DAWN
Bright Beginnings, Brighter Futures
General Awareness
Level C
DAWN
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Level C General Awareness
Name:
Acknowledgements
Academic Authors: Roma Jain, Anuj Gupta
Creative Director: Bhavna Tripathi
Book Production: Naveen Gauniyal, Sanjay Kumar Goel
Project Lead: Pooja Gupta
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First impression 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Dawn General Awareness Level C
ISBN: 978-81-980004-2-2
Published by Uolo EdTech Private Limited
Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
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WPreface
elcome to DAWN, our comprehensive series for Early Childhood Education that has been meticulously crafted to align with the guidelines of the Foundational Stage as outlined in the National Education Policy (NEP) 2020. This series is designed to provide a holistic learning experience, fostering the comprehensive development of young learners in accordance with the developmental milestones and learning outcomes specified in the National Curriculum Framework (NCF) 2022.
DAWN offers a rich blend of interactive and activity-based content to nurture each child's physical, emotional, intellectual, and spiritual growth. Our approach ensures that learning is enjoyable and meaningful, catering to every child's interests and abilities. By integrating various domains of development, we aim to create an environment where children can thrive, explore their unique potentials and cultivate a lifelong love for learning. The curriculum is structured to promote Physical Development by incorporating activities that enhance motor skills, health, and overall physical well-being. Social and Emotional Learning (SEL) is a critical component focusing on building empathy, cooperation, and strong interpersonal relationships. Through engaging and thought-provoking activities, children develop Intellectual Capacities, fostering critical thinking, problem-solving, and a curious mind.
In line with the NCF 2022, DAWN also emphasises Spiritual and Moral Development, encouraging children to understand and embody values such as honesty, integrity, and respect for others. We aim to instill a sense of responsibility towards the environment, promoting sustainable practices from an early age.
Our curriculum is not just a series of lessons but a journey of discovery, growth, and joy. We believe that every child is unique, and our tailored approach ensures that each learner can engage with the content in a way that resonates with their individual needs and interests. By providing a nurturing and stimulating environment, DAWN sets the foundation for future success, preparing children not just for school, but for life.
The DAWN Level C Kit
Free Additional Resources:
• Flash Cards
• Sticker Sheets
• Suggested Activities List, for teachers and parents
• Teacher's Manual
• Digital Learning Resources
Thank you for embarking on this educational journey with us. Together, we can make the dawn of early childhood education a bright and promising start for every child.
PRODUCT PACKAGE AT A GLANCE
Dawn is a carefully crafted activities-based learning program that caters to all domains of Early Childhood Education, including physical, emotional, mental, intellectual, and spiritual development. The program includes textbooks in English, Mathematics, General Awareness, STEM Exploration and Rhymes & Stories. The program also extends ample support to teachers through lesson plans and other assets that help attaining the best outcomes.
Engaging Textbooks
Teacher's Manual
ASSESSMENT
Assessment Rubrics for Teachers
Progress Report Sheets
DIGITAL
Student and Teacher Apps
Learning Videos
Interactive Tasks and Exercises
The classroom program is augmented by the digital world, which includes assets like animated Talking Books, phonic songs, animated rhymes, animations on pre-number concepts, numbers, and shapes; and other interactive activities.
KEY NEP RECOMMENDATIONS
The National Education Policy (NEP) 2020 represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualizing the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Physical and motor development
2. Cognitive development
3. Cultural and artistic development
4. Socio-emotional and ethical development
5. Language and Literacy
Competencies and Domains
6. Numeracy
7. Play and activity-based learning
8. Holistic and multi-faceted learning
9. Inclusion of local traditions of India
Teaching and Learning Pedagogy
10. Technology integration
OUR KEY FEATURES: ALIGNING WITH THE NEP
Rhymes and Stories
Build familiarity with rhythm, phonetics, and vocabulary. Encourage development of gross motor skills.
Flash Cards
Assist development of basic numeracy, literacy and fine motor skills in a playful and engaging way. 1 2 5 6 7 8
Drawing and Scribbling activities
Promotes hand-eye coordination and motor skills.
STEM Exploration activities
Encourage curiosity, critical thinking and problem-solving.
Pretend
Reading and Drawing
Contribute
Indian and Foreign Art Forms
Exposure to diverse cultures to develop an appreciation for global and local artistic traditions, and connect with cultural heritage.
2 3 4 7 8 9
Let’s Talk!
Picture Dictionary pages that enhance vocabulary and promotes language-rich discussions.
Storytelling and Role-Playing activities
Develop cognitive abilities like sequencing and understanding cause and effect. Allow exploration of emotional expression in social settings to develop empathy and ethics.
Phonological Awareness Activities
Help in grasping the sounds of spoken language, laying the foundation for reading and writing. 2 5 7 8
Digital Assets
Enhanced auditory learning in an engaging and tech-savvy environment.
Education Standards as per the NCF
The National Curriculum Framework for Foundational Stage (NCF-FS), released in 2022, is developed based on the vision of the National Education Policy (NEP) 2020. Its purpose is to enable the implementation of the NEP. The NCF-FS provides guidelines for designing syllabi, textbooks and learning materials for the Foundational Stage in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Curricular Goals are statements that give directions to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.
Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
NCF-FS Page 51
Curricular Goals
Children develop sharpness in sensorial perceptions
Competencies
C-2.1 Differentiates between shapes, colours, and their shades
C-2.2 Develops visual memory for symbols and representations
C-2.3 Differentiates sounds and sound patterns by their pitch, volume, and tempo
C-2.4 Differentiates multiple smells and tastes
C-2.5 Develops discrimination in the sense of touch
C-2.6 Begins integrating sensorial perceptions to get a holistic awareness of their experiences
The above is a snapshot of the curricular goals and competencies relationship in the domain of Physical Development for the Foundational Stage (NCF-FS, page 59). The next section shows the coverage of various competencies across domains.
Aligning with NCF for Foundational Years
The NCF-FS highlights the importance of children's all-round and holistic development, also known as the Panchakosha Vikas (Five-fold Development) in the Indian tradition.
Based on the philosophy of Panchakosha Vikas, the five different domains of development recommended in the NCF-FS are as follows: Physical Development, Development of Life Energy, Emotional / Mental Development, Intellectual Development, and Spiritual Development. These domains have been covered extensively in our product, as can be seen from the mapping given below. Physical Development (Sharirik Vikas) Development
Rhymes and songs Circle time activitiesGeneral awarenessLanguage and communication Life skills
Stories Free play Life skills
Sequencing, patterning and sorting activities
Values, ethics and moral reasoning through stories and activity pages
Suggested activities Group activities Picture reading pages STEM exploration Sense of purpose through stories and classroom discussions
Sensory play Connection with nature Art and craft
Memory and recall through games, repitition and other cognitive exercises
Circle time activitiesEnergy awarenessSocial skillsArt and craft
Art and craft Mind–body harmonyActivities focusing on problem solving and critical thinking skills
Nutrition awarenessHealth and safety pages Positive self-concept
Health and hygiene practices
Activities that enhance gross and fine motor skills
Body awareness
Incorporating the principles and guidelines of NCF-FS, our preschool curriculum is designed to provide a holistic and enriching learning experience, nurturing each child's unique potential and preparing them for future success.
