Let’s Recall

Recap to check if students know the names of the different relations in a family. Ask students to solve the question given in the Get Set section.

Vocabulary

grandparents: parents of our mother and father relations: connections between people household work: different kinds of work in the house like cooking, cleaning, washing, etc. obey: to do what you are told to do family: a group of people who live together and are related by birth or marriage nuclear family: parents and their children living together; sometimes only parents siblings: brothers and sisters

joint family: grandparents, parents and children living together; sometimes with uncles, aunts, and cousins as well cousins: children of uncles and aunts

single-parent family: children living with only one parent surname: the family name

Teaching Aids

Picture cards of different types of families; Props like hats or scarves for role play; Slips of paper and a basket; Scenario cards with family tasks

Chapter: My Family

Types of Families

Learning Outcomes

Discover Page 16

Students will understand the concept of family and identify different types of families: nuclear, joint, and single-parent families.

Teaching Aids

Picture cards of different types of families; Props like hats or scarves for role play.

Activity

Prepare picture cards showing different types of families (nuclear, joint, single-parent). Show each card to the class and ask students to identify the type of family depicted. Discuss how the members of each family support one another.

Encourage students to act out scenes from different family types (e.g., a nuclear family planning a trip, a joint family celebrating a festival).

Extension Idea

Ask: How is a nuclear family different from a joint family?

Say: A nuclear family is small, while a joint family has more members living together.

Name and Surname

Learning Outcomes

Students will understand the concept of first names and surnames.

Teaching Aids

Slips of paper and a basket

Activity

Discover Page 17

Ask each student to write their first name and surname on a slip of paper. Shuffle the slips and read them aloud one by one. Let the class guess whose name it is and discuss how surnames are shared by family members.

Extension Idea

Ask: Do all family members always have the same surname?

Say: Sometimes husbands and wives may have different surnames, but they are still a family.

Helping Each Other

Learning Outcomes

Students will learn how family members help and support one another.

Discover Page 18

Teaching Aids

Scenario cards with family tasks

Activity

Divide the class into small groups. Assign each group a family scenario (e.g., taking care of a sick member, cleaning the house, or helping with homework). Ask them to role-play how they would help in the given situation.

Extension Idea

Ask: How do you help your family members?

Say: We can help our family by keeping the house clean, sharing toys, or helping each other.

Answers

Get Set Section

A. This is the picture of a family.

B. The family is reading a book.

Pause and Answer

1. True

Chapter Checkup

False

Page no. 15

4. Complete the following.

A. Riya Sharma

B. Brother

5. Answer the following questions.

Page no. 18

False

1. Look at the picture. Tick () the correct answers.

A. Single parent

C. Joint

2. Write True or False.

A. True

C. True

3. Fill in the blanks.

B. Nuclear

B. False

D. False

A. grandfather B. uncle

C. cousins

E. grandmother

D. aunt

A. A joint family has grandparents, parents, and children, while a nuclear family has only parents and children.

B. A surname is the family name shared by family members.

C. I feel sad. I can help by bringing them food or water and taking care of them.

D. I can help clean the house and share my toys.

6. Picture-based questions.

A. 3

Challenge (HOTS)

B. Nuclear

No, they are not a family because they are not related by birth or marriage.

Keeping Safe 3

Learning Outcomes

Students will be able to:

understand and follow basic safety rules for staying safe on the road. learn safety rules to prevent accidents at home. understand and practice safety rules to avoid accidents at school. understand the purpose of first aid and learn simple first aid actions. identify the difference between good touch and bad touch and learn how to respond to unsafe situations.

Let’s Recall

Recap to check if students know about the basic safety rules followed at road, home, or school. Ask students to solve the question given in the Get Set section.

