PS_1_Final_Reviewed_V.5.docx

1
Preface
Early childhood (birth to 6 years) is a critical period of development for young children.
Children make meaning of the world around them by their interactions with objects and people.
The adults around children have this responsibility to facilitate children’s understanding of the
world around them, develop their capacities to perceive what is happening around them and
provide a conducive environment for exploration, experimentation and learning. It is a joint
responsibility of home and school. Studies have established the fact that rich experiences
during early years support children academically, behaviourally and emotionally in the formal
schooling and in later life. Teachers, parents and caregivers often grapple with the following
questions whenever they plan to engage their children into meaningful activities;
What are those experiences?
How can we prepare children for formal schooling that starts from Grade 1?
How equipped are we to provide such experiences?
The India Early Childhood Education Impact Report, 2017 observed that most of the ECCE
programmes are not developmentally appropriate for this age group.
In this context, these activity books have been created to support teachers and parents to
engage children in developmentally appropriate activities related to different domains of
development. The content of the activity books is informed by the lakshyas/targets set by the
NIPUN Bharat guidelines. Hence the focus of the activity books lies on the development of
Foundational literacy and numeracy skills to ‘prepare’ children for a smooth transition to
Grade 1. The activity books fulfill another purpose of giving the ownership of learning to
children. Children can work independently in their activity books with the help of teachers,
parents and other caregivers. The disposition to learn is as important as learning a concept or
a particular skill.
It is a well-established fact that theme-based programmes provide a plethora of opportunities
for children to explore the concepts and ideas related to their immediate environment in a
variety of ways. Thus, the activity books are thematically organised. There are three activity
books meant for three different levels.

2
Activity book 1 (3-4 years)
There are 10 themes in the activity books that are spirally organised at each level. The
activity books follow the level-wise progression suggested by the developmental
characteristics mentioned by NCERT (2015) and the developmental goals set by the NIPUN
Bharat Guidelines (2021).
A four-week programme (five days a week) for each theme is given in the books. There are
three theme-related suggestive activities given for each day. These activities include songs,
stories, games, guided conversations, art and craft, drawing and worksheets related to themes
and foundational literacy and numeracy skills for the holistic development of children. There
is a balance of structured and unstructured activities. Teachers and parents can modify these
activities and can create more activities as per the requirement of children. There are a few
things that the teachers, parents and caregivers need to keep in mind while using these activity
books with children.
● Provide a fear-free non-judgemental environment to children.
● Help children to follow a routine.
● Ask questions given after the stories and poems in Hindi and Urdu as well.
● Keep the classroom discussions interactive. Give children ample opportunities to talk
and share their thoughts and feelings.
● Read the instructions for the activities carefully before the facilitation of the activities.
● Modify the instructions if needed so that each child can be included in the process of
learning.
● Allow children to finish their work at their own pace.
● Appreciate and accept their work.
● Repeat stories, songs, themes and activities with children.
● Engage with children in all the activities.
● Errors are a part of the learning process.

3
We sincerely hope that these activity books will ‘prepare’ children to have a smooth
transition to formal learning of 3 Rs of Reading, Writing and Arithmetic.
A note on language teaching
Language development during early age plays a major role in the learning of other subjects
during higher grades. The more we immerse children in a language rich ( spoken and print)
environment, the better their foundational literacy skills develop. We can use a variety of
activities to enhance language development during early years. Below are some activities to
develop foundational literacy skills for Hindi and Urdu:
Listening and speaking
● Encourage children to verbally share their thoughts, emotions and experiences.
● Talk to children in simple language.
● Narrate stories to children and give them a chance to predict.
● Encourage children to re-narrate the story and add changes done by them.
● Provide opportunities for pretend play.
● Break instructions in smaller sentences to make it easy to comprehend.
● Repeat the new words in conversations with children.
● Bring children’s attention on big and small words/sentences.
● Bring children's attention to various types of sounds around them and later focus on
the sounds.
● Bring children’s attention to rhyming words and let them make some rhyming words
on their own.
● Show some pictures to children and ask them to identify the things in it. Encourage
older children to make sentences/ stories related to them.
● Recite poems and sing songs with children.
● Recite poems with children and encourage them to find out words starting with one
particular sound.
● Let children add their own lines in a poem.
● Ask children to identify big and small sentences, different words used in a sentence,
different sounds in a word.
Reading and writing

4
● Narrate stories to children and write the main character name on the board and read it
with children.
● Have a reading corner in the classroom, where children can pick a book of their
choice.
● Read aloud stories with a book in your hand and sometimes do finger reading with
children.
● Label things in your classrooms and homes and bring children's attention to those
words so that children develop a visual memory of those words.
● Write some words related to the theme and display them in the classroom and read
them with children on a regular basis.
● Display the words with a particular letter in the classroom and read them with
children.
● Encourage children to read familiar words around them such as their name, their
friends name.
● Label children's drawings and other art work.
● Display their scribbling, art work and theme related work.
● Let children write the letters on sand, soil, board, in the air using their finger or chalk
or stock.
● The letters of Hindi and Urdu alphabet can be introduced in a variety of ways to
children so that they connect sounds with symbols. The context of the introduction is
important. For example, in these activity books we introduced letters ‘t’ and ‘r’ during
the theme ‘transport’.
● Encourage children to associate sound with the letter and ask them to share more
words of the same sound. Teacher can write them on the blackboard and make a
picture as well.
● Play hidden treasure with children. After introducing a few letters, hide them in the
classroom and encourage children to find them. For level 2, hide words which have
that particular letter and ask them to find it.
● Encourage children to join letters to make words with the letters that have already
been introduced. For example, in Hindi children can use letters (घ, र ) to make word
(घर). Similarly, we can make words such as (‫)گھر‬ with letters (‫ر‬ ,‫)گھ‬

5
● Display a letter -word wall in the room and encourage children to add words
associated with that sound.
● Word-mala can be played. Ask a child to share a word (baal) then the child sitting
next to him/her will say a word starting with the last sound of previously said word (l-
lattu) and so on.
● Tell children the formation of letters as an interesting song. For example, for 'क
' - ' Ek
lamba danda uska mota pet piche nikli poonch'.
In Urdu, for ' '‫ت‬
-
‫تارے‬ ‫دو‬ ‫ہے‬ ‫میں‬ ‫جس‬ ‫کشتی‬ ‫ایک‬ ' '
● Use poems to introduce sounds. For example,
'क
' की कविता
क ाँव- क ाँव करत कौआ,
क
ू - क
ू करती कोयल।
कह ाँ गय है कछ
ु आ ,
पूछ रह है क
ें चुआ ,
कबूतर ने कह कक,
कट
- कटकरे है क
े कड़ ,
वह ाँ छछप है कछ
ु आ।
‫نظم‬ ‫کی‬ '‫'ک‬
‫کاؤں‬ ‫کاؤں‬
‫کوا‬ ‫کرتا‬
‫کوئل‬ ‫کرتی‬ ‫کو‬ ‫کو‬
‫کچھوا‬ ‫ہے‬ ‫گیا‬ ‫کہاں‬
‫کینچوا‬ ‫ہے‬ ‫رہا‬ ‫پوچھ‬
،‫کہ‬ ‫کہا‬ ‫نے‬ ‫کبوتر‬
‫کیکڑا‬ ‫ہے‬ ‫کرے‬ ‫کٹ‬ ‫کٹ‬
‫کچھوا‬ ‫ہے‬ ‫چھپا‬ ‫وہاں‬
Teachers can create their own innovative activities.

6
Acknowledgements
First, I would like to acknowledge the support and valuable guidance of Shri. B.K.
Singh (IFS), Principal Secretary, Department of School Education, J&K, to realise the mission
for Early Childhood Care and Education (ECCE). His directions and initiatives have made it
possible to put together a composite programme and address the objectives of the NIPUN
Bharat (FLN) Mission.
We also take the opportunity to thank our colleagues Dr. Ravi Shanker Sharma,
(JKAS), Director School Education Jammu and Mr. Tasadduq Hussian Mir (JKAS), Director
School Education (Kashmir) and Prof. Veena Pandita, Director SCERT J&K for lending the
team of resource persons from their respective departments to review these materials.
The leadership of Mr. Syed Fayaz, State Coordinator, Samagra Shiksha J&K, has been
instrumental in getting these materials developed and technical oversight over the component.
Our dearest colleagues Ms. Jaswinder Kour and Dr. Sarita Sharma (DSEJ), Dr. Urfana Amin
(DSEK), Dr. Nasreen Bano (DIET, Srinagar), Ms. Rehana Qussar, Ms. Rubeena Salma
(SCERT Kashmir), Ms. Tapasya Sharma (SCERT, Jammu), Dr. Arif Jan, Dr. Naila Nelofar
(JK BOSE), Dr. Ruhi Sultana RP, Zone,Tailbal who have made contributions to these modules.
Special thanks to Ms. Amita Kaushik, Anandi Tokas and Anshita Mishra of Eduweave
Foundation who have put in hours of hard work and efforts into the creation of these books.
Special mention to Mr. Ashfaq Mattoo and his team at Jammu & Kashmir Association for
Social Workers (JKASW) who coordinated the whole process of creating these books.
Last but not the least, from UNICEF, our technical partner, we would like to thank Mr.
Danish Aziz, Education Specialist (J&K) for his efforts to bring all these people and resources
together, facilitate the entire process and deliver these wonderful books, which I hope will go
a long way into realising the needs and rights to education of the children of pre-primary.
Deep Raj (JKAS)
Project Director
Samagra Shiksha J&K

7
Development Team
● Amita Kaushik, Director, Eduweave Foundation
● Anandi Tokas, Teacher Educator,Eduweave Foundation
● Anshita Mishra, Teacher Educator,Eduweave Foundation
● Ashfaq Ahmad Mattoo, Executive Director, Jammu and Kashmir Association of Social
Workers (JKASW)
● Ambreen Bashir, State Resource Person,Jammu and Kashmir Association of Social Workers
(JKASW)
● Mohd. Adnaan Fazili, State Consultant, Jammu and Kashmir Association of Social Workers
(JKASW)
● Qysar Afzal Sofi, State Consultant, Jammu and Kashmir Association of Social Workers
(JKASW)
UT level ReviewTeam
● Deepak Sharma, Sr. Academic Officer, SCERT-JD
● Tapasya Sharma, Sr. Academic Officer, SCERT-JD
● Jaswinder Kour, Sr. Lecturer,SRML HSS- Jammu
● Ghulam Hassan Reshi, Academic Officer, SCERT-KD
● Dr. Arif Jan, Assistant Director, JKBOSE-KD
● Dr. Anuradha Sharma, Sr. Academic Officer, JKBOSE-JD
● Sarita Sharma, Teacher,SRML HSS- Jammu
Reviewand Validation Committee,SCERT-KD
● Dr. Shabnam, HOD,Languages, SCERT-KD
● Riyaz Ahmad Dar,HOD,EP&M,SCERT-KD
● Dr. Jan Muddasir Gul, Sr. Academic Officer, SCERT-KD
● Sheikh Gulzar Ahmad, Academic officer, SCERT-KD
● Dr. Shaheen Akhter, Sr. Lecturer,DIET Pulwama
● Dr. Syed Shabir Ahmed, Sr. Lecturer,DIET, Budgam
● Dr. Irshad Hussain, Sr. Lecturer,DIET, Budgam
● Reyaz Ahmad Wani, Lecturer,GHSS, Barbag, Shopian
● Hasan Azhar, Lecturer,GHSS, Sopore
● Mohd Aslam Pandith, Lecturer,BHSS Beerwah
● Fairoz Shama, SRP-ECCE
● Babra Shabir, Teacher/ RP,DIET Bandipore
● Shabir Ahmad Lone, Teacher,GHS Nadihal Bandipore
● Abdul Rashid Lone, Teacher,GHSS Bagh Bandipore
● Syed Ashiq Hussain, Teacher/ RP,SCERT-KD
● Mutahharah Haneef,Teacher/ RP,SCERT-KD
● Gulzar Ahmad Reshi, Teacher/RP,MS Darpora,Hakura Anantnag
● Mushtaq Farooz Ahmad, Teacher/ RP,GHSS Kurhama Ganderbal
● Malik Asadulla, Teacher,BHS Dab Ganderbal
● Rouf Ahmad Rather,Teacher,GMS Soiteng Srinagar

8
Content
Preface
Acknowledgement
1. Me and myself
2. My family
3. Plants
4. Animals
5. Transport
6. My environment
7. People who help us
8. Season
9. Food
10. Festival

9
Theme: Me and Myself
Week 1
Day 1
Activity 1 Conversation
Discuss various parts of the body by asking the following questions to children.
● Do you hear any bird chirping around?
● Do you smell anything cooking in the kitchen?
● What is the colour of the wall of the house?
Ask them which body part did they use to do the above mentioned activities?
Activity 2 Poem
Recite the given poem with children with actions at least 2 times.
‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬
‫سے‬ ‫کانوں‬ ‫بھائی‬ ‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬
‫سے‬ ‫آنکھوں‬ ‫اپنی‬ ‫دیکھ‬ ‫دیکھ‬ ‫دیکھ‬
‫سے‬ ‫ناک‬ ‫اپنی‬ ‫سونگھ‬ ‫سونگھ‬ ‫سونگھ‬
‫کرکام‬ ‫کر‬ ‫کر‬
‫سے‬ ‫ہاتھوں‬ ‫اپنے‬
‫سے‬ ‫منہ‬ ‫کچھ‬ ‫بول‬ ‫بول‬ ‫بول‬
‫سے‬ ‫ٹانگوں‬ ‫اپنی‬ ‫دوڑ‬ ‫دوڑ‬ ‫دوڑ‬
सुन सुन सुन
सुन सुन सुन भ ई क नों से,
देख देख देख अपनी आाँखों से,
सूाँघ सूाँघ सूाँघ अपनी न क से,
करकरकरक म अपने ह थों से,
बोल बोल बोल कु छ मुाँह से,
दौड़ दौड़ दौड़ अपनी ट ाँगों से।
Activity 3 ‘Listen and follow’
Give different instructions to children and ask them to do the actions according to the
instructions given. For example;
● Raise one hand
● Shake both hands
● Nod your head

10
● Move your shoulders
● Jump on one foot
● Jump two times
● Wiggle your fingers etc.
Day 2
Activity 1 Poem ‘My eyes and ears’
Recite the given poem with children at least 2 times with actions.
These are my eyes,
These are my ears,
These are to see,
And these are to hear.
Activity 2
Blindfold children and ask them to walk from one point to another. Repeat the same with
open eyes.
Now, ask children when they find it easy to move and why?
Tell children that eyes support us to see things around.
Activity 3
Ask children to identify the given images and make the correct pairs.

12
Activity 1
Encourage children to share their names, parents’ names and the names of
other family members.
Help them in recalling the same.
Activity 2
Bring some food items of different tastes (if possible). Encourage children to taste each item
and tell their taste one by one.
Discuss the words with children that describe the tastes such as; sweet, sour, spicy and bitter.
Share with them that our tongue helps us in tasting the food we eat.
Activity 3
Discuss about various tastes of different food items by asking some questions to the children.
For example;
● What do you like to eat the most?
● Can you identify the food with its taste?
● What is the taste of lemon, Phirni and chili?
Day 4
Activity 1

13
Keep some fruits and vegetables in front of the children and ask them which fruit and
vegetable they like the most?
Discuss about that particular fruit/ vegetable on various points such as;
● What is the name of this fruit/vegetable?
● What is the colour of this fruit/ vegetable?
● Does it have any smell?
Activity 2
Ask children to colour the apple.
Activity 3 Poem ‘Teddy bear’

14
Teddy bear, teddy bear,
Turn around.
Touch the ground.
Touch your nose.
Point to your toes.
Day 5
Activity 1
Have a discussion about various body parts with children and ask the following questions-
● Which body part do we use to look at things?

15
● Which body part do we use when we run?
● Which body part do we use to hold a book?
● Which body part helps us in hearing?
Activity 2
Ask children to point out various parts of the body in the worksheet.
Activity 3
Show a few old photographs of children and encourage them to observe the changes in the
bodies. After this, encourage children to say a few sentences on ‘When I was a baby’.
You can help children by asking questions. For example;
● Is there any difference in your size?
● What are the differences?

16
● Are you able to do some things on your own now?

17
Week 2
Day 1
Activity 1 Story ‘Rahul ka khilauna’
Narrate the story to children with voice modulation and facial expressions.
राहुल का खिलौना
र हुल एकछोट बच्च थ जिसे ममट्टी से नईनईचीज़ें बन न बहुत पसंद थ । कभी वो ह थी बन त तो कभी
िह ि।
एकददन र हुल ने सोच कक वो एकगुड्ड बन एग । तो उसने गुड्ड बन न शुरू ककय । सबसे पहले उसने
बन य एकगोल और
एकडंडी से उसकी आाँख,न क और
मुाँह बन ए। किर उसक
े क न िोड़े,किर गरदन
,क
ं धे, दो
ह थ और
पेट िोड़ । किर दो पैर िोड़े।
जबउसकी म ाँ ने यहदेख तो वहबहुत खुश हुई।
उन्होंने र हुल को कह कक अगरतुम इसे सुख कर इसपररंग करदो तो यहऔर
भी अच्छ लगेग । र हुल को म ाँ
की ब त अच्छी लगी और
र हुल ने ममट्टी से अपने मलए एकसुंदर और
रंगीन खखलौन बन मलय ।
‫کھلونا‬ ‫کا‬ ‫راہول‬
‫تو‬ ‫بناتا‬ ‫ہاتھی‬ ‫وہ‬ ‫کبھی‬ ‫تھا۔‬ ‫پسند‬ ‫بہت‬ ‫بنانا‬ ‫چیزیں‬ ‫نئی‬ ‫نئی‬ ‫سے‬ ‫مٹی‬ ‫تھاجسے‬ ‫بچہ‬ ‫چھوٹا‬ ‫ایک‬ ‫راہول‬
‫۔‬ ‫کیا‬ ‫شروع‬ ‫بنانا‬ ‫ڑا‬ُ‫گ‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫تو‬ ‫گا۔‬ ‫بنائے‬ ‫ا‬ ّ‫ڑ‬ُ‫گ‬ ‫ایک‬ ‫وہ‬ ‫کہ‬ ‫سوچا‬ ‫نے‬ ‫راہول‬ ‫دن‬‫ایک‬ ‫جہاز۔‬ ‫کبھی‬
ُ‫ا‬ ‫پہلے‬ ‫سے‬ ‫سب‬
‫پھر‬ ‫بنائے۔‬ ‫منہ‬ ‫اور‬ ‫ناک‬ ،‫آنکھ‬ ‫کی‬‫س‬ُ‫ا‬ ‫سے‬ ‫ڈنڈی‬‫ایک‬ ‫اور‬ ‫گوال‬ ‫ایک‬ ‫بنایا‬ ‫نے‬ ‫س‬
‫جوڑے۔‬ ‫پیر‬ ‫دو‬ ‫پھر‬ ‫جوڑا۔‬ ‫پیٹ‬ ‫اور‬ ‫ہاتھ‬ ‫دو‬ ،‫کندھے‬ ، ‫گردن‬ ‫پھر‬ ،‫جوڑے‬ ‫کان‬ ‫کے‬ ‫س‬ُ‫ا‬
‫ہوئی۔‬ ‫خوش‬ ‫بہت‬ ‫وہ‬ ‫تو‬ ‫دیکھا‬ ‫یہ‬ ‫نے‬ ‫ماں‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫جب‬
‫تو‬ ‫دو‬ ‫کر‬ ‫رنگ‬ ‫پر‬ ‫کراس‬ ‫سوکھا‬ ‫اسے‬ ‫تم‬ ‫اگر‬ ‫کہ‬ ‫کہا‬ ‫کو‬ ‫راہول‬ ‫نے‬ ‫نہوں‬ُ‫ا‬
‫گا۔‬ ‫لگے‬ ‫اچھا‬ ‫بھی‬ ‫اور‬ ‫یہ‬
‫کھلونا‬‫رنگین‬ ‫اور‬ ‫سندر‬ ‫ایک‬ ‫لئے‬ ‫اپنے‬ ‫سے‬ ‫مٹی‬ ‫نے‬ ‫راہول‬ ‫اور‬ ‫لگی‬ ‫اچھی‬ ‫بات‬ ‫کی‬ ‫ماں‬ ‫کو‬ ‫راہول‬
‫لیا۔‬ ‫بنا‬
Activity 2
Give some clay/ kneaded dough/mud to children and ask them to make a toy boy/ girl with it.
While making it discuss various body parts that need to be added in the toy.

18
Activity 3
Encourage children to introduce themselves to others.
They can say their names, hobbies, interests, age, school’s name, etc.
Day 2
Activity 1 Poem ‘My hands, my legs’
My hands are for clapping,
My arms can hug tight,
My fingers can snap,
Or can turn on the light.
My legs are for jumping,
My eyes help me see,
This is my body,
And I love all of me.
Activity 2
Give different shapes cut outs to children and then help children in arranging them
in the shape of a body.
Activity 3
Draw a straight line and allow children to walk backward and forward.

19
Day 3
Activity 1
Start the day with a small meditation. Ask children to lie down on a mat and to close their
eyes. While lying down ask them to breathe in, breathe out and relax for a while.
Activity 2
Ask children to match the same body parts.

20
Activity 3
Draw a big circle on the floor. Tell children that whenever you clap once they have to jump in
the circle and when you clap two times then they have to jump out of the circle. Clap your
hands in variations and let children jump in and out of the circle.
Day 4
Activity 1
Stick 3-4 newspapers/ papers together and then ask children to lie down on it. Trace
children’s bodies on a sheet of paper.
After tracing, let children decorate the traced body by colouring in it.
Activity 2
Ask children to carefully observe the given images and ask if children are able to see a hand
in the picture.
Have a discussion with children about how we can create different things using our hand
print.
Give a sheet of paper to children and help in tracing a hand on it. Let children make various
things with that hand print.

21
Activity 3
Ask children to identify the body parts and encircle them.

22
Day 5
Activity 1
Discuss with children that some body parts help us to know the outside world. Ask the
following questions-
● Which body part helps us in seeing things?
● Which body part helps us in hearing?
● How do we get to know about the taste of the food?
● Can you tell the fragrance of a flower? If yes, which part helps us smell?
● How can you say that a blanket is soft and a rock is hard?
Activity 2
Ask children to see and identify the things given in the chart.
Then, hide the chart and ask children to recall the things on the chart and tell them.
Encourage children to share which organ they used for this task? (Bring their attention
towards their eyes).
Activity 3
Make a zigzag line on the ground and let children walk on it.

23
Week 3
Day 1
Activity 1
Collect some pebbles, seeds, cotton, spoon, keys, etc. and show it to children. Drop the things
one by one on the ground and ask children to listen to the sounds. Ask them, which of these
things made more sound and which ones less or even no sound at all?
Now blindfold children or keep your hands behind the cloth in a way that children cannot see
your hands. Start dropping the things one by one and ask children to identify things by their
sounds.
Activity 2 ‘Me and my Shaker’
Ask children to collect small pebbles/seeds and put them in an empty bottle/box.
Now ask children to shake the bottle. Encourage them to share which organ they
use for this task? (Bring their attention towards ears).
Activity 3
Let children to share the following things-
● Anything they see around
● Anything sweet in taste
● Any animal’s/ bird’s sound that they like to hear
● Anything they like to touch

24
Day 2
Activity 1 Story ‘Mere dus dost’
Narrate the story to children with facial expressions and voice modulation.
मेरे दसदोस्त
मेरे दसदोस्त हैं,िो मुझे तैय र होने में मददकरते हैं। मेर पहल दोस्त ब्रश है,िो आकर
मेरे द ंतों को ब्रश
करत है और
उन्हें सफ़
े द बन ए रखत है। इसक
े ब द मेर दूसर दोस्त है क
ैं ची,िो मेरे ब लों को क टत है जबवे
बढ़ि ते हैं। मेर अगल दोस्त स बुन है, िो नह ने में मेरी मददकरत है और
मुझेस फ़ रखत है। इसक
े ब द
मेर अगल दोस्त है तौमलय ,िो मुझेमेर बदनसुख ने में मददकरत है। किर आते हैं मेरे कपड़े, िो मेरे शरीर
को ढकते हैं और
गरमरखते हैं। इसक
े ब द आत है मेर दोस्तक
ं घ ,िो मेरे ब लों को अच्छे से रखकरमुझे
अच्छ ददखने में मददकरत है। इसक
े ब द आती मेरी ख़ सदोस्तटोपी, िो मेरे मसर को गरमरखती है,जब
ब हर ठण्ड होती है। इसक
े ब द मेरी अगली दोस्त,क न स फ़ करने व ली रुई,िो मेरे क न स फ़ करने में मदद
करती है। किर है मेर दोस्त नेल-कटरिो मेरे न खूनोंको छोट करने में मददकरत है।आखखरी दोस्त है मेर
िूत ,िो मेरे पैरों को स ि और
गरमरखत है। यहमेरे स रे दोस्त है। मैं इनसे बहुत प्य र करत हूाँ।
‫دوست‬ ‫دس‬ ‫میرے‬
‫جو‬ ،‫ہے‬ ‫رش‬ُ‫ب‬ ‫دوست‬ ‫پہال‬ ‫میرا‬ ‫ہیں۔‬ ‫کرتے‬ ‫مدد‬ ‫میں‬ ‫ہونے‬ ‫تیار‬ ‫مجھے‬ ‫جو‬ ،‫ہیں‬ ‫دوست‬ ‫دس‬ ‫میرے‬
‫دوست‬ ‫دوسرا‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫رکھتا‬ ‫بنائے‬ ‫سفید‬ ‫نہیں‬ُ‫ا‬ ‫اور‬ ‫ہے‬ ‫کرتا‬ ‫صاف‬ ‫کو‬ ‫دانتوں‬ ‫میرے‬ ‫آکر‬
‫جو‬ ،‫قینچی‬ ‫ہے‬
‫جو‬ ، ‫ہے‬ ‫صابن‬ ‫دوست‬ ‫اگال‬ ‫میرا‬ ‫ہیں۔‬ ‫جاتے‬ ‫بڑھ‬ ‫وہ‬ ‫ہےجب‬ ‫کاٹتی‬ ‫کو‬ ‫بالوں‬ ‫میرے‬
‫ہے‬ ‫دوست‬ ‫اگال‬ ‫میرا‬ ‫بعد‬ ‫کے‬‫اس‬ ‫ہے۔‬ ‫رکھتا‬ ‫صاف‬ ‫مجھے‬ ‫اور‬ ‫ہے‬ ‫کرتا‬ ‫مدد‬ ‫میری‬ ‫میں‬ ‫نہانے‬
‫بدن‬ ‫میرے‬ ‫جو‬ ،‫کپڑے‬ ‫میرے‬‫ہیں‬ ‫آتے‬ ‫پھر‬ ‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ ‫سکھانے‬ ‫بدن‬ ‫میرا‬ ‫مجھے‬ ‫جو‬ ،‫تولیہ‬
‫ر‬ ‫گرم‬ ‫اور‬ ‫ہیں‬ ‫ڈھانپتے‬ ‫کو‬
‫کو‬ ‫بالوں‬ ‫میرے‬ ‫جو‬ ،‫کنگھا‬ ‫دوست‬ ‫میرا‬ ‫ہے‬ ‫آتا‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہیں۔‬ ‫کھتے‬
‫میری‬ ‫ہے‬ ‫آتی‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ )‫آنے‬ ‫(نظر‬ ‫دکھانے‬ ‫اچھا‬ ‫مجھے‬ ‫کر‬ ‫رکھ‬ ‫سے‬ ‫اچھے‬
‫ہے‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫ہوتی‬ ‫ٹھنڈ‬ ‫باہر‬ ‫جب‬ ،‫ہے‬ ‫رکھتی‬ ‫گرم‬ ‫کو‬ ‫سر‬ ‫میرے‬ ‫جو‬ ،‫ٹوپی‬ ‫دوست‬ ‫خاص‬
‫ر‬ ‫والی‬ ‫کرنے‬ ‫صاف‬ ‫کان‬ ، ‫دوست‬ ‫اگلی‬ ‫میری‬
‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ ‫کرنے‬ ‫صاف‬ ‫کان‬ ‫میرے‬ ‫جو‬ ،‫وئی‬
‫آخری‬ ‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ ‫کرنے‬ ‫چھوٹا‬ ‫کو‬ ‫ناخنوں‬ ‫میرے‬ ‫جو‬ ‫تراش‬ ‫ناخن‬ ‫دوست‬ ‫میرا‬ ‫ہے‬ ‫پھر‬
‫ہیں۔‬ ‫دوست‬ ‫سارے‬ ‫میرے‬ ‫یہ‬ ‫ہے۔‬ ‫رکھتا‬ ‫گرم‬ ‫اور‬ ‫صاف‬ ‫کو‬ ‫پیروں‬ ‫میرے‬ ‫جو‬ ،‫جوتا‬ ‫میرا‬ ‫ہے‬ ‫دوست‬
‫ہوں۔‬ ‫کرتا‬ ‫پیار‬ ‫بہت‬ ‫سے‬ ‫ان‬ ‫میں‬
After reading the story ask the following questions-
● What do you think about some of the things that were shown in the story?