(Pranik Vikas)
(Manasik Vikas)
(Bauddhik Vikas)
(Chaitsik Vikas)
Self-Awareness: Encourage children to introduce themselves and identify family members along with their roles and responsibilities. This fosters an understanding of relationships and the significance they hold in our lives. Discussion: Facilitate discussions on the chores children help with at home and the fun times they share with friends. Use experiential activities to promote polite language among them.
Observation: Guide children to observe their immediate environment and daily routines, helping them identify objects and their uses.
Vocabulary: Discuss familiar places like home, school, and community areas such as bank, hospital and market place. Engage in activities related to each place to build vocabulary and reading skills through labelling and sight words.
Exploration: Encourage children to explore the world around them, including plants and animals. Discuss where food comes from, how plants grow, and ways to care for the environment. Help them recognize features of different animals, birds, and insects.
Problem Solving: Develop awareness about safety among children by discussing safety precautions at home, school, and on the road through sorting activities, helping them identify potential problems and find solutions.
Critical Thinking: Promote critical thinking on global issues like water conservation through stories and class discussions led by the teacher.
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Cultural Awareness: Introduce children to our culture and traditions by exploring various festivals and how they are celebrated.
Logical Reasoning: Develop reasoning skills by identifying differences in seasons and weather. Encourage children to sort and categorize items through riddles or sorting activities. Classification: Help children identify different modes of transport and become familiar with everyday tools and gadgets. This builds a scientific outlook and enhances their ability to classify objects based on specific attributes.
Includes Suggested Activities for Teachers and Parents:
• Circle Time: Develop verbal communication skills and help children express their feelings and preferences.
• Games and Rhymes: Use play and songs to explore topics and build connections among classmates.
• Hygiene and Safety Tips: Provide guidance on healthy habits and hygiene practices such as washing hands, eating healthy, being active, and sleeping early. Explore safety through “what if” scenarios, asking children to predict outcomes if rules are ignored.
• Explore Nature: Discover scientific facts about water sources and uses through pictures, and discuss ways to save water to build engagement.
• Fun Activities: Encourage children to identify and sort animals and group them based on their type, create interesting leaf and flower prints on paper, and build a collaborative animal story chain to make learning interactive and enjoyable.
Theme 1 – My Family and I
All About Me | I Can Do | My Hobbies | Games and Sports | My Friends and I Parts of the Body | I Stay Clean | My Senses | I Stay Clean | My Senses I Can See and Tell | I Can Hear and Tell | I Can Taste and Tell | I Can Smell and Tell | I Can Touch and Tell Good and Bad Touch | My Family
Suggested Activities
Activity 1
Objective: To foster communication and social skills among students by encouraging them to share personal information in a safe and supportive environment, engaging in self-expression, develop listening skills, and enhance their understanding of their classmates, thereby promoting a sense of community and friendship within the classroom.
Instructions:
Provide each student with a ruled sheet of paper for the activity.
Explain that this is a pairing activity where students will exchange their sheets with one another after completing the writing. Instruct students to fill out their sheet with personal details such as their name, best friend’s name, favorite colour, favourite movie, favourite clothes, and favorite hobby. Once they finish writing, have students swap sheets and read aloud each other’s details while facing one another.
Activity 2
Objective: To encourage responsibility and empathy in children by helping them recognise the various ways they can contribute to their families. By discussing these activities, students will develop a sense of belonging and teamwork while sharing their experiences.
Instructions:
Begin by compiling a list of activities that children of their age can do to support their family members. Examples may include: Putting away their belongings in the right place.
Assisting parents with household chores.
Caring for elders or family members who are unwell.
Looking after younger siblings or pets.
During circle time, present the list of activities to the students. Explain that these are ways they can help at home. Instruct the children to raise their hands if they participate in any of the listed activities. Invite each child who raised their hand to share specific activities they do and any experiences they have related to helping their family.
Promote a discussion by asking follow-up questions such as: “How did it feel to help your family?”, “What is your favourite chore or activity to do?”, “Did you learn anything new while helping?”
Activity 3
Objective: To help children develop their communication and presentation skills while fostering a sense of belonging and appreciation for family.
Instructions:
Instruct each child to bring individual pictures of their family members for the “Let Me Introduce” activity. Gather the children and explain the purpose of the activity.
Invite each child to come to the front of the classroom, hold up their pictures, and introduce their family members by saying, “This is my…” followed by the family member’s role (e.g., “This is my mother, this is my brother, this is my dog”).
Prompt the presenting children with questions to encourage them to elaborate on their introductions. For example: “What is your mother’s name?”, “What does your father like to do?”, “How many siblings do you have?”, “What do you enjoy doing together as a family?”.
Encourage classmates to listen actively and provide positive reinforcement through applause or cheers after each introduction.
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All About Me
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I am years old
My birthday is:
MyName
My favourite colour: book:
animal: Self Portrait
Objectives • Fine motor skills • Self Awareness • Observation
Fill in the blanks with your details to make your Identity Card.
IDENTITY CARD
My name is
I am years old.
I study in
My father’s name is
My mother’s name is
My father’s phone number is
Paste your photograph here.
Objectives
My mother’s phone number is My address is
• Personal Information awareness • Emergency preparedness
I Can Do
Tick () the things you can do yourself.
Dressing:
Wear shirt and T-shirt
Personal hygiene:
Wash hands with soap
Eating:
Eat with spoon
Buttoning Shirt
Brush teeth
Drink from glass without spilling
Learning activities:
Look at the books and try to ‘read ’the simple ones
Social skills:
Paint using paintbrush
Greet others and Introduce yourself Share toys and take turns
Helping with simple tasks:
Help pack bags Help in cooking
Hello! I am Veni. I am 3 years old.
Hello! I am Raghav. I am 4 years old.
Tidying up:
Put toys away after playing
Physical Activities:
Help set the table for meals
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Ride a balance bike Climb stairs
Throw and kick a ballClimb playground equipment
Objectives
• Self Care Skills • Cooperation and Teamwork • Independence • Personal Responsibilities
My Hobbies
We like to do some activities more than the others. These are our hobbies. Tick () the things you like to do.
