Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic ‘Animals’ will be done through conversation, questions and answers, fun activities, animal talk shows, colouring and reading keywords.

Listening and Speaking

Daily:

Total physical response/warm-up exercise (to be done before every session)

Note to the teacher: 
Refer to the Week 1, Day 1 of Animals topic’s detailed asset.

Refer to the given LTM Video Warm-up exercise given in Week 1, to conduct the above activity.

Refer to the ‘TPR/Warm-up exercise’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro-diverse children in the class.

Day 1 and 2

Main Concept 

The teacher shows the flashcards of animals, one card at a time, and asks children to notice how these animals look- their size, colour, and texture- soft, furry, hairy.

Farm Animals:

• The teacher shows the flashcard of the goat and says, “This is a goat.”
• Children will repeat, ‘goat’.
• The teacher tells the children that goats eat grass.
• The teacher shows a picture of a horse and says, “This is a horse.”
• Children will repeat, ‘horse’.
• The teacher tells the children that horses run fast.
• The teacher shows a picture of a cow and says, “This is a cow.”
• Children will repeat, ‘cow’.
• The teacher tells the children that cows give milk.
• The teacher explains that animals on a farm are kept for food, work and sometimes even as pets, and they are called farm animals.

Similarly, the teacher will repeat the process with other animals.

Traits of the farm animals that can be discussed in the class are listed for reference:

1. Goats eat grass.
2. Cows give milk.
3. Horses run fast.
4. Sheep give wool.
5. Rabbits have soft fur.
6. Hens give eggs.
7. Dogs are our best friend.

Note to the teacher: 

• It is advisable to introduce only 2-3 animals on a given day.
• A quick review of what was done on each day can be done through some leading questions. The topic of discussion could be on what these animals like to eat, how they look, how it would feel to touch the animals.

Post teaching activity: (A few suggestions are provided; the teacher may ask many more appropriate leading questions)

1. Name some animals raised on a farm?
   Possible Answer: Sheep, dog, rabbit, donkey, horse.
2. Which animal gives us milk?
   Possible Answer: Cow, goat.
3. Which animal can run fast?
   Possible Answer: Horse.
4. Is the rabbit skin soft or rough?
   Possible Answer: Soft.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Main concept – Animals (Coming Soon)

Refer to the flashcards of ‘Animals’ given in Week 1 Day 1 of the Listening and Speaking section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro-diverse children in the class.

Day 3

Experiential Learning – Animal talk show

During: 

What do farm animals want us to know? 

Children can be given experiential learning about farm animals by having an ‘Animal talk show’. Children can create animal masks of cow, pig, or chicken with the help of the teacher in the previous class or as homework.. Using these masks, children can make the animals ‘speak’. Children can share what they think the farm animals want people to know about them.

Note to the teacher: 

Once children have prepared the masks, the teacher can ask the children to come forward to speak a few lines on what they have imagined the animals might say. Children can speak in the first person as if they are their chosen animal. The teacher can give some examples like the following statements: 

• I want people to know that I don’t like being in a cage – Hen.
• I care about people and animals around me – Cow.
• I can learn difficult tasks quickly – Goat.
• I have amazing social skills – Chicken.
• I can solve puzzles and understand human movement – Pig.

Materials required: Animal masks

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Experiential learning – Animal talk show (Coming Soon)

LTM Video: Making animal mask (Coming Soon)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro-diverse children in the class.

Day 4

Human value song – Be kind to animals

1. Introduce the value song to the children with the help of the audio and the given poster.
2. Explain the importance of why we need to be kind to the animals.

Be kind to animals

Be kind to animals, big and small,
Listen to their sound and gentle call.
Furry cats and playful dogs,
In their eyes, kindness never stops.
Be kind to animals, big and small,
Listen to their sound and gentle call.
Be kind to animals, every day,
In our hearts, their love will stay.

Note to the teacher: 

•  The teacher will have the poster with the lyrics of the song ready.
• The teacher may sing the song and add actions to make it interesting.
• After singing a couple of times, the teacher encourages the children to join her in singing and imitate her actions.

Key knowledge the child will acquire: Children will be able to develop positive self-concept about themselves.

Audio: Be kind to animals (Coming Soon)

Poster: Be kind to animals (Coming Soon)

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Be kind to animals (Coming Soon)

ISL Video: Be kind to animals (Coming Soon)

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Day 5

Activity time- Guess the animal game

Revision on animals –

• The teacher holds some flashcards and hides the same behind the back without showing it to the children.  
• The teacher then gives hints to children about the animals he/she children have to guess.
• Children have to listen carefully to guess the animal.
• The teacher can add more to the below given list.

Sample hints:

1. I lay eggs – Hen.
2. I go hop, hop, hop – Rabbit.
3. I run very fast – Horse.
4. I am man’s best friend – Dog.
5. I give milk and say, ‘Moo moo’ – Cow.
6. I give wool to make sweaters – Sheep.

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Reading and Writing

Day 1: Main Concept – Naming Words

Content:
Farm animals – cow, dog, goat, sheet, donkey, horse

Introduce the animal name, sound and movement (Dog and Cow)

Procedure:

• The teacher must keep the required flashcards ready.
• The teacher shows the first flashcard  to the students and says, “Dog.” Students will repeat.
• The teacher can ask the students if they know how to walk like a dog. Allow children to imitate the dog walking. 
• The teacher can ask the students if they know what sound the dog makes? Allow children to mimic the dog barking.The teacher can also mimic along with the students. 
• Then, the teacher  shows the next flashcard and says, “Cow.” Students will repeat.
• The teacher can ask the students if they know how to walk like a cow. Allow children to imitate the cow walking.
• The teacher can ask the students if they know what sound the cow makes? Allow children to mimic the cow mooing.The teacher can also mimic along with the students. 
• Distribute the colouring worksheet of dog and cow.