25
● How do things like toothbrush, comb, nail cutter etc. are used?
● How do you feel when you clean yourself with soap?
● How does your body feel after you wipe yourself with the towel?
Activity 2 Poem ‘Teddy bear’
Repeat the poem with children at least 2 times.
Activity 3
Draw a line on sand/floor then ask children to crawl along the line.

26
Day 3
Activity 1 Story ‘ Sona ki naak badi tej’
Narrate the story to children with voice modulation and facial expressions.
सोना की नाक बड़ी तेज़
सोन क
े च च की बि
फ की चुजस्कयों की दुक न थी। एकददन सोन च च की दुक न पर गई।च च तरह-तरहक
े
स्व द और
खुशबू व ले रसतैय र कररहे थे। सोन ने कह च च मैं भी रसपक ऊ
ाँ गी। "नहीं सोन तुम बसध्य न
से देखो" च च ने कह और
कहकरउन्होंने एकपतीले में रंगे हुए स्व द व ल रसड ल ।
सोन सूंघ करबोली "गले में खटसे लगने व ल क ल खट्ट ।"
च च ि नते थे कक सोन सही कहरही है। च च ने कईस रे रंग और
स्व द अलग
-अलग
पतीलों में ड ले और
सोन ने
सबकी महक
से उनक न म बत ददए।
तभी सोन बोली "च च कु छ अच्छी गंध नहीं आ
रही। ऐस लगरह है म नो कु छ जल
रह हो।"
च च ने पलटकर
देख और
रबड़ी क
े पतीले को झटसे आग
से उत र मलय । "श ब श ! सोन तुम्ह री खुशबू पहच ने
पहच नने की वजहसे मेरी रबड़ी िलने से बचगई।"
किर च च ने सोन को एकमज़ेद र-सीचुस्की ख ने को दी।
‫تیز‬ ‫بڑی‬ ‫ناک‬ ‫کی‬ ‫سونا‬
‫چاچا‬ ‫گئی۔‬ ‫پر‬ ‫دکان‬ ‫کی‬ ‫چاچا‬ ‫سونا‬ ‫دن‬ ‫ایک‬ ‫تھی۔‬ ‫دکان‬ ‫کی‬ ‫چسکیوں‬ ‫کی‬ ‫برف‬ ‫کی‬ ‫چاچا‬ ‫کے‬ ‫سونا‬
‫رس‬ ‫بھی‬ ‫میں‬ ‫چاچا‬ ‫کہا‬ ‫نے‬ ‫سونا‬ ‫تھے۔‬ ‫رہے‬ ‫کر‬ ‫تیار‬ ‫رس‬ ‫والے‬ ‫خوشبو‬ ‫اور‬ ‫ذائقے‬ ‫کے‬ ‫طرح‬ ‫طرح‬
‫ایک‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫کر‬ ‫کہہ‬ ‫اور‬ ‫کہا‬ ‫نے‬ ‫چاچا‬ "‫دیکھو‬ ‫ساتھ‬ ‫کے‬ ‫توجہ‬ ‫بس‬ ‫تم‬ ‫سونا‬ ‫"نہیں‬ ‫گی۔‬ ‫پکاؤں‬
‫می‬ ‫پتیلے‬
‫ڈالی۔‬ ‫رس‬ ‫والی‬ ‫ذائقے‬ ‫رنگین‬ ‫ں‬
‫کھٹا"۔‬ ‫کاال‬ ‫واال‬ ‫لگنے‬ ‫سے‬ ‫کھٹ‬ ‫میں‬ ‫"گولے‬ ‫بولی‬ ‫کر‬ ‫سونگھ‬ ‫سونا‬
‫الگ‬ ‫الگ‬ ‫ذائقے‬ ‫اور‬ ‫رنگ‬ ‫سارے‬ ‫کئی‬ ‫نے‬ ‫چاچا‬ ‫ہے۔‬ ‫رہی‬ ‫کہہ‬ ‫صحیح‬ ‫سونا‬ ‫کہ‬ ‫تھے‬ ‫جانتے‬ ‫چاچا‬
‫دیا۔‬ ‫بتا‬ ‫نام‬ ‫کا‬ ‫ن‬ُ‫ا‬ ‫سے‬ ‫مہک‬ ‫کی‬ ‫سب‬ ‫نے‬ ‫سونا‬ ‫اور‬ ‫ڈالے‬ ‫میں‬ ‫پتیلیوں‬
‫اچ‬ ‫کچھ‬ ‫چاچا‬ " ‫بولی‬ ‫سونا‬ ‫تبھی‬
‫نے‬ ‫چاچا‬ ‫ہو"۔‬ ‫رہا‬ ‫جل‬ ‫کچھ‬ ‫مانو‬ ‫ہے‬ ‫رہا‬ ‫لگ‬ ‫ایسا‬ ‫۔‬ ‫آرہی‬ ‫نہیں‬ ‫بو‬ ‫ھی‬
‫پہچاننے‬ ‫خوشبو‬ ‫تمہاری‬ ‫سونا‬ !‫"شاباش‬ ‫لیا۔‬ ‫تار‬ُ‫ا‬ ‫سے‬ ‫جھٹ‬ ‫کو‬ ‫پتیلے‬ ‫کے‬ ‫ربڑی‬ ‫اور‬ ‫دیکھا‬ ‫کر‬‫پلٹ‬
‫گئی"۔‬ ‫بچ‬ ‫سے‬ ‫جلنے‬ ‫ربڑی‬ ‫میری‬ ‫سے‬ ‫وجہ‬ ‫کی‬
‫دی۔‬ ‫کو‬ ‫کھانے‬ ‫چسکی‬ ‫سی‬ ‫دار‬ ‫مزے‬ ‫ایک‬ ‫کو‬ ‫سونا‬ ‫نے‬ ‫چاچا‬ ‫پھر‬

27
After reading the story ask the following questions-
● Which sense did Sona use in the story?
● What was the first flavour the Chacha put in the tub?
● Which smell do you like the most?
Activity 2

28
Make children smell onion, garlic, flower, mint, ginger and ask them to identify the things
they smelled.
Let children draw things that they like to smell on a piece of paper and have a discussion
around them.
(Do not look for a perfect drawing. Let children use their imagination to create these things)
Activity 3
Ask children to trace the line in the picture.
Day 4
Activity 1 Story ‘Apni cheenk dhakein’
Read the story to children with voice modulation and facial expressions.

29
अपनी छ ींक ढक
ें
आंछ
ू ! बंदर ने छींक म री। आंछ
ू ! चचड़ड़य ने छींक म री।
आंछ
ू ! बबल्ली ने भी छींक म री। आंछ
ू ! कु त्ते ने भी छींक म री।
सभी ि नवर क्यों छींक रहे थे और
सबसे बड़ी छींक ककसकी थी?
आंछ
ू ! दहरण ने छींक म री। आंआंछ
ू !छ
ू ! भैंस भी छींकी।
क्य कोई और
इससे भी बड़ी छींक म र सकत थ ?
आंआंआंछ
ू !छ
ू !छ
ू ! शेर ने छींक म री।
तभी आंआंआंआंछ
ू !छ
ू !छ
ू !छ
ू ! ह थी बड़ी ज़ोर से छींक ।
“अपनी छींक को ढको और
कीट णुयह ाँ वह ाँ मतिै ल ओ”, ह थी क
े प स खड़ी एकचींटीबोली।
‫لو‬ ‫ڈھانپ‬ ‫کو‬ ‫چھینک‬ ‫اپنی‬
‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫چڑیا‬ !‫آنچھو‬ ‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫بندر‬ !‫آنچھو‬
‫ماری۔‬ ‫چھینک‬ ‫بھی‬ ‫کتےنے‬ !‫آنچھو‬ ‫ماری۔‬ ‫چھینک‬ ‫بھی‬ ‫نے‬ ‫بلی‬ !‫آنچھو‬
‫تھی؟‬ ‫کی‬ ‫کس‬ ‫چھینک‬ ‫بڑی‬ ‫سے‬ ‫سب‬ ‫اور‬ ‫تھے‬ ‫رہے‬ ‫چھینک‬ ‫کیوں‬ ‫جانور‬ ‫سبھی‬
‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫ہرن‬ !‫آنچھو‬
‫چھینکی۔‬ ‫بھی‬ ‫بھینس‬ !‫چھو‬ ‫آآنچھو‬
‫تھا؟‬ ‫سکتا‬ ‫مار‬ ‫چھینک‬ ‫بڑی‬ ‫سے‬ ‫اس‬ ‫بھی‬ ‫اور‬ ‫کوئی‬ ‫کیا‬
‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫شیر‬ !‫چھو‬ ‫چھو‬ ‫چھو‬ ‫نچھو‬ ‫آن‬ ‫آن‬ ‫آن‬ ‫آن‬
‫چھینکا۔‬ ‫سے‬ ‫زور‬ ‫بڑے‬ ‫ہاتھی‬ !‫چھو‬ ‫چھو‬ ‫چھو‬ ‫نچھو‬ ‫آن‬ ‫آن‬ ‫آن‬ ‫آن‬ ‫تبھی‬
‫پا‬ ‫کے‬ ‫ہاتھی‬ ،"‫پھیالؤ‬ ‫مت‬ ‫وہاں‬ ‫یہاں‬ ‫جراثیم‬ ‫اور‬ ‫لو‬ ‫ڈھانپ‬ ‫کو‬ ‫چھینک‬ ‫"اپنی‬
‫چیونٹی‬ ‫ایک‬ ‫کھڑی‬ ‫س‬
‫بولی۔‬
After reading the story ask the following questions
● Which animal had the biggest sneeze?
● When do you sneeze?
● Do you cover your nose while sneezing?
● Why should we cover our nose while sneezing?
Here, discuss with children that it is important to cover our nose while sneezing otherwise we
spread germs all around.

30
Activity 2
Discuss with children about the importance of water, air and sun for our body to stay healthy.
Activity 3
Ask children to colour the given circle.
Activity 4
Discuss with children that there are many germs on our hands. When we play, touch different
things, germs come on our hands. Therefore, it is important to wash our hands.
Wash hands with children by showing all the steps one by one.

31
Day 5
Activity 1
Give different things to children to touch such as, cotton, dry leaves, a rock, bitter gourd etc.
and discuss how it feels.
Here after listening to children, introduce words such as soft, hard, smooth, rough etc. Ask
children, which body part helps them to feel the surfaces. Bring children’s attention to skin.
Activity 2
Encircle the things which are soft to touch.

32
Activity 3
Let children collect a few things of different textures from the surroundings.
Make two circles on the floor.
● Ask children to put soft things in the first circle.
● Ask children to put hard things in the second circle.
After this, discuss and see if children have put the things in the right circles
Week 4
Day 1
Activity 1 ‘Conversation chart’

33
Show these pictures to children and discuss the following things.
● Is there any difference in both the class rooms?
● In which class room would you like to study and why?
● Do you clean your room?
Activity 2 Story ‘Mere ghar ki safai’

34
मेरे घरकी सफाई
हम र घर कभी-कभी गंद हो ि त है। ऐस होने पर हमसभी ममल करस फ़-सफ़ ई करते हैं। हमझ ड़ू
लग ते हैं किर पोंछते हैं जिससे घरएकदम
चमकद र लगने लगत है। हमसभी ब री-ब री से घरकी
सफ़ ई करते हैं। मैं रोज़ घरमें झ ड़ू लग त हूाँ। मेर भ ई ब थरूम स फ़ करत है और
मेरी बहनपोछ
लग ती हैं। मम्मी बगीचे की देखभ ल करती हैं और
प प रसोईघर में ख न बन ते हैं। घरकी सि ई
खत्म करने क
े ब द हमसबममलकर ख न ख ते हैं।
‫صفائی‬ ‫کی‬ ‫گھر‬ ‫میرے‬
‫گند‬ ‫کبھی‬ ‫کبھی‬ ‫گھر‬ ‫ہمارا‬
‫ہ‬
‫ہیں‬ ‫کرتے‬ ‫صفائی‬ ‫صاف‬ ‫کر‬ ‫مل‬ ‫سبھی‬ ‫ہم‬ ‫پر‬ ‫ہونے‬ ‫ایسا‬ ‫ہے۔‬ ‫ہوجاتا‬
،
‫ہم‬
‫باری‬ ‫سبھی‬ ‫ہم‬ ‫۔‬ ‫ہے‬ ‫لگتا‬ ‫چمکنے‬ ‫دم‬ ‫ایک‬ ‫گھر‬ ‫سے‬ ‫جس‬ ‫ہیں‬ ‫لگاتے‬ ‫پونچھا‬ ‫پھر‬ ‫ہیں‬ ‫لگاتے‬ ‫جھاڑو‬
‫خانہ‬ ‫غسل‬ ‫بھائی‬ ‫میرا‬ ‫ہوں۔‬ ‫لگاتا‬ ‫جھاڑو‬ ‫میں‬ ‫گھر‬ ‫روز‬ ‫میں‬‫ہیں۔‬ ‫کرتے‬ ‫صفائی‬ ‫کی‬ ‫گھر‬ ‫سے‬ ‫باری‬
‫اورپاپا‬ ‫ہیں‬ ‫کرتی‬ ‫بھال‬ ‫دیکھ‬ ‫باغیچےکی‬ ‫ممی‬ ‫ہے۔‬ ‫لگاتی‬ ‫پونچھا‬ ‫بہن‬ ‫میری‬ ‫اور‬ ‫ہے‬ ‫کرتا‬ ‫صاف‬
‫باو‬
‫کھاتے‬ ‫کھانا‬ ‫کر‬ ‫مل‬ ‫سب‬ ‫ہم‬ ‫بعد‬ ‫کے‬ ‫کرنے‬ ‫ختم‬ ‫صفائی‬ ‫کی‬ ‫گھر‬‫ہیں۔‬ ‫بناتے‬ ‫کھانا‬ ‫میں‬ ‫خانہ‬ ‫رچی‬
‫ہیں۔‬
After reading the story ask children following questions-
● Who cleans the house?
● Do you help in cleaning the house? If yes, how?
Activity 3
Discuss how we clean our home. Ask children to help their parents in small things like
keeping toys, small utensils, clothes etc. at their designated place.
They can help in dusting the furniture.
Show them things that are used for cleaning.
Day 2
Activity 1

35
Ask children to carefully observe the given images and share what is happening in these
images.
Discuss with children about the importance of taking care of our body and maintaining
hygiene.
Activity 2
Sit with children and provide help in buttoning and unbuttoning the shirt/ pant.
Activity 3
It is important to take care of our body. Ask children to draw two things to show how they
can take care of their bodies. (e.g. soap, brush, comb, oil, water)

36
Day 3
Activity 1
Encircle the things which we use in cleaning our body parts.

37
Activity 2 Poem ‘My hands, my legs’ (refer to day 2 of week 2)
Repeat the poem with children. Encourage them to share how we use our legs and hands.
Activity 3
Give some soapy water to children and revisit the steps of proper hand washing. Then let
children play for some time with that soapy water. Help them in making bubbles.
Day 4
Activity 1
Give the following instructions (one instruction at a time) to children and let them make a
joker based on the instructions.
● A big face

38
● Two red eyes
● Small nose
Activity 2
Help Sameer to reach his delicious soup by drawing on the given path.

39
Activity 3
Make a big circle on the ground and let children run/ walk around it according to the speed of
your claps. If you are clapping your fast, let children run speedily. If you are clapping slowly,
let children run/walk slowly.
Day 5
Activity 1 ‘I feel…’
Ask children to tick how they feel in the following situations.

40
When you eat food of your own choice
When you cannot play
When somebody scolds you
When somebody gives you your favourite toy
Activity 2
Give some shoes to children and ask to identify which pair of shoes belong to whom.
After identification, let children arrange the shoes according to their size. (Small to big/ big to
small)
Activity 3
Play ‘pakadam-pakdai’/ Rat-A-Tat (chasing) with children.
Theme: Me and my family
Week 1
Day 1
Activity 1 Names and relationships

41
Have a conversation with children and ask ‘Who all are there in the family?’ Encourage
children to share the names of every member of the house including the pets (if there is any).
Introduce the term “family” by talking to children that the members living in one their is their
family.
Activity 2 Poem ‘Family’
Read the poem with children at least 2 times.
Family
Families are big,
Families are small,
Families are different,
We love them all.
Activity 3
Ask children to make pairs.

42
Day 2
Activity 3 Poem ‘Yeh hai mere acche papa’

43
Recite the poem with children at least 2 times.
यहहैं मेरे अच्छे पापा
यहहैं मेरे अच्छे प प ,
यहहैं मेरे प्य री मम्मी,
यहहैं द द लंबे व ले,
यहहैं द दी प्य री- प्य री,
यहतो मैं हूं सबसे छोटी/छोट ,
देखो ककतन प्य र - प्य र / प्य री- प्य री,
यहहैं मेर पूर पररव र,
जिससे मुझको बहुत है प्य र।
‫پاپا‬ ‫اچھے‬ ‫ہمارے‬ ‫یہ‬
‫پاپا‬ ‫اچھے‬ ‫ہمارے‬ ‫یہ‬
‫یہ‬
‫ممی‬ ‫پیاری‬ ‫ہماری‬
‫والے‬ ‫لمبے‬ ‫دادا‬ ‫ہیں‬ ‫یہ‬
‫پیاری‬ ‫پیاری‬ ‫دادی‬ ‫ہیں‬ ‫یہ‬
‫سے‬ ‫سب‬ ‫ہوں‬ ‫میں‬ ‫تو‬ ‫یہ‬
‫چھوٹا‬ /‫چھوٹی‬
/‫پیاری‬ ‫پیاری‬ ‫کتنی‬ ‫دیکھو‬
‫پیارا‬ ‫پیارا‬ ‫کتنا‬ ‫دیکھو‬
‫پریوار‬ ‫پورا‬ ‫ہمارا‬ ‫ہے‬ ‫یہ‬
‫پیار‬ ‫ہے‬ ‫بہت‬ ‫کو‬ ‫مجھ‬ ‫سے‬ ‫جس‬
Activity 2 Game ‘Mummy says’
In this game children have to do the actions that start from ‘Mummy says’
For example; Mummy says, Jump
Mummy says, Clap your hands
Mummy says, Touch your head
Mummy says, Sit down
Children have to listen carefully. As the game progresses include numbers with action, like-
Mummy says, Jump 3 times, Mummy says, clap your hands 2 times etc.
Mistakes will happen, but it will add fun to the game.
Activity 3
Ask children to encircle the shorter person.

44
Day 3
Activity 1 Game ‘Musical Chairs’
Arrange the chairs/stools in a circular manner. Bring any utensil/object that can be beaten
lightly to produce sound for musical chairs. Ask the children to roam around the chairs when
the music is playing and to sit when the music stops.
Note: The number of chairs should be one less than the number of children in the game.

45
Activity 2 Telephone talk/Pretend talk
Talk to children if they have ever observed anyone speaking over the phone. Ask children to
bring an object and use it as a phone. Ask them, with whom would they like to talk? What are
they going to talk about?
Activity 3
Ask children to find the odd one out.
Encourage them to reason it as well.
Day 4
Activity 1 My Pets
Bring children in an outdoor setting and encourage them to observe the animals/birds that
they see around. Ask the following questions-
● Which animals/birds do you see around?
● If you have to bring a pet, how are you going to take care of it?
Activity 2

46
Ask children to encircle the pet they want.
Activity 3
Spread a mat/carpet on the floor and ask children to roll on the mat. Encourage them to roll
forward and backward.

47
Day 5
Ask children, where do they live? Bring their attention towards the home and its
surroundings. Encourage them to share the area’s name (if they know) otherwise tell them
about it. Take them outside and ask these questions-
● Who all live in the house?
● What is the colour of the walls?
● What is the shape of the roof?
Activity 2 Poem ‘Ghar’

48
Sing this poem with children at least 2 times.
घर
यहतेर घर ,
यहमेर घर,
यहल ल रंग, ये सफ़
े द रंग,
यहघर है रंग-बबरंग ।
ममलन हो अगरछनश से कभी,
चलेंगे हमउसक
े संग।
‫گھر‬
‫گھر‬ ‫میرا‬ ‫یہ‬ ‫گھر‬ ‫تیرا‬ ‫یہ‬
‫رنگ‬ ‫سفید‬ ‫یہ‬ ‫رنگ‬ ‫الل‬ ‫یہ‬
‫برنگ‬ ‫رنگ‬ ‫گھرہے‬ ‫یہ‬
‫کبھی‬ ‫سے‬ ‫نسرین‬ ‫اگر‬ ‫ہو‬ ‫ملنا‬
‫گھر‬ ‫کے‬ ‫س‬ُ‫ا‬ ‫ہم‬ ‫گے‬ ‫چلیں‬
Note: Colour of the wall will change as per the house. Use the children's name instead of
Nasreen/Nisha.
Activity 3
Ask children to colour the given house.

49
Week 2
Day 1
Activity 1 ‘What do we do?’
Sit with children and encourage them to answer the following questions-

50
● What are the tasks that we do at home? (Cleaning, dusting, cooking, washing, going
to work/market).
● Encourage children to think and share the ways in which they can help other family
members at home.
Activity 2 Game ‘Who Am I?’
Play a guessing game with children. For example, say-
● “ I am thinking of a family member who waters the plants”
● ……..gives me a bath.
● ……..helps me in brushing my teeth.
● …….. who cooks dinner.
● ……...who takes me to the park/ground.
● …….. who helps me to study.
● …….who plays with me.
● …….who goes to work.
Children will guess and give answers to the questions asked.
Activity 3 ‘one’
Draw a straight line on the ground using a stick and bring children’s attention towards it. Tell
them that it is called ‘one’.
Ask them to draw a few ‘ones’ on the ground.
Give them a few examples using real objects, one stick, one finger, one child, one door, etc.
Day 2
Activity 1 Poem ‘Papa’
Recite the poem at least 2 times with children.
पापा
प प प प मेरे प प ,
‫پاپا‬
‫پاپا‬ ‫میرے‬ ‫پاپا‬ ‫پاپا‬

51
दूर - दूर ले ि ते प प ,
मम्मी - मम्मी मेरी मम्मी,
द द - द द मेरे द द ,
सबबोलन मसख ते द द ,
द दी - द दी मेरी द दी,
कह नी रोि सुन ती द दी,
भैय -भैय मेरे भैय ,
मेरे घर में सबहैं प्य रे,
अच्छे - अच्छे न्य रे – न्य रे।
‫پاپا‬ ‫جاتے‬ ‫لے‬ ‫دور‬ ‫دور‬
‫ممی‬ ‫میری‬ ‫ممی‬ ‫ممی‬
‫دادا‬ ‫میرے‬ ‫دادا‬ ‫دادا‬
‫دادا‬ ‫سیکھاتے‬ ‫بولنا‬ ‫سب‬
‫دادی‬ ‫میری‬ ‫دادی‬ ‫دادی‬
‫روز‬ ‫کہانی‬
‫دادی‬ ‫ناتی‬ُ‫س‬
‫بھیا‬ ‫میرے‬ ‫بھیا‬ ‫بھیا‬
‫پیارے‬ ‫ہیں‬ ‫سب‬ ‫میں‬ ‫گھر‬ ‫میرے‬
‫نیارے‬ ‫نیارے‬ ‫اچھے‬ ‫اچھے‬
Activity 2 ‘Guess who?’
Ask children to get some photos of family members and help children to identify the people
in the photos.
Activity 3
Play some music for children and let them enjoy the beats of the song. Once children have
tuned in with the music, ask them to jump at the sound of the clap.
One clap- one jump , two clap- two jumps, three clap- three jumps etc.
Day 3
Activity 1 ‘Can you copy me?’

52
Ask children to stand opposite to you and ask them to copy. You may do the following
simple actions, such as, blink eyes, clap hands, tap feet, etc. ask children to copy these.
Activity 2
Ask children to match the same colour clothes.
Activity 3 ‘Let us Jump’
Draw a big circle on the floor/ground. Ask children to identify the shape on the ground and
tell children that they are going to play a game.
Give these instructions to children. When the instructor says “in”, children must jump inside
the circle. When the instructor says “out”, children must jump outside the circle.
Day 4
Bring children's attention towards the outside area. Ask them about the nearest shop. How far
is the park?
Discuss with them about various facilities available nearby.

53
Activity 2 Story ‘Chunu and Munu: let’s play now’
Chunu and Munu let us play now
Who do we play with? Let’s play with friends.
What shall we play with? Let’s play with stones.
Who do we play with? Let’s play with friends.
What shall we play with? Let’s play on the swing.
Who do we play with? Let’s play with our younger sister.
What shall we play with? Let’s skip with our rope.
Who do we play with? Let’s play with our brother.
What shall we play with? Let’s play on the slide.
Who do we play with? Let’s play with our elder sister.
What shall we play with? Let’s ask some riddles.
Who do we play with? Find a friend.
If you are alone, kick the ball with your feet.
Ask them the following questions-
● Which game did children play at home?
● With whom were they playing?
● What is their favourite game to play?
Activity 3
Ask children to name objects given in the image below. Encourage them to match the same
object with each other.

54
Day 5
Activity 1 Story ‘Chunu and Munu: let us play now’
Repeat the story and ask the following questions.
● Which game do they play with siblings?

55
● What is their favourite outdoor game?
● Which of the following sentences has more words?
Let’s play with our younger
sister.
What shall we play?
Activity 2 Game
Ask children to share about their favourite game. Play some games with them.
Activity 3
Encircle the image that has all the children playing in the sitting position.

56
Week 3
Day 1
Activity 1 Poem ‘Families are big’

57
Families are big
Families are big,
Families are small,
Families are different,
We love them all.
Some have mothers,
Some have fathers,
Some have sisters,
Some have brothers,
We all stay together.
Activity 2 ‘Who is missing?’
Ask children to carefully observe the image given above in the poem. Now, ask them to share
who is missing from the below image.

58
Activity 3
Ask children to draw stick figures on the ground of their family members.
Day 2
Activity 1 Observation
Bring children's attention towards different spaces in their houses and tell them how each
space is used for different purposes. Ask them to observe things carefully kept for specific

59
purposes in each area/room. For example; a book in a reading corner, utensils in the kitchen
etc.
Activity 2 ‘Where’
Gather a few objects from the surrounding (a pencil, spectacles, shoes, plant etc.). Ask
children to keep them back at their designated place.
Activity 3
Ask children to encircle those objects that they would like to keep outside the house.
Day 3
Activity 1
Involve children in the game of running and touching a child whose name is called, which
may start with instruction. I know someone who is a boy, is wearing a blue shirt and his name
starts with sound /n/. Who is he? Run and touch.

60
Activity 2
Place clothes/toys/puzzles of different colours.
Ask children to categorize them in different sets of colours.
E.g., all red clothes in one set, all green in one and so on.
Activity 3
Match the bag with the same coloured notebook.
Day 4
Activity 1 ‘Feely bag’
In a cloth bag, keep different objects. For example, a hairclip, rubber band, crayon, puzzle
piece etc. Ask children to put their hand inside the bag and pick an object. Children will tell
about the objects, what it is and how it is used.

61
Activity 2 Circle
Bring children’s attention towards various circular shaped objects, like-bowl, plate, ring,
clock, bottle cap etc. Introduce the term ‘circle’ and ask them to do air tracing of the circle.
Activity 3 ‘Obstacle race’
In an empty/open space place some objects as obstacles like stools, stones, bottles, clothes and
a distance mark a finish line. At the sound of the clap children have to jump over or skip past
the obstacles to reach the finish line.