Objectives
• Identifying personal interests and hobbies • Encouraging self expression
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Games and Sports
Write ‘O’ for outdoor and ‘I’ for indoor games and sports. Circle the games you like to play.
ludo snakes and ladders
cricket
badminton hopscotch
Objectives
• Identify games and sports
hide and seek
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carrom
jigsaw puzzle
cycling
swimming
My Friends and I
Draw a ( ) for correct actions.
Objectives
• Social skills • Emotional Awareness
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Parts of the Body
Say the names of the parts of the body. Write their first letters.
Objectives
• Self awareness • Observation
Read and draw.
hand
lips nose leg
ear eye
Objectives
• Fine motor skills • Identification
I Stay Clean
Talk about the pictures in each set. Number them as 1,2,3.
• Logic • Sequencing Raman eats chocolate at night.
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Objectives
Nafeeza has dirt in her long nails. She eats an apple without washing her hands. She has a stomach ache. He does not brush his teeth. He has a toothache.
My Senses
Fill in the blanks.
ears tongue eyes skin nose
1. I see with my
2. I hear with my
3. I smell with my 4. I taste with my
5. I fell with my
My Sense Organs
Eyes to see the sky so blue, Ears to hear the music too.
Nose to smell the flowers sweet, Tongue to taste the yummy treat.
Skin to feel the warm sun’s glow, Five senses help me learn and grow!
I Can See and Tell
Our eyes help us to see things around us. Look at the pictures carefully. Talk about what you can see in them.
Draw one thing that is common in all three pictures.
Objectives
• Observation Skills • Drawing Skills • Comparison Skills
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I Can Hear and Tell
Our ears help us to hear the sounds around us. We enjoy listening to soft sounds and dislike loud sounds. Tick the sounds that you like to hear.
Objectives
• Auditory Discrimination • Listening skills
I Can Taste and Tell
Our tongue helps us to taste what we eat and drink. It tells us if the food is sweet, sour, salty or bitter. Take the things to the correct baskets by drawing lines.
Objectives
• Sorting • Classification
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I Can Smell and Tell
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Our nose helps us to smell everything around us.
Circle the things with a red crayon if you like its smell. Circle the things with a blue crayon if you don’t like its smell.
Objectives
• Observation • Preferences • Sorting
I Can Touch and Tell
Our skin helps us to touch and feel things.
Circle the hot things.
Circle the soft things.
Objectives
• Logic • Observation
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Good and Bad Touch
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Do not let anyone touch you on your.
If anyone does, follow these steps:
your leg buttocks
My Family
This is Aman’s family. It is a small family.
This is Sia’s family. It is a big family.
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Paste the pictures of your family members.
Tick () the members of your family.
father
motherbrother
sistergrandfather grandmother
uncle aunt cousin
Objectives
• Identification • Understanding relationships
Helping my Family
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Circle the pictures that show how we can help our family.
Mira is Lost
Mira goes to a mall with her mother.
After a while, she looks around. She cannot see her mother. Mira is lost.
Mira stops at a shop to see some clips.
Mira’s mother comes to find her. Mira hugs her mother.
What should you do if you are lost?
You should find a lady with kids. Tell her that you are lost. Request that lady to call at your parent’s mobile number. Do you know your parent’s phone number? Write it here.
Theme 2 – World Around Me
My House | Helping at Home | My School | Rooms in a School
Good Habits at School | People Who Help Us | The Great Rescue | Hawkers
Odd One Out | Places Around Us | Places Around Town
Suggested Activities
Activity 1
Objective: To foster teamwork, enhance communication skills, and promote creativity among students by engaging in a fun game of charades focused on activities performed at home, children will develop their ability to express themselves non-verbally and learn from one another about daily routines.
Instructions:
Split the class into three teams, ensuring each group has a mix of abilities and personalities to promote collaboration. Create a list of common activities that can be performed in different rooms of a house, such as: sleeping, watching TV, cooking, chopping fruits and vegetables, playing with toys, studying, washing utensils, taking a bath, having meals, storing food. Explain the rules of dumb charades:
One member from each team will act out an activity from the list without speaking, using gestures and body language only. The other team members will have 2 minutes to guess the correct activity being acted out.
Allow one team to perform at a time, ensuring that every team has the opportunity to act out and guess. Encourage enthusiasm among team members and maintain a supportive environment.
Activity 2
Objective: To help children understand the concepts of good and bad habits concerning cleanliness and personal responsibility in school and at home.
Instructions:
Hand out two sheets of paper to each child—one for writing “YES” and the other for “NO.”
Present a comprehensive list of do’s and don’ts related to cleanliness and good habits, including activities such as: packing your school bag, throwing chips wrappers on the floor after eating, keeping shoes inside the shoe rack, leaving plates on the dining table after finishing a meal, keeping toys inside the toy box, changing clothes after returning from school, properly storing the school bag after getting home, taking turns on swings, practicing yoga, pushing other children on the stairs, throwing trash in the dustbin, not walking in line in corridors, sharing toys.
Call out each item from the list one at a time. Ask the children to hold up their YES page if they believe the habit is a good one or their NO page if they feel it is a bad habit.
After each vote, facilitate a brief discussion about why they chose YES or NO for that habit.
Activity 3
Objective: To foster awareness and appreciation of the various community helpers who contribute to our daily lives by dressing up as their favourite helper. This will build their confidence in public speaking and understand the importance of each profession.
Instructions:
Instruct children to come dressed as a community helper of their choice, such as a tailor, teacher, watchman/guard, greengrocer, dentist, carpenter, ice cream seller, bangle seller, etc.
Ask each child to prepare a brief introduction of 4-5 lines about the character they are portraying. This introduction should include: The name of the community helper
A description of their job
How their work benefits the community
Why they chose that helper
As children present, encourage classmates to ask questions or make comments about the roles, fostering interaction and dialogue.
My House
This is my house from the outside. We ring the bell and wait for someone to open the door.
I need a house to:
Objectives
• Identification • Awareness keep my things stay safe protect myself from bad weather
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These are the rooms in my house.
This is the bedroom
This is the dinning room
This is the bathroom
This is the living room
This is the kitchen
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Objectives
• Identification • Awareness • Observation
Where do you keep these things in your house? Match them to the correct places.
Objectives
• Identification • Awareness • Observation
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Helping at Home
Circle all the good habits that help us to keep our home clean.
Keeping shoes in shoe rack.
Throwing toys everywhere.
Putting used dishes in sink.
Objectives
Putting toys back in toy rack.
Spreading trash on the floor while eating.
Throwing socks, shoes, school bag on the floor.
• Awareness of Hygiene • Recognition of good habits • Decision Making
My School
Children participate in many activities in school. Discuss these activities and tick () the ones that you do in your school.
