Living Together

Chapter 1

A Note to Teachers about this Teacher Resource Document

Please find the Teacher Resource Document (TRD) provided as an additional resource alongside the Textbook for Chapter 1 – ‘Living Together’. These suggested resources, such as Digital Assets, Learning and Teaching Materials (LTMs), and Visual Organisers, are designed to support teachers in managing classroom time effectively to create an engaging, inclusive, and learner-friendly environment for all students.

Learning Objective

1. Understand the idea of a community as a space of togetherness and interdependence
2. Recognise and value natural surroundings and public properties
3. Identify different occupations in a community
4. Recognise shared community places
5. Understand the need for rules in society

Concepts and Sub-concepts Covered

• Concept – Community living
• Sub concepts – Interdependence, collaboration, shared responsibility

Prerequisites

Students must be able to…

• understand the meaning of community.
• recognise public places in a community.
• compare and identify the features of different communities.
• have a basic understanding of helping, sharing, and taking turns.
• be familiar with common community places like school, park, market, and hospital
• take part in classroom activities.
• wait for their turn to speak.
• listen while others are speaking.
• follow instructions. 
• communicate responses clearly.
• read and comprehend passages in the textbook.

Prerequisites Reinforcement

• Discuss various communities, such as neighbourhoods and workplaces. 
• Explore the activities that take place within them and identify a common feature. 
• Make the students read a passage from the lesson to improve fluency.
• Ask simple questions from the passage to understand their level of comprehension.
• Use roleplay to show helping, sharing, and teamwork. 
• Reinforce concepts using games, storytelling, and peer interaction. 

Pre-teach Vocabulary

Respect, value, share, helpers, community, neighbourhood, private space, public space, togetherness, cooperation, harmony

Learning Cards: Pre-teach Vocabulary Card

Pre-teach Critical Concepts

Mediation questions:

1. What is a community?
2. Do you live in a community?
3. Do you like to live in a community?
4. What do you like about the community where you live?
5. How do people in a community help each other?
6. Who lives in your neighbourhood?
7. What are the fun activities you do in your neighbourhood?
8. How would your life be if you did not have neighbours?
9. What is the difference between public and private spaces?

Note to the teacher: 
 Adaptations, variations in rules and pace are suggested below to develop the above prerequisites.

Suggested Variation in Rules and Pace (if required): Use visual schedules for doing a task and step-by-step instructions. Allow verbal responses, drawing, matching, or role play instead of only writing. Use graphic organisers, picture cues, and colour coding, for example: names of public places in one colour, community helpers in another colour and so on. 

Suggested Scaffolds for Assistance (if required):  Highlight key words and provide simplified worksheets. Reinforce vocabulary through repetition, songs, and actions. Use multisensory teaching methods like visual, auditory, movement, and tactile activities. Break tasks into smaller, manageable steps. 

Goals

Note to the teacher: 

The entire chapter has been divided into smaller sections to help achieve the learning objectives effectively. The key concepts covered in the chapter are presented below in micro-portions, using relevant visual cards and related media resources. These resources are designed to support teachers in delivering the lesson effectively in an inclusive classroom.

Visual Cards: Living Together

Video: Diksha Content

Click to view and download

Audio: Diksha Content

Click to view and download

Note to the teacher: 

• The teacher is provided with additional materials beyond those included in the textbook. 
• These resources will keep the students engaged, reinforce key concepts, and may be used when time permits.

Village Connect

Objective: 

Help students understand how people in a community work together to solve problems.

Materials:

• Task cards
• Helper badges (Doctor, Shopkeeper, Police Officer, Cleanliness Officer, Village Elder)
• Tokens (medicine, food, cleaning, traffic-clearing)

Preparation:

1. Divide the class into 4 teams.
2. Each team represents a neighbourhood.
3. Allocated areas: School, Market, Health Care Centre, Police Station (respective tokens to be kept here- cleaning, food, medicine, traffic-clearing)
4. Each team chooses:
   • 1 Doctor
   • 1 Shopkeeper
   • 1 Police Officer
   • 1 Cleanliness Officer
   • 1 Village Elder
5. Place all task cards at a central spot called the Community Tree.