62
Day 5
Activity 1 ‘My neighbours’
Sit with children and engage them in conversation by asking these questions-
● Who lives next door to you?
● Do you have any friends there?
● Do you see/meet them regularly?
Activity 2 Game
Ask children to name as many circular objects as they can present in their surroundings.
Later, taking the name of a circular object, children will run and touch that particular object.
Activity 3
Ask children to encircle each object that is shaped like a circle.
Week 4

63
Day 1
Activity 1
This is Ansh’s family. His family includes his
mother-father, grandfather-grandmother, his
aunt and three elder siblings.
This is Neha’s family. Her family has a mother
and a younger brother.
This is Zara’s family. He is her father.
This is Manu’s family. Her family includes
mother-father and a sister.
Note: Bring their attention towards various types of families mentioned here.
Activity 2

64
Sit with children and talk tothem about other members of the family? The ones who don’t
live in the same house but come and meet on occasions? Where do they live? When do they
come? What activities do they do together?
Activity 3
Ask children to draw a thing that they like to do with their sibling/s or parents. (e.g. Playing,
eating, listening to stories, talking)
Day 2
Activity 1 Poem ‘Naav chali’

65
नाि चली
न नी की न व चली,
नेह की न नी की न व चली,
लम्बे सफ़रपर न व चली।
स म न घर से छनक ले गए
,
न नी क
े घर से छनक ले गए
,
इधर से उधरसे छनक ले गए
,
न नी की न व में ड ले गए।
क्य क्य ड ले गए
?
‫چلی‬ ‫ناؤ‬
‫چلی‬ ‫ناؤ‬ ‫کی‬ ‫نانی‬
‫ن‬
‫چلی‬ ‫ناؤ‬ ‫کی‬ ‫نانی‬ ‫کی‬ ‫یہا‬
‫چلی‬ ‫ناؤ‬ ‫پے‬ ‫سفر‬ ‫لمبے‬
‫گئے‬ ‫نکالے‬ ‫سے‬ ‫گھر‬ ‫سامان‬
‫گئے‬ ‫نکالے‬ ‫سے‬ ‫دھر‬ُ‫ا‬ ‫سے‬ ‫ادھر‬
‫گئے‬ ‫ڈالے‬ ‫میں‬ ‫ناؤ‬ ‫کی‬ ‫نانی‬
‫گئے‬ ‫ڈالے‬ ‫کیا‬ ‫کیا‬
Talk to children about their grandparents. Discuss on the following points:
● Do they know their mother’s parents?
● Do they know their father’s parents?
● Where do they live?
● When do they meet?
Activity 3
Ask children to draw a boat in which they would like to go with their grandparent/s.

66
Day 3
Activity 1 Poem ‘Naav chali’
Repeat the poem with children.

67
Ask children to think about what special arrangements their parents will make if their
grandparents are coming to visit them?
Activity 2
Help the grandfather and his grand-daughter to reach their home by tracing the line.
Activity 3 Game ‘Obstacle race’
In an open space, place some objects as obstacles like stools, stones, bottles, clothes etc. At a
distance mark a finish line. At the sound of the clap children have to jump over or skip past
the obstacles to reach the finish line.
Day 4
Activity 1 Story ‘Chintiyaan’

68
चीींटियााँ
छनश अपनी द दी क
े स थ रोज़ बगीचे में सैर करने ि ती थी । वह ाँ उसे बहुत तरहक
े पेड़-पौधेददखते थे। कु छ
पेड़ों क
े आस
प स कईस रे चींदटयों क
े बबल थे। द दी ने छनश को बत य कक जबद दीछोटी थी तबवह चींदटयों
को ख न खखल ती थी। छनश को यहसुनकर बहुत अच्छ लग । जबछनश घरव पस गईतो अगले ददन बगीचे
में ि ने से पहले उसने अपने घरसे कु छ आट ले मलय । किर बगीचे में पहुाँच करछनश ने आट चींदटयोंक
े
बबल क
े आस
-प स ड ल ददय । थोड़ी ही देर ब द उसने देख कक वह ाँ बहुत स री चींदटय ाँ आ
गईऔर
उन्होंने आट
ख न शुरू करददय । द दी को यहदेखकर बहुत अच्छ लग ।
‫چیونٹیاں‬
‫سارے‬ ‫بہت‬ ‫وہ‬ ‫وہاں‬ ‫تھی۔‬ ‫جاتی‬ ‫کرنے‬ ‫سیر‬ ‫میں‬ ‫باغیچے‬ ‫روز‬ ‫ساتھ‬ ‫کے‬ ‫دادی‬ ‫اپنی‬ ‫نیشا‬
‫پ‬ ‫پیڑ‬
‫ودے‬
‫کہ‬ ‫بتایا‬ ‫کو‬ ‫نیشا‬ ‫نے‬ ‫دادی‬ ‫تھے۔‬ ‫بل‬ ‫کے‬‫چیونٹیوں‬ ‫ساری‬ ‫کئی‬‫پاس‬ ‫آس‬ ‫کے‬ ‫پیڑوں‬ ‫کچھ‬ ‫تھی۔‬ ‫دیکھتی‬
‫جب‬ ‫لگا۔‬ ‫اچھا‬ ‫بہت‬ ‫کر‬ ‫سن‬ ‫یہ‬ ‫کو‬ ‫نیشا‬ ‫تھی۔‬ ‫کھالتی‬ ‫کھانا‬ ‫کو‬‫چیونٹیوں‬ ‫وہ‬ ‫تب‬ ‫تھی‬ ‫چھوٹی‬ ‫دادی‬ ‫جب‬
‫ک‬ ‫سے‬ ‫گھر‬ ‫اپنے‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫پہلے‬ ‫سے‬ ‫جانے‬ ‫میں‬ ‫باغیچے‬ ‫دن‬ ‫اگلے‬ ‫تو‬ ‫گئی‬‫واپس‬ ‫گھر‬ ‫نیشا‬
‫چ‬
‫لے‬ ‫آٹا‬ ‫ھ‬
‫دیر‬ ‫ہی‬ ‫تھوڑی‬ ‫دیا۔‬ ‫ڈال‬‫پاس‬ ‫آس‬ ‫کے‬‫بل‬ ‫کے‬‫چیونٹیوں‬ ‫آٹا‬ ‫نے‬ ‫نیشا‬ ‫کر‬ ‫پہنچ‬ ‫میں‬ ‫باغیچے‬ ‫پھر‬ ‫لیا۔‬
‫دادی‬ ‫دیا۔‬ ‫کر‬ ‫شروع‬ ‫کھانا‬ ‫آٹا‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫اور‬ ‫گئی‬ ‫آ‬ ‫چیونٹیاں‬ ‫ساری‬ ‫بہت‬ ‫وہاں‬ ‫کہ‬ ‫دیکھا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫بعد‬
‫لگا۔‬ ‫اچھا‬ ‫بہت‬ ‫کر‬ ‫دیکھ‬ ‫یہ‬ ‫کو‬
Ask them the answer the following questions-
● Who went to the garden with Nisha?
● What did they see there?
Activity 2 Conversation chart

69
Ask children to carefully look at the image and tell how Nisha is helping ants?
Activity 3 Game ‘Musical Chairs’
Arrange the chairs/stools in a circular manner. Bring any utensil that can be beaten lightly to
produce sound for musical chairs. Ask the children to roam around the chairs when the music
is playing and to sit when the music stops.
Note: The number of chairs should be one less than the number of the children in the game.
Day 5
Activity 1 ‘Riddles’

70
Ask children the following riddles.
1. मम्मी की मम्मी कहल तीं।
मुझ पर अपन प्य र लुट तीं। (न नी)
‫ا‬
‫کی‬ ‫می‬
‫ا‬
‫کہالتی‬ ‫می‬
‫لٹاتی‬ ‫پیار‬ ‫اپنا‬ ‫پر‬ ‫مجھ‬
)‫(نانی‬
2. रोज़ कह नी मुझेसुन तीं ,
प प की वो म ाँ कहल तीं।
(द दी)
‫ناتی‬ُ‫س‬ ‫مجھے‬ ‫کہانی‬ ‫روز‬
‫ابو‬
‫کہالتی‬ ‫ماں‬ ‫وہ‬ ‫کی‬
)‫(دادی‬
3. रोज़ मुझेसैर कर ते,खूब खखल ते।
प प क
े भ ई कहल ते।
(च च / त ऊ)
‫کھالتے‬ ‫خوب‬ ،‫کراتے‬ ‫سیر‬ ‫مجھے‬ ‫روز‬
/‫(چاچا‬ ‫کہالتے‬ ‫بھائی‬ ‫وہ‬ ‫کے‬ ‫ابو‬
)‫تایا‬
Help them in reaching the answer.
Activity 2
Children will stand in two rows opposite to each other. Teacher will call names from each
row and these children will exchange their place with each other.
Activity 3
Ask children to observe images given below.

71
Tell them that insects/animals/birds have their family too, they live together just like our
family/families.
Theme: Plants
Week 1
Day 1
Activity 1 Discussion

72
Ask children to observe their surroundings. Bring their attention towards plants and trees
around them. Bring their attention towards big and small plants, their leaves and stems.
Activity 2
Take children to a nearby green area/park. Ask children to touch a tree/plant which is-
● green tree
● small plant
● flowering plant
● tree with dried leaves etc.
Activity 3 Poem ‘Dost hara’
दोस्त हरा
मैं हूाँ तुम्ह र दोस्त हर ,
रहत हूाँ फलऔरि
ू लों से भर ,
मुझसे ही तुम स ाँस प ते,
हाँसते खेलते झूमते ग ते।
‫ہرا‬ ‫دوست‬
‫ہرا‬ ‫دوست‬ ‫تمہارا‬ ‫ہوں‬ ‫میں‬
‫بھرا‬ ‫سے‬ ‫اورپھولوں‬ ‫پھل‬ ‫ہوں‬ ‫رہتا‬
‫تم‬ ‫ہی‬ ‫سے‬ ‫مجھ‬
‫پاتے‬ ‫سانس‬
‫گاتے‬ ‫جھومتے‬ ‫کھیلتے‬ ‫ہنستے‬
Day 2
Activity 1 Poem ‘Dost hara’
Activity 2
Ask children to colour the given tree.

73
Activity 3
Ask children to match the same trees.

74
Note: Bring children’s attention towards the green and brown colours.
Day 3
Activity 1 Nature walk
Take children in an open park and let them explore on their own.

75
Ask to observe the trees around. Bring attention towards-
● The height of the trees
● Their leaves, bark, branch
● If they see any fruits and flowers
● Colour of fruits, flowers, leaves, branches etc.
● If there is any smell of it
Activity 2 Game
Choose a few trees/plants and give them names. Now call the given name of a tree/plant,
children have to run and touch that particular tree/plant.
Activity 3
Demonstrate to children how to trace the bark of the tree using a pencil/crayon on the paper.
Then encourage children to trace it by themselves.
Day 4
Activity 1
Ask children to collect a few fallen leaves and pebbles/seeds.
Now, ask them to put one pebble/seed for each leaf.

76
Activity 2
Cut out a picture of a tree/plant from a newspaper or magazine. Cut the picture into two,
separating the leaves and the bark/stem. Ask children to join the parts of the tree/plant.
Activity 3
Ask children to encircle the odd one out.

77
Day 5
Activity 1
Show various things that we get from plants and trees (food items, furniture, wooden utensils,
medicine etc.).
Tell them that the air we are breathing is also given to us by these plants and trees only.

78
Activity 2 ‘Run and touch’
Ask children to run and touch those objects that are obtained from trees and plants.
(If children touch an object that is not made from plants and trees then share with them what
it is made up of).
Activity 3
Ask children to encircle objects that are obtained from trees and plants.
Week 2
Day 1

79
Activity 1
Show children different types of seeds.
(Fruit’s seeds, vegetable’s seeds, pulses, rice etc.)
Let children touch them and the teacher will tell the name as well.
Activity 2 ‘Sowing seeds’
Take a small pot/container/a small space in the garden/park. Take a few seeds and show to
children how a seed is sown.
Also tell the importance of water and sunlight for the plants to grow.
Now, let children sow a few seeds.
(Ask children to check its growth every day and water it regularly).
Activity 3 ‘I am a plant’
Ask children to act like a growing plant.
First children will be a seed, so they will sit on the ground. Then it will grow into a small
plant, they will raise themselves a little bit from the ground. When the plant is big, they can
stand. For blooming flowers, hands can be opened above the head.
Day 2
Activity 1
Show a plant to children and tell the names of its parts. Make them touch the different parts
and tell the name when they are touching them. Repeat it a few times.

80
Activity 2
Ask children to draw a few leaves that they have seen and colour them.
Activity 3
Ask children to match the same parts of the plant with each other.

81
Day 3
Activity 1 Seriation
Ask children to collect a few fallen leaves of different sizes from outside and ask them to
arrange them from small to big.

82
Activity 2
Give colour/turmeric/henna mixture to children. Ask them to dip dried leaves and flowers in
the mixture and imprint them in the space given below.
Activity 3
Ask children to trace the lines.

84
Show a few real (images of) trees/plants and bring children’s attention towards green colour.
Introducing the word green. Now, ask children to touch various green things present in the
environment/home.
Activity 2
Ask children to encircle only green objects given below.
Activity 3
Take children outside near a plant/tree and let them tell you the different parts. Encourage
them to share the part’s colour as well.
Day 5
Ask the following questions to children-
● Which vegetable did you eat today?

85
● Which is your favourite vegetable?
● Which vegetable/s do you see in the kitchen/kitchen garden?
Activity 2 Poem ‘Aloo kachaloo beta’
Sing the poem with children at least 2 times.
आलू कचालू बेिा
आलू कच लू बेट
कह ाँ गएथे?
बैंगन की टोकरी में
सो रहे थे।
बैंगन ने ल त म री
रो रहे थे।
मम्मी ने प्य र ककय
हंस रहे थे।
प प ने पैस ददय
न च रहे थे।
‫بیٹا‬ ‫کچالو‬ ‫آلو‬
‫بیٹا‬ ‫کچالو‬ ‫آلو‬
‫تھے؟‬ ‫گئے‬ ‫کہاں‬
‫میں‬ ‫ٹوکری‬ ‫کی‬ ‫بینگن‬
‫تھے‬ ‫رہے‬ ‫سو‬
‫ماری‬ ‫الت‬ ‫نے‬ ‫بینگن‬
‫تھے‬ ‫رہے‬ ‫رو‬
‫ا‬
‫کیا‬ ‫پیار‬ ‫نے‬ ‫می‬
‫تھے‬ ‫رہے‬ ‫ہنس‬
‫نے‬ ‫ابو‬
‫ٹافی‬
‫دیئے‬
‫تھے‬ ‫رہے‬ ‫ناچ‬
After the poem, discuss with children that we get our vegetables from plants and trees only.
Activity 3
Ask children to colour the vegetables only.

86
Week 3
Day 1
Activity 1 Visit to the market

87
Take children to the nearest market/fruits and vegetables shop and let them observe the
different fruits and vegetables there. Bring attention towards their colour, shape and size.
Activity 2
Ask children to match vegetables with their respective colour.
Activity 3
Ask children to trace various fruits and vegetables on the ground using fingers.

88
Day 2
Activity 1
Put all vegetables and fruits together and ask children to sort them as per their sizes.
(For example; small size vegetables and fruits will be in one group, big size vegetables and
fruits will be in another group etc.).
Activity 2

89
Call out names of a few different fruits and vegetables and ask children to stand up and sit
down. Children will sit when a vegetable's name is called and stand when a fruit’s name is
called.
Activity 3
Ask children to complete the pattern.

90
Day 3
Activity 1 ‘Sorting vegetables’

91
Place a variety of vegetables on the tables. For example; Potato, brinjal, tomato, capsicum,
lady finger, etc.
Bring two baskets and ask children to sort the vegetables in the basket by
● Shape – round, long, etc.
● Colour – red, green, brown, etc.
● Size – big, small, etc.
Activity 2 Making Salad
Make vegetable salad with the help of the children.
● Bring a few vegetables available that can be eaten raw, like- tomato, radish, carrot,
peas, etc.
● Wash all of them thoroughly with the help of children.
● Cut and mix them together.
● Squeeze lemon on top, if available.
● Add salt and mix well.
Ask children to help you in serving.
Note: While doing the activity explain to children that some vegetables can be eaten raw
whereas some vegetables are cooked before eating.
Activity 3
Ask children to match the vegetables with their correct slice.

92
Day 4
Activity 1 Story ‘Flower Power’
Read the given story with children ‘Flower Power’.

93
Today is Nandana’s mom's birthday. Her mom likes flowers. Nandana is thinking about
which flower she should draw on the greeting card.
Do you think she will draw a red
hibiscus?
Do you think she will draw white jasmine?
Do you think she will draw a pink lotus? Then she thought of an amazing idea.
She created a beautiful and unique card with flowers of different shapes, triangles, squares
and circles. Do you think her mother will like the card?
After the story, ask children about the flowers and their names if they are aware of any.
Activity 2 Game

94
Place 5-6 bricks in a straight line and ask children to walk on the bricks without sidestepping.
Activity 2 Drawing
Ask children to make a flower and colour it.

95
Day 5
Activity 1 Poem ‘Flower flower everywhere’
Recite the poem with children at least two times.
Flower flower everywhere
Flower flower everywhere,
In the garden, in my hair,
In the vase, at the store,
On the table, at the door,
What a lovely time of year!
Flowers blooming, bringing cheer.

96
Activity 2
Ask children to spot a flower in the given image.
Activity 3
Ask children to match the same flower.

97
Week 4
Day 1
Activity 1 Nature walk
Take children to the park and ask them to observe different flowers around.
Instruct children not to pluck any flowers but only smell them. They can also collect the
flowers fallen on the ground.
Activity 2
Ask children to trace the stems of the flowers.

98
Activity 3 Game
Use durries/mats/dupattas available around you. Ask children to walk along the border
maintaining balance of their feet.
Day 2
Activity 1 Poem ‘Flower flower everywhere’
Ask them how they feel when they see beautiful flowers on plants and trees.
Activity 2
Ask children, where have they seen flowers being used? If they are finding it difficult, show
the pictures given below.

99
Activity 3 ‘Paper Tearing and Pasting’
Guide children to tear coloured paper from newspaper/magazines and paste them inside the
picture below.

100
Note: If coloured papers are not available, ask children to fill it with colours.
Day 3

101
Let children observe the image. Then ask the following questions-
● What do you see in the image?
● Can you name a few animals given in the image?
● Where are they?
Tell children about the forest and its importance. Forest is full of trees and many animals live
in it and find their food.
Activity 3
Ask children to circle the thinner animal.

102
Day 4
Activity 1 Poem ‘Chidiya’

103
चचड़ड़या
एक
-एकछतनक िोड़ती है।
चचड़ड़य अपन घरबन ती है।
पेड़ की ड ली पर वो अपन िीवन बबत ती है।
अपनी इसछोटी सी चोंच से वो ककतन क म करि ती है।
‫چڑیا‬
‫ہے‬ ‫جوڑتی‬ ‫تنکا‬ ‫ایک‬ ‫ایک‬
‫ہے‬ ‫بناتی‬ ‫گھر‬ ‫اپنا‬ ‫چڑیا‬
‫ہے‬ ‫اتی‬َ‫ت‬ِ‫ب‬ ‫جیون‬ ‫اپنا‬ ‫وہ‬ ‫پر‬ ‫ڈال‬ ‫کی‬ ‫پیڑ‬
‫کتنا‬ ‫وہ‬ ‫سے‬ ‫چونچ‬ ‫سی‬ ‫چھوٹی‬ ‫اس‬ ‫اپنی‬
‫ہے‬ ‫جاتی‬ ‫کر‬ ‫کام‬
Activity 2
Ask children if they have seen birds around. Do they know where they live?
Bring their attention towards their nest, which is on trees. Share with them the importance of
trees for birds.
Activity 3
Ask children to help these birds to reach their nest by tracing the lines.

104
Day 5
Activity 1
Ask children to share the importance of trees and plants for us, animals and birds.

105
Let them share understanding about the importance of trees and plants. Accept and appreciate
all the responses.
Activity 2
Ask children to encircle only parts of plants/trees.
Activity 3
Ask children to draw a scene around the given tree and colour it.

106
Theme: Animals
Week 1
Day 1
Activity 1

107
Take children out in an open area/park and ask them to observe around. Help them to spot some
animals.
After coming back, ask the children about the animals they saw.Introduce the term ‘animals’
by saying that animals have 4 legs, 2 eyes, 1 nose and 2 ears just like us!
Ask children to count eyes, nose and ears and then show the animal chart to observe various
animals.
Activity 2 Poem ‘Sher’
Recite the following poem with children at least 2 times.
शेर
शेर छनर ल दहम्मत व ल ,
िंगल क र ि कहल त ।
भूख लगे तो वह गुर फत ,
औरज़ोर से दह ड़ लग त ।
‫شیر‬
‫شیر‬
‫واال‬ ‫ہمت‬ ‫نراال‬
‫کہالتا‬ ‫راجہ‬ ‫کا‬ ‫جنگل‬
‫گرجتا‬ ‫وہ‬ ‫تو‬ ‫لگے‬ ‫بھوک‬
‫لگاتا‬ ‫دھاڑ‬ ‫سے‬ ‫زور‬ ‫اور‬
Activity 3
Show the given images to children and help them to identify and name the given animals.
This chart can also be used to revise the names of the animals with children daily.

108
cow
bear
lion
dog
goat
monkey
cat
horse
Day 2
Activity 1
Discuss with children about the sounds of animals. Ask the following questions-
● What kind of sounds do they make?
● Have you heard the sound of different animals?
● Can you imitate any one of them?

109
● What do you think animals talk about?
Activity 2 Poem ‘Aawazein kaisi kaisi’
Read the given poem with children at least 2 times.
आिाज़ें कै सी-कै सी
क्य तुमने सुनी है?
बबल्ली की ममय ऊ
ाँ ममय ऊ
ाँ ,
ग य की मोमो,
चचड़ड़य की चीं-चीं,
औरकु त्ते की भौ-भौ,
मैंने तो सुनी है,
कौए की क ाँव-क ाँव,
कोयल की कु हू-कु हू,
मेंढ़क की टरफ-टरफ,
औरगधे की ढेंचू-ढेंचू।
‫کیسی‬ ‫کیسی‬ ‫آوازیں‬
‫ہے؟‬ ‫نی‬ُ‫س‬ ‫نے‬ ‫تم‬ ‫کیا‬
‫میاؤں‬ ‫میاؤں‬ ‫کی‬ ‫بلی‬
‫مو‬ ‫مو‬ ‫کی‬ ‫گائے‬
‫چیں‬ ‫چیں‬ ‫کی‬ ‫چڑیا‬
‫بھوں‬ ‫بھوں‬ ‫کی‬ ‫کتے‬ ‫اور‬
‫ہے‬ ‫نی‬ُ‫س‬ ‫تو‬ ‫نے‬ ‫میں‬
‫کائیں‬ ‫کائیں‬ ‫کی‬ ‫کوے‬
‫کو‬ ‫کو‬ ‫کی‬ ‫کوئل‬
‫ٹر‬ ‫ٹر‬ ‫کی‬ ‫مینڈک‬
‫ڈھینچوں‬ ‫کی‬ ‫گدھے‬ ‫اور‬
‫ڈھینچوں‬
Activity 3

110
Day 3
Activity 1 ‘Do you know me?’
Imitate sounds of the animals and let children guess which animal’s sound you are making?

111
Let children also imitate the sounds behind you.
Ask children if they would like to make the sound of any animal.
Activity 2
Ask children to match the same animals.
Activity 3
Given below is a list of some animals. Read out the name and let children act or walk like the
animal. You can repeat this activity with as many animals as you want!

112
● Lion
● Monkey
● Elephant
● Sheep
● Goat
● Dog
● Cat
Day 4
Activity 1
Discuss with children that there are some similarities and differences in animals.

113
For example: Animals like lions, elephants, cows, dogs etc. have four legs and one tail and
they walk and live on the ground. But they all are not the same in size and colour.
Ask the following questions to children
● Which are the colours you see in animals around you?
● Have you seen any black animals?
● Have you seen any green animals?
Activity 2
Encourage children to trace standing, sleeping and slanting lines in the sand.
Activity 3
Ask children to match the animals of the same colour.

115
Day 5
Activity 1
Ask the following riddles to children.
● I have a big trunk and I am grey in colour. Who am I?
● I make the sound ‘meow’ and you see me around. Who am I?
● I am brown in colour and I love eating bananas on trees. Who am I?
Activity 2
Show the picture given below to children and ask the following questions-
● Can you tell the names of the animals shown in the picture?
● What is the colour of the flower?
● How many ears of an elephant are visible in the picture?

116
Activity 3
Show any two objects, count them and help children to say ‘two’.
Week 2
Day 1
Activity 1
Suspend objects like balloons, biscuits or toys from the door. Ask children to jump up and
touch the balloons, toys or biscuits.
Activity 2
Ask children to look at the picture carefully and then follow the given instructions
● Count the tail of the monkey and clap that many times.
● Count the ears of the rabbit and jump that many times.
● Count the legs of the elephant and raise your hands that many times.
● Count the horns of the cow and swirl that many times.

117
Activity 3
Ask children to match the bees with the same number of flowers.

118
Day 2
Discuss with children how animals also have small babies who grow up to become like their
parents, just like we grow up and become older and bigger!
Activity 2 Story ‘Kya tum meri maa ho?’

