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 ‘Birds’ will be done through conversation, questions and answers, fun activities, animal talk shows, colouring and reading key words.

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 Birds 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 ‘Birds’ if there are any neuro-diverse children in the class.

Day 1 and 2

Main Concept: Common Birds 

Once all the children are quiet and settled, the teacher starts showing the flashcards of different birds one at a time. The teacher asks children to notice the different birds- their size, colour and feather texture (experiential learning).

• The teacher shows the flashcard of the pigeon and says, “This is a pigeon.”
• Children will repeat ‘pigeon’.
• The teacher tells the children that pigeons are found everywhere – near houses, on trees, on big buildings.
• The teacher also tells the children that pigeons are beautiful, attractive and calm birds. They are also called doves.
• The teacher points to the beak of the bird and says, “Birds have a beak.” Then, the teacher asks, “What do the birds have?”
• Children will repeat ‘beak’.
• The teacher tells the children the beak is the mouth of a bird.
• The teacher also tells the children that birds use beaks for building nests, feeding their young, cleaning their feathers, protecting themselves and eating.
• The teacher shows a picture of birds flying and says, “Birds fly in the sky.” Then, the teacher asks, “Where do the birds fly?”
• Children will repeat ‘sky’.

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

1. Crows have shiny black feathers. They have a loud voice.
2. Sparrows are small in size.
3. Pigeons are grey or white in colour and live in groups.
4. Mynas are friendly birds and are brown in colour.

Note to the teacher: 

• It is advisable to introduce only 2 birds 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 birds like to eat, how they look, how it would feel to touch the birds.

Post teaching activity:

1. Where do we find pigeons?
   Answer: Near houses, on trees, on big buildings.
2. How do birds fly?
   Answer: They fly with their wings.
3. What is beak used for?
   Answer: Building nests, feeding their young ones, cleaning feathers, eating etc.

Day 3

Main Concept: Colourful Birds

Once all the children are quiet and settled, the teacher starts showing the flashcards of different birds one at a time. Revises the topic done on Day 1 and 2 and then begins with the next set of birds.

• The teacher shows the flashcard of a parrot and says, “This is a parrot.”
• Children will repeat ‘parrot’.
• The teacher tells the children that parrots are kept as pets.
• The teacher shows a flashcard of feathers and says, “Feathers.”
• Children will repeat ‘feathers’.
• The teacher tells the children that birds have feathers.
• The teacher explains that birds have colourful feathers, wings and it helps birds fly.
• The teacher shows the flashcard of the peacock and says, “This is a peacock.”
• Children will repeat ‘peacock’.
• The teacher tells the children that peacocks are the most beautiful birds with a long feather tail. It is the national bird of India.
• Similarly, the teacher will repeat the process with names of a few other birds.

Post teaching activity:

1. What is the mouth of a bird called?
   Possible answer: Beak.
2. What do birds eat?
   Possible answer: Grains.
3. Name the bird with beautiful long feathers.
   Possible answer: Peacock.
4. What does the feather look like?
   Possible answer: Like a fan.

Day 4

Main Concept: Water Birds

The teacher will begin the session revising the topic done on the previous day.

• The teacher will show a picture of a duck and say, “This is a duck.”
• Children will repeat ‘duck’.
• The teacher tells the children that ducks like to be in groups.
• The teacher points to the feet of the duck and tells them that ducks have webbed feet that help them to swim.
• The teacher shows a picture of a heron and says, “This is a heron.”
• Children will repeat ‘heron’.
• The teacher tells the children that Herons have long necks, legs and can fly high.

Post teaching activity:

The teacher shows a picture of a duck swimming in the pond and asks the children to look at the picture and answer the questions:

1. What do you see in the picture?
   Possible answer: Duck.
2. What is it doing?
   Possible answer: Swimming.
3. What is the colour of the duck in the picture?
   Possible answer: White.
4. Are all ducks of the same colour?
   Possible answer: No, they are of different colours.
5. How do ducks like to live?
   Possible answer: They like to live in groups.

Refer to the flashcards ‘Types of birds’ given in Week 1 Day 1.

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

Day 5

Game Time – Bird movements

The teacher can play some background music, preferably soft jungle music with the sounds of birds, and get children to perform bird movements like:

1. Perching – to sit on or near an edge of something
2. Roosting – place where birds sleep
3. Strutting – walk in a proud way to look important
4. Bathing – the act of birds cleaning their feathers with water
5. Preening – birds use their beaks to arrange their feathers and remove dirt.
6. Foraging – The act of searching for food
7. Hopping – Ground movement of birds.