Procedure:

1. One student from each team runs to the Community Tree, picks a task card, and brings it to the Village Elder.
2. The Village Elder reads the task aloud.
3. The team works together to complete the task within 5 minutes.
4. After completing the task, the Village Elder takes the task card and the collected tokens to the teacher.
5. The team that completes the most tasks correctly wins.

Task 1: Flu Outbreak

• The Doctor goes to the Health Care Centre and collects medicine tokens.
• The Doctor brings them back and distributes them to the team.

Task 2: Van Mahotsav Feast

• The Shopkeeper goes to the Market and collects food tokens.
• Team members help pass the tokens back to the team.

Task 3: Traffic Jam

• The Police Officer goes to the traffic area and collects a traffic-clearing token.
• The token is brought back to the team.

Task 4: Clean-Up Drive

• The Cleanliness Officer and a few team members go to the school area.
• They collect a cleaning token and return to the team.

Discussion Questions

1. Why are helpers like doctors and shopkeepers important in a community?
2. How does teamwork help us solve problems faster?
3. Is there a situation you have seen in your neighbourhood that needs improvement or resolution? Can you suggest ways to do it? 

Key knowledge the students will acquire: Students understand that people share places and resources in a community, help keep their surroundings clean and safe, and work together by doing different jobs. 

Learning Cards: Village Connect

For inclusive classroom support, the teacher can refer to the ‘Games’ and ‘Safety Manual’ in the Adaptations and Strategies section.

Adaptations and Strategies: Games

Adaptations and Strategies: Safety Manual

Group Discussion

Aim: Students understand that individuals depend on one another for survival, safety, and well-being.

Preparation:

• Rearrange desks to make students face each other.
• Write down some of the problems faced in the neighbourhood on a piece of paper.
• Students work in groups of 4 or 5 to build a town called ‘Living in Harmony’. 
• Students practice active listening and taking turns to speak.

Some discussion questions: 

1. A big storm hit the village, and the streets are covered with leaves and broken branches. How can you work together to clean the park?
2. A person suddenly faints while playing on the playground. What will you do?
3. There is water scarcity in the neighbourhood. How can we solve this problem?
4. There is always a traffic jam near the hospital. What can be done to avoid this situation?

Procedure:

• The teacher passes one chit with a situation to each table.
• The teacher asks each group to share their plan to solve the problem.

Post discussion activity:

1. The teacher asks the whole class to commit to one small helpful chore at home every day.
2. Write a thank-you note to a community helper in the school or village.

Key knowledge children learn:

• Students learn practical ways to keep their surroundings clean. 
• Students understand that a community works as a team, where each person’s role is important and contributes to the common good.

Assessments

Worksheet: Practice Worksheet 1

Worksheet: Practice Worksheet 1 (Enlarged)

Audio Worksheet: Practice Worksheet 1

Worksheet: Practice Worksheet 2

Worksheet: Practice Worksheet 2 (Enlarged)

Audio Worksheet: Practice Worksheet 2

Worksheet: Practice Worksheet 3

Worksheet: Practice Worksheet 3 (Enlarged)

Audio Worksheet: Practice Worksheet 3

Worksheet: Assessment Worksheet 1

Worksheet: Assessment Worksheet 1 (Enlarged)

Audio Worksheet: Assessment Worksheet 1

Worksheet: Assessment Worksheet 2

Worksheet: Assessment Worksheet 2 (Enlarged)

Audio Worksheet: Assessment Worksheet 2

Worksheet: Assessment Worksheet 3

Worksheet: Assessment Worksheet 3 (Enlarged)

Audio Worksheet: Assessment Worksheet 3

For inclusive classroom support, the teacher can refer to the ‘Adaptations and Strategies for Worksheets’ in the Adaptations and Strategies section.

Adaptations and Strategies: Suggested Scaffolds for Worksheets

Home Activity

1. My Daily Act of Gratitude

Do one helpful act in your home this week, without being asked. Write a short sentence or draw a picture of what you did.

• To my Family – (Write two sentences) 
• To my Community – (What is one kind act you can do this week to brighten the day of a neighbour or a community helper, such as a mail carrier, librarian, or sanitation worker?)

2. The Interview

Interview someone you live with, such as a parent, grandparent, sibling, or neighbour. Ask the following questions and record their answers in the space provided.

1. What is one household rule that helps everyone live together peacefully and happily?
2. What is your favourite way for our family to spend time together?

Teacher Resource Document