119
क्या तुम मेरी मााँ हो?
अच नक से अंड क
ू द । चचड़ड़य म ाँ ने सोच कक मेर बच्च ब हर आने व ल है तो क्यों नमैं इसक
े ख ने क
े
मलए कु छ ले आऊ
ाँ । चचड़ड़य म ाँ उड़गई।थोड़ी देर ब द चचड़ड़य क बच्च ब हर आ
गय । उसने देख उसकी म ाँ
घोंसले में नहीं थी। “मुझे अपनी म ाँ को ढूाँढन च दहए।” ऐस सोच करवह घोंसले में से ब हर आ
गय । सबसे
पहले वहबबल्ली से ममल और
उसने उससे पूछ "क्य तुम मेरी म ाँ हो?"बबल्ली ने कह "नहीं, मैं तुम्ह री म ाँ
नहीं हूाँ।"
चचड़ड़य क बच्च आगे चल और
मुगी से ममल और
उसने पूछ "क्य तुम मेरी म ाँ हो?” मुगी ने कह "नहीं, मैं
तुम्ह री म ाँ नहीं हूाँ।"
किर चचड़ड़य क बच्च कु त्ते और
ग य से भी ममल और
उसने उनदोनों से पूछ "क्य तुम मेरी म ाँ हो?" और
दोनों
ने िव ब ददय "नहीं, मैं तुम्ह री म ाँ नहीं हूाँ।"
चचड़ड़य क
े बच्चे ने न व में देख , ऊपरउड़तेहुए हव ई िह ि में देख पर उसे उसकी म ाँ कहीं नहीं ददख ई दी।
तभी चचड़ड़य क
े बच्चे को एकबड़ी-सी मशीन ददख ई दी और
वहउसकी तरफदौड़ । वो चचल्ल य "म ाँ-म ाँ"पर
मशीन ने तो बसभप्प की आव ज़ छनक ली।
मशीन की आव ज़ सुन करबच्च डर गय और
बोल "मुझेयह ाँ से छनकलन च दहए। यहतो मेरी म ाँ नहीं है।"
पर तबतकदेर हो चुकी थी। मशीन ने चचड़ड़य क
े बच्चे को उठ मलय और
ऊपरि ने लगी। बच्च बहुत डर गय
लेककन उसमशीन ने उसचचड़ड़य क
े बच्चे को उसक
े घोंसलेमें रखददय । बच्च खुश हो गय और
चचड़ड़य भी
उसक
े मलए द न लेकर व पपस आ
गई। बच्च अपनीचचड़ड़य म ाँ को देखते ही पहच न गय ।
‫ہو‬ ‫ماں‬ ‫میری‬ ‫تم‬ ‫کیا‬
‫کے‬ ‫اس‬ ‫میں‬ ‫نہ‬ ‫کیوں‬ ‫تو‬ ،‫ہے‬ ‫وال‬ ‫آنے‬ ‫باہر‬ ‫بچہ‬ ‫میرا‬ ‫کہ‬ ‫نےسوچا‬ ‫ماں‬ ‫چڑیا‬ ‫کودا۔‬ ‫انڈا‬ ‫سے‬ ‫اچانک‬
‫نے‬ ‫س‬ُ‫ا‬ ‫آگیا۔‬ ‫باہر‬ ‫بچہ‬ ‫کا‬ ‫چڑیا‬ ‫بعد‬ ‫دیر‬ ‫تھوڑی‬ ‫گئی۔‬ ‫ڑ‬ُ‫ا‬ ‫ماں‬ ‫چڑیا‬ ‫آؤں۔‬ ‫لے‬ ‫کچھ‬ ‫کےلئے‬ ‫کھانے‬
‫ک‬ ‫سوچ‬ ‫ایسا‬ ‫چاہیے"۔‬ ‫ڈھونڈنا‬ ‫کو‬ ‫ماں‬ ‫اپنی‬ ‫"مجھے‬ ‫تھی۔‬ ‫نہیں‬ ‫میں‬ ‫گھونسلے‬ ‫ماں‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫دیکھا‬
‫ر‬
‫وہ‬
‫میری‬ ‫تم‬ ‫"کیا‬ ‫پوچھا‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫مال‬ ‫سے‬ ‫بلی‬ ‫وہ‬ ‫پہلے‬ ‫سے‬ ‫سب‬ ‫آگیا۔‬ ‫باہر‬ ‫سے‬ ‫میں‬ ‫گھونسلے‬
‫ہوں"۔‬ ‫نہیں‬ ‫ماں‬ ‫تمہاری‬ ‫میں‬ ، ‫"نہیں‬ ‫کہا‬ ‫نے‬ ‫بلی‬ "‫ہو؟‬ ‫ماں‬
‫مرغی‬ "‫ہو؟‬ ‫ماں‬ ‫میری‬ ‫تم‬ ‫"کیا‬ ‫پوچھا‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫مال‬ ‫سے‬ ‫مرغی‬ ‫اور‬ ‫چال‬ ‫آگے‬ ‫بچہ‬ ‫کا‬ ‫چڑیا‬
‫ما‬ ‫تمہاری‬ ‫میں‬‫"نہیں‬ ‫کہا‬ ‫نے‬
‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫مال‬ ‫بھی‬ ‫سے‬ ‫گائے‬ ‫اور‬ ‫کتے‬ ‫بچہ‬ ‫کا‬ ‫چڑیا‬ ‫ہوں"۔‬ ‫نہیں‬ ‫ں‬
،‫"نہیں‬ ‫دیا‬ ‫جواب‬ ‫نے‬ ‫دونوں‬ ‫اور‬ "‫ہو؟‬ ‫ماں‬ ‫میری‬ ‫تم‬ ‫"کیا‬ ‫پوچھا‬ ‫کرکے‬ ‫ایک‬ ‫ایک‬ ‫سے‬ ‫دونوں‬ ‫ن‬ُ‫ا‬
‫ہوں"۔‬ ‫نہیں‬ ‫ماں‬ ‫تمہاری‬ ‫میں‬
‫کہیں‬ ‫ماں‬ ‫کی‬‫س‬ُ‫ا‬ ‫سے‬ُ‫ا‬ ‫مگر‬ ‫دیکھا‬ ‫میں‬ ‫جہاز‬ ‫ہوائی‬ ‫ڑے‬ُ‫ا‬ ‫اوپر‬ ،‫دیکھا‬ ‫میں‬ ‫ناؤ‬ ‫نے‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬
‫دی۔‬ ‫دکھائی‬ ‫نہیں‬
‫چالیا‬ ‫وہ‬ ‫دوڑا۔‬ ‫طرف‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫وہ‬ ‫اور‬ ‫دی‬ ‫دکھائی‬ ‫مشین‬ ‫سے‬ ‫بڑی‬ ‫ایک‬ ‫کو‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬ ‫تبھی‬
‫اور‬ ‫گیا‬ ‫ڈر‬ ‫بچہ‬ ‫کر‬ ‫ن‬ُ‫س‬ ‫آواز‬ ‫کی‬ ‫مشین‬ ‫نکالی۔‬ ‫آواز‬ ‫کی‬ ‫بھپ‬ ‫بس‬ ‫تو‬ ‫نے‬ ‫مشین‬ ‫مگر‬ "!‫ماں‬ !‫"ماں‬
‫چکی‬ ‫ہو‬ ‫دیر‬ ‫تک‬ ‫تب‬ ‫مگر‬ ‫ہے"۔‬ ‫نہیں‬ ‫ماں‬ ‫میری‬ ‫تو‬ ‫یہ‬ ‫چاہیے۔‬ ‫نکلنا‬ ‫سے‬ ‫یہاں‬ ‫"مجھے‬ ‫بوال‬
‫تھی۔‬
‫س‬ُ‫ا‬ ‫نے‬ ‫مشین‬ ‫س‬ُ‫ا‬ ‫لیکن‬ ‫گیا‬ ‫ڈر‬‫بہت‬ ‫بچہ‬ ‫لگی۔‬ ‫جانے‬ ‫اوپر‬ ‫اور‬ ‫لیا‬ ‫ٹھا‬ُ‫ا‬ ‫کو‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬ ‫نے‬ ‫مشین‬
‫لئے‬ ‫کے‬ ‫س‬ُ‫ا‬ ‫بھی‬ ‫چڑیا‬ ‫اور‬ ‫ہوگیا‬ ‫خوش‬ ‫بچہ‬ ‫دیا۔‬ ‫رکھ‬ ‫میں‬ ‫گھونسلے‬ ‫کے‬ ‫س‬ُ‫ا‬ ‫کو‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬
‫گیا‬ ‫پہچان‬ ‫ہی‬ ‫دیکھتے‬ ‫کو‬ ‫ماں‬ ‫چڑیا‬ ‫اپنی‬ ‫بچہ‬ ‫آگئی۔‬ ‫واپس‬ ‫کر‬ ‫لے‬ ‫۔دانہ‬

120
then ask the following questions to children-
● Which was the first animal the baby bird went to?
● What did the dog tell the baby bird?
● How did you feel when Mumma bird came back to the baby bird at the end?
Activity 3
Help the baby chicken to reach her mother hen by tracing the line.

121
Day 3
Activity 1 Poem ‘Billi ka bacha’
Recite the given poem with children at least 2 times.
बबल्ली का बच्चा
मैं हूाँ छोट स बबल्ली क बच्च ,
मैं रहत अपनी म ाँ क
े स थ,
म ाँ ही ल ती ख न मेर ,
मैं म नू अपनी म ाँ की ब त,
मैं िल्दी बड़ हो ि ऊ
ाँ ग ,
किर मैं दौड़ लग ऊ
ाँ ग ।
‫بچہ‬ ‫کا‬ ‫بلی‬
‫بچہ‬ ‫کا‬ ‫بلی‬ ‫سا‬ ‫چھوٹا‬ ‫ہوں‬ ‫میں‬
‫ساتھ‬ ‫کے‬ ‫ماں‬ ‫اپنی‬ ‫رہتا‬ ‫میں‬
‫میرا‬ ‫کھانا‬ ‫التی‬ ‫ہی‬ ‫ماں‬
‫بات‬ ‫کی‬ ‫ماں‬ ‫اپنی‬ ‫مانوں‬ ‫میں‬
‫بڑا‬ ‫جلدی‬ ‫میں‬
‫گا‬ ‫ہوجاؤں‬
‫گا‬ ‫لگاؤں‬ ‫دوڑ‬ ‫میں‬ ‫پھر‬
After reading the poem ask the following questions-
● Who takes care of you?
● How do people take care of you?
● Whom do you go for help when you get hurt??
Activity 2
Talk to children about families of animals. Tell them that animals also have families like us,
animal parents also take care of their babies the way our parents do.
Ask children if they have seen the babies of any animals. Give some examples on your own.
Activity 3
Find the difference.

122
Day 4
Activity 1
Show these pictures to children. Bring their attention to these pictures one by one in the given
sequence.
Let children narrate what is happening in the picture and help them build a small story
verbally.
1 2
3 4
Activity 2

123
Ask children to match the baby animal with the parent animal.

125
Activity 3
Ask children to make an animal of their choice and colour it.
Day 5

126
Activity 1 Story ‘Weh hans dia’
वह हाँस टदया
दहरन क बच्च बहुत तेज़ भ ग रह थ । उसने खरगोश को भी पीछे छोड़ ददय । वो ह थी से भी आगे छनकल
गय । न ल भी क
ू द गय । खंडहर प र करगय । मैद न में एकपत्थर पड़ थ , ठोकर लगी तो चगर पड़ और
रोने
लग । बन्दर ने पैर सहल य ,वहचुप नहुआ। भ लू द द ने गोद उठ य , वहचुप नहुआ। म ाँ आई
और
बोली "लो
पत्थर को भी म र ददय ।"दहरन क बच्च बोल "इसे मतम रो वरन यहभी रोने लगेग ।"
यहसुन करम ाँ हाँस दीं। वहभी हाँसने लग ।
‫دیا‬ ‫ہنس‬ ‫وہ‬
‫بھی‬ ‫سے‬ ‫ہاتھی‬ ‫وہ‬ ‫دیا۔‬ ‫چھوڑ‬ ‫پیچھے‬ ‫بھی‬ ‫کو‬ ‫خرگوش‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫تھا۔‬ ‫رہا‬ ‫بھاگ‬ ‫تیز‬ ‫بہت‬ ‫بچہ‬ ‫کا‬ ‫ہرن‬
‫گر‬ ‫تو‬ ‫لگی‬ ‫ٹھوکر‬ ،‫تھا‬ ‫پڑا‬ ‫پتھر‬ ‫ایک‬ ‫میں‬ ‫میدان‬ ‫گیا۔‬ ‫کر‬ ‫پار‬ ‫کھنڈر‬ ‫گیا۔‬ ‫کود‬ ‫بھی‬ ‫نالہ‬ ‫گیا۔‬‫نکل‬ ‫آگے‬
‫اٹ‬ ‫میں‬ ‫گود‬ ‫نے‬ ‫دادا‬ ‫بھالو‬ ‫ہوا۔‬ ‫نہیں‬ ‫چپ‬ ‫وہ‬ ،‫سہالیا‬ ‫پیر‬ ‫نے‬ ‫بندر‬ ‫لگا۔‬ ‫رونے‬ ‫اور‬ ‫پڑا‬
‫ن‬ ‫چپ‬ ‫وہ‬ ،‫ھایا‬
‫ہیں‬
‫بھی‬ ‫یہ‬ ‫ورنہ‬ !‫مارو‬ ‫مت‬ ‫"اسے‬ ‫بوال‬ ‫بچہ‬ ‫کا‬ ‫ہرن‬ ‫دیا"۔‬ ‫مار‬ ‫بھی‬ ‫کو‬ ‫پتھر‬ ‫"لو‬ ‫بولی‬ ‫اور‬ ‫آئی‬ ‫ہوا۔ماں‬
‫گا"۔‬ ‫لگے‬ ‫رونے‬
‫لگا‬ ‫ہنسنے‬ ‫بھی‬ ‫وہ‬ ‫دی۔‬‫ہنس‬ ‫ماں‬ ‫کر‬ ‫سن‬ ‫۔یہ‬
Then ask the children, ‘What will stop the fawn from crying?’ and let the children predict.

127
Activity 2
After reading the story, ask the following questions from children.
● Do you think that animals also get hurt?
● Do you think that animals feel pain?
● Do you think that animals also need love and care like us?
Talk to children about the ways in which we can help animals. Tell them that we can help
them by giving them food and water, by not hurting them etc.
Activity 3
Ask children to keep a bowl of water for birds and animals to drink water from it.
Week 3
Day 1
Activity 1 Story ‘Animal homes’
Animal homes
Animals live all around us. Birds build their homes up high. So do bees. Spiders spin their homes.
Tiny termites build their tall homes. Snails and tortoises build homes on their backs. Fish live in the
water and frogs live in water and land both. Rabbits and rats live in burrows under the ground.
Monkeys and apes make trees their homes. Bears and wolves live in den. Crocodiles live in a
swamp. Deer live in forests,so do tigers. Some animals live close to us and some live far away. We
all build our home on one large home: Planet Earth.

128
After the story ask the following questions to children –
● Why do you think we live in a house?
● What would happen if we do not live in a house?
● Do animals also live in a house?
● Have you seen any animal’s house?
Activity 2
There were so many animals in the story and their different houses. In the space provided, ask
children to draw a picture of their own house and colour it.

129
Activity 3
Laalu is a little dog who went out to play with a ball he found. While playing, Laalu did not
realize that he had gone far away from his house. Can you help Laalu find the way back to his
house?

131
Day 2
Activity 1 Poem ‘Old fat Mohan’
Read the given poem with children with actions and encourage children to make sounds of
animals while singing the poem.
Old fat Mohan
Old fat Mohan had a farm,
E—I—E—I—O.
And on his farm, he had some cows,
E—I—E—I—O.
With a ‘Moo Moo’ here and a ‘Moo Moo’ there.
Old fat Mohan had a farm E—I—E—I—O.
And on his farm, he had some sheep,
E—I—E—I—O.
With a ‘baa baa’ here and a ‘baa baa’ there.
Old fat Mohan had a farm E—I—E—I—O.
And on his farm, he had some horse,
E—I—E—I—O.
With a ‘neigh’ here and a ‘neigh’ there.
E—I—E—I—O
Activity 2
Make a circle on the floor and put two balls or any two small rocks in the middle of the circle.
Let children play the role of a hen who has to save the eggs and the person who wants to steal
the eggs.
Let one child be in the circle to save the eggs and one child run around the circle to get in and
steal the eggs.
Change the roles after some time.
Activity 3
Ask the following questions to children.
● Have you seen any animal helping any human?
● How do animals help us?
● What do we get from animals?
Discuss with children that some animals live with us and they help us in many ways. We call
them farm animals. After discussion, show the given chart to children and explain what we
get from these animals.

132
milk – cow, buffalo etc. chicken- hen, cock
egg – hen mutton- goat
honey- honeybee wool - sheep
Day 3
Activity 1 Poem ‘Old fat Mohan’
Activity 2
Ask children to encircle the farm animals only.

133
duck lion goat
buffalo elephant
Activity 3
Ask children to trace and colour the egg.

134
egg
Day 4
Activity 1 Story ‘Bahadur sher’

135
बहादुर शेर
यह कह नी एकशेर क
े बच्चेक
े ब रे में है, िो बत रह है कक शेर कै से होत है।
शेर क
े बच्चे क कहन है कक शेर बलव न होत है। शेर बहुत तेज़ दौड़त है। शेर खूब लचील औरबहुत बह दुर
होत है। शेर ककसी से नहीं डरत । पर िैसे ही बबिली चमकी शेर क वहबच्च भ ग करअपनी म ाँ क
े प स
पहुाँच गय । आपको क्य लगत है कक क्य उसे डर लगरह है ?
‫شیر‬ ‫بہادر‬
‫ہیں؟‬ ‫ہوتے‬ ‫کیسے‬ ‫شیر‬ ‫کہ‬ ‫ہے‬ ‫رہا‬ ‫بتا‬ ‫جو‬ ‫ہے۔‬ ‫کی‬ ‫بچے‬ ‫کے‬ ‫شیر‬ ‫ایک‬ ‫کہانی‬ ‫یہ‬
‫لچی‬ ‫بہت‬ ‫شیر‬ ‫ہے۔‬ ‫دوڑتا‬ ‫تیز‬ ‫بہت‬ ‫شیر‬ ‫ہے۔‬ ‫ہوتا‬ ‫ور‬ ‫طاقت‬ ‫شیر‬ ‫کہ‬ ‫ہے‬ ‫کہنا‬ ‫کا‬ ‫بچے‬ ‫کے‬ ‫شیر‬
‫ال‬
‫وہ‬ ‫کا‬ ‫شیر‬ ‫چمکی‬ ‫بجلی‬ ‫ہی‬ ‫جیسے‬ ‫مگر‬ ،‫ڈرتا‬ ‫نہیں‬ ‫سے‬ ‫کسی‬ ‫شیر‬ ‫ہے۔‬ ‫ہوتا‬ ‫بہادر‬ ‫بہت‬ ‫اور‬ ‫ہوتاہے‬
‫ہے؟‬ ‫رہا‬ ‫لگ‬ ‫ڈر‬ ‫سے‬ُ‫ا‬ ‫کیا‬ ‫کہ‬ ‫ہے‬ ‫لگتا‬ ‫کیا‬ ‫کو‬ ‫آپ‬ ‫گیا۔‬ ‫پہنچ‬ ‫پاس‬ ‫کے‬ ‫ماں‬‫اپنی‬ ‫کر‬ ‫بھاگ‬ ‫بچہ‬
After the story ask the following questions-
● Have you seen a lion/tiger?
● Does it stay near your house?
● Where do they live?
Activity 2
Ask children to help these animals to reach water by tracing the lines.

136
Activity 3
Match the animals with their homes.

138
Day 5
Activity 1 ‘Animals in the jungle’
Give different situations to children and let them act like an animal. For example;
● A lion is catching its prey
● Monkey jumping from one branch to other
● Elephant is throwing water on itself through its trunk
Activity 2
Ask children to find out the bigger sentence and put a tick on it.
I am a bee.
I like making sweet honey.
Activity 3
Encourage children to tell the names of different animals given below and share that these
animals live in a forest. They all are wild animals. Match similar forest animals with each
other .

139
bear
tiger
fox
giraffe
giraffe
bear
tiger
fox

140
Week 4
Day 1
Activity 1
Show the given image to children and ask them to identify some of the given water animals.
Later, ask children to share in small sentences what is happening in the picture.
Bring children’s attention to the fact that some animals live on land and some animals live
in water.
Activity 2
Give mud/clay/kneaded dough to children to make some animals.
Activity 3
Ask children to draw some water animals.

142
Day 2
Activity 1
Discuss with children about the land animals and let them give some examples of land
animals.
Activity 2 Poem ‘Bandar’
बन्दर
ड ल ड ल पर उछल
उछल
कर,
बन्दर छल ंग लग त है।
कभी पूंछ से लटक
लटककर
,
आम
तोड़कर ख त है।
‫بندر‬
‫ڈال‬
‫کر‬ ‫چھل‬ُ‫ا‬ ‫چھل‬ُ‫ا‬ ‫پر‬ ‫ڈال‬
‫ہے‬ ‫لگاتا‬ ‫چھالنگ‬ ‫بندر‬
‫کر‬ ‫لٹک‬ ‫لٹک‬ ‫سے‬ ‫پونچھ‬ ‫کبھی‬
‫ہے‬ ‫کھاتا‬ ‫کر‬ ‫توڑ‬ ‫آم‬

143
Activity 3
Let children paste/ trace some fallen leaves to make a forest around the lion.
Day 3
Activity 1 Poem ‘Machli jal ki rani hai’
Read the given poem with children at least 2 times.

144
मछली जलकी रानी है
मछली जलकी र नी है,
िीवन उसक प नी है।
ह थ लग ओ तो डर ि एगी,
ब हर छनक लो तो मरि एगी।
प नी में ड लो तो तैर ि एगी।
‫ہے‬ ‫رانی‬ ‫کی‬ ‫جل‬ ‫مچھلی‬
‫ہے‬ ‫رانی‬ ‫کی‬ ‫جل‬ ‫مچھلی‬
‫ہے‬ ‫پانی‬ ‫کا‬ ‫س‬ُ‫ا‬ ‫جیون‬
‫گی‬ ‫جائے‬ ‫ڈر‬ ‫تو‬ ‫لگاؤ‬ ‫ہاتھ‬
‫گی‬ ‫جائے‬ ‫مر‬ ‫تو‬ ‫نکالو‬ ‫باہر‬
‫گی‬ ‫جائے‬ ‫تیر‬ ‫ڈالو‬ ‫میں‬ ‫پانی‬
Activity 2
Draw two squares on the floor. Write land in one and water in another one.
Take names of different land and water animals and let children jump in the square
accordingly.
Activity 3
Ask children to colour the given fish.

146
Day 4
Activity 1 Poem ‘Machli jal ki rani hai’
Activity 2
Ask children to encircle the water animals.
Activity 3
Look at the pictures at left and then encircle the animals that live in these places.

148
Day 5
Activity 1 story ‘Aakhir ye kya hai?’
आखिर ये क्या है ?
एकब र िंगल में अच नक से आव ज़ आई।
“ल ल ल ल ” सभी ि नवरों से सोच यहक्य है? यहआव ज़ क्य
आसम न से आ
रही है ? य धरती से? क्य यहआव ज़ दूर से आ
रही है य प स से? यहआव ज़ जिसकी है वो बड़
है य छोट ? क ल य भूर ? सभी ि नवर ढूंढने छनकले ? और
आव ज़ आती रही। “ल ल ल ल ल ।” ि नवरों
ने सोच क्य यहएककपवत है य एकगीत ? क्य यहकोयल है य एकमैन ? और
किर उन्होंने देख कक एकगध
खूब मज़े से अपन मनपसंद ग न ग रह थ । सभी उसे देख करखुश हुए और
बोले "खूब बदढ़य दोस्त,ग ओ
ऐसे ही अपने मनक
े गीत और
ग ओ।"
‫ہے؟‬ ‫کیا‬ ‫یہ‬ ‫آخر‬
‫یہ‬ ‫ہے؟‬ ‫کیا‬ ‫یہ‬ ‫سوچا‬ ‫نے‬ ‫وں‬ ‫جانور‬ ‫سبھی‬ "‫ال‬ ‫ال‬ ‫ال‬ ‫"ال‬ ‫آئی۔‬ ‫آواز‬ ‫سے‬ ‫اچانک‬ ‫میں‬‫جنگل‬ ‫بار‬ ‫ایک‬
‫یہ‬ ‫سے؟‬ ‫پاس‬ ‫یا‬ ‫ہے‬ ‫آرہی‬ ‫سے‬ ‫دور‬ ‫آواز‬ ‫یہ‬ ‫کیا‬ ‫سے؟‬ ‫زمین‬ ‫یا‬ ‫ہے؟‬ ‫آرہی‬ ‫سے‬ ‫آسمان‬ ‫کیا‬ ‫آواز‬
‫آواز‬
‫رہی۔‬ ‫آتی‬ ‫آواز‬ ‫اور‬ ‫نکلے‬ ‫ڈھونڈنے‬ ‫جانور‬ ‫سبھی‬ ‫بھورا؟‬ ‫یا‬ ‫کاال‬ ‫چھوٹا؟‬ ‫یا‬ ‫ہے‬ ‫بڑا‬ ‫وہ‬ ‫ہے‬ ‫کی‬ ‫جس‬
‫مینا؟‬‫ایک‬ ‫یا‬ ‫ہے‬ ‫کوئل‬ ‫یہ‬ ‫کیا‬‫گیت؟‬ ‫ایک‬ ‫یا‬ ‫ہے‬ ‫نظم‬ ‫ایک‬ ‫یہ‬ ‫کیا‬ ‫سوچا‬ ‫نے‬ ‫جانوروں‬ ‫ال"۔‬ ‫ال‬ ‫ال‬ ‫"ال‬
‫سب‬ ‫تھا۔‬ ‫رہا‬ ‫گا‬ ‫گانا‬ ‫پسند‬ ‫من‬ ‫اپنا‬ ‫سے‬ ‫مزے‬ ‫خوب‬ ‫گدھا‬ ‫ایک‬ ‫کہ‬ ‫دیکھا‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫پھر‬
‫دیکھ‬ ‫سے‬ُ‫ا‬ ‫ھی‬
‫گاؤ‬ ‫اور‬ ‫گیت‬ ‫کے‬ ‫من‬ ‫اپنے‬ ‫ہی‬ ‫ایسے‬ ‫گاؤ‬ ،‫دوست‬‫بڑھیا‬ ‫"خوب‬ ‫بولے‬ ‫اور‬ ‫ہوئے‬ ‫خوش‬ ‫۔"کر‬
After reading the story, ask children to narrate the story in their own words.
Activity 2
Discuss with children that in the story the donkey was singing because he was very happy.
Tell children about the ways in which other animals show their happiness and love.
Note: Discuss with children how they show happiness.

149
Activity 3
Tell children that animals walk in different ways like rabbits hop, frogs jump, snakes slither,
puppies bounce etc. Draw a zigzag line on the floor and let children walk like a lion, hop like
a rabbit and crawl like a crocodile on that line.
Theme: Transport
Week 1
Day 1
Walk with children outside and ask them to observe different vehicles moving around.
Encourage them to tell the vehicle’s name. Bring their attention towards each vehicle that they
are aware of, tell them how vehicles look different from each other.
Activity 2
Ask children to encircle the vehicle that they see around.
Activity 3 Game
Ask children to collect small objects (like-pebbles, beads, fallen leaves, seeds etc.) from the
surroundings and put them on a straight line.
Note: Child can be helped initially by drawing a line.

150
Day 2
Activity 1 Poem ‘Ghoda-gaadi’
घोड़ा-गाड़ी
दो बड़े-बड़े हैं चक्क
े , (पदहय )
ग ड़ी को पकड़े रखे,
मिबूत लकड़ी की ग ड़ी।
ये है मेरी घोड़ -ग ड़ी,
बैल खींचे मेरी ग ड़ी,
मेरी प्य री घोड़ -ग ड़ी।
‫گھوڑا‬
‫گاڑی‬
‫میری‬ ‫یہ‬
‫گھوڑا‬
‫گاڑی‬
‫پہیے‬ ‫ہے‬ ‫بڑے‬ ‫بڑے‬ ‫دو‬
‫جو‬
‫رکھے‬ ‫پکڑے‬ ‫کو‬ ‫گاڑی‬
‫گاڑی‬ ‫یہ‬ ‫کی‬ ‫لکڑی‬ ‫مضبوط‬
‫میری‬ ‫ہے‬ ‫یہ‬
‫گھوڑا‬
‫گاڑی‬
‫گاڑی‬ ‫میری‬ ‫کھینچے‬ ‫بیل‬
‫پیاری‬ ‫میری‬
‫گھوڑا‬
‫گاڑی‬
Ask children if they have ever seen a bullock cart or a horse cart?

151
Activity 2
Ask children to identify the correct wheel for the cart.
Activity 3 Game
Ask children to draw circles on the ground of various sizes.
When the instructor says ‘jump in a small circle’, children have to jump in the small circle.
This game can proceed this way.

152
Day 3
Activity 1 Story ‘Bus ki sair’
बसकी सैर
मीन तो आज
बहुत खुश है। आज
वो पहली ब र अपनी म ाँ
क
े स थ बसमें बैठकर न नी से ममलने ि रही है। मीन
की न नी क घरबहुत दूर है। बससुबह सुबह ग ाँव से
छनकली और
मीन दोपहर में अपनी न नी क
े प स
पहुाँची। अगरबसनहोती तो न नी क
े घरपैदल पहुाँचने में
2 ददन से भी ज़्य द समय
लगि त ।
‫سیر‬ ‫کی‬ ‫بس‬
‫اپنی‬ ‫بار‬ ‫پہلی‬ ‫وہ‬ ‫آج‬ ‫ہے۔‬ ‫خوش‬ ‫بہت‬ ‫آج‬ ‫تو‬ ‫مینا‬
‫ملنے‬ ‫سے‬ ‫نانی‬ ‫کر‬‫بیٹھ‬ ‫میں‬‫بس‬ ‫ساتھ‬ ‫ے‬ ‫ماں‬
‫ہے۔‬ ‫دور‬ ‫بہت‬ ‫گھر‬ ‫کا‬ ‫نانی‬ ‫کی‬ ‫مینا‬ ‫ہے۔‬ ‫جارہی‬
‫مینادوپہر‬ ‫اور‬ ‫نکلی‬ ‫سے‬ ‫گاؤں‬ ‫صبح‬ ‫صبح‬ ‫بس‬
‫ہوتی‬ ‫نہ‬ ‫بس‬ ‫اگر‬ ‫پہنچی۔‬ ‫پاس‬ ‫کے‬ ‫نانی‬ ‫اپنی‬ ‫میں‬
‫میں‬‫پہنچنے‬ ‫پیدل‬ ‫گھر‬ ‫کے‬ ‫نانی‬ ‫تو‬
2
‫سے‬ ‫دن‬
‫وق‬ ‫زیادہ‬ ‫بھی‬
‫جاتا۔‬ ‫لگ‬ ‫ت‬
● What was the name of the girl in the story?
● Where was she going?
● How did she reach Nani's house?
● How do you go to your Nani’s house?
● Have you ever sat in a bus? If yes, then where did you go?
Activity 2 Game ‘I am the bus’
Take children outside in an open space and mark two points.
Ask children to pretend to be a bus driver and they have to move from one point to another.

153
Keep giving the instructions, like- Drive on an empty road, now the road is full of cars, etc.
Activity 3
Encircle the bus that is closer to Meena.