Read and writeListen to storiesDraw and colour
Play footballSolve puzzlesEnjoy on swings
Do yoga Skate Art and craft
Objectives
• Learning Skills • Self-awareness • Observation Skills • Decision Making
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Rooms in a School
A school has many rooms. Colour the circles below the rooms you have seen in your school.
principal’s office activity room
library room computer room music room
Objectives
• Identify rooms in a school classroom
Good Habits at School
Colour the circle red if it shows a good habit, Colour the circle blue if it shows a bad habit.
Objectives
• Moral Development • Social skills • Cognitive skills
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People Who Help Us
Identify these helpers and match them with the work they do.
• Recognition • Matching Skills housemaid guard garbage collector teacher shopkeeper
Objectives
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Match these helpers with the tools they use.
tailor
barber carpenter doctor mechanic
Objectives
• Recognition • Observation • Matching
The Great Rescue
One day, Vikram, the firefighter, was at the fire station suddenly, the alarm rang loudly. The call said, “Ila’s house is on fire!”
Vikram quickly hopped into the fire engine. The siren went “tang tang tang tang” as they raced to Ila’s house.
They saw that Ila’s house was on fire. Vikram and his team sprayed water to put out the flames.
Meanwhile, the police officer Priya, arrived and kept everyone safe and calm. She helped people move away from the fire.
Ila and her family were safe but scared. Dr. Rohan arrived to check everyone and make sure they were okay.
With the fire out and everyone safe, Ila’s family thanked Vikram, Officer Priya, and Dr. Rohan for their bravery and help.
Objectives
• Understanding Roles • Safety Awareness • Problem Solving • Empathy
Hawkers
Hawkers are people who sell a variety of affordable items. Hawkers include ice cream vendors, coconut sellers, bangle sellers, balloon sellers, toy sellers, fruit sellers, and sellers of plastic goods. Match each hawker with the item they sell.
ice cream seller coconut seller bangle seller toy seller balloon seller fruit and vegetable seller
Objectives
• Categorization • Vocabulary Development • Social awareness
Odd One Out
Say the name of each helper. In each set circle the thing that does not belong to the helper.
Objectives
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Categorization • Observation • Decision Making
Match these helpers with their names.
What do you want to be when you grow up?
carpenter
chef
Objectives
• Observation • Identification
Places Around Us
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Tick () the places you have seen and talk about them.
Airport
Railway Station
Bus Station
Metro Station
Hospital
Police Station
Objectives
• Community Awareness • Recognition
Places A round Town
Help each person find their way to the correct place in town. Draw a line through the maze to connect each person to where they need to go.
Objectives
• Navigation Skills • Community Awareness • Fine motor skills
Match these places with their names. bus
Objectives
• Matching • Identification
school
Theme 3 – Animals and Plants
Animal Homes -1 | Useful Animals | Wild Animals | Animals and their Young Ones
What do Animals Eat? | Animal Homes - 2 | Water animals | Movements of Animals
Birds | Sequencing | Animal Care | Animals and their Sounds Odd One Out | Parts of a Tree | Uses of Plants | From Seed to Plant Flowers
Suggested Activities
Activity 1
Objective: To engage children in a fun and interactive guessing game that enhances their critical thinking, listening, and comprehension skills by providing clues about various animals.
Instructions:
Explain to the class that they will be playing a guessing game called “Guess Who Am I?” where they will need to identify different animals based on hints you provide.
Start giving hints about various animals one by one, such as:
“I live in a den, and I roar.” (Answer: Lion)
“I lay eggs, and I live in a coop.” (Answer: Hen)
“I make honey, and I buzz around all day long.” (Answer: Bee)
“I am a bird, and my young one is called a duckling.” (Answer: Duck)
“I live in a kennel, and I am a pet animal.” (Answer: Dog)
Instruct the children to raise their hands as soon as they think they know the answer. Allow the first child to raise their hand to respond.
After a child answers, confirm if they are correct or incorrect. If they answer correctly, praise them; if they are incorrect, then gently encourage other students to raise their hands and try again.
After the game, gather the children and discuss what they learned about the animals. You can ask questions like:
“Which animal was the most difficult to guess?”
“What was your favorite hint?”
Activity 2
Objective: To enhance children’s understanding of animal movements while promoting physical activity and attentive listening.
Instructions:
Explain to the children that they will be playing a lively game called “Hop and Clap.” Provide an overview of what they will be doing and the rules of the game.
Inform the children that you will read statements about animal movements one at a time. Explain the actions: if the statement is correct, they will hop; if it is incorrect, they will clap.
Emphasize that anyone who hops incorrectly for a false statement will sit down and watch the rest of the game. Start sharing the animal movement statements, allowing time for the children to think about each one before they respond. For example: “Elephant crawls.” (Incorrect - clap) “Monkey swings.” (Correct - hop) “Fish stomps.” (Incorrect - clap) “Kangaroo hops.” (Correct - hop) “Elephant stomps.” (Correct - hop) “Fish swims.” (Correct - hop) “Monkey flies.” (Incorrect - clap)
Encourage the children to think carefully before responding, promoting a sense of fun and excitement.
As children respond, keep an eye on the participants who sit down; offer encouragement to those still playing, and acknowledge those who hop and clap correctly.
Continue the game until only one child remains standing. Celebrate that child as the winner with praise and recognition for their participation and skill.
Activity 3
Objective: To foster creativity and fine motor skills in children by using natural materials for art. By observing flowers closely and creating prints, students will also learn about the beauty of nature.
Instructions:
Instruct each child to bring one flower of their choice to school, encouraging them to select a flower that they find interesting or beautiful.
Once at school, gather the children and encourage them to observe their flowers closely. Ask guiding questions such as: “What is the colour of the flower?” “What is the shape of the petals?”
“ What is the name of the flower?” “How is the smell of the flower?”
Explain that they will use the flower to create a print on a greeting card. Demonstrate the process of printing by applying paint to the flower and pressing it onto the card.
Provide each child with a blank birthday card and paint. Help them dip their flowers in the paint and guide them as they make prints on the cards, allowing them to create unique designs.
Once the flower prints are dry, assist the children in writing ‘JUST FOR YOU’ inside their cards.
Ask children to share their cards with their friends or family members.
Spot the Animals and Birds
Animals and birds are found everywhere. Mark a tick () for the birds and animals you see around your house.
Objectives
• Observation • Identification
goat
squirrel
sheep
cockroach
monkey
mynah
housefly sparrow
pigeon
Trace
the names of these animals.
Objectives
• Writing names of common animals
My Pet Dog
Rohan is giving his pet dog Milo, a bath. Arrange the pictures in correct sequence by writing 1 to 4.
Objectives
• Observation • Sequencing
Pat dry with towel
My Pet Fish
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Follow the given instructions to create your own fish bowl.