Note to the teacher:

• If the audio-visual facility is available the teacher can play the demonstrative video provided.
• If audio visual facility is not available, then the teacher can watch the video and mimic the animal sound and movement with the students.
• Allow the students to mimic the animals, their walk and sound. Let them move around the classroom and enjoy themselves. 

Key knowledge the child will acquire: Learn to identify/read a few farm animal names, their movement and sounds.

Worksheet: Colouring worksheet – dog and cow (Coming Soon)

Worksheet: Colouring worksheet – dog and cow (Enlarged) (Coming Soon)

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL)

Video: Farm animal and wild animals – Depicting movement and sound (Coming Soon)

ISL Video: Farm animal and wild animals – Depicting movement and sound (Coming Soon)

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Animal main concept – Naming words (Coming Soon)

Refer to ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Day 2

Introduce the animal name, sound and movement (Sheep and Goat)

• The teacher must keep the required flashcards ready.
• Following the same process as the previous day, the teacher will introduce two more farm animals.
• The teacher shows the flashcard of sheep to the students and says, “Sheep.” Students will repeat ‘sheep’.
• The teacher can ask the students if they know how to walk like a sheep. Allow children to imitate the dog walking. 
• The teacher can ask the students if they know what sound the sheep makes? Allow children to mimic the sheep bleating. The teacher can also mimic along with the students. 
• Then, the teacher shows the next flashcard and  says, “Goat.” Students will repeat.
• The teacher can ask the students if they know how to walk like a goat? Allow children to imitate the goat walking.
• The teacher can ask the students if they know what sound the goat makes? Allow children to mimic the goat sound. The teacher can also mimic along with the students. 
• Distribute the colouring worksheet of sheep and goat. 

Note to the teacher:

• If the audio-visual facility is available the teacher can play the demonstrative video provided.
• If audio visual facility is not available, then the teacher can watch the video and mimic the animal sound and movement with the students.
• Allow the students to mimic the animals, their walk and sound. Let them move around the classroom and enjoy themselves. 

Key knowledge the child will acquire: Students will learn to identify/read a few farm animal names, their movement and sounds.

Worksheet: Colouring worksheet sheep and goat (Coming Soon)

Worksheet: Colouring worksheet – sheep and goat (Enlarged) (Coming Soon)

Refer to the video ‘Farm animal and wild animals – Depicting movement and sound’ given in Week 2 Day 1 of the Reading and Writing section.

Refer to ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Day 3

Introduce the animal name, sound and movement (Donkey and Horse)

• The teacher must keep the required flashcards ready.
• Following the same process as the previous day, the teacher will introduce two more farm animals.
• The teacher shows the flashcard and says, “Donkey.” Students will repeat ‘Donkey’.
• The teacher can ask the students if they know how to walk like a donkey. Allow children to imitate the donkey walking/running. 
• The teacher can ask the students if they know what sound the donkey makes? Allow children to mimic the donkey braying.Teacher can also mimic along with the students. 
• Then, the teacher shows the next flashcard and says, “Horse.” Students will repeat.
• The teacher can ask the students if they know how to walk like a horse. Allow children to imitate the horse walking/trotting.
• The teacher can ask the students if they know what sound the horse makes? Allow children to mimic the horse neighing. The teacher can also mimic along with the students. 
• Distribute the colouring worksheet of Donkey and Horse. 

Note to the teacher:
Allow the students to mimic the animals, their walk and sound. Let them move around the classroom and enjoy themselves. 

Key knowledge the child will acquire: Learn to identify/read a few farm animal names, their movement and sounds.

Worksheet: Colouring worksheet – donkey and horse (Coming Soon)

Worksheet: Colouring worksheet – donkey and horse (Enlarged) (Coming Soon)

Refer to the video ‘Farm animal and wild animals – Depicting movement and sound’ given in Week 2 Day 1 of the Reading and Writing section.

Refer to ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Day 4

Game – Who am I? 

• The teacher will divide all the children into 6 groups and number them 1 to 6.
• Each group will sit in its assigned place. The groups should not get mixed up.
• Once the groups are settled, the teacher secretly gives one animal’s name to each group.
• When the teacher calls out a group number (any number from 1 to 6) all the students belonging to that group must come to the centre of the class.
• Students say, ‘Who am I?’ and mimic the animal’s (secretly given to them) sound and movement. The teacher can ask the students to mimic a dog – like one student is wagging his/her tail, one student is saying ‘bow-bow’, another student is showing his/her tongue out.
• The other groups must guess which animal it is. (one student of another group says – ‘dog’)
• Similarly, all the groups will get the opportunity to come forward and mimic the animal given to them. Others will guess.

Key knowledge the child will acquire: The students will learn to identify a few farm animal names, their movement and sounds.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Game – Who am I? (Coming Soon)

Refer to ‘Activity’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Day 5

Trace the animal names

• The teacher will revise the farm animal names one more time using the flashcards.
• The teacher will distribute the worksheet and the students will complete the worksheet as shown.

Key knowledge the child will acquire: Students will learn to read and trace a few farm animals’ names.

Worksheet: Trace the animal names (Coming Soon)

Worksheet: Trace the animal names (Enlarged) (Coming Soon)

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Animals’ if there are any neuro diverse children in the class.

Teacher Resource Document – Coming soon

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.