154
Day 4
Ask children about what mean/s of transport do they use when they go to-
● A friend’s house nearby
● A far away market
Activity 2
Activity 3 Poem ‘Car’
कार
मेरी मम्मी ल ई क र,
लम्बी चौड़ी मेरी क र।
च बी घुम ओ तो चलि ए,
ब्रेक लग ओ तो रुक ि ए।
पों-पों हॉनफ बि ती,
स री जगह
सैर कर ती।
‫کار‬
‫کار‬ ‫الئی‬ ‫ممی‬ ‫میری‬
‫کار‬ ‫میری‬ ‫چوڑی‬ ‫لمبی‬
‫جائے‬ ‫چل‬ ‫تو‬ ‫گھماؤ‬ ‫چابی‬
‫جائے‬ ‫ک‬ُ‫ر‬ ‫تو‬ ‫لگاؤ‬ ‫بریک‬
‫پو‬
‫ں‬
‫پو‬
‫ں‬
‫بجاتی‬ ‫ہارن‬
‫کراتی‬ ‫سیر‬ ‫جگہ‬ ‫ساری‬

155
Day 5
Activity 1 Poem ‘Car’
Bring their attention towards the various parts of the car: break, keys, horn, tyres, steering
wheel and their functions.
Activity 2
Ask children to colour the given car.
Activity 3 ‘Guess what?’
Produce sounds of different types of vehicle (honking of car, vroom of bike and flying of a
plane), children will imitate.
Encourage them to name the vehicle by listening to the sound.
Week 2
Day 1
Activity 1
Draw a few big circles on a waste paper and ask children to trace them with their fingers.

156
Activity 2 Exercise
Ask children to rotate the hands, wrists, knee, ankle and feet in clockwise and
anticlockwise direction.
Activity 3
Ask children to complete the pattern.

157
Day 2
Activity 1 Poem ‘Wheels on the bus’
Wheels on the bus
The wheels on the bus go 'round and 'round,
'Round and 'round, 'round and 'round,
The wheels on the bus go 'round and 'round,
All day long.
Note: Bring children’s attention towards the shape of the wheel i.e., round.
Activity 2
Ask children to encircle the vehicles that have wheels.

158
Activity 3
Ask children to observe a few vehicles (given in the booklet and present in their
surroundings) and help them in counting the 2 tyres.
Scooter, bike and cycles have two.

159
Day 3
Activity 1 Poem ‘Wheels on the bus’
Activity 2
Ask children to match the bus with the same colour.

160
Activity 3
Discuss with children about the various places where different vehicles move. For example;
cars run on the road, planes fly in the sky and boats move in water.
Bring children’s attention towards the various modes of transport.
Day 4

161
Activity 1 Poem ‘Laal batti’
लाल बत्ती
ल ल बत्ती कहती थम
,
चलते चलते रुकते हम।
पीली बत्ती कहती होमशय र,
चलने को हो तैय र।
हरी बत्ती कहती चलते ि ओ,
आगे-आगे बढ़ते ि ओ।
‫سگنل‬
‫کہتی‬ ‫بتی‬ ‫الل‬
‫ک‬ُ‫ر‬
‫چلتے‬ ‫چلتے‬
‫ک‬ُ‫ر‬ ‫ابھی‬
‫ہوشیار‬ ‫کہتی‬ ‫بتی‬ ‫پیلی‬
‫تیار‬ ‫ہو‬ ‫کو‬ ‫چلنے‬
‫جاؤ‬ ‫چلتے‬ ‫کہتی‬ ‫بتی‬ ‫ہری‬
‫آگے‬ ‫آگے‬
‫جاؤ‬ ‫بڑھتے‬
Activity 2
Ask children to encircle the bigger car.
Activity 3
Ask children to colour the given worksheet while reciting the poem ‘Laal batti’.

162
Day 5
Activity 1 Poem ‘Train kehti chuk-chuk-chuk’
Recite the poem at least 2 times with children.

163
ट्रेन कहती छु क-छु क-छु क
ट्रेन कहती छु क-छु क-छु क,
धुआाँ उड़ ती धुक-धुक-धुक।
इंिन दौड़े आगे-आगे ,
ड़डब्बे पीछे-पीछे भ गे ।
सुरंग में जबड़डब्बे ि ते,
ददन को ये र त बन ते ।
छु क-छु क करक
े ट्रेन ि ती,
सीटी भी खूब बि ती।
‫چھک‬ ‫چھک‬ ‫چھک‬ ‫کہتی‬ ‫ٹرین‬
‫چھک‬ ‫چھک‬ ‫چھک‬ ‫کہتی‬ ‫ٹرین‬
‫دھک‬ ‫دھک‬ ‫دھک‬ ‫ڑاتی‬ُ‫ا‬ ‫ُھواں‬‫د‬
‫آگے‬ ‫آگے‬ ‫دوڑے‬ ‫انجن‬
‫بھاگے‬ ‫پیچھے‬ ‫پیچھے‬ ‫ڈبے‬
‫جاتے‬ ‫ڈبے‬ ‫جب‬ ‫میں‬ ‫سرنگ‬
‫بناتے‬ ‫رات‬ ‫یہ‬ ‫کو‬ ‫دن‬
‫جاتی‬ ‫ٹرین‬ ‫کے‬ ‫کر‬ ‫چھک‬ ‫چھک‬
‫بجاتی‬ ‫خوب‬ ‫بھی‬ ‫سیٹی‬
Ask the following questions-
● Have you ever seen a train?
● Have you ever travelled by train?
● If given a chance where would you like to go?
Activity 2 Game ‘Family train’
Encourage all children to stand in a queue and move like a train while producing sound.

164
Activity 3
Ask children to colour the train.
Week 3

165
Day 1
Activity 1 Poem ‘Haiyaa re haiyaa’
हैया रे हैया
हैय रे हैय हैय रे हैय ,
प नी में चलती, छोटी सी नैय ,
चप्पू चल न तुम धीरे भैय ,
धीरे धीरे ि ए देखो छोटी सी नैय ।
‫ہیا‬ ‫رے‬ ‫ہیا‬
‫ہیا‬ ‫رے‬ ‫ہیا‬ ،‫ہیا‬ ‫رے‬ ‫ہیا‬
‫نییا‬ ‫سی‬ ‫چھوٹی‬ ‫چلتی‬ ‫میں‬ ‫پانی‬
‫بھیا‬ ‫دھیرے‬ ‫تم‬ ‫چالنا‬ ‫چپپو‬
‫دھیرے‬ ‫دھیرے‬
‫دیکھو‬ ‫جائے‬
‫نییا‬ ‫سی‬ ‫چھوٹی‬
Ask children following questions
● Have you seen a boat?
● Where does the boat move?
● Have you ever enjoyed a boat ride? If yes, where did you go?
Tell them about the person who rows a boat. His name in local language- Kashti wala/Naav
wala
Activity 3 Matching
Ask children to match the same line.
हैय रे हैय
प नी में चलती छोटी सी नैय
प नी में चलती छोटी सी नैय
हैय रे हैय

166
Day 2
Activity 1 Story ‘Naav chali’
नाि चली
एकचूज़ ,एकचूह ,एकचींटी,एकमेंढक और
एकगुबरैल सैर पर छनकले। चलते-चलते वो सभी झील ककन रे पहुाँच
गए।"चलो तैरें" कहकरमेंढक प नी में क
ू द गय । “पर हमसभी को तैरन नहीं आत ” उसक
े ब कीदोस्तोंने
कह । “तो किर तुम्ह र यह ाँ कोई क म नहीं”, ऐस कहकर
मेंढक ज़ोर-ज़ोर से हाँसने लग ।
चूज़े,चूहे, चींटी और
गुबरैल (बीटल) को बहुत बुर लग । किर उन्होंने एकतरकीब छनक ली। चूज़ गय और
एक
पत्त ले आय और
चूह एकअखरोट क छछलक ले आय । चींटी एकपतली डंडी ले आई
और
गुबरैल एकक ल
लम्ब ध ग ले आय । किर उनसभी ने ममलकर बन ई एकन व। जबवहन व क
े प स पहुंचे तो मेंढक किरहाँसने
लग । उन्होंने अपनी न व को झील क
े ककन रे लग य और
सभी न व में चढ़गए।बसकिर उन्होंने झील में न व
चल ई और
मेंढक देखत ही रह गय ।
‫چلی‬ ‫ناؤ‬
‫وہ‬ ‫چلتے‬ ‫چلتے‬ ‫نکلے۔‬ ‫پر‬ ‫سیر‬ ‫گبریال‬ ‫ایک‬ ‫اور‬ ‫مینڈک‬ ‫ایک‬ ،‫چیونٹی‬ ‫ایک‬ ،‫چوہا‬ ‫ایک‬ ،‫چوزہ‬ ‫ایک‬
‫سبھی‬ ‫ہم‬ ‫"مگر‬ ‫گیا۔‬ ‫کود‬ ‫میں‬ ‫پانی‬ ‫مینڈک‬ ‫کر‬ ‫کہہ‬"‫تیرلیں‬ ‫"چلو‬ ‫گئے۔‬‫پہنچ‬ ‫کنارے‬ ‫کے‬ ‫جھیل‬ ‫سبھی‬
‫ایسا‬ ،"‫نہیں‬ ‫کام‬ ‫کوئی‬ ‫یہاں‬ ‫تمہارا‬ ‫پھر‬ ‫"تو‬ ‫کہا۔‬ ‫نے‬ ‫دوستوں‬ ‫باقی‬ ‫کے‬ ‫س‬ُ‫ا‬ "‫آتا‬ ‫نہیں‬ ‫تیرنا‬ ‫کو‬
‫ک‬
‫کر‬ ‫ہہ‬
‫لگا۔‬ ‫ہنسنے‬ ‫سے‬ ‫زور‬ ‫زور‬ ‫مینڈک‬
‫گیا‬ ‫چوزہ‬ ‫نکالی۔‬ ‫ترکیب‬ ‫ایک‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫پھر‬ ‫لگا۔‬ ‫را‬ُ‫ب‬ ‫بہت‬ ‫کو‬ ‫گبریال‬ ‫اور‬ ‫چیونٹی‬ ،‫چوہے‬ ،‫چوزے‬
‫گبریال‬ ‫اور‬ ‫آئی‬ ‫لے‬ ‫ڈنڈی‬ ‫پتلی‬ ‫ایک‬ ‫چیونٹی‬ ‫آیا۔‬ ‫لے‬ ‫چھلکا‬ ‫کا‬ ‫اخروٹ‬ ‫ایک‬ ‫چوہا‬ ‫آیا۔‬ ‫لے‬ ‫پتا‬ ‫ایک‬ ‫اور‬
‫نے‬ ‫سبھی‬ ‫ن‬ُ‫ا‬ ‫پھر‬ ‫آیا۔‬ ‫لے‬ ‫دھاگا‬ ‫لمبا‬ ‫کاال‬ ‫ایک‬
‫تو‬ ‫پہنچے‬ ‫پاس‬ ‫کے‬ ‫ناؤ‬ ‫وہ‬ ‫جب‬ ‫ناؤ۔‬ ‫ایک‬ ‫بنائی‬ ‫کر‬ ‫مل‬

167
‫گئے۔‬ ‫چڑھ‬ ‫میں‬ ‫ناؤ‬ ‫سبھی‬ ‫اور‬ ‫لگایا‬ ‫کنارے‬ ‫کے‬ ‫جھیل‬ ‫کو‬ ‫ناؤ‬ ‫اپنی‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫لگا۔‬ ‫ہنسنے‬ ‫پھر‬ ‫مینڈک‬
‫گیا‬ ‫رہ‬ ‫ہی‬ ‫دیکھتا‬ ‫مینڈک‬ ‫اور‬ ‫چالئی‬ ‫ناؤ‬ ‫میں‬ ‫جھیل‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫پھر‬ ‫بس‬ ‫۔‬
● Who all were there in the story? (Help them to recall all animals)
● What did they make together?
Activity 2 Game ‘1-2, 1-2’
Ask children to stand on one feet when ‘one’ is said. Stand on two feet when they hear ‘two’.
Change the pace and say the words while following some pattern.
Activity 3
Ask children to match the animals with their respective colour.

169
Day 3
Activity 1 Story ‘Naav chali’
Repeat the story with children.
Ask them to think how the animals would have crossed the river if they hadn't made the boat?
Activity 2
Ask children to tell the differences between these two boats.
Activity 3

170
Day 4
Activity 1
Ask children to observe the given image carefully.

171
After they have looked at the image, ask them the following questions-
● What do you see in the picture?
● Where have you seen the aeroplane?
● What is the colour of the aeroplane?
Activity 2 Making aeroplane
Ask children to collect paper, twigs, sticks etc. and ask them to make an aeroplane using
these things. Ask them, where would they like to go on this aeroplane?
Activity 3 Game
Draw a chalk line/line on sand with a stick, for children to crawl along the line.
Day 5
Activity 1 Story ‘I want to fly’
I want to fly

172
Saima is a little girl who likes to observe birds around her. She feels so happy when she sees a
sparrow or a pelican flying in the sky. She gets surprised when she observes an eagle opening its
beautiful wings and flying high in the sky. But she observes other animals like dogs, cats and
monkeys which do not fly.
Saima thinks that one day she will also fly high in the sky and will become a pilot. Her plane will
have big wings and she will see clouds and rainbows up in the sky.
● Ask children to name a few things/birds that can fly?
● How do they fly in the sky? (Bring their attention towards wings)
Activity 2 Game ‘Chidiya Udd’
Sit with children with one finger touching the ground. Take a few random objects’ names.
Lift your finger above the ground on the name of an object that can fly.
Encourage children to take turns as well.
Activity 3
Ask children to colour only those pictures that can fly in the sky.

174
Week 4
Day 1
Activity 1 Story ‘Pareshan pahiya’
परेशान पटहया
एकपदहय थ । वहक र से बहुत परेश न थ । क र क
े मलए उसे तपती दोपहर में सड़क
पर छनकलन पड़त ।
पदहए ने सोच कक क्यों नइसे छोड़ करकहीं और
चल ि ऊ
ाँ ?
पदहय ट्रक में लगगय । िैसे ही ट्रक चलने लग ,पदहय चचल्ल य "अरे! नहीं नहीं तुम तो बहुत भ री हो,
तुम्ह रे नीचे तो मेर कचूमर छनकल ि एग ।"
पदहय वह ं से छनकल और
एकऑटो व ले क
े प स गय । िैसे ही ऑटोचल ,ऑटो व ल चचल्ल य "नहीं नहीं,
तुम्ह रे स थ तो मेर ऑटो ही पलटि एग । "
अबपदहय स इककल व ले क
े प स गय पर वह ं भी ब त नबनी और
त ाँगे व ले ने भी मन करददय । अबपदहय
एकपेड़ क
े नीचे आकर
बैठ गय ।
तभी वह ं एकबच्च आय और
उसने पदहये से कह “क्य तुम मेरे दोस्त बनोगे?” और
पदहय म न गय । किर
वह लड़क और
पदहय एकस थ झूलते, खेलते और
हमेश स थ ही रहते।
‫پہیہ‬ ‫پریشان‬
‫نکلنا‬ ‫پر‬ ‫سڑک‬ ‫میں‬ ‫دوپہر‬ ‫تپتی‬ ‫سے‬ُ‫ا‬ ‫کےلئے‬ ‫کار‬ ‫تھا۔‬ ‫پریشان‬ ‫بہت‬ ‫سے‬ ‫کار‬ ‫اپنی‬ ‫وہ‬ ‫تھا۔‬ ‫پہیہ‬ ‫ایک‬
‫جاؤں؟‬ ‫چال‬ ‫اور‬ ‫کہیں‬ ‫کر‬ ‫چھوڑ‬ ‫اسے‬ ‫نہ‬ ‫کیوں‬ ‫کہ‬ ‫سوچا‬ ‫نے‬ ‫پہیے‬ ‫پڑتا۔‬
،‫ہو‬ ‫بھاری‬ ‫بہت‬ ‫تو‬ ‫تم‬ ‫نہیں‬ ‫نہیں‬ !‫"ارے‬ ‫چالیا‬ ‫پہیہ‬ ،‫لگا‬ ‫چلنے‬ ‫ٹرک‬ ‫ہی‬ ‫جیسے‬ ‫گیا۔‬ ‫لگ‬ ‫میں‬ ‫ٹرک‬ ‫پہیہ‬
‫گیا"۔‬ ‫نکل‬ ‫کچومر‬ ‫میرا‬ ‫تو‬ ‫نیچے‬ ‫تمہارے‬
،‫نہیں‬ ‫"نہیں‬ ‫چالیا‬ ‫واال‬ ‫آٹو‬ ،‫چال‬ ‫آٹو‬ ‫ہی‬ ‫جیسے‬ ‫گیا۔‬ ‫پاس‬ ‫کے‬ ‫والے‬ ‫آٹو‬ ‫ایک‬ ‫اور‬ ‫نکال‬ ‫سے‬ ‫وہاں‬ ‫پہیہ‬
‫گا‬ ‫جائے‬ ‫پلٹ‬ ‫ہی‬ ‫آٹو‬ ‫میرا‬ ‫تو‬ ‫ساتھ‬ ‫تمہارے‬
‫"۔‬
‫دیا۔‬ ‫کر‬ ‫انکار‬ ‫بھی‬ ‫نے‬ ‫والے‬ ‫ٹانگے‬ ‫اور‬ ‫بنی‬ ‫نہ‬ ‫بات‬ ‫بھی‬ ‫وہاں‬ ‫پر‬ ‫گیا‬‫پاس‬ ‫کے‬ ‫والے‬‫سائیکل‬ ‫پہیہ‬ ‫اب‬
‫تم‬ ‫"کیا‬ ‫کہا‬ ‫سے‬ ‫پہیہ‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫آیا‬ ‫بچہ‬ ‫ایک‬ ‫وہاں‬ ‫تبھی‬ ‫گیا۔‬ ‫بیٹھ‬ ‫کر‬ ‫آ‬ ‫نیچے‬ ‫کے‬ ‫پیڑ‬ ‫ایک‬ ‫پہیہ‬ ‫اب‬
‫جھو‬ ‫ساتھ‬ ‫ایک‬ ‫پہیہ‬ ‫اور‬ ‫بچہ‬ ‫وہ‬ ‫پھر‬ ‫گیا۔‬ ‫مان‬ ‫پہیہ‬ ‫اور‬ "‫گے؟‬ ‫بنو‬ ‫دوست‬ ‫میرے‬
‫ا‬ ‫کھیلتے‬ ، ‫لتے‬
‫ور‬
‫رہتے۔‬ ‫ہی‬ ‫ساتھ‬ ‫ہمیشہ‬

175
Read the story with children.
● Why was the wheel sad?
● What did the boy do with the wheel?
● What would you have done with that wheel?
●
Discuss with children about the importance of food for us.
Bring their attention towards the ‘food’ eaten by the vehicles. Ask them if they have ever
seen or visited a petrol pump?
Tell them about the petrol/diesel/CNG and how it helps the vehicle to run.
Activity 3
Encircle the heavier vehicle.

176
Day 2
Activity 1
Discuss with children that various vehicles are used for different distances. Shorter distances
can be covered by walking but for the far off places we need a variety of vehicles.
Ask children to guess and tell which vehicle they will use for-
● going to the shop nearest to the house.
● visiting a relative’s house?
Activity 2
Colour only those objects which will take you from one place to another.

177
Activity 3
Ask children to draw a vehicle of their choice. Ask them where they would like to go on that
vehicle.

178
Day 3
Activity 1 Poem ‘Aeroplane aeroplane’
Aeroplane aeroplane
Aeroplane aeroplane,
Up in the sky,
Take me with you,
Wherever you fly.

179
Activity 2 Game ‘High Jump’
Ask two children to hold each end of the rope/cloth piece above the ground. Ask children to
jump over the rope/cloth piece.
Activity 3
Ask children to draw the scene around the flying aeroplane.

180
Day 4
Activity 1 Game ‘Move like a vehicle’
Take names of different vehicles, children have to walk like the vehicle. Encourage them to
produce the sound as well.
Activity 2
Ask children to match the vehicle with its correct place.

181
Talk to children, what happens when we face an issue in a vehicle. Tell them about
mechanics and how they help vehicles to get better.
Day 5
Activity 1 Poem ‘Gaadi’

182
गाड़ी
ग ड़ी दौड़े रोड पर,
ल ल बत्ती कहती इंतज़ र कर।
ट्रेन करे छु क-छु क,
धुआं उड़ ती धुक-धुक।
न व मेरी कभी न बोले,
बसहल्क
े -हल्क
े प नी में डोले।
आसम न में एकहव ई िह ज़,
जिसक
े बबल्कु ल अलग
है अंद ज़।
‫گاڑی‬
‫پر‬ ‫روڑ‬ ‫دوڑے‬ ‫گاڑی‬
‫کر‬ ‫چھوڑ‬ ‫منزل‬ ‫منزل‬
‫بتی‬ ‫الل‬
‫جا‬ ‫ک‬ُ‫ر‬ ‫کہتی‬
‫جا‬ ‫چلے‬ ‫کہے‬ ‫بتی‬ ‫سبز‬
‫چھک‬ ‫چھک‬ ‫کرے‬ ‫ٹرین‬
‫کرتی‬ ‫مزے‬
‫دھک‬ ‫دھک‬
‫میں‬ ‫پانی‬ ‫رواں‬ ‫کشتی‬
‫میں‬ ‫کہانی‬ ‫بہت‬ ‫مزہ‬
‫ہوا‬
‫وہ‬ ‫ڑتا‬ُ‫ا‬ ‫میں‬
‫جہاز‬
ُ‫ا‬
‫ک‬ ‫س‬
‫ہے‬ ‫ا‬
‫انداز‬ ‫الگ‬
Encourage children to tell the names of different vehicles mentioned in the poem.
Activity 2 Game ‘I am the driver’
Ask children to pretend to be a driver of a car. Keep a few objects as obstacles and ask
children to start driving the car.
Show the red colour and tell them to stop. Ask them to start driving again when they see
green colour.
This can be repeated a few times.
Activity 3
Ask children to encircle the vehicles only.

184
Theme: Our Environment
Week 1
Day 1
Activity 1
Ask children about things tahe we need while doing the following:
● What do you drink if you are thirsty?
● Why do you need to take a bath?
● How do we wash our clothes?
Bring children’s attention towards the water and its uses in our day-to-day life.
Activity 2 Poem ‘Pani bina chale na kam’
Sing the given poem with children at least 2 times.
पानी बबना चले नकाम
प नी बबन चले नक म,
प नी आत सबक
े क म।
प नी से हमरोज़ नह ते,
कपड़े धोते, ख न पक ते।
पौधे जबमुरझ ने लगते,
प नी से किर हरे हो ि ते।
‫کام‬ ‫نہ‬ ‫چلے‬ ‫بنا‬ ‫پانی‬
‫کام‬ ‫نہ‬ ‫چلے‬ ‫بنا‬ ‫پانی‬
‫کام‬ ‫کے‬ ‫سب‬ ‫آتا‬ ‫پانی‬
‫نہاتے‬ ‫روز‬ ‫ہم‬ ‫سے‬ ‫پانی‬
‫پکاتے‬ ‫کھانا‬ ،‫دھوتے‬ ‫کپڑے‬
‫لگتے‬ ‫مرجھانے‬ ‫جب‬ ‫پودے‬
‫جاتے‬ ‫ہو‬ ‫ہرے‬ ‫پھر‬ ‫سے‬ ‫پانی‬
Activity 3 ‘Soap bubble activity’
Add little soap to some water in a bucket/tub and let children explore the magic of bubbles.
Let children make bubbles with the use of hands and fingers, blow bubbles and make
different shapes out of the bubbles in the bucket/tub.
Day 2
Activity 1
Ask children to do the actions of different uses of water. Let children think and perform
actions on how children and other members of the family use water in their daily routine.
Suggestions-
● Drinking
● Bathing
● Washing utensils/clothes

185
● Cooking food
● Cleaning the house
Activity 2
Encircle the activities in which water is used.
Activity 3
Fill a glass of water upto the rim and give it to children. Ask children to walk from one point
to another with the filled glass of water. Encourage children to not spill the water.

186
Day 3
Activity 1
● Where do you think we get water from?
● When it rains, where does all the water go?
● Who fills the river, big oceans and seas with water?
● How do the taps in our houses pour out water?
● Have you seen any lake or pond?
Note: Please give some time to children to think and respond. Help them whenever it is
required. Discuss with children about various sources of water and tell a little bit about each
one of them.
Activity 2
Ask children to colour the given drop of water.

187
Activity 3
Ask children to match the same sources of water.

188
Day 4
Activity 1
To discuss the importance of water, ask some questions to children-
● Do you think we can live without water?
● Have you seen animals drinking water?
● Do you think animals also need water to live?
● Do you think plants need water?
● How does a plant show that it is thirsty?
Discuss with children that different animals and humans use different sources of water to
live.
Activity 2
Look at the given pictures of the animals. Encircle the animals who live in the water.
Activity 3
Ask children to trace the rain coming down from the clouds.

190
Day 5
Activity 1 Story ‘Baadal ka gussa’
बादल का गुस्सा
एकब र की ब त है कक ब दल गुस्स हो गय और
बोल मैं अब
बबल्कु ल ब ररश नहीं करू
ाँ ग ।
कु छ ददन तो सभी लोग और
ि नवर नदी,त ल ब,झील और
कु एाँ क प नी इस्तेम ल करते रहे पर धीरे-धीरे सबजगह
प नी
खत्म होने लग । सभी बहुत डर गए।
लोगों ने कह कक अगरप नी नहीं हुआ तो हम रे बहुत से क म
रुक ि एाँगे। ि नवरों ने कह कक अगरप नी नहीं हुआ तो हम
प्य स कै से बुझ प एाँगे ?
तभी एकचचड़ड़य ने बत य कक ब दल गुस्स हो करबैठ है
अगरउसे मन लें तो ब त बनि एगी। तो एकचील को ब दल
क
े प स भेि और
उसने बड़ी मुजककल से ब दल को मन य ।
पर ब दल ने सभी से व द मलय कक कोई भी प नी को बब फद
नहीं करेग ।
सबम न गएऔर
किर ब दल भी ब ररश करने झट
से आ
गय ।
‫غصہ‬ ‫کا‬ ‫بادل‬
‫اور‬ ‫ہوگیا‬ ‫غصہ‬ ‫بادل‬ ‫کہ‬ ‫ہے‬ ‫بات‬ ‫کی‬ ‫بار‬ ‫ایک‬
‫گا۔‬ ‫کروں‬ ‫نہیں‬ ‫بارش‬ ‫بالکل‬ ‫اب‬ ‫میں‬ ‫بوال‬
،‫تاالب‬ ،‫ندی‬ ‫جانور‬ ‫اور‬ ‫لوگ‬ ‫سبھی‬ ‫تو‬ ‫دن‬ ‫کچھ‬
‫کرتے‬ ‫استعمال‬ ‫پانی‬ ‫کا‬ ‫کنویں‬ ‫اور‬ ‫جھیل‬
‫ختم‬ ‫پانی‬ ‫جگہ‬ ‫سب‬ ‫دھیرے‬ ‫دھیرے‬ ‫رہےپر‬
‫گئے۔‬ ‫ڈر‬ ‫بہت‬ ‫سب‬ ‫لگا۔‬ ‫ہونے‬
‫نہیں‬ ‫پانی‬ ‫اگر‬ ‫کہ‬ ‫کہا‬ ‫نے‬ ‫لوگوں‬
‫ہمارے‬ ‫تو‬ ‫ہوا‬
‫نے‬ ‫جانوروں‬ ‫گے۔‬ ‫جائیں‬ ‫ک‬ُ‫ر‬ ‫کام‬ ‫سے‬ ‫بہت‬
‫کیسے‬ ‫پیاس‬ ‫ہم‬ ‫تو‬ ‫ہوا‬ ‫نہیں‬ ‫پانی‬ ‫اگر‬ ‫کہ‬ ‫کہا‬
‫گے۔‬‫پائیں‬ ‫بجھا‬
‫کر‬ ‫ہو‬ ‫غصہ‬ ‫بادل‬ ‫کہ‬‫بتایا‬ ‫نے‬ ‫چڑیا‬ ‫ایک‬ ‫تبھی‬
‫جائے‬ ‫بن‬ ‫بات‬ ‫تو‬ ‫منالیں‬ ‫سے‬ُ‫ا‬ ‫اگر‬ ‫ہے‬ ‫بیٹھا‬
‫اور‬ ‫بھیجا‬ ‫پاس‬ ‫کے‬ ‫بادل‬ ‫کو‬‫چیل‬ ‫ایک‬ ‫تو‬ ‫گی۔‬
‫منا‬ ‫کو‬ ‫بادل‬ ‫سے‬ ‫مشکل‬ ‫بڑی‬ ‫نے‬ ‫چیل‬
‫پر‬ ‫یا۔‬
‫سب‬ ‫نے‬ ‫بادل‬
‫سے‬
‫جتنی‬ ‫بادل‬ ‫کہ‬ ‫لیا‬ ‫وعدہ‬
‫سب‬ ‫ہی‬ ‫میں‬ ‫پانی‬ ‫کم‬ ‫سے‬ ‫س‬ُ‫ا‬ ‫گا‬ ‫کرے‬ ‫بارش‬
‫کرتے‬ ‫کام‬ ‫اور‬ ‫ہوگی‬ ‫بجھانی‬ ‫پیاس‬ ‫اپنی‬ ‫کو‬
‫وقت‬
‫ہوگا۔‬ ‫کرنا‬‫نہیں‬ ‫برباد‬ ‫کو‬ ‫پانی‬
‫بارش‬ ‫بھی‬ ‫بادل‬ ‫پھر‬ ‫اور‬ ‫گئے‬ ‫مان‬ ‫سب‬
‫برسا‬
‫نے‬
‫لگ‬
‫ا۔‬
Activity 2
After reading the story, ask the following questions to children.
● What will happen if water gets finished?
● Do you think that anybody can live without water?
● Do we waste water? If yes, when?
● How can we save water?
Activity 3
Discuss with children the ways in which we can save water by doing some simple things such
as, closing the tap when it is not in use, using water mindfully while washing clothes and
utensils.
To save the water match the same number of buckets with the running taps.