1. Draw and colour two plants inside the bowl.
2. Next, draw and colour three small red fishes inside the bowl.
3. Finally, complete the picture of this fish bowl by drawing and colouring water in it.
For the teacher
Provide one instruction at a time, allowing the children to complete each task before moving on to the next step.
Objectives
• Following instructions • Sequencing
• Fine motor skills
Farm Animals
Look at the picture below and say the names of the farm animals.
Count and write.
Objectives
• Observation skills • Counting • Number recognition cow horse donkey dog sheep hen cat duck
Animal Homes -1
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Farm animals live in animal homes made by man. Match these farm animals with their homes.
Objectives
• Recognition • Matching
pen
kennel
coop
shed
stable
Useful Animals
Animals are useful to us. Hen gives us eggs. Cow, goat and buffalo give us milk. Sheep give us wool and honey bees give us honey. Dogs guard homes and farm houses. We can ride on horses. A donkey helps us in carrying goods. Match the animals with the things we get from them.
Circle the animals that carry the load for us.
Objectives
• Critical thinking • Categorization
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Wild Animals
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Wild animals live in jungles. Write the names of these wild animals.
fox deer lion tiger bear hippo
Here are some more wild animals. Try to read their names.
Objectives
• Identification • Reading and writing names of wild animals
kangaroo
leopard
zebra
elephant monkey
giraffe
Animals and their Young Ones
Say the name of each animal. Circle its baby.
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Objectives
• Identify animals and their babies
What do Animals Eat?
Animals need food to live. Different animals have different food habits. Some animals eat plants. Let’s learn their names.
Animals need food to live. Different animals have different food habits. Some animals eat plants. Let’s learn their names.
Objectives
• Identify food habits of animals
Circle the food that each animal eats.
Objectives
• Matching • Critical thinking
Animal Homes - 2
Many animals make their own homes, while others live in homes provided by nature. Match these animals with their homes.
Objectives
• Recognition • Matching
duck nest
bee pond
spider burrow
bird den
rabbit web
lion hive
Water animals
Many animals live in water bodies like ponds, lakes, rivers and oceans. Circle the animals that live in water and cross () the animals that do not live in water.
Objectives
• Matching • Identification
Movements of Animals
Animals and birds can walk, fly, crawl, hop, swim, jump, and stomp.
Match the animal to how it moves.
Objectives
• Observation • Understand how animals move
Say the names of these birds. Circle the ones you have seen around you.
These are water birds.
sparrow pigeon
peacock
quail
hen
duck
swanpenguin
mynahvulture
eagle
crow
Sequencing
Arrange the pictures in correct sequence by numbering them from 1 to 6.
Mumma bird sees a twig.
Mumma bird builds a nest
The eggs hatch.
Objectives
• Sequencing • Logical thinking • Observation
Mumma bird lays eggs.
Baby chicks are out.
Mumma bird sits on the eggs.
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Animal Care
Tick () the action that is right. Cross () the action that is wrong.
Objectives
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• Decision making • Moral Reasoning • Empathy and responsibility
Draw and colour the missing part of each animal.
Objectives
• Creativity • Animal identification • Observation
Animals and their Sounds
Animals make sounds. They communicate with each other using different sounds, like barks, meows, chirps, and roars.
Objectives
• Identification • Vocabulary
dog (bark)
lion (roar) cat (mew)
cow (moo)
bird (chirp)
duck (quack)
monkey (chatter)
elephant (trumpet) owl (hoot)
hen (cluck) snake (hiss)
Odd One Out
Circle the animal according to the instruction provided in each row.
Farm animal that lays eggs
Animal that eats meat
Bird that cannot fly
Pet animal
Water animal with eight arms
Objectives
• Critical thinking • Classification • Visual discrimination
Parts of a Tree
Trace the words and read them aloud.
leaf branch flower fruit trunk root
Objectives
• Read and write the names of parts of a tree
Uses of Plants
What do we get from plants? Read and understand.
Objectives
• Identification • Knowledge of plants
From Seed to Plant
Write numbers 1 to 6 to show the correct order of plant’s life cycle.
I plant a sunflower seed in a pot.
I fill the pot with soil.
I see a small plant and a bud of a sunflower on it.
Objectives
• Sequencing • Observation
I put it in the sunlight and water it every day.
My plant grows big, and the sunflower blossoms and makes seeds.
After some days, I see a small sprout.
From Seed to Plant
Tick
() the things a plant needs to grow.
Objectives
• Observation • Understand what plants need to grow
Flowers
Let’s learn the names of some common flowers.
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We use flowers from many things.
to put in vases to make perfumes to make garlands
rose
sunflower lotus
marigold
Theme 4 – Healthy Living
Fruits | Peel or Not
Raw or Cooked | Ordering Sizes | Healthy Me | Healthy Choices
Good Habits | Safety at School | Safety at Home | Safety on Road
Suggested Activities
Activity 1
Objective: To promote creativity and fine motor skills in children.
Instructions:
Inform the children that they will be participating in a fun “Missing Watermelon Seeds” activity. Ask them to bring black or brown coloured bindis from home as a substitute for watermelon seeds.
Provide each child with a worksheet featuring an outline image of a half-cut watermelon.
Instruct the children to colour the watermelon image using crayons.
Once the children finish colouring, lead a discussion by asking, “Does a watermelon have one seed or many seeds?” Facilitate a brief conversation about the number of seeds in a watermelon and other fruits.
After confirming that watermelons have many seeds, assist the children in pasting the black or brown bindis onto the watermelon slice in a proper manner to represent the missing seeds. Encourage them to place the bindis randomly to mimic how seeds are found in a real watermelon.
Conclude by highlighting the fun of creating the watermelon slice and the importance of seeds in growth and nature, connecting this activity to the natural world around them.
Activity 2
Objective: To promote awareness of healthy eating habits among children while encouraging identification and appreciation for various vegetables in a fun and imaginative way.
Instructions:
Inform the children that they will be participating in the “I Am a Vegetable” activity to learn more about healthy vegetables. Hand out a half-A4 sheet to each child for them to write on.
Display a picture chart showcasing a variety of healthy vegetables.
Instruct the children to choose their favourite vegetable from the chart and write its name on their half-A4 sheet. Encourage them to consider the colours, shapes, and benefits of the vegetables as they decide.
Once they finish writing, ask the children to hold the sheet in front of their face with both hands. This way, they can present themselves as the vegetable they have chosen.
Give each child a turn to introduce themselves by saying lines such as:
“I am ONION, I am a vegetable.”
“I am SPINACH, I am a green vegetable.”
“I am BRINJAL; I am purple in colour.”