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 time – Bird movements (Coming Soon)

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

Reading and Writing

Day 1: Main Concept – Naming Words

Introduce bird names – Duck and Hen

Content: Bird names – Hen, Duck, Peacock, Parrot, Crow, Myna, Heron, Owl

Procedure:

• The teacher must keep the required flashcards ready.
• The teacher shows the first flashcard to the students and reads the word ‘hen’. Students will repeat the word.
• The teacher may ask students to tell the name of the ‘hen’ in their regional language. 
• The teacher may ask the students what sound the hen makes and allow students time to answer, mimicking the hen. (let students enjoy the process)
• The teacher may say, “The hen says cluck cluck cluck.” Students can repeat.
• Then, the teacher shows the next flashcard (duck) and reads the word. Students will repeat. Then, the teacher follows the same process as above.
• The teacher may introduce the duck sound as ‘quack quack’.
• The teacher then explains a few specific characteristics of these birds:
  • We can have hens in our farm or in our homes.
  • Hens give eggs. 
  • Hens cannot fly very high like other birds.
  • Hens cannot swim in the water.
  • Ducks also give eggs.
  • Ducks also cannot fly very high.
  • Ducks can swim in the water.
• Distribute the colouring worksheet of hen and duck.

Note to the teacher:
The teacher can explain these characteristic features in the regional language and allow children to share their observations of these birds.  

Key knowledge the child will acquire: Students will learn to identify/read a few bird names and become familiar with a few characteristic features of these birds.

Worksheet: Colour the birds- Hen and Duck (Coming Soon)

Worksheet: Colour the birds- Hen and Duck (Enlarged) (Coming Soon)

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

Day 2: Introduce Bird Names – Parrot and Owl

Procedure:

• The teacher must keep the required flashcards ready.
• Using the same procedure as the previous day, the teacher can introduce ‘parrot’ and ‘owl’.
• The teacher shows the first flashcard of parrot to the students and reads the word ‘parrot’. Students will repeat the word ‘parrot’.
• The teacher may ask students to tell the name of the ‘parrot’ in their regional language. 
• The teacher may ask the students what sound the parrot makes and allow students time to answer, mimicking the parrot. (let students enjoy the process)
• Then, the teacher will show the next flashcard (owl) and read the word. Students will repeat. Then, follow the same process as above.
• The teacher then explains a few specific characteristics of these birds:
  • In India we usually see green parrots with a red beak.
  • Some parrots can mimic our voice.
  • Some parrots are very colourful.
  • Owls have big eyes.
  • Owls sleep in the daytime.
  • Owls stay awake at night.
  • Owls can see in the dark.
• Distribute the colouring worksheet of Parrot and Owl.

Note to the teacher:
The teacher can explain these characteristic features in the regional language and allow children to share their observations of these birds.

Key knowledge the child will acquire: Students will learn to identify/read a few bird names and become familiar with a few characteristic features of these birds.

Worksheet: Colour the birds – Parrot and Owl (Coming Soon)

Worksheet: Colour the birds – Parrot and Owl (Enlarged) (Coming Soon)

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

Day 3 and 4: Quiz – ‘Who am I’

Content: Hen, Duck, Parrot and Owl

Procedure: 

• The teacher keeps ready the required ‘Birds’ flashcards and the characteristic features written on a paper. 
• The teacher will explain the process to the students that she/he will read some of the features of the birds and the students will have to guess which bird it is.
• When all the students have settled down, the teacher will start the quiz questions.
• Without showing the image of the birds, the teacher must read the characteristic features of one bird at a time. 
• The students must guess the bird’s name.
• Students can keep guessing until they tell the correct answer.
• Finally, the teacher can show the picture of the respective birds.
• Likewise, the teacher can ask the questions for all the birds.  
  • I am usually found in farms or in your homes.
    I give eggs.
    I cannot fly very high like other birds.
    I cannot swim in the water.
    Who am I?
    [Hen]
  • I give eggs. 
    I cannot fly very high.
    I can swim in the water.
    I say quack quack.
    Who am I?
    [Duck]
  • I am green.
    I have a red beak.
    Sometimes I can talk like you. 
    Who am I?
    [Parrot]
  • I have big eyes.
    I sleep in the daytime.
    I stay awake at night.
    I can see in the dark.
    Who am I?
    [Owl]

Note to the teacher:

• Students must be allowed to make many guesses. 
• The teacher can make the quiz more interesting by giving some clues in regional languages too.
• Allow students to enjoy the guessing process.
• If it takes a long time, the teacher can play two ‘Who am I’ quiz on one day and the other two ‘Who am I’ quiz on the following day.
• Repetition will help reinforce the birds’ names and their characteristic features.

Key knowledge the child will acquire: Students will learn to identify/read a few bird names and become familiar with a few characteristic features of these birds by playing the quiz game ‘Who am I’?

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: Quiz – Who am I? (Coming Soon)

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

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

Day 5: Match the bird names

Procedure: 

• The teacher will demonstrate the process of matching the birds with their names and then the teacher will distribute the worksheet. 
• The students will complete the matching and colour the birds beautifully as shown.

Key knowledge the child will acquire: Students will learn to identify/read a few bird names and match them with the image of the bird correctly.

Worksheet: Match the bird names (Coming Soon)

Worksheet: Match the bird names (Enlarged) (Coming Soon)

Refer to ‘LSRW’ and ‘See and Colour’ Adaptations and Strategies given in the Main page of ‘Birds’ 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.