192
Week 2
Day 1
Activity 1 Poem ‘Pani re pani’
पानी रे पानी
प नी रे प नी तेर रंग क
ै स ,
जिसमें ममल दो लगे उस
िैस ।
प नी रे प नी तेर आक र
क
ै स ,
जिसमें ड लो हो ि ए उस
िैस ।
‫پانی‬ ‫رے‬ ‫پانی‬
‫رنگ‬ ‫تیرا‬ ‫پانی‬ ‫رے‬ ‫پانی‬
‫کیسا‬
‫س‬ُ‫ا‬ ‫لگے‬ ‫مالدو‬ ‫میں‬ ‫جس‬
‫جیسا‬
‫کیسا‬ ‫آکار‬ ‫تیرا‬ ‫پانی‬ ‫رے‬ ‫پانی‬
‫س‬ُ‫ا‬ ‫جائے‬ ‫ہو‬ ‫ڈالو‬ ‫میں‬ ‫جس‬
‫جیسا‬
Activity 2
Take a transparent glass and pour some water in it. Ask children to mix things of different
colours in it such as turmeric, tea, kesar, etc. Encourage children to observe the change in the
colour of water.
Activity 3 ‘Ice water’
Ask children to run and when you say ‘ice’, they will stop. When you say ‘water’, children
will resume running.

193
Day 2
Activity 1
Take 5-6 glasses half filled with water. Add sugar, salt, lemon, honey, sharbat, haldi, etc. in
each glass of water.
Let children stir the water with a spoon. Now ask children to taste the water from each glass
and have a conversation around this experience.
● Does water taste the same in all the glasses?
● Does the colour change when you mix different ingredients?
● Which mixture did you enjoy the most?
Activity 2
Bring children’s attention to the property of water that it is tasteless and it takes the taste from
the things we mix in it.
Let children draw any drink they like, where they mix water and any other thing.
Activity 3
Make lemonade with children and let children mix the salt, sugar and lemon in
the water. Enjoy the drink with children.

194
Day 3
Activity 1
Play a game with children where you take the name of a colour and children have to
bring/touch one thing of that colour. Play it while singing like this:
Children: Kati patang, kaun sa rang?
Denner: Mera rang, mera rang hai……. Laal
Activity 2
Let children draw with water on the floor and the drawing vanishes after some time.
Bring children's attention towards the reason for the vanishing of the water.
Activity 3
Ask children to match the same glasses.

195
Day 4
Activity 1
Give three containers of different sizes/ shapes to children.

196
Then ask children to pour water in the first container and then first to second and then second
to third. Let children do it two-three times
Then ask questions given below.
● Were you able to pour water in each container from the other one?
● Why do you think that water fits in each container despite their different shapes?
Activity 2 Poem ‘Pani re pani’
Repeat the poem and bring children’s attention towards the property of water that it does not
have a particular shape.
Activity 3
Encircle the glass with the least amount of water in each row.

198
Activity 1 ‘Land and water game’
Draw a line on the floor with sand or chalk and let children choose one area as land and one
as water. Build a story around the same; you are walking on the land and suddenly a bear
comes behind you, you jump into the water and start swimming. You are swimming in the
water and a big fish comes, you quickly jump and come back to the land. Let children hop
and jump back and forth on land and water.
Activity 2
Look at the picture and let the children describe the picture in their own words.
Activity 3
Find the word waterand encircle it.
water man water
cat water dog

199
Week 3
Day 1
Activity 1
Ask children to lie down on their back, breathe slowly, deeply. Let children put a hand on
their chest or stomach and observe. Take a discussion on their observation;
● What do you think, why was your chest going up and down?
If they say air, again ask;
● What makes the kite fly in the sky?
● How does a fan help us in the summer?
Activity 2
Look at images below and let the children describe what is happening in each image.

200
Activity 3
Draw two things that fly in the air.
Day 2
Activity 1 Poem ‘Hawa chali’
Read the poem with children at least 2 times with actions.
हिा चली
हव चली भईहव चली,
सरसरसरसरहव चली।
इधर चली भई
, उधरचली,
फरफरफरफरहव चली।
धीरे चली कभी तेज़ चली,
धूल औरपत्ते उड़ ती चली।
‫چلی‬ ‫ہوا‬
‫چلی‬ ‫ہوا‬ ‫بھئی‬ ‫چلی‬ ‫ہوا‬
‫چلی‬ ‫ہوا‬ ‫سر‬ ‫سر‬ ‫سر‬ ‫سر‬
‫چلی‬ ‫دھر‬ُ‫ا‬ ‫بھئی‬ ‫چلی‬ ‫ادھر‬
‫چلی‬ ‫ہوا‬ ‫پھر‬ ‫پھر‬ ‫پھر‬ ‫پھر‬
‫کبھی‬ ‫چلی‬ ‫دھیرے‬
‫چلی‬ ‫تیز‬
‫چلی‬ ‫ڑاتی‬ُ‫ا‬ ‫پتے‬ ‫اور‬ ‫ُھول‬‫د‬

201
Activity 2
● Can we see air?
● How do you know that wind is blowing?
● Does wind make any sound?
After listening to the children’s responses, discuss that air is invisible and we cannot see it
but we feel it.
Activity 3
Let children run in open space and feel the breeze on the face
Day 3
Activity 1
Ask children if they can smell air.

202
Then light incense sticks or sprinkle any fragrance around children. Then ask the same
question, if children are able to smell anything.
Ask the following questions.
● Did you notice any difference in the smell?
● Which part of your body is used to smell?
● How did the fragrance reach your nose?
After listening to the responses, bring children's attention towards the property of air that it
does not have any smell of its own but it brings the smell of different things to us.
Activity 2
Encircle things that have a good smell (fragrance).
Activity 3
Ask children to find the differences between these two images.

203
Day 4
Activity 1 ‘Blow painting’
Put some tea/water colour in water and let the colour of water change and then drop some
drops of water on a sheet of paper. Now ask children to blow air on those droplets.

204
Activity 2
Discuss with children that air moves and we can see the movement of air when things move
with it like leaves, clothes, dust etc.
Also, discuss that air moves at different speeds and share words like breeze, wind to children.
Activity 3
Ask children to be the air and do actions as if,
● Air is moving slowly
● Air is moving very fast
● Air is moving in circular motion
Day 5
Activity 1 Poem ‘Hawa chali’ (mentioned in day two)
Read the poem again with children.
Activity 2

205
Ask children to trace the leaves' falling path.
Activity 3
Give some sticks to children and let them make some shapes with them.
Week 4
Day 1
Activity 1

206
Ask children to collect some dry leaves, small pieces of old paper, pebbles, any toffee
wrapper, bottle etc. and blow air in these and see if they move.
Activity 2
Ask children to encircle the things that move when the wind blows.
Activity 3
Tick the bigger sentence.
I am a girl.
I am a tall girl.
Day 2
Activity 1 Story ‘The hot air balloon’s adventure’

207
The hot air balloon’s adventure
Once upon a time a hot air balloon wanted a world tour. It started with a sea and crossed a blue
whale. Then it crossed a hot village. The village had a beautiful tree that had pink blossoms
growing on it. Then it passed a desert. The desert had a big storm blowing and the hot air balloon
almost fell on the ground. It shouted “I want to go home.”
Then the hot air balloon came back home and it said “It is best to come back home”
Activity 2
Discuss with children that air helps different things and birds to fly in the sky. Things like
kites, balloons, birds take help from the air .
Activity 3
Encircle the activities that need air.

209
Day 3
Activity 1 Poem ‘Hawa’
हिा
मैं तो हव हूाँ,
मैं चीज़ें उड़ कर ले ि ऊ
ाँ ।
खुशबू य बदबू कु छ भी बन ि ऊ
ाँ ।
मैं ककसी भी चीज़ क
े अंदर घुस ि ऊ
ाँ
।
मैं चलूाँ तो तुम्हें छ
ू कर ि ऊ
ाँ ।
‫ہوا‬
‫ہوں‬ ‫ہوا‬ ‫تو‬ ‫میں‬
‫جاؤں‬ ‫لے‬ ‫کر‬ ‫ڑا‬ُ‫ا‬ ‫چیزیں‬ ‫میں‬
‫جاؤں‬ ‫بن‬ ‫بھی‬ ‫بدبوکچھ‬ ‫یا‬ ‫خوشبو‬
‫گھس‬ ‫اندر‬ ‫کے‬ ‫چیز‬ ‫بھی‬ ‫کسی‬ ‫میں‬
‫جاؤں‬
‫جاؤں‬ ‫کر‬ ‫چھو‬ ‫تمہیں‬ ‫تو‬ ‫چلوں‬ ‫میں‬
Activity 2
Let children try to whistle by blowing air out of the mouth.
Activity 3
After reading the poem that air can be filled in anything. Give some examples like tyre,
balloon, chips packets etc. Let children encircle the objects that can be filled with air.

211
Day 4
Activity 1
Light an incense stick in front of children. Bring their attention on how the smoke of incense
sticks mixes in the air.
Ask the questions to children.
● Do you think that this smoke can mix in the air?
● If we burn a lot of things, what do you think? Where does the smoke go?
● Can we breathe in this smoke?
After the children's response, discuss briefly about air pollution and how burning things like
plastic, clothes etc are not good for the air.
Activity 2
Ask children to calmly breathe in and breathe out and try to bring focus on the sensation of
breathing.
Let children keep their palm near the mouth so that air can be felt while breathing out.
Discuss with children that not only us but plants, animals and birds also need air.
Activity 3
There is a tree that lost its leaves because the wind was blowing so fast.
So let children collect some dry leaves and paste/trace them around the tree.

213
Day 5
Activity 1
Read some theme related words with the child.
air wind blow
slow fast fly
Activity 2
Discuss with children, what flies in the air;
● Look up in the sky, what do you see flies in the air?
● Are there birds, insects, non-living things that fly in the sky?
Ask children to draw what all they see in the sky.
Activity 3
Let children describe the picture in their own words. Ask these questions-
● What are children filling in the balloon?
● How did the balloon get big?
● Why are children sad?

215
Theme: People who help us
Week 1
Day 1
Ask children about all the activities that they have done since morning (bathing, wearing
clothes, eating, etc.)
Who helped them in doing all these tasks.
Take their responses. Share with them that we all are dependent on each other for work.
There are many people who help us.
Activity 2
Ask children to look at the images given below and share what work they can do on their own
or need someone’s help.
Activity 3
Ask children to take any coloured shirt/dress of their own that has buttons and encourage
them to close these buttons independently.

216
Day 2
Activity 1 Story ‘help me’
Read the story with children. Bring children’s attention to their own family members and
how they help each other.
Help me
I am Roshini. Today I am going to tell you one story. One day I thought that I wanted to read a
book but I did not have any. So I drew some pictures and papa helped me in painting them. My
mother helped me in cutting the pictures. I cut the pictures and my grandmother helped in pasting
them and then my grandfather helped me write the story. My elder brother helped me and stapled
all pages of my story book. And this is how with everyone’s help I made my own book.
After the story, ask the following questions-
● Who helps you with studies?
● Who helps you when you are hurt?
● Do you also help others (people/plants/animals)? How?
Activity 2 ‘Musical pots and pans’
Ask children to go to gather things from their surroundings to make a musical instrument.
Ask them to create music using their instrument.
Activity 3
Ask children to help numbers to reach their fruits by tracing the line.

218
Day 3
Activity 1
Take children to the nearest shop to buy groceries. Ask them to observe the objects sold in
the shop. Help children to understand the importance of local shopkeepers to make our lives
easy.
(Note: Bring their attention towards other shops as well, such as- vegetable seller, cloth
merchant etc.)
Make sure to say thank you ☺ to the shopkeeper after buying things.
Activity 2
Show these images to children and ask them to draw a few items from the shop in the box
given.

219
Activity 3 ‘Count and tell’
Ask children to help the shopkeeper count these utensils (introduce 3 verbally).

220
Day 4
Activity 1
Call two children to hold a rope/cloth piece straight a little above the ground. Ask children to
come, creep and crawl under it without touching it.
Discuss with children and encourage them to share about shops around the house.
● Where do we go to buy fruits and vegetables?
● How far is the shop from the house?
● Do we visit these shops every day?
Activity 3
Help Mala, the vegetable-seller, to fill her basket with vegetables only. Tick the vegetables.

221
Note: Bring children's attention towards various colours.

222
Day 5
Activity 1
Ask children to select images of the helpers whom they have seen.

223
Note: Encourage children to name the helpers whom they are aware of and share what they
are selling.
Activity 2: Poem ‘Motilal halwai’
मोतीलाल हलिाई
मोतील ल हलव ई, भ ई मोतील ल हलव ई,
ख ते खूब ममठ ई, भ ई मोतील ल हलव ई ।
ख ख करममठ ई,
कहते हैं अबनींद आई
।
मोतील ल हलव ई, भ ई मोतील ल हलव ई ।
‫حلوائی‬ ‫الل‬ ‫موتی‬
‫بھائی‬ ‫حلوائی‬ ‫الل‬ ‫موتی‬
‫حلوائی‬ ‫الل‬ ‫موتی‬
‫حلوائی‬ ‫الل‬ ‫موتی‬ ‫بھائی‬ ‫مٹھائی‬ ‫خوب‬ ‫کھاتے‬
‫مٹھائی‬ ‫کر‬ ‫کھا‬ ‫کھا‬
‫آئی‬ ‫نیند‬ ‫اب‬ ‫ہیں‬ ‫کہتے‬
‫حلوائی‬ ‫الل‬ ‫موتی‬ ‫بھائی‬ ‫حلوائی‬ ‫الل‬ ‫موتی‬
Activity 3
Ask children if they have ever visited a sweets shop. Which sweet do they like the most?
Ask children to draw their favourite sweet/s.

224
Week 2
Day 1
Activity 1
Ask children to look at the image carefully and choose a toy that they would like to buy from
the shop.
Activity 2
Ask children to throw a ball up in the air and try to catch it.

225
Activity 3
Each toy’s price is mentioned with coins, encouraging children to tell the price of each toy by
reading the price.

226
Note: Show some real coins to children, for example-coins of Rs. 1, 2 and 5.
Day 2
Activity 1 Story: ‘ Meena aur janamdin ki poshaak’
मीना औरजन्मटदन की पोशाक
मीन क िन्मददन आने व ल थ और
मीन को अपनी मनपसंद पोश क लेनी थी। तो मीन अपनी म ाँ क
े स थ
ब ज़ र गई। पहले उसे लग कक वहनील रंग पहनन च हती है। पर नीले रंग की पोश क उसे पसंद नहीं आई।
किर म ाँ ने उसे गुल बी और
हरे रंग की पोश क ददख ई पर मीन को कोई भी रंग पसंद नआय । किर म ाँ ने
अपनी पसंद से एकपीले रंग की पोश क ददख ई और
मीन को वहबहुत पसंद आई।
उसने अपने िन्मददनपर
ख़ुशी से वहपोश क पहनी और
वह उसमें बहुत सुंदर लग
रही थी।
‫پوشاک‬ ‫کی‬ ‫دن‬ ‫جنم‬ ‫اور‬ ‫مینا‬
‫ساتھ‬ ‫کے‬ ‫ماں‬ ‫اپنی‬ ‫مینا‬ ‫تو‬ ‫تھی۔‬ ‫لینی‬ ‫پوشاک‬ ‫پسند‬ ‫من‬ ‫اپنی‬ ‫کو‬ ‫مینا‬ ‫اور‬ ‫تھا‬ ‫واال‬ ‫آنے‬ ‫دن‬ ‫جنم‬ ‫کا‬ ‫مینا‬
‫وہ‬ ‫کہ‬ ‫لگا‬ ‫سے‬ُ‫ا‬ ‫پہلے‬ ‫گئی۔‬ ‫بازار‬
‫پسند‬ ‫سے‬ُ‫ا‬ ‫پوشاک‬ ‫کی‬ ‫رنگ‬ ‫نیلے‬ ‫مگر‬ ‫ہے۔‬ ‫چاہتی‬ ‫پہننا‬ ‫رنگ‬ ‫نیال‬
‫رنگ‬ ‫بھی‬ ‫کوئی‬ ‫کو‬ ‫مینا‬ ‫مگر‬ ‫دکھائی‬ ‫پوشاک‬ ‫کی‬ ‫رنگ‬ ‫ہرے‬ ‫اور‬ ‫گالبی‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫ماں‬ ‫پھر‬ ‫آئی۔‬ ‫نہیں‬
‫پسند‬ ‫بہت‬ ‫وہ‬ ‫کو‬ ‫مینا‬ ‫اور‬ ‫دکھائی‬ ‫پوشاک‬ ‫کی‬‫رنگ‬ ‫پیلے‬ ‫ایک‬ ‫سے‬ ‫پسند‬ ‫اپنی‬ ‫نے‬ ‫ماں‬ ‫پھر‬ ‫آیا۔‬ ‫نہ‬ ‫پسند‬
‫دن‬ ‫جنم‬ ‫اپنے‬ ‫نے‬ ‫س‬ُ‫ا‬‫۔‬ ‫آئی‬
‫تھی۔‬ ‫رہی‬ ‫لگ‬ ‫سندر‬ ‫بہت‬ ‫میں‬ ‫س‬ُ‫ا‬ ‫وہ‬ ‫اور‬ ‫پہنی‬ ‫پوشاک‬ ‫وہ‬ ‫سے‬ ‫خوشی‬ ‫پر‬

227
Read the story with children and ask the following questions-
● Why did Meena want to buy a new dress?
● How many dresses did her mother show her? Can you count them?
Activity 2
Ask children to choose the dress that Meena finally bought.
Ask children, where else Meena could go to get a new dress?
Take children’s responses and bring their attention towards our helper, tailor.

228
Day 3
Activity 1
Take children to a nearby tailor shop. Share with them how a tailor helps us to wear clothes
of our choice. They can easily sew clothes of different sizes for different people by using
their tools.
Share with them about tailor’s tools; scissors, thread-needle and sewing machine.
Activity 2
Collect a few clothes of children and encourage children to help you in folding them.
Activity 3
Ask children to carefully observe the given image and put a circle on things that are not
required by the tailor for sewing a dress.

229
Day 4
Activity 1
Show some clothes to children that are stitched by a tailor. Encourage them to tell the colours
of those clothes.
Activity 2
Let us help Raju in arranging his dresses.
Look at the image given below and make pairs of dresses of the same colour.

230
Activity 3
Ask children to draw a dress that they would like to wear and colour it with the favourite
colour. If they want, it can be decorated with dried leaves, small pebbles, colourful papers as
well.

231
Day 5
Activity 1
Ask children, who teaches them at home, who teaches them at school? Tell them about the
teacher and how they help us in learning so many new things.

232
Activity 2 Poem ‘Pyaare teacher’
प्यारे िीचर
यहहैं हम रे प्य रे टीचर,
पढ़न हमे मसख ते है।
जबकभी समझ
न आए
,
तो दोब र हमें समझ ते हैं,
जबकभी हम र मननहीं लगे तो,
तबवो नईकपवत एाँ सुन ते।
‫ٹیچر‬ ‫پیارے‬
‫ٹیچر‬ ‫پیارے‬ ‫ہمارے‬ ‫ہیں‬ ‫یہ‬
‫ہیں‬ ‫سکھاتے‬ ‫ہمیں‬ ‫پڑھنا‬
‫آئے‬ ‫نہ‬ ‫سمجھ‬ ‫کبھی‬ ‫جب‬
‫ہیں‬ ‫سمجھاتے‬ ‫ہمیں‬ ‫دوبارہ‬ ‫تو‬
‫تو‬ ‫لگے‬ ‫نہیں‬ ‫من‬ ‫ہمارا‬ ‫کبھی‬ ‫جب‬
‫نئی‬ ‫وہ‬ ‫تب‬
‫نظم‬
‫ہیں‬ ‫ناتے‬ُ‫س‬ ‫یں‬
Activity 3

233
Week 3
Day 1
Activity 1 ‘I am the teacher’
Ask children to pretend to be a teacher and teach.
Activity 2

234
Tell children that some teachers teach music, some teach dance, some teach sports and some
teach art. Regardless of their subjects, all teachers add value to our lives and help us in every
problem.
Activity 3
Ask children to observe the given image carefully . Give them some time to think and tell
what is happening in the classroom.
Note: Let children express their thoughts freely. Accept and appreciate all the responses.
Day 2
Activity 1 Poem ‘Pyaare teacher’
Ask them to share what else they would like to do with their teacher?
Activity 2
Use a musical instrument/clap/ music and dance with children while singing this poem.

235
Activity 3
Ask children to complete the pattern
Day 3
Activity 1
Ask children to observe the picture. Ask them
● Why is this child crying?
● What can be done to stop him from crying?

236
● Where should he go?
● Where do you go when you are sick?
Activity 2
Tell children about doctors and their importance in keeping us away from the disease. Show
the given image of the doctor and his/her place of work- hospital. (Note: bring children’s
attention towards the ‘red plus sign’ of a hospital.)
Share with children that animals also have their special doctor.
Teacher will prepare a role-play of the doctor and patient with children.
Activity 3
Ask children to encircle the odd one out in each row.

237
Day 4
Activity 1
Show children how to tie shoelaces and encourage them to do it by themselves a few times.
Activity 2
Tell children about each object’s function given below. Then ask them to encircle those
things that are required by the doctor.

238
Activity 3
Ask children to help the doctor and nurse to reach their tools by tracing the lines.

239
Day 5
Activity 1 Poem ‘Bhaago bhaago pakdo chor’

240
भागो-भागो पकड़ो चोर
भ गो-भ गो पकड़ो चोर,
आओ
ममल करमच ये शोर ।
ममठ ई ख त है यहचोर,
ममल नहीं कहीं भी चोर ।
पुमलस को लग न पड़ेग िोर,
भ गो-भ गो पकड़ो चोर ।
‫چور‬ ‫پکڑو‬ ‫بھاگو‬ ‫بھاگو‬
‫شور‬ ‫مچائے‬ ‫کر‬ ‫مل‬ ‫آؤ‬
‫کھاتا‬ ‫مٹھائی‬
‫چور‬ ‫یہ‬ ‫ہے‬
‫چور‬ ‫بھی‬ ‫کہیں‬ ‫نہیں‬ ‫مال‬
‫زور‬ ‫گا‬ ‫پڑے‬ ‫لگانا‬ ‫کو‬ ‫پولیس‬
Discuss with children how the police help us. They catch robbers,
solve fights and help people in need.
Activity 3
One person can be the robber and the other one can be the police.
Now, the robber will run and the police have to catch the robber.

241
Week 4
Day 1
Activity 1
Tell children that we all keep our home clean from inside but have you ever wondered who
keeps all places clean? Share with them the importance of rag-pickers, sweepers and waste-
collectors.
(Note: If possible, show children, sweepers cleaning the streets and waste collectors
collecting the trash. Then share with them how much important work they are doing).
Activity 2
Ask children to look at images carefully and share on which bench they would like to sit?
Encourage them to reason it.
Activity 3
Ask children to encircle the closed dustbin.

242
Ask children to think which of the following ways will help keep our environment clean?
(Note: Always encourage them to throw the waste in the dustbin. It is the simplest and easiest
way to keep our environment clean and help our cleaning friends.)

243
Day 2
Activity 1 Story ‘Billy ne bachaya sabko’
Read the story with children. Tell them about the firefighters, how they help us in case of a
fire emergency.
बबली ने बचाया सबको
बबली एकआग
बुझ ने एकमशीन थी। एकब र ककसी जगह
आग
लगी थी। आग
बुझ ने व ल एकआदमी बबली क
े प स
आय और
बोल “बबल, चलो हमें ि न है।” पर बबली को स फ़-सुथर रहन पसंद थ तो इसमलए उसने कह कक
उसक ि ने क बबल्कु ल मननहीं है।
तभी आग
बुझ ने व ले सभी लोग आए
और
उन्होंने बबली को समझ य कक ि नवरों,पेड़-पौधों और
लोगों को उसकी
ज़रूरत है वरन आग
से सबखत्म हो ि एग । बबली को ब त समझ
में आई
और
वहझटसे तैय र हो गई।बबली की
वजहसे बहुत लोगों की ि न बचगई।
‫بچایا‬ ‫کو‬ ‫سب‬ ‫نے‬ ‫بلی‬
‫آدمی‬ ‫ایک‬ ‫واال‬ ‫بجھانے‬ ‫آگ‬ ‫تھی۔‬ ‫لگی‬ ‫آگ‬ ‫جگہ‬ ‫کسی‬ ‫بار‬ ‫ایک‬ ‫تھی۔‬ ‫مشین‬ ‫کی‬ ‫بجھانے‬ ‫آگ‬ ‫ایک‬ ‫بلی‬
‫تو‬ ‫تھا‬ ‫پسند‬ ‫رہنا‬ ‫ستھرا‬ ‫صاف‬ ‫کو‬ ‫بلی‬ ‫مگر‬ "‫ہے‬ ‫جانا‬ ‫ہمیں‬ ‫چلو‬ ،‫"بلی‬ ‫بوال‬ ‫اور‬ ‫آیا‬ ‫پاس‬ ‫کے‬ ‫بلی‬
‫ا‬
‫س‬
‫ہے۔‬ ‫نہیں‬ ‫من‬ ‫بالکل‬ ‫کو‬ ‫جانے‬ ‫کا‬ ‫س‬ُ‫ا‬ ‫کہ‬ ‫کہا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫لئے‬
‫اور‬ ‫پودوں‬ ‫پیڑ‬ ،‫جانوروں‬ ‫کہ‬ ‫سمجھایا‬ ‫کو‬ ‫بلی‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫اور‬ ‫آئے‬ ‫لوگ‬ ‫سبھی‬ ‫والے‬ ‫بجھانے‬ ‫آگ‬ ‫تبھی‬
‫آئی‬ ‫میں‬ ‫سمجھ‬ ‫بات‬ ‫کو‬ ‫بلی‬ ‫گے۔‬ ‫ہوجائیں‬ ‫ختم‬ ‫سب‬ ‫سے‬ ‫آگ‬ ‫ورنہ‬ ‫ہے‬ ‫ضرورت‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫کو‬ ‫لوگوں‬
‫کی‬ ‫بلی‬ ‫گئی۔‬ ‫ہو‬ ‫تیار‬ ‫سے‬ ‫جھٹ‬ ‫وہ‬ ‫اور‬
‫گئی۔‬ ‫بچ‬ ‫جان‬ ‫کی‬ ‫لوگوں‬ ‫بہت‬ ‫سے‬ ‫وجہ‬

244
Activity 2
Ask children to carefully observe the red fire engine given below. Show the water pipe and
ladder that helps in extinguishing fire.

245
Activity 3
Ask children to help fire-fighters by tracing and colouring their ladder.

247
Activity 1 Song ‘Stop, drop and roll’
Perform this fire fighters song with action (take reference from the image given below).
Stop, drop and roll
Stop, drop and roll,
Stop, drop and roll,
If your clothes ever catch on fire,
Stop, drop and roll.
Activity 2
Ask children to colour the hose and water to stop fire from spreading.