Encourage creativity in their introductions, and prompt them to add fun facts about their vegetables if they wish. Allow all children to take turns introducing themselves, ensuring each child feels heard and valued.
Activity 3
Objective: To help children differentiate between healthy and unhealthy food choices while promoting understanding of the impact of these choices on their bodies.
Instructions:
Inform the children that they will be playing a game called “Stop Me,” which will help them learn about healthy and unhealthy foods.
Display pictures of various healthy and unhealthy foods from the coursebook. Explain the difference between the two and emphasize that healthy foods help us grow strong, while unhealthy foods can make us weak.
Explain that you will act out eating or drinking different food items. When you mention an unhealthy food item, the children must shout “STOP.” If you mention a healthy food item, they will remain silent.
Provide a few examples to clarify the game:
“I am eating curd.” (Children remain silent)
“I am drinking cold drink.” (Children say “STOP”)
“I am eating spinach.” (Children remain silent)
“I am eating chocolate cake.” (Children say “STOP”)
“I am drinking water.” (Children remain silent)
Continue the game, varying your food choices, and ensure every child has a chance to participate in calling out “STOP” for unhealthy foods.
Fruits
Look at the fruits. Trace their names.
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Objectives
• Fine motor skills • Identification
Peel or Not
Write ‘P’ in the box for the fruits you eat after peeling.
Objectives
• Fine motor skills • Identification
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mango
grapes
cherries
guava
apple pear
watermelon
orange
banana
Sequencing
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Arrange the pictures in correct sequence by numbering them from 1 to 4.
Eat the banana. Throw the peel in the dustbin.
Take a banana and wash it. Peel the banana.
Objectives
• Sequencing • Logical thinking • Understanding hygiene
Write ‘one’ under the fruit that has one seed and ‘many’ under the fruit that has many seeds.
Objectives
• Identification • Observation
Vegetables
Say the names of these. Trace their names.
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Raw or Cooked
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Circle the vegetables that are safe to eat raw.
Objectives
• Identification • Observation • Identifying root vegetables
Ordering Sizes
Compare the sizes of vegetables. Write numbers 1 to 3 in the order of smallest to biggest.
Objectives
• Size comparison • Visual discrimination
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Healthy Me
Some of the food items are healthy and can be eaten every day.
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Some food items are tasty but not healthy. We should only eat them once in a while.
Healthy Choices
Circle the actions that show healthy habits.
Eat food that is clean and covered
Drink water that is clean and covered
Wash fruits and vegetables before eating
Objectives
• Health and hygiene • Awareness
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Good Habits
Circle ‘yes’ for healthy habits. Circle ‘no’ for unhealthy habits.
Objectives
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• Health awareness. • Decision making
Safety at School
See, read and understand.
Don’t sit or slide on the handrail
Do not push anybody on stairs
Don’t walk on wet floor
Never stand in front of or behind the bus
Do not hide behind the classroom door Use scissors safely
Objectives
• Knowing safety rules
Never bully and don’t let anyone bully you
Do not stand on chair
Listen to your teacher
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Look at the pictures. Cross () the unsafe actions.
Objectives
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• Recognizing safe and unsafe behaviours • Developing safety decision making skills.
Safety at Home
Put a tick () or a cross () on the actions given below.
Objectives
• Understanding the importance of safety rules
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Safety on Road
Colour the happy face for safe road activity.
Colour the sad face for unsafe road activity.
Objectives
• Road safety awareness • Decision making
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Theme 5 – Our Earth
Our Earth | Uses of Water | Forms of Water | Sources of Water
Let’s Make Lemonade | Water Pollution | Air Around Us | Air Pollution
Keeping our Earth Happy | Happy and Sad Earth
Activity 1
Suggested Activities
Objective: To engage students in a meaningful discussion about the various ways water is utilised in their daily lives, fostering awareness of the importance of water.
Instructions:
During circle time, ask students to share any one way in which they use water. Give them time to think and respond.
Prompt them with related questions like:
What do you do when you are thirsty?
What do you do to clean the dishes?
How do you take a shower?
How do you give bath to your pet?
Stimulate thinking about the significance of water in various everyday tasks, leading to a better understanding of its role in their lives.
Activity 2
Objective: To empower students to take individual responsibility for environmental care by making a personal pledge to contribute to the reduction of water and air pollution, thereby fostering a sense of community responsibility and awareness.
Instructions:
Help students understand the impact of pollution on the planet and the importance of sustainable practices, encouraging them to recognise their role in protecting the environment.
Inform children that they are going to take a pledge to save our Earth from water and air pollution. Paste big chart papers on the pin board and mention different pledges at the borders of the chart paper like:
I will plant more trees.
I will not waste paper and food.
I will not burst crackers.
I will spread awareness among others about how to keep our Earth clean.
I will not waste water.
I will throw trash in the bin.
Make every child in the classroom read these pledges aloud with assistance. Allow students to express their commitment to the environment creatively by making handprints on the pledge chart, reinforcing their connection to the promises they’ve made.
Activity 3
Objective: To provide preschoolers with hands-on, experiential learning opportunities that help them understand the three states of matter—solid, liquid, and gas—through interactive stations focused on ice, air (in balloons), and bubbles.
Instructions:
Create an ice, balloon and bubble station to represent each state of matter.
At the ice-station, keep ice cubes on a plate and let children see how it melts and turns into water.
At the balloon station, show them by filling balloon with air that the air cannot be seen but it is inside the balloon.
At the bubble station, in a small tub, pour soapy water into plain water and mix it well. Show them how water has taken the shape of a tub and how soapy water got dissolved in plain water. Give one straw to every child in the class and give a chance to every child to blow with that straw inside the tub. They will observe how bubbles are formed.
Our Earth
We live on the Earth. Earth has land and water. Colour the picture of the earth as per the code. 1 2
The green part shows the land. The blue part shows water.
Uses of Water
See and understand.
drinking brushing
washing clothes cooking
bathing the pet
Objectives
bathing
watering plants
drinking tea swimming
• Critical thinking • Understanding uses of water
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Tick () the pictures that show wastage of water.
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Objectives
• Environmental awareness • Critical thinking
Forms
of Water
Water has three forms - solid, liquid and gas.
Match the words with the pictures.
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Sources of Water
Let’s learn the names of some sources of water.
We get water at our home through a tap.
Objectives
• Learn the names of sources of water
Let’s Make Lemonade
Step 1: Take a glass of water (half fill)
Step 2: Add sugar
Step 3: Add little salt
Step 4: Add lemon
Step 5: Mix them up
Step 6: Add ice cubes
For the teacher
Take water, salt, sugar and lemon. Add one thing at a time and let children taste it. Make them understand that water has no taste and smell of its own.