Vocabulary

accident: something bad that happens by chance

footpath: a path for people to walk on zebra crossing: a place on the road with black and white stripes where people can cross safely stranger: people whom we do not know corridors: long pathways that connect different rooms or areas inside a school immediate: done quickly

antiseptic: a lotion for cleaning wounds safety rules: rules we follow to be protected from danger first aid: the immediate help given to an injured or a sick person before a doctor arrives good touch: a touch that makes us feel happy, safe, and comfortable bad touch: a touch that makes us feel bad, scared, unhappy or angry

Teaching Aids

Coloured cards for traffic lights, chalk, or tape to create a road; Pre-made sorting chart, action cards with pictures or descriptions; A first aid box with items like cotton, band-aid, antiseptic lotion, and scissors; Scenario cards, posters with safety steps (say “NO,” move away, tell an adult).

Chapter: Keeping Safe

Safety on the Road

Learning Outcomes

Students will be able to understand and follow basic safety rules for staying safe on the road.

Teaching Aids

Coloured cards for traffic lights, chalk or tape to create a road.

Activity

Discover Page 23

Assign roles to students as pedestrians, drivers, and traffic lights. Create a simple “road” in the classroom using chalk or tape. Use coloured cards to represent traffic lights (red, yellow, green).

Guide the students to follow the rules of crossing at zebra crossings, waiting for the green light, and stopping when the light is red.

Discuss the importance of helmets and walking on the footpath.

Extension Idea

Ask: Why should you cross the road only at a zebra crossing?

Say: The zebra crossing is the safest place to cross because vehicles stop for pedestrians.

Safety at Home

Learning Outcomes

Students will be able to learn safety rules to prevent accidents at home.

Teaching Aids

Pre-made sorting chart, action cards with pictures or descriptions.

Activity

Discover Page 23

Prepare a chart with two columns: Safe and Unsafe. Provide students with cards showing actions (e.g., playing with matchsticks, putting away toys, using sharp objects). Ask students to sort the cards into the correct column.

Discuss why each action is safe or unsafe.

Extension Idea

Ask: What should you do if you see someone playing with matchsticks?

Say: Tell an adult immediately because playing with matchsticks can cause fires.

Safety at School

Learning Outcomes

Students will be able to understand and practice safety rules to avoid accidents at school.

Teaching Aids

None required (can use classroom setup).

Discover Page 24

Activity

Take students on a walkthrough of the classroom and corridors. Identify potential hazards (e.g., wet floors, sharp objects, toys on the floor). Discuss how to avoid these hazards, like walking carefully, keeping things tidy, and using stairs properly.

Extension Idea

Ask: Why is it important to wait your turn on the slide or swing?

Say: Waiting prevents accidents and helps everyone enjoy safely.

First Aid

Learning

Outcomes

Students will be able to understand the purpose of first aid and learn simple first aid actions.

Teaching Aids

A first aid box with items like cotton, band-aid, antiseptic lotion, and scissors.

Activity

Discover Page 25

Show students a first aid box and explain the purpose of each item (e.g., cotton for cleaning wounds, band-aid for small cuts, antiseptic lotion to prevent infection).

Provide scenarios (e.g., a small cut) and ask students to suggest what item to use and how to use it.

Extension Idea

Ask: Why should you tell an adult if someone is hurt?

Say: Adults can help quickly and make sure the injured person gets the right care.

Good Touch and Bad Touch

Learning

Outcomes

Discover Page 26

Students will be able to identify the difference between good touch and bad touch and learn how to respond to unsafe situations.

Teaching Aids

Scenario cards, posters with safety steps (say “NO,” move away, tell an adult).

Activity

Begin by explaining what good touch and bad touch mean, using examples from the story of Dheeraj. Prepare scenario cards with examples of good and bad touches (e.g., a friend shaking hands, someone hitting, a family hug, or someone telling a child to keep a touch secret).

Ask volunteers to act out each scenario while the class identifies if it is a good or bad touch.

Teach students to practice saying “NO” loudly, moving away, and informing a trusted adult when they encounter a bad touch.

Extension Idea

Ask: Why is it important to tell someone if you experience a bad touch?

Say: Telling a trusted adult helps you stay safe and ensures that the situation is handled properly.

Get Set