248
Activity 3
Count and encircle the number.
Day 4

249
Activity 1
Match the helpers with their correct tools.
Activity 2 ‘Thank you card’

250
Give water colour/turmeric/henna mixture and ask them to make a greeting card for thanking
all helpers.
Note: Ask children, what would they like to say to them while giving this card?
Activity 3
Ask children to identify and name the helpers given below.

251
Day 5
Activity 1 Poem ‘Aao mil kar kapde dhoye’

252
आओ
ममल करकपड़े धोयें
आओ
ममलकर कपड़े धोयें,
हमसबममलकर कपड़े धोयें ।
मम्मी तुम लग दो स बुन,
प प इन्हें छनचोड़ेंगे ।
भैय दीदी औरमैं ममलकर,
इन्हें सुख ने दौड़ेंगे ।
‫دھویں‬ ‫کپڑے‬ ‫کر‬ ‫مل‬ ‫آؤ‬
‫دھویں‬ ‫کپڑے‬ ‫کر‬ ‫مل‬ ‫آؤ‬
‫دھویں‬ ‫کپڑے‬ ‫کر‬ ‫مل‬ ‫سب‬ ‫ہم‬
‫صابن‬ ‫لگادو‬ ‫آپ‬ ‫ممی‬
‫گے‬ ‫نچوڑیں‬ ‫نہیں‬ُ‫ا‬ ‫پاپا‬
‫کر‬ ‫مل‬ ‫میں‬ ‫اور‬ ‫دیدی‬ ‫بھیا‬
‫گے‬ ‫دوڑیں‬ ‫کھانے‬ُ‫س‬ ‫نہیں‬ُ‫ا‬
Activity 2
Discuss with children about a situation where helpers stop helping us or working. What
difficulties will we face without them?
Let children share their thoughts for the same.
Activity 3
Ask children, how would they like to help the community when they grow up?
Encourage them to make the image.

253
Theme: Season
Week 1
Day 1

254
Talk to children; How are they feeling (cold or hot)? What clothes are they wearing?
Which season is it?
Activity 2 Poem ‘Sardi garmi barish’
सदी गमी बाररश
सदी आती, गमी ि ती,
गमी ि ती, ब ररश ल ती,
पूर स ल बीतत ि त ,
हर मौसम नईखुमशय ाँ ल त ।
‫بارش‬ ‫گرمی‬ ‫ردی‬
‫جاتی‬ ‫گرمی‬ ‫آتی‬ ‫سردی‬
‫التی‬ ‫بارش‬ ‫جاتی‬ ‫گرمی‬
‫سال‬ ‫پورا‬
‫جاتا‬ ‫بیتا‬
‫التا‬ ‫خوشیاں‬ ‫نئی‬ ‫موسم‬ ‫ہر‬
Activity 3
Ask children to choose the odd one out.

255
Note: Bring their attention towards yellow and blue colour. Encourage them to share the
name of each object and ask when it is used?
Day 2

256
Season: winter
Ask children to observe the given images and interpret what is happening?
1 2 3
Let children interpret it on their own and share their thoughts. Accept and appreciate all the
responses.
Activity 2
Ask children, who would have brought Chunu and Munu’s winter clothes in a hole? Why
would they have done that?
Bring children’s attention towards the season-winter.
Encourage children to share their routine during winters.
Activity 3
Child must be feeling cold by now. Here is an interesting activity to keep the body warm.
Ask children to jump on the spot for a few times, now ask them to rub the hands together
rigorously.
This can be done many times.
Day 3
Activity 1

257
Discuss with children the change in our clothing during the winter season. Let them share
their own experiences as well.
Activity 2
Ask children to encircle only those clothes that they can wear during winters.
Note: Show a few woollen clothes and ask them to touch it and feel its texture.
Activity 3
Ask children to colour the given woollen cap.

258
Day 4
Activity 1 Poem ‘Aai sardi’

259
आई
सदी
मौसम बदल , आई
सदी,
सबने पहनी मोटी वदी ।
क न में टोपी, ऊपरसे कम्बल,
इसमें रहन खूब संभल कर।
मनमीठ ख ने को ललच ए,
सददफयों में भूख रह नि ए ।
‫سردی‬ ‫آئی‬
‫سردی‬ ‫آئی‬ ‫بدال‬ ‫موسم‬
‫وردی‬ ‫موٹی‬ ‫پہنی‬ ‫نے‬ ‫سب‬
‫کمبل‬ ‫سے‬ ‫اوپر‬ ،‫ٹوپی‬ ‫میں‬ ‫کان‬
‫کر‬ ‫سنبھل‬ ‫خوب‬ ‫رہنا‬ ‫میں‬ ‫اس‬
‫للچائے‬ ‫کو‬ ‫کھانے‬ ‫میٹھا‬ ‫من‬
‫جائے‬ ‫نہ‬ ‫رہا‬ ‫بھوکا‬ ‫میں‬ ‫سردیوں‬
After the poem, ask children to share things that they do to keep themselves warm during
winters.
● Do they eat special food to keep the body warm?
● Do they enjoy hot food or cold food during winters?
Activity 2
Spread a few pairs of socks on a flat surface, now ask children to look for the same pair and
keep them together.
Activity 3
Ask children to draw things that they like/dislike the most about winters.

260
Day 5
Activity 1 Poem ‘Aai sardi’

261
Activity 2
Ask children to tick the box with more jackets.
Activity 3 Game
Ask children to move like a monkey, bloom like a flower, blow like a balloon etc. Let children
choose their ways to move. Follow children. Ask children to show different movements as per
their imagination & experience.

262
Week 2
Day 1
Activity 1
Ask children if they have seen snow during winters. What do they like the most about snow?
What is its colour? How does it feel?
Note: Bring children’s attention towards the snowman.
Activity 2 ‘Snow angel’
Ask children to lie down on a surface and pretend that it is covered with snow.
Now, tell children to spread their hands and legs and move them to and fro as given in the
image below.

263
Activity 3
Ask children to colour the snow man.

264
Day 2
Activity 1
Discuss with children about the ways in which we can help animals during the winter season.
Activity 2
Ask children to observe the given images and find the differences between the two.

265
Note: Bring their attention towards the snow.
Activity 3
Help these dogs in winter by drawing one quilt for each dog.

267
Activity 1 Poem ‘Garmi’
गमी
सूरि िलत , धरती तपती,
गमफ हव िोरों से चलती ।
तनसे बहुत पसीन बहत ,
ह थ में सभी क
े पंख रहत ।
लस्सी, शरबत ल ई गमी,
आम
,खरबूिे ल ई गमी।
‫گرمی‬
‫چلتا‬ ‫سورج‬
‫زمین‬
‫تپتی‬
‫چلتی‬ ‫سے‬ ‫زوروں‬ ‫ہوا‬ ‫گرم‬
‫بہتا‬ ‫پسینا‬ ‫بہت‬ ‫سے‬ ‫تن‬
‫پنکھا‬ ‫کے‬ ‫سبھی‬ ‫میں‬ ‫ہاتھ‬
‫رہتا‬
‫گرمی‬ ‫الئی‬ ‫شربت‬ ،‫لسی‬
‫گرمی‬ ‫الئی‬ ‫خربوزے‬ ،‫آم‬
After the poem, ask children, when do they get to eat mangoes?
Help them to recall the summer season. Talk about things mentioned in the poem that are
done during the summer season.
Activity 2
Ask children to encircle things that are mentioned in the poem.

268
Activity 3
Ask children to trace the hot summer sun and colour it.

270
Day 4
Encourage children to share what kind of food they like to eat during summers? Do they
enjoy Nimbu-Pani or like to drink hot beverages on a hot sunny day?
Talk about different summer season fruits with children, for example: mangoes, apples, pears,
cherry etc.
Activity 2
Ask children to match the correct shadow of the mango.

271
Activity 3
Ask children to colour the given apple.

272
Day 5
Activity 1
Discuss with children about the ways to keep themselves cool during summers.
Bring their attention towards cotton clothes, cool drinks, staying indoors during sunny days,
sitting under a fan and taking frequent baths to keep ourselves cool during summer.
Activity 2
Ask how they feel after drinking water on a sunny day.
Bring their attention towards words-full and empty. (if possible show a few things to explain
these words.
Activity 3
Ask children to encircle the empty objects.

273
Week 3
Day 1
Activity 1
Ask children to choose things that they would like to do during the summer season.

274
Activity 2
Show different containers to children. (bowl, glass, mug, pot, bucket etc.) and ask them
which will contain more water?
Activity 3
Ask children to encircle the container that will contain less water.

275
Day 2
Activity 1 Story ‘Pyaasi maina’
Narrate the story to children with facial expressions and voice modulation.. Bring their attention
towards the needs of the animals/birds during the summer season.
प्यासी मैना
एकथी मैन । वहएकबगीचे में नीम क
े पेड़ पर रहती थी। बगीचे में एकनलभी लग थ । मैन रोज़ बगीचे में कीड़े
ढूंढ़ती,उन्हें ख ती और
नलसे प नी पीती। एकददन बड़ी गमी थी। मैन को बहुत िोर से प्य स लगी थी। मैन
उड़ी और
नलपर ि पहुंची लेककन नल
क प नी सूख पड़ थ । वहपरेश न हो करइधर-उधरउड़ने लगी। तभी सोनू
और
चचंकी बगीचे में आए
और
उन्होंने मैन को परेश न देख । वो झटसे समझ
गएकी मैन क्यों परेश न है। वो भ ग
करअपने घरक
े अंदर गएऔर
ममट्टी क
े एकबरतनमें प नी भरल ए।
वो बरतनउन्होंने बगीचे में रखददय । मैन ने खुशी से प नी पपय । अबकु छ और
पंछी भी वह ाँ आकर
प नी पीने
लगे।
‫مینا‬ ‫پیاسی‬
‫تھی۔‬ ‫رہتی‬ ‫پر‬ ‫پیڑ‬ ‫کے‬ ‫نیم‬ ‫میں‬‫باغیچے‬ ‫ایک‬ ‫وہ‬ ‫مینا۔‬ ‫تھی‬ ‫ایک‬
‫تھا۔‬ ‫لگا‬ ‫بھی‬ ‫نل‬ ‫ایک‬ ‫میں‬ ‫باغیچے‬
‫مینا‬
‫پیتی۔‬ ‫پانی‬ ‫سے‬ ‫نل‬ ‫اور‬ ‫کھاتی‬ ‫نہیں‬ُ‫ا‬ ، ‫ڈھونڈتی‬ ‫کیڑے‬ ‫میں‬ ‫باغیچے‬ ‫روز‬
‫لیکن‬ ‫پہنچی‬ ‫جا‬ ‫پر‬ ‫نل‬ ‫اور‬ ‫ڑی‬ُ‫ا‬ ‫مینا‬ ‫تھی۔‬ ‫لگی‬ ‫پیاس‬ ‫کی‬ ‫زور‬ ‫بہت‬ ‫کو‬ ‫مینا‬ ‫تھی۔‬ ‫گرمی‬ ‫بڑی‬ ‫دن‬‫ایک‬
‫تبھ‬ ‫لگی۔‬ ‫ڑنے‬ُ‫ا‬ ‫دھر‬ُ‫ا‬ ‫ادھر‬ ‫ہوکر‬ ‫پریشان‬ ‫وہ‬ ‫تھا۔‬ ‫پڑا‬ ‫سوکھا‬ ‫پانی‬ ‫کا‬‫نل‬
‫م‬ ‫باغیچے‬ ‫چنکی‬ ‫اور‬ ‫سونو‬ ‫ی‬
‫یں‬
‫وہ‬ ‫ہے۔‬ ‫پریشان‬ ‫کیوں‬ ‫مینا‬ ‫کہ‬ ‫گئے‬ ‫سمجھ‬ ‫سے‬ ‫جھٹ‬ ‫وہ‬ ‫دیکھا۔‬ ‫پریشان‬ ‫کو‬ ‫مینا‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫اور‬ ‫آئے‬
‫الئے۔‬ ‫کر‬ ‫بھر‬ ‫پانی‬ ‫میں‬ ‫برتن‬ ‫ایک‬ ‫کے‬ ‫مٹی‬ ‫اور‬ ‫گئے‬ ‫اندر‬ ‫کے‬ ‫گھر‬ ‫اپنے‬ ‫کر‬ ‫بھاگ‬

276
‫ا‬ ‫کچھ‬ ‫اب‬ ‫پیا۔‬ ‫پانی‬ ‫سے‬ ‫خوشی‬ ‫نے‬ ‫مینا‬ ‫دیا۔‬ ‫رکھ‬ ‫میں‬ ‫باغیچے‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫برتن‬ ‫وہ‬
‫بھی‬ ‫پرندے‬ ‫ور‬
‫وہاں‬
‫لگے۔‬ ‫پینے‬ ‫پانی‬ ‫آکر‬
Discuss with children that the way we feel changing seasons impact our life, so do animals
and birds.
Activity 2
Take an old utensil (which is no longer in use) or a clay pot. Decide a place/corner for
feeding the birds/animals in the house.
Keep a few edibles and pour water for animals/birds to eat and drink respectively.
Note: Make it as part of the routine with children to fill water and food every day.
Activity 3
Ask children to encircle the branch having least leaves.

277
Day 3
Activity 1
Ask children to carefully observe the given image and share their thoughts about what is
happening in the image.

278
Teacher will share about the autumn season.
Activity 2
Take the children to a park and let them jump on the pile of dried leaves and enjoy themselves.
Activity 3
Ask children to encircle thing/s that will be moved by gentle breeze.

280
Day 4
Activity 1 Story ‘Laal barsati’
लाल बरसाती
एकददन मनुक
े म त -पपत ने उसे ल ल रंग की बरस ती दी। मनुबरस ती देख करबहुत खुश हुआ उसने अपनी
म ाँ से पूछ "म ाँ, क्य मैं यहबरस ती पहनसकत हूाँ?"म ाँ ने उसे बत य कक बरस ती तो हमब ररश में पहनते हैं,
तो इसे पहनने क
े मलए तुम्हें ब ररश क इंतज़ र करन पड़ेग ।
मनु रोज़ इंतज़ र करत पर ब ररश नहोती। रोज़ आसम न में सूरि छनकल आत और
खूब धूप देत । किर एक
ददन अच नक आसम न में क ले ब दल छघर आए।
मनु बहुत खुश हुआ कक आज
वहल ल बरस ती पहनेग । वह
बगीचे में आय और
आसम न को देखने लग । तभी ब ररश शुरू हो गईऔर
मनु मज़े से ब ररश में भीगने लग ।
मम्मी ने आव ज़ लग ई और
कह "अरे ! यहबरस ती तो पहनलो।"तबमनु को ब ररश में भीगन ज़्य द अच्छ
लग औरउसने म ाँ से कह “ककसी औरददन।”
‫برساتی‬ ‫الل‬
‫منو‬ ‫دی۔‬ ‫برساتی‬ ‫کی‬‫رنگ‬ ‫الل‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫پاپا‬ ‫ممی‬ ‫کے‬ ‫منو‬ ‫دن‬ ‫ایک‬
‫ہوا۔‬ ‫خوش‬ ‫بہت‬ ‫کر‬ ‫دیکھ‬ ‫برساتی‬
‫برساتی‬ ‫کہ‬ ‫بتایا‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫ماں‬"‫ہوں؟‬ ‫سکتا‬ ‫پہن‬ ‫برساتی‬ ‫یہ‬ ‫میں‬ ‫کیا‬ ،‫"ماں‬ ‫پوچھا‬ ‫سے‬ ‫ماں‬‫اپنی‬ ‫نے‬ ‫س‬ُ‫ا‬
‫روز‬ ‫منو‬ ‫گا۔‬ ‫پڑے‬ ‫کرنا‬ ‫انتظار‬ ‫کا‬ ‫بارش‬ ‫تمہیں‬ ‫کےلئے‬ ‫پہننے‬ ‫اسے‬ ‫تو‬ ،‫ہیں‬ ‫پہنتے‬ ‫میں‬ ‫بارش‬ ‫ہم‬ ‫تو‬
‫ن‬ ‫سورج‬ ‫پر‬ ‫آسمان‬ ‫روز‬ ‫ہوئی۔‬ ‫نہ‬ ‫بارش‬ ‫مگر‬ ‫کرتا‬ ‫انتظار‬
‫بکھیرتا۔‬ ‫دھوپ‬ ‫خوب‬ ‫اور‬ ‫آتا‬ ‫کل‬
‫برساتی‬ ‫الل‬ ‫وہ‬ ‫آج‬ ‫کہ‬ ‫ہوا‬ ‫خوش‬ ‫بہت‬ ‫منو‬ ‫آئے۔‬ ‫گھر‬ ‫بادل‬ ‫کالے‬ ‫کالے‬ ‫میں‬ ‫آسمان‬ ‫اچانک‬ ‫دن‬‫ایک‬ ‫پھر‬
‫مزے‬ ‫منو‬ ‫اور‬ ‫گئی‬ ‫ہو‬ ‫شروع‬ ‫بارش‬ ‫تبھی‬ ‫لگا۔‬ ‫دیکھنے‬ ‫کو‬ ‫آسمان‬ ‫اور‬ ‫آیا‬ ‫میں‬ ‫باغیچے‬ ‫وہ‬ ‫۔‬ ‫گا‬ ‫پہنے‬
‫"ا‬ ‫کہا‬ ‫اور‬ ‫لگائی‬ ‫آواز‬ ‫نے‬ ‫ممی‬ ‫لگا۔‬ ‫بھاگنے‬ ‫میں‬ ‫بارش‬ ‫سے‬
‫کو‬ ‫منو‬ ‫تب‬ ‫لو"۔‬ ‫پہن‬ ‫تو‬ ‫برساتی‬ ‫یہ‬ !‫رے‬
"!‫دن‬ ‫اور‬ ‫"کسی‬ ‫کہا‬ ‫سے‬ ‫ماں‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫لگا‬ ‫اچھا‬ ‫زیادہ‬ ‫بھاگنا‬ ‫میں‬ ‫بارش‬

281
After the story ask the following questions to children -
● What did Mummy buy for Manu?
● Which clouds bring rain?white or black?
● Did Manu wear his raincoat when it rained?
● Do you also like dancing in the rain?
Activity 2
After the story, take children to an open area. Spread a mat/ bed-sheet on the floor and let them
lie down to observe the sky, walking clouds-their varied size, shapes, colours, etc.
To conclude this activity let the children draw what they observed.

282
Activity 3
Ask children to trace the lines coming from the cloud.

283
Day 5
Activity 1
Ask children, which games do they like to play during the rainy season? Play some of those
games with children.
Activity 2 ‘It is raining’
Collect these items- a mesh strainer/a disposable glass/bowl with holes in it, water, big pot.
Ask children to hold the strainer above the pot. Pour water in a mesh strainer gently and ask
them to observe the rain drops falling down.
Activity 3
Ask children to think how the following things will feel if it rains? Encourage them to share
their thoughts.

284
Note: Tell children about the importance of rain for our earth.
Week 4
Day 1
Activity 1 Story ‘Laal barsati’
Repeat the story with children.
Ask children to choose Manu’s raincoat.
Ask children, what can be used in the rain instead of a raincoat.
Activity 2

285
Collect a few small objects, like- pebbles/beads etc. Now ask the children to arrange these
pebbles on the lines of the given drawing. (You can draw the same shape on the floor or ground
for the activity.)
Activity 3
Help children to make an umbrella using the below step by step drawing. Ask them to colour
it too.
1.
2.
3.
4.
5.

286
Note: Ask children, with whom they would like to share their umbrella if it starts raining and
why?
Day 2
Activity 1
Discuss with children which things help us to stay dry in the rain.
Ask to encircle only those things that will help us in rain.

287
Activity 2 Poem ‘Barish aai cham cham’
Do this action song with children at least 2 times.
बाररश आई
छमछम
ब ररश आई
छमछमछम
छ त ले करछनकले हम।
पैर किसल गय चगर गएहम
,
ऊपरछ त नीचे हम।
‫چھم‬ ‫چھم‬ ‫چھم‬ ‫آئی‬ ‫بارش‬
‫چھم‬ ‫چھم‬ ‫چھم‬ ‫آئی‬ ‫بارش‬
‫ہم‬ ‫نکلے‬ ‫کر‬ ‫لے‬ ‫چھاتا‬
‫ہم‬ ‫گئے‬ ‫گر‬ ‫گیا‬ ‫پھسل‬ ‫پیر‬
‫ہم‬ ‫نیچے‬ ‫چھاتا‬ ‫اوپر‬

288
Activity 3
Ask children to trace the raindrops and clouds.

290
Day 3
Activity 1
Tell children about the rainbow. When it rains and the sun also shows up, a rainbow is formed
in the sky.
Note: Bring children’s attention towards various colours of the rainbow. Encourage them to
share the names of the colours.
Activity 2 Game ‘Tippy tippy tap’
Instructor-Tippy tippy tap.
Child- Which colour do you want?
Instructor- I want red (take a colour’s name).
Children will run and try to touch an object of the said colour.
Activity 3
Ask children to make a beautiful drawing by using the colours of the rainbow.

292
Day 4
Activity 1 ‘I can jump’
Draw a few circles on the ground and encourage children to imagine these circles as puddles.
Ask them to jump forward with both feet while avoiding the puddles and maintaining the body
balance.
Activity 2
Ask children to carefully observe the given image and share where rain water is being
collected? Can this be done at our homes as well?

293
Activity 3
Ask children to encircle those things that they get to see on a rainy day.

295
Day 5
Activity 1 Poem ‘Sardi garmi barish’
Repeat the poem with children at least 2 times.
Activity 2
Ask children to draw at least 2 things that they like the most about their favourite season.
Activity 3
Ask children to match the clothes with the correct season.

297
Theme: Food
Week 1
Day 1
Ask children about the food they have had since morning. Encourage them to tell the names
of the food items that they ate in the morning.
● Who cooked it?
● What was the colour of the food?
● How was the smell?
Activity 2 Poem ‘One potato, two potatoes’
One potato, two potatoes
One potato, two potatoes,
Three potatoes, four.
Five potatoes, six potatoes
Seven potatoes more!
Encourage them to hold up the number of fingers as they sing the poem.
Activity 3

298
Ask children to match the same food items and share the names, if they can.
Day 2
Activity 1
Give a few empty bottles/jars/containers to children. First demonstrate how to open and close
the lid then ask children to do the same independently.
Activity 2 ‘I can smell’
Let children smell a few food items. (For example; garlic, tea-leaves, onion, cumin seeds, rice
etc.)
Now, instruct them to close their eyes and recognise each item with its smell.
Note: Keep a gap of a few seconds between each item.
Activity 3
Sona can smell her favourite dish, asking children to trace the lines to help her to reach the
food.

299
Day 3
Activity 1 Poem ‘Aloo bola’

300
आलू बोला
आलू बोल मुझको ख लो,
मैं तुम्हें मोट करदूंग ।
प लक बोली मुझको ख लो,
मैं तुम्हें त कत दे दूंगी ।
गोभी, ग िर, टम टर बोले,
अगरहमें भी ख ओगे,
तो खूब बड़े हो ि ओगे ।
‫بوال‬ ‫آلو‬
‫لو‬ ‫کھا‬ ‫کو‬ ‫مجھ‬ ‫بوال‬ ‫آلو‬
‫گا‬ ‫دوں‬ ‫کر‬ ‫موٹا‬ ‫تمہیں‬ ‫میں‬
‫کو‬ ‫مجھ‬ ‫بولی‬ ‫پالک‬
‫کھالو‬
‫گی‬ ‫دوں‬ ‫دے‬ ‫طاقت‬ ‫تمہیں‬ ‫میں‬
‫بولے‬ ‫ٹماٹر‬ ،‫گاجر‬ ،‫گوبھی‬
‫گے‬ ‫کھاؤ‬ ‫بھی‬ ‫ہمیں‬ ‫اگر‬
‫گے‬ ‫جاؤ‬ ‫ہو‬ ‫بڑے‬ ‫خوب‬ ‫تم‬
Activity 2
Ask children to colour the potato.

301
Activity 3
Ask children to arrange and draw the given vegetables from small to big.

302
Day 4
Activity 1 Poem ‘One potato, two potatoes’
Repeat the poem ‘one potato, two potatoes’ with action.
Activity 2
Ask children to match the halves with each other.

303
Activity 3 Game ‘High Jump’
Ask two children to hold each end of the rope/cloth piece above the ground. Ask children to
jump over the rope/cloth piece
Day 5

304
Activity 1 ‘Visit to the market’
Take children to the nearest grocery store/market/mandi and ask them to pay attention
towards the various vegetables and fruits.
● Name of the fruits and vegetables and their colour.
● Is it eaten raw or cooked?
● Which vegetables and fruits are red, yellow, green, white etc.
Activity 2 Story ‘Laalu aur peelu’
Read the story with children and ask them to answer the following questions-
● Who were Laalu and Peelu?
● Which colour food did Laalu like to eat?
● Which colour of food did Peelu like to eat?
● Why was Laalu crying?
● How did Peelu help Laalu?
Activity 3
Ask children to think and draw a few red edibles for Laalu and yellow for Peelu.

305
Week 2
Day 1
Ask children to observe the image given below and share their thoughts.
Bring children’s attention towards the apple’s colour and ask them if the apple is going to be
sweet or sour.
Talk about different tastes.
Activity 2
Gather a few eatables and give them to children one by one for tasting it.
Let children share first what the taste is, if they are struggling, help them out.
Tell them about different tastes- sweet, sour, bitter, spicy and salty.

306
Activity 3
Ask children to match the eatables with their correct taste.
sweet sour salty bitter spicy

307
Day 2
Activity 1 Story ‘Laalu aur peelu’
Repeat the story with children. Ask them what is the colour of Laalu and Peelu’s favourite
food?
Ask children, what would the chicks like to eat if they were green and white? Ask children to
draw the food items in the table given below.

308
Activity 3

309
Encourage children to tell the names of all the fruits and vegetables given in the worksheet.
Encourage them to identify their colours as well.

310
Day 3
Activity 1
Show different food items to children. Ask, if they know from where do we get our food?
Tell them about different sources of food- plants and animals with examples.
Activity 2
Ask children to trace the egg. Ask them where this egg comes from?

311
Activity 3
Ask children to connect the food item with its source.

313
Day 4
Activity 1
Discuss with children can we eat all food items without cooking? Can you name a few food
items that can be eaten raw.
Encourage children to share a few names that are eaten raw and the ones that are cooked.
Activity 2
Ask children to colour only those food items that cannot be eaten raw.

314
Activity 3
Ask children to observe and complete the pattern by colouring it.
Encourage children to talk about things that can be eaten raw and what will be their taste.

315
Day 5
Activity 1
Show a few utensils to children and discuss with them how they are used in cooking food?
Let them touch those things and identify them with their name.
Ask children to carefully observe the given image and identify the utensils/objects shown.
Activity 3
Ask children to encircle only those images that are found in the kitchen.

317
Week 3
Day 1
Activity 1
Ask children, which of the following has more options for eating raw food?
Bring children’s attention towards fruits and vegetables.
Share with them the names of fruits and vegetables that are eaten raw. Animal products
should be cooked well before consuming.
Activity 2
Ask children to find the difference between these two capsicums.
Activity 3
Ask children to arrange the given images sequentially for the steps of cooking.

319
Day 2
Activity 1 Poem ‘Aloo bola’
Repeat the poem with children. Discuss with them how food keeps us healthy.
Ask them the following questions-
● What does the potato do?
● Which vegetable will give the strength?
● What will the cauliflower, tomato and carrot do?
Share with them how fresh fruits, vegetables and meat products are important to keep us
healthy and maintain a good life.
Activity 2 Game
Ask children to Jump, when you say apple, they need to turn around 1 time when you say
banana and clap when you say grapes.

320
Activity 3
Help these children to reach their food by tracing the path.

321
Day 3
Activity 1
Draw a chalk line/line on sand with a stick for children to crawl along the line.
Discuss with children, was the exercise difficult? Can they do this exercise without eating
food?
Activity 2
Show the given image to children and ask them which one they would choose to eat and
why?
Note: Tell them how junk food is not good for health and well-being.