Objectives
• Sequencial Thinking • Attention to Detail
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Water Pollution
Water pollution happens when our rivers, lakes, and oceans get dirty. See the picture below. Point to the activities that make the water dirty.
Air Around Us
Tick () the activities that need air.
Objectives
• Observation Skills
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Tick () the activities that show presence of air.
Air Pollution
Air pollution happens when the air gets dirty from smoke, dust, and chemicals. Cross out () the actions that cause air pollution.
Objectives
• Identification of air pollution sources • Awareness of environmental issues
Keeping our Earth Happy
It is important to take care of our earth to stay happy and healthy. See and understand the do’s and don’ts for keeping our earth happy.
plant more trees
turn off the tap while brushing teeth
turn off the tap when the bucket is full
do not cut trees
do not use plastic containers
throw waste in bin
Happy and Sad Earth
Join the items that bring joy to the Earth with the happy Earth face and join those that can make the Earth sad with the sad Earth face.
Theme 6 – Seasons and Weather
The Days of the Week | Seasons | Summer Season | Rainy Season Winter Season | Spring Season | Months and Seasons
Suggested Activities
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Activity 1
Objective: To help preschoolers learn and reinforce the names of the days of the week through interactive play and movement.
Instructions:
Gather the children in a circle and explain that they will create a “Weekly Train” to learn the days of the week in a fun and engaging way.
Invite a child to be the “engine” of the train. Explain that this child will lead the train and make sounds like a train whistle (e.g., “Choo choo!”).
Explain that each child will represent a day of the week, starting from Monday to Sunday.
Demonstrate how each child will introduce themselves and their respective day: “I am Monday,” and they will take turns one by one.
As each child introduces themselves, they will join the train, holding onto the shoulders of the child in front of them. The child who is the engine will lead the line. Ensure that children understand the sequence, emphasizing that they should wait for their turn to join the train.
Once all the children are part of the “Weekly Train,” begin to move around the classroom as a train.
Instruct the children to chant the names of the days of the week loudly as they move: “Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday!”
Activity 2
Objective: To help preschoolers understand the characteristics, importance, and cultural significance of the four seasons by encouraging discussion and personal connection through visuals and shared experiences.
Instructions:
Gather the children in a circle and introduce the concept of seasons. Explain that there are four seasons: Winter, Spring, Summer, and Rainy.
Show pictures for each season, highlighting specific visuals that represent the characteristics of each one (e.g., snow for winter, flowers for spring, sun for summer, clouds and rain for rainy season).
After explaining each season, engage the children with open-ended questions:
“What is your favourite food to eat in winter and summer? What do you like to eat during the spring and rainy seasons?”
“Which festival do you enjoy celebrating during each season? What makes that festival special for you?”
“What do you like to wear in summer? What about in winter? Do you have special clothes for festivals?”
Activity 3
Objective: To encourage creativity and self-expression in preschoolers while helping them learn about and identify features of the four seasons through drawing and colouring.
Instructions:
Gather the children and introduce the concept of seasons. Explain that they will create artwork based on their favourite season and the things that represent it.
Present the list of items associated with each season, using visuals or reference images to provide clarity. You can write these on the board:
Summer: mango, sunglasses, cap or hat, glass of juice, sun shining in the sky.
Winter: snowman, Christmas bell, snowflake, sweater, mittens.
Spring: plants, flowers, rainbows, butterflies.
Rainy: puddles, raincoat, umbrella, clouds and rain.
Ask each child to think about their favourite season and select one item from the provided list to draw. Distribute A4 sheets and colouring materials. Instruct children to draw and colour their chosen items from the seasonal list.
The Days of the Week
Let’s read about Ankit’s week. Say aloud the days of the week.
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Objectives
• Learn the names of the days of a week Monday
Seasons
See and understand.
SPRING SUMMER
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RAINY WINTER
Summer Season
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Tick () all the summer things.
Rainy Season
Colour the rainbow. Talk about the rainy season.
Winter Season
Tick () the things we do in winter.
Spring Season
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Spring is when flowers bloom and trees turn green. Colour the spring scene.
Have you seen these flowers? Say their names.
marigoldsunflower jasmine
Months and Seasons
Let’s learn about the months and seasons.
March
Theme 7 – My Country
My India | National Symbols of India | National Festivals | Celebrations at School Some More Festivals | Odd One Out | Some More Festivals
Suggested Activities
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Activity 1
Objective: To engage students in an artistic activity while teaching them about the significance of national symbols, specifically focusing on the lotus flower.
Instructions:
Begin with a short discussion on what national symbols are. Ask the children if they can name any national symbols (e.g., flag, anthem, animal).
Introduce the lotus as the national flower. Explain its significance, including:
Cultural and historical relevance
Representations of purity, beauty, and resilience
Its importance in festivals or traditions in their culture
Show the children some techniques for using watercolors like how to wet the brush and mix colours, how to apply water colours to achieve different effects, blend colours for gradients and shade to create depth in their artwork.
Distribute the prepared worksheets.
Instruct the children to use pink and green water colours to fill in the lotus flower.
Encourage students to mix colours and explore different techniques as they paint.
Consider creating a bulletin board display with their artwork and written reflections to showcase the students’ understanding and creativity.
Activity 2
Objective: To celebrate the diversity of religious festivals in India through dress-up and performance, promoting understanding and appreciation of different cultures.
Instructions:
Start with a brief discussion about the various religious festivals celebrated in India: Holi, Diwali, Eid, Christmas, Gurpurab, and Dussehra.
Instruct students to either come up dressed up in their chosen character or create DIY props or simple accessories using craft materials like Ravan’s mask or a crown for Ram
Gather the class in a circle or designated performance area.
Explain that each student will come forward one by one to present their character. They can perform an action, say a few words about the character they are portraying, or even sing a relevant song. Consider creating a photo gallery of the characters they portrayed or making a short video of the performances to share with other classes or parents. This could also serve as a fun souvenir of the activity.
Activity 3
Objective: To engage students in a creative activity that combines art and fine motor skills while celebrating the festive spirit of Christmas.
Instructions:
Begin by explaining the significance of Christmas and why Christmas trees are a common symbol of the festival.
Talk about how families decorate Christmas trees with ornaments, lights, and other festive decorations, making it a tradition that brings joy and togetherness.
Hand out the Christmas tree worksheets to each child. Make sure the outline is large enough for colouring and decoration. Explain to the class that they will colour their trees and then decorate them using the materials they bring from home.
Give time to students to colour their Christmas trees using crayons or coloured pencils.
Once the trees are coloured, transition into the decoration phase. Ask the children to take out the decorative items they brought from home. Remind them to be mindful of the amount of glue they use and encourage them to create patterns or designs with their decorations.
After the presentation, consider creating a festive display of all the decorated trees around the classroom or in a common area.