322
Activity 3 Poem ‘Raseela phal’
रसीले फल
देखो फल
व ल है आय ,
त ज़े त ज़े फल
वहल य ।
सेब, क
े ल और
अंगूर,
तरबूि रससे भरपूर ।
पपीत ,ि मुन, लंगड़ आम
,
ककतन सस्त इनक द म ।
िल्दी लो अमरुद य बेर,
फल
व ले को हो रही देर ।
‫پھل‬ ‫رسیلے‬
‫آیا‬ ‫ہے‬ ‫واال‬ ‫پھل‬ ‫دیکھو‬
‫الیا‬ ‫وہ‬ ‫پھل‬ ‫تازے‬ ‫تازے‬
‫انگور‬ ‫اور‬ ‫کیال‬ ،‫سیب‬
‫بھرپور‬ ‫سے‬ ‫رس‬ ‫تربوزہ‬
‫آم‬ ‫لنگڑا‬ ،‫جامن‬ ،‫پپیتا‬
‫کا‬ ‫ان‬ ‫سستا‬ ‫کتنا‬
‫دام‬
‫بیر‬ ‫یا‬ ‫امرود‬ ‫لو‬ ‫جلدی‬
‫دیر‬ ‫رہی‬ ‫ہو‬ ‫کو‬ ‫والے‬ ‫پھل‬

323
Day 4
Activity 1 ‘Lemon/walnut race’
Ask children to keep the lemon/shelled walnut on the spoon and hold the spoon with hand.
Place a landmark within a distance of 20 – 25 ft. Tell children to run and touch the mark and
come back to the starting point without dropping it.
Activity 2
Make fruit salad in the presence of children, ask them to help you with a simple task.
Activity 3
Ask children to match the fruits with their slice.

324
Day 5
Activity 1 ‘Mashed potato’
Give cooled boiled potatoes to children and ask them to mash them. Add spices, herbs as per
your choices and mashed potato is ready. Ask children to help you with serving.
Activity 2
Show the vegetables/fruits (you can use images also) to children one at a time and then keep
them aside. Ask children to recall the vegetables/fruits shown to children from memory.
Activity 3
Ask children to match the fruit with their correct bunch.

325
Week 4
Day 1
Activity 1 Clay Modelling
Bring some clay/mud/kneaded dough and guide children to make shapes of various
fruits/vegetables.
Activity 2
Ask children to draw and colour their favourite one fruit and one vegetable.

326
Activity 3
Ask children to encircle the smaller fruit/vegetable given below.

327
Day 2
Activity 1
Discuss with children about what they do with the leftover food? Probe them further to think
if it is a good thing to waste food.
Share with them that we should never take food more than our capacity. If the food is still
remaining, either we can reuse it or give it to some other needy person/animals/birds etc.
Activity 2 Story ‘Fareeda ki Daawat’
Read the story till this question- What is Farida planning?
Let children think and share the imagination.
फरीदा की दाित
िरीद एकछोटी बच्ची है। िो रोज़ अपने घरसे एकख ली दटकिन क ड़डब्ब और
एकप नी की बोतल लेकर
छनकलती है। सबसे पहले वो अपनी रसोई में ि ती है और
कु छ च वल क
े द ने प प से ले लेती है। किर सब्ज़ी
व ली क
े प स ि ती है और
कु छ पपचक
े हुए टम टर ले लेती है। च य व ले क
े प स ि कर वहउनसे कु छ टू टे-ि
ू टे
बबस्कु ट म ंगती है। किर समुद्र ककन रे मछली व लीक
े प स कु छ बची हुई बदबूद र मछमलय ाँ लेती है। इसक
े
ब द िरीद कु म्ह र क
े प स ि ती है और
उससे टू टे हुए ममटटी क
े बतफन ले लेती है। पर इनसबक वो करती क्य
है?
िरीद यहस र ख न अपने ि नवर दोस्तों क
े मलएइकट्ठ करती है और
उन्हें खखल ती है। िैसे-कु त्तों को
बबस्कु ट,कौओं को टम टर,गौरैय को च वल क
े द ने और
बबल्ली को मछमलय ाँ।
‫دعوت‬ ‫کی‬ ‫فریدہ‬
‫بوتل‬ ‫کی‬ ‫پانی‬ ‫ایک‬ ‫اور‬ ‫ڈبہ‬ ‫کا‬ ‫ٹفن‬ ‫خالی‬ ‫ایک‬ ‫سے‬ ‫گھر‬ ‫اپنے‬ ‫روز‬ ‫جو‬ ‫ہے۔‬ ‫بچی‬ ‫چھوٹی‬ ‫ایک‬ ‫فریدہ‬
‫دانے‬ ‫کے‬ ‫چاول‬ ‫کچھ‬ ‫اور‬ ‫ہے‬ ‫جاتی‬ ‫میں‬ ‫خانے‬ ‫باورچی‬ ‫اپنے‬ ‫وہ‬ ‫پہلے‬ ‫سے‬ ‫سب‬ ‫ہے۔‬ ‫نکلتی‬ ‫کر‬ ‫لے‬
‫اور‬ ‫ہے‬ ‫جاتی‬ ‫پاس‬ ‫کے‬ ‫والے‬ ‫سبزی‬ ‫پھر‬ ‫ہے۔‬ ‫لیتی‬ ‫لے‬ ‫سے‬ ‫پاپ‬
‫لیتی‬ ‫لے‬ ‫ٹماٹر‬ ‫ہوئے‬ ‫پچکے‬ ‫کچھ‬
‫سمندر‬ ‫پھر‬ ‫ہے۔‬ ‫مانگتی‬‫بسکٹ‬ ‫پھوٹے‬ ‫ٹوٹے‬ ‫کچھ‬ ‫سے‬ ‫ن‬ُ‫ا‬ ‫وہ‬ ‫کر‬ ‫جا‬ ‫پاس‬ ‫کے‬ ‫والے‬ ‫چائے‬ ‫ہے۔‬
‫کمہار‬ ‫فریدہ‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫لیتی‬ ‫مچھلیاں‬ ‫بدبودار‬ ‫ہوئی‬ ‫بچی‬ ‫کچھ‬ ‫پاس‬ ‫کے‬ ‫والے‬ ‫مچھلی‬ ‫کنارے‬
‫ان‬ ‫پر‬ ‫ہے۔‬ ‫لیتی‬ ‫لے‬ ‫برتن‬ ‫کے‬ ‫مٹی‬ ‫ہوئے‬ ‫ٹوٹے‬ ‫سے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫ہے‬ ‫جاتی‬ ‫پاس‬ ‫کے‬
‫کیا‬ ‫وہ‬ ‫کا‬ ‫سب‬
‫ہے؟‬ ‫کرتی‬

328
‫جیسے‬ ‫ہے۔‬ ‫کھالتی‬ ‫نہیں‬ُ‫ا‬ ‫اور‬ ‫ہے‬ ‫کرتی‬ ‫اکٹھا‬ ‫کےلئے‬ ‫دوستوں‬ ‫جانور‬ ‫اپنے‬ ‫کھانا‬ ‫سارا‬ ‫یہ‬ ‫فریدہ‬
-
‫مچھلیاں‬ ‫کو‬ ‫بلی‬ ‫اور‬ ‫دانے‬ ‫کے‬ ‫چاول‬ ‫کو‬ ‫چڑیا‬ ،‫ٹماٹر‬ ‫کو‬ ‫کوؤں‬،‫بسکٹ‬ ‫کو‬ ‫۔کتوں‬
Activity 3
Ask children to help the bee to reach its food, i.e., flower by tracing the lines.
Note: Discuss with children that animals eat different types of food like us
Day 3

329
Activity 1 Story ‘Fareeda ki Daawat’
Read the complete story with children.
After the story ask them the following questions-
● What did Farida ask from the kitchen?
● What did the vegetable vendor give her?
● From where did she take those biscuits?
● Who gave her the fishes?
● What did she do with broken ceramic bowls?
● How can we help animals living in our area?
Activity 2
Ask children to collect a few pots/utensils that are no longer in use in the house and keep it at
roof/balcony/foyer and ask children to fill it with water and keep a few grains/chappati etc.
for the animals/birds to feed on.
Note: Encourage children to make it as part of their routine.
Activity 3

330
Ask children to match the animals with their food as per the story.

331
Day 4
Activity 1
Show a potato to children and ask them, can we eat it without washing it?. Tell them that just
like potatoes, there are lots of germs and dirt on the food and hands, therefore we should
always wash them.
Share with them about the importance of following good habits while preparing and eating
food.
Activity 2
Ask children, if they wash their hands before eating.
Demonstrate to them step by step how to properly wash hands.

332
Activity 3
Ask children to put (✔) for good eating habits that we should follow and (X) for habits that
we should not follow.
Washing fruits before eating. Helping in the kitchen.
Eating with dirty hands. Washing hands before eating.
Throwing food away. Giving leftover food to animals.
(Observe children’s routine and see if they are able to follow the good habits that are
discussed previously. Encourage them to follow good habits).

333
Day 5
Activity 1 ‘Feely bag’
Collect a few edible items and keep them together in a cloth bag so that the things inside the
bags are not visible.
Now, ask the children to put one hand inside the bag and feel any one item in the hand and
try to tell its name, taste, colour and size.
Once they have told it, let them take out the item and check whether their guess was right or
not.
Activity 2
Ask children, which special dish do they like on special occasions? Encourage them to share
its ingredients, texture, colour, smell etc. Help them to draw it and colour it.

334
Activity 3
Ask children to draw a circle on fruits and put a (✔) on the vegetables.

335
Theme: Festivals
Week 1
Day 1
Festival-Lohri
Activity 1
Discuss with children, if there is any difference between summer and winter seasons.
● How do we get to know that the season is changing?
● Are days long or short during winters?
After asking these questions, discuss with children that we celebrate Lohri to welcome the
change in seasons and to say thank you to nature that helps us in growing our plants.
Activity 2
Ask children to draw two things that we get from nature in the given space.

336
Activity 3 Song ‘Lohri’
Sing the given song with children.
लोहरी
आई
आई
लोहरी आई
,
सबको हो बहुत बध ई।
लकड़ी सि क
े ,
आग
लग क
े ।
िु ल्ले रेवड़ी, खूब ख ई,
सबको लोहरी की बहुत बध ई।
-अनुष्क सूरी
‫لوہری‬
‫آئی‬ ‫لوہری‬ ‫آئی‬ ‫آئی‬
‫بدھائی‬ ‫بہت‬ ‫ہو‬ ‫کو‬ ‫سب‬
‫کے‬ ‫لگا‬ ‫آگ‬ ‫کے‬ ‫سجا‬ ‫لکڑی‬
‫کھائی‬ ‫خوب‬ ‫ریوڑی‬ ‫لے‬ُ‫ھ‬‫پ‬
‫کی‬ ‫لوہری‬ ‫کو‬ ‫سب‬
‫بدھائی‬ ‫بہت‬
-
‫سوری‬ ‫انشکا‬

337
Day 2
Activity 1
Discuss with children that people burn some wooden sticks in the night and throw some seeds
in it to say thank you to nature and dance around the fire to celebrate.
Activity 2
Ask children to dance ‘Giddha’.
Lift both hands together and lift one foot at a time. Speed may vary.
Activity 3
Let children colour the given picture of flame.

338
Festival: Republic Day
Activity 1
Show the given picture to children and let children explain it in their own words.
To help children, ask the following questions.
● What is happening here?
● Why is the bus stopped?
Activity 2
Discuss with children about the traffic rules and then ask the following questions.
● Why do you think traffic rules are important?
● Do you have any rules for the games you play with your friends?
Activity 3
Discuss with children that as we need rules in our games, we need rules in our country too.
We celebrate Republic day on 26th January as a day on which we started following our
country’s rule book.
Day 2
Activity 1
Take children to the outside park or garden.

339
Ask children to collect/ pick up
● orange flowers, marigold or orange-coloured objects (optional)
● white coloured flower or bits of paper (optional)
● green leaves.
Guide children to use the different coloured flowers to make a floral tricolour. You can also
pick any blue object and place it in between to make Ashoka chakra.
Activity 2
Organize a frog race for children. Ask children to sit like a frog and hop from one point to
another.
Activity 3
Find orange leaves and encircle them.
Festival: Navroz
Day 1
Activity 1
Discuss with children how it feels when we see a new plant growing?
Tell them that in the winter season our nature also takes rest. In the spring season nature
grows itself.
So, Navroz is celebrated on the first day of spring season to celebrate the new plants and
changes in weather.
Activity 2
● Soak some moong dal seeds in water. (You can use other seeds also)
● Next day take out those seeds from the water and wrap them in a piece of cloth.

340
● Let children help you in each step.
● Next day take out those seeds and show sprouts coming out of those seeds. Plant those
seeds in the pot/ garden.
● Let children take care of that seed and see it turning into a plant.
Activity 3
Play a game with children. Make a starting point and end point.
Let children hop from one point to another and count the number of times they hopped from
the starting point to the end point.
Keep changing the starting and end point.
Festival: Holi
Day 1
Activity 1
Discuss with children about the colour/s they like and encourage children to identify things of
those colours in their surroundings.
Let children do a free hand drawing with the colours they like.

341
Activity 2 Poem ‘Dharti ki rang’
Read the poem given below.
धरती क
े रींग
देखो ककतने रंग ददखती हमें धरती,
रंगों से दुछनय सुंदर ककतनी लगती।
ल ल ि
ू ल पर पीली छततली ,
नीली पतंग हव में छनकली।
सफ़
े द रंग क हंस प नी में तैर ,
हरे रंग क स ाँप चलत टेढ़ मेढ़ ।
क ले क ले बदलआते,
सूरि जबवो स थ ले आते।
आसम न में स त रंगों क ,
सुन्दर इंद्रधनुष ददख ते।
‫رنگ‬ ‫کے‬ ‫زمین‬
‫ُنیا‬‫د‬ ‫ہمیں‬ ‫دکھاتی‬ ‫رنگ‬ ‫کتنے‬ ‫دیکھو‬
‫لگتی‬ ‫کتنی‬ ‫خوبصورت‬ ‫ُنیا‬‫د‬ ‫سے‬ ‫رنگوں‬
‫تتلی‬ ‫پیلی‬ ‫پر‬ ‫پھول‬ ‫الل‬
‫نکلی‬ ‫میں‬ ‫ہوا‬ ‫پتنگ‬ ‫نیلی‬
‫تیرا‬ ‫میں‬ ‫پانی‬ ‫ہنس‬ ‫کا‬ ‫رنگ‬ ‫سفید‬
‫میڑھا‬ ‫ٹیڑھا‬ ‫چلتا‬ ‫سانپ‬ ‫کا‬ ‫رنگ‬ ‫ہرے‬
‫آتے‬ ‫بادل‬ ‫کالے‬ ‫کالے‬
‫آتے‬ ‫لے‬ ‫ساتھ‬ ‫وہ‬ ‫جب‬ ‫سورج‬
، ‫کا‬ ‫رنگ‬ ‫سات‬ ‫میں‬ ‫آسمان‬
‫دکھاتے‬ ‫دھنک‬ ‫خوبصورت‬
● Do you see colour/s in nature?
● Can you name a few of them?
Activity 3
Play a game with a child and give instructions and encourage children to act accordingly.

342
● Become a green colour frog and hop
● Bring something red in colour
● Touch any body part which is black
● Tell two things which are yellow in colour
Day 2
Activity 1 Song ‘Holi hai’
Sing this song with children at least 2 times.
होली है !
गुल ल क
े ढेर स रे रंग,
होली खेलें हमइनक
े संग।
होली है, होली है !
मौि औरमस्ती करेंगे हम
,
रंग-बबरंगी होली मन येंगे हम।
होली है, होली है !
‫ہے‬ ‫ہولی‬
‫سارے‬ ‫ڈھیر‬ ‫کے‬ ‫گالل‬
‫رنگ‬
‫سنگ‬ ‫کے‬ ‫ان‬ ‫ہم‬ ‫کھیلیں‬ ‫ہولی‬
‫ہے‬ ‫ہولی‬ ،‫ہے‬ ‫ہولی‬
‫ہم‬ ‫گے‬ ‫کریں‬ ‫مستی‬ ‫اور‬ ‫موج‬
‫ہم‬ ‫گے‬ ‫منائیں‬ ‫ہولی‬ ‫برنگی‬ ‫رنگ‬
‫ہے‬ ‫ہولی‬ ،‫ہے‬ ‫ہولی‬
Activity 2

343
Make colour with natural things with children. For example;
● Mix besan and haldi together and make yellow.
● Mix aata and henna leaves together and make green colour.
After making these colours let the children play with the colours.
Activity 3
Find the word holi in the given worksheet.
holi hen rat red
hen holi red
red rat holi rat
holi

344
Festival: Eid
Day 1
Activity 1 Song ‘Eid mubarak’
Sing the given song with children.
ईद मुबारक
च ाँद मुब रक,,च ाँद मुब रक,
सबको करते, च ाँद मुब रक।
ईद मुब रक, ईद मुब रक
सबको करते, ईद मुब रक।
‫مبارک‬ ‫عید‬
‫مبارک‬ ‫چاند‬ ‫مبارک‬ ‫چاند‬
‫مبارک‬ ‫چاند‬ ‫کرتے‬ ‫کو‬ ‫سب‬
‫مبارک‬ ‫عید‬ ‫مبارک‬ ‫عید‬
‫مبارک‬ ‫عید‬ ‫کرتے‬ ‫کو‬ ‫سب‬
Activity 2
Ask children

345
● Do you know which festival is celebrated today?
● What do we do on Eid?
● Why do we celebrate this festival?
After listening to children, talk about the importance of Eid.
Activity 3
Ask children to trace the dots in the moon and colour the stars.

346
Day 2
Activity 1
Discuss with children about the things that they would like to eat on Eid.
Activity 2
Take children to the garden or park.
Carry a basket/round utensil and keep it in the centre.
Ask children to throw the ball/round object inside the basket/ utensil.
Increase the distance of children from the basket/ utensil each turn to make the game more
interesting.

347
Activity 3
Match the same number of stars with the same number of moons.

348
Festival : Independence Day
Day 1
Activity 1
Have a conversation with children about Independence Day.
Ask them –
● Have you seen our Indian flag/ tricolour flag?
● Which colours are there in the flag?
● On which festival do you see the flag?
Activity 2
Ask children to colour the Indian flag in the given worksheet below.

349
Activity 3 Song ‘Saare jahan se acha’
Sing the song with children.

350
सारे जहााँ से अच्छा
स रे िह ाँ से अच्छ ,
दहन्दुस्त ाँ हम र ,
हमबुलबुलें हैं उसकी,
यहगुलमसत ाँ हम र हम र ।
‫اچھا‬ ‫سے‬ ‫جہاں‬ ‫سارے‬
‫اچھا‬ ‫سے‬ ‫جہاں‬ ‫سارے‬
‫ہمارا‬ ‫ہندوستان‬
‫کی‬ ‫س‬ُ‫ا‬ ‫ہیں‬ ‫بلبلیں‬ ‫ہم‬
‫یہ‬
‫ہمارا‬ ‫ہمارا‬ ‫گلستان‬
Day 2
Activity 1
Take children outside to the garden and make them stand straight.
Let children follow the instructions Left Right Left and move one leg at a time.
Guide children in the beginning and later, let them do it on their own.
Activity 2
Sing the song ‘Saare Jahan se acha’ with children.
Read the following words to children one by one and ask to hear and choose the rhyming
words of

351
जहााँ
वह ाँ, चलन , कह ाँ, सच्च , कच्च , यह ाँ
‫جہاں‬
،‫یہاں‬ ،‫بچہ‬ ،‫موقعہ‬ ،‫سچا‬ ،‫کہا‬ ،‫چلنا‬ ،‫وہاں‬
Activity 3
Discuss with children the things that they can do independently. Let the children draw one
thing.
Festival : Janmastami
Day 1
Activity 1
Talk about Krishna’s childhood. Tell children that Krishna was loving towards everyone. He
enjoyed playing with his friends.
Ask children about their friends and let them talk about why they love their friends.
Activity 2 Poem ‘Kanha aaya’
Read the poem given below.

352
कान्हा आया
चुपक
े चुपक
े क न्ह आय ,
म खन चुर ने क न्ह आय ।
म खन की मटकी तोड़ी,
भ ग भ ग क न्ह भ ग ।
‫آیا‬ ‫کانہا‬
‫آیا‬ ‫کانہا‬ ‫چپکے‬ ‫چپکے‬
‫آیا‬ ‫کانہا‬ ‫رانے‬ُ‫چ‬ ‫مکھن‬
‫توڑی‬ ‫مٹکی‬ ‫کی‬ ‫مکھن‬
‫بھاگا‬ ‫کانہا‬ ‫بھاگا‬ ‫بھاگا‬
Activity 3
Ask children to trace the path for the insects.

354
Day 2
Activity 1
Discuss with children that on Janmashtami we celebrate the birthday of Krishna. Ask
children about their birthday..
Show the birthday month of the children in the calendar.
Activity 2
Discuss with children about the emotion of kindness and share some examples where
someone has shown kindness towards them and where they were kind to someone.
Share with children that we need to be kind towards the animals too.
Let children think and draw how they can be kind to someone else, such as, by sharing toys,
by listening to their friends, by including everyone in the game etc.
Activity 3
Give some pebbles/stones to children and ask them to balance those pebbles/stones on each
other.

355
Teachers Day
Day 1
Activity 1
Ask children the following questions.
● Whom do you learn from?
● Who is your teacher?
● Do you like your teacher?
Activity 2
Let the children draw a picture of the teacher.
Activity 3 ‘Spoon and Sand’
For this activity, give sand/soil/ flour in a bowl or box to children.
Ask them to empty this bowl by taking out its contents using a spoon.
Day 2
Activity 1

356
Discuss with children that there are many things we learn from others and everyone teaches
something to us.
Ask the following questions to children and listen to their responses patiently.
● What have you learnt from your mother?
● What have you learnt from your father?
● What have you learnt from your sibling/s?
● What have you learnt from your grandparent/s?
● What have you learnt from your friend/s?
Activity 2
Find out the bigger sentence and put a tick in front of it.
It is my blue pen.
It is a pen.
Activity 3
Take 3 pairs of socks. Place one sock of the pair in a line and mix the other ones.
Ask children to place the similar one below the correct pair.

357
Festival: Diwali
Day 1
Activity 1
Have a discussion on Diwali with children.
● Do you know which festival is celebrated today?
● What do we do on Diwali?
● Why do we celebrate this festival?
● Do you know why it is called the ‘festival of lights’?
● Which things do we use to light our houses?
Activity 2
Ask children to encircle the objects which are yellow in colour in the given worksheet.
Activity 3
Give children simple instructions to follow.
Ask them to run and touch anything of a particular colour from their surroundings. Such as
flowers, chalk, books, puzzle pieces etc.
● Run and touch a blue coloured thing
● Run and touch a red coloured thing

358
● Run and touch a yellow coloured thing
Day 2
Activity 1 Song ‘Diwali’
Sing this song with children.
टदिाली
ददव ली आई
,
खुमशय ाँ ल ई।
रंगों से हमने रंगोली बन ई,
ददये िल ए ढेर स रे,
हर जगहरोशनी है छ ई।
‫دیوالی‬
‫آئی‬ ‫دیوالی‬
‫الئی‬ ‫خوشیاں‬
‫بنائی‬ ‫رنگولی‬ ‫نے‬ ‫ہم‬ ‫سے‬ ‫رنگوں‬
‫سارے‬ ‫ڈھیر‬ ‫جالئے‬ ‫دیے‬
‫چھائی‬ ‫ہے‬ ‫روشنی‬ ‫جگہ‬ ‫ہر‬
Activity 2

359
Guide children to make a diya by using clay or kneaded dough.
Ask children to first make a big ball with the clay or dough. Then press the thumb in the
middle to make a deep hole. Give shape to the edges a little and the diya is ready.
Activity 3
Take children outside to a park or garden.
Make a big square on the ground. Ask children to jump inside the square when you say 2,
Jump outside the square when you say 1.

360
Festival: Gurupurab
Day 1
Activity 1
Talk about Gurupurab with children and discuss that it is the birthday of Guru Nanak Dev.
Discuss with children that ‘guru’ means teacher and tell them that Guru Nanak was a person
who believed in spreading love everywhere and many people followed him and respected
him as a teacher.
Activity 2
While discussing Gurupurab with children, tell that Guru Nanak also believed in sharing our
things with others.
After the discussion let children draw one thing they would like to share with others.
Activity 3
Ask children to count the given object/s and encircle the correct number.

361
Children’s Day
Day 1
Activity 1

362
Show the picture of Pt. Jawahar Lal Nehru to children.
Discuss that we celebrate Children’s Day on 14th November to celebrate Jawahar Lal
Nehru’s birthday.
He used to love children so much that is why his birthday is celebrated as Children’s Day.
Activity 2
Sit with children and share what you really like about them.
Then, ask the children to stand share two things about themselves which they like
Activity 3
Let children enjoy free play around the trees and plants.
Festival: Christmas
Day 1
Activity 1
Sing the jingle with children at least 2 times.

363
When Santa got stuck in the chimney.
He began to shout.
You girls and boys won’t get any toys,
If you don’t pull me out.
After this song, discuss with children that Christmas is a festival where we celebrate Jesus
Christ’s birthday. Jesus Christ believed in spreading love and kindness in the world.
Activity 2
Let the children make a bag of things (small toys, pebbles, a few clothes etc.) at home and
bring it to school. Let children do the role play of Santa.
Activity 3
Ask children to stick grass or leaves on the picture of the Christmas tree given below.
Stick the grass or leaves inside the outline of the tree.

364
References
1. MHRD. (2020). National Education Policy,New Delhi: Government of India.
2. MoE. (2021). NIPUN BHARAT— Guidelines for Implementation,New Delhi: Government of
India.

365
3. NCERT. (2019). The Preschool Curriculum, NewDelhi: NCERT.
4. NCERT. (2021). Vidya Pravesh: Guidelines for Three-month Play-based School Preparation
Module for Grade-1,New Delhi: NCERT.
5. Soni, R. (2015). Theme Based Early Childhood Care and Education Programme: A Resource
Book, NewDelhi: NCERT.
Image Refrences
● Coloring library
● Clipartix
● liveworksheets.com
● collins dictionary
● Photodune
● PNG
● Youtube
● Facebook
● Clker
● Adorable Wallpapers
● NicePNG
● SeekPNG
● Pngtree
● NicePNG
● ColoringAll
● vecteezy.com
● vectorstock.con
● freepik.com
● goodfreephotos.com
● 123RF
● Clipartbest
● Adobe stock
● Times of India
● Tumblr gallery
● kids academy.com
● All-free-downoad.com
● People Matters
● Storyweaver
● Clipartix
● PinClipart
● Pratham
● Clipart World
● Creazilla
● Toppr
● webstockreview.net
● thinglink
● pinclipart.com
● webstockreview.net
● DLPNG.com
● woojr.com
● liveworksheets.com

366
● clipart-library.com
● pinclipart.com
● clipartstation.com
● clipartmag.com
● crezilla.com
● clker.com
● creazilla.com
● misskatcuttables.com
● freepngimg.com
● netclipart.com
● gograph
● Canstockphoto
● GradeOnedreful.com
● Sustainability Matters, 500px Blog
● Wikimedia commons
● KindPNG
● Bamboozle
Story References
● https://storyweaver.org.in/stories/43616-my-ten-friends
● https://storyweaver.org.in/stories/11947-sona-ki-naak-badi-tez
● https://storyweaver.org.in/stories/123316-cover-your-sneeze
● https://storyweaver.org.in/stories/127512-my-home-needs-cleaning
● https://storyweaver.org.in/stories/43836-chunu-munu-let-us-play-now
● https://storyweaver.org.in/stories/213119-ants
● https://storyweaver.org.in/stories/128178-flower-power
● https://www.arvindguptatoys.com/arvindgupta/68mother.pdf
● https://storyweaver.org.in/stories/1-veh-hans-diyaa
● https://storyweaver.org.in/stories/61292-animal-homes
● https://storyweaver.org.in/stories/240867-bahaadur-sher
● https://storyweaver.org.in/stories/17559-aakhir-yeh-kyaa-hai
● https://www.eklavya.in/pdfs/Books/NAV_CHALEE_web2.pdf
● https://storyweaver.org.in/stories/32825-pareshaan-pahiya
● https://storyweaver.org.in/stories/8190-the-hot-air-balloon-s-adventure
● https://storyweaver.org.in/stories/102948-who-can-help-me
● https://storyweaver.org.in/stories/161725-meena-aur-janmdin-poshaak
● https://storyweaver.org.in/stories/100400-billy-ne-bachaya-sabko
● https://drive.google.com/drive/u/7/folders/1Hso9StTlcAQc8uTUOkKQxoEQpwjHmy
Rc
● https://storyweaver.org.in/stories/230572-lal-barsati
● https://storyweaver.org.in/stories/24883-phareeda-kee-daavat

PS_1_Final_Reviewed_V.5.docx

More Related Content

Similar to PS_1_Final_Reviewed_V.5.docx (20)

Recently uploaded (20)

PS_1_Final_Reviewed_V.5.docx