My India
Look at the map of India. Say the name of the state/ union territory you live in.
Trace and write: India
Objectives
• Identification Awareness about our country
India India
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National Symbols of India
These are the national symbols of India. Write their names using the help box.
Objectives
• Identify national symbols of India National bird National animal National fruit National flower
mango tiger lotus peacock
National Festivals
These are our national festivals.
We celebrate Republic Day on 26 January every year.
We hold parades, raise our national flag, and honor our nation.
We celebrate Independence Day on 15 August every year to remember those who made India free. Let’s Sing! Saare jahan se accha, Hindustan hamara!
We celebrate Gandhi Jayanti on 2 October every year. We honour his message of peace and kindness.
Celebrations at School
Tick() the festivals you celebrate at your school.
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Teacher’s Day
Children’s Day
Objectives
Mother’s Day Annual Day
• Cultural Awareness • Sense of community
Father’s Day Sports Day
Religious Festivals
See the pictures. Write the names of these festivals.
Eid Holi Christmas Dussehra Diwali Gurpurab
Odd One Out
In each set, circle the items that do not belong to each festival.
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Objectives
• Critical thinking • Awareness
Diwali
Eid
Holi
Christmas
Gurpurab
Some More Festivals
Durga Puja
Durga Puja is a festival celebrating the goddess Durga and her victory over evil. Colour the image of Maa Durga.
Janmashtami
We celebrate Janmashtami to mark the birth of Lord Krishna, who is believed to bring joy and fairness. On this day, we decorate temples and share stories of Krishna’s life.
Trace and colour to complete the picture.
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Pongal
We celebrate Pongal to give thanks for a good harvest and to honor the Sun God.
Colour the kolam.
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Theme 8 – STEM Exploration
Gadgets We Use | My Computer | Land Transport | On the Track
Emergency Vehicles | Occupations | Fuel
Suggested Activities
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Activity 1
Objective: To engage students in practicing their writing skills while learning about the functionality of laptops.
Instructions:
Begin by discussing how technology has changed the way we communicate, focusing on laptops as a tool. Explain various uses of laptops like writing emails and letters, video calls with family or friends; research for homework, online classes, learning through educational games; watching movies, playing games, listening to music.
Ask students if they have seen or used a laptop before and what they have used it for (games, homework, video calls, etc.).
Hand out the printed worksheets with the laptop outline to each student. Explain that they will be writing a letter to a family member of their choice. Encourage them to think about someone they would like to write to, which could be a parent, sibling, grandparent, or other relatives.
Give them hints for writing the letter like start with a greeting e.g., “Dear Mom,” “Hello Grandma,”, then they can share something interesting about their day, or express what they appreciate about the family member, and lastly end their letter with a closing line like “yours truly” followed by their name.
Once the letter writing is complete, instruct students to colour the laptop.
Activity 2
Objective: To enhance students’ understanding of everyday gadgets while developing their speaking and listening skills through discussions and sharing.
Instructions:
Start with a brief introduction about what gadgets are and how they play an important role in our daily lives. Explain that gadgets help make tasks easier and provide entertainment and information.
Open the coursebook and guide students through the pages that feature pictures of different gadgets. Encourage students to name the gadgets as you go along, reinforcing their vocabulary.
Ask random students about which gadget they would like to talk. Once a student chooses a gadget or is called upon, ask them to share:
• What the gadget is and what it looks like (they can reference pictures in the coursebook).
• What that gadget is used for in daily life (e.g., a smartphone is used for calling, texting, and using the internet).
• Any interesting facts or personal experiences they have with the gadget.
On the board or a chart, list the gadgets discussed, along with one key point or use of each gadget shared by the students. This helps reinforce their learning through writing.
Gadgets We Use
Look at the gadgets below. Tick () the gadgets you have seen.
Objectives
• Identify gadgets we use at home
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Looks at these machines and tick () the ones you see at your home.
Objectives
• Identify common machines
Match the gadgets with the activities for which they are needed.
Objectives
• Critical thinking • Understand use of machines
My Computer
Write the names of parts of a computer.
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monitor keyboard CPU mouse speakers
Objectives
• Learning and writing the names of parts of a computer
Land Transport
Land vehicles move on roads. All land vehicles have wheels to move. A person who drives a land vehicle is called a driver.
Draw a line to match the front half of each vehicle with its back.
Objectives
• Identify land vehicles
Water Transport
All water vehicles move on water. A person who sails a ship is known as a captain.
Point to the water vehicles and try to read their names.
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Objectives
• Identify vehicles that sail on water
submarine ship
yacht boat
Air Transport
All air transport moves through the air. The person who flies the plane is called a pilot.
Point to the air vehicles and try to read their names.
Join the dots from number 1 to 20 to complete the picture of the airplane.
On the Track
We need to book a ticket to travel on a train. Put the steps in the correct order from booking the ticket to catching the train. Write numbers 1 to 4 in the boxes.
Show your ticket to ticket collector
Book the ticket at the ticket counter or online
Objectives
Board the train
Arrive at the railway station early and find the platform for your train
• Understanding the process of train travel • Sequencing events in the correct order • Following instructions
Emergency Vehicles
Say the names of these emergency vehicles. Draw a line to match each emergency vehicle to the situation where it is needed.
Objectives
• Understanding the role of different emergency vehicles • Problem solving
• Learning about safety and emergency responses
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Ambulance
Police car
Fire truck
Occupations
Who drives these vehicles? Match.
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Boatman
Astronaut
Captain
Driver
Captain
Fuel
Some vehicles need fuel (petrol, diesel, CNG) to run.
Some vehicles do not need fuel to run. These are eco-friendly vehicles. Circle the eco-friendly vehicles..
Objectives
• Observation • Understanding the concept of eco-friendly vehicles
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Plant more trees
Throw garbage in the bin
Do not use plastic containers
hive burrow
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Do
About the Book
DAWN is a comprehensive, NCF 2022-based Early Childhood Education program that lays a solid foundation for lifelong well-being and holistic growth, encompassing physical, cognitive, and socio-emotional development.
This General Awareness coursebook is specifically designed to help learners build awareness about themselves, their immediate surroundings and the world around them.
Key Features
Additional Resources
• Flash Cards
• Sticker Sheets
• Suggested Activities List, for teacher and parents
• Teacher's Manual
• Digital Resouces
• Assessment Sheets and Holistic Progress Card
• Play-based learning activities, which promote holistic development of the child in all ECE domains
• School readiness, which is assured in the curriculum and learning design
• All-round development, in areas of physical, cognitive, cultural and socio-emotional domains
• Teacher assets, like assessment tools and lesson plans to help maximise program quality and outcomes
About Uolo
Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.
ISBN 978-81-980004-2-2
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Not to be sold separately