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/concept ‘Transport’ will be reinforced with some additional information about different means of transport.

Experiential Learning on land, air transport, water transport and learning to differentiate between them through different activities are planned in the week to make the learning enjoyable.

Listening and Speaking

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

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

Suggested variation – Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related.

Example: As the teacher gives the command ‘Gently shake your head from side to side’ he/she can ask, “Which vehicle can you see?”. The children may say, ‘car/van’. The teacher can ask another question for the next command. The teacher can keep the necessary flashcards spread out around the classroom for this activity.

Commands:

• Gently shake your head from side to side.
• Lift your shoulders up and down.
• Move your hands to the sides.
• Make small circles with your arms two times forward.
• Make small circles with your arms two times backward.

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

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

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

Day 1: Main Concept – Revision and Closing Session

1. The teacher can revise the different modes of transport one by one.
2. The teacher can close the session by reciting the poem learnt in the earlier class. 
3. The teacher can have flashcards of different modes of transport placed upside down on the table. Children are called one by one and are asked to open one flashcard and name the vehicle.

Key knowledge the child will acquire: The children learn about different modes of transport.

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

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

Day 2: Language Game: Transport Bingo!

The teacher introduces a game to identify and match different transport-related words while improving vocabulary and listening skills.

Materials Needed:

• Bingo cards (with pictures and/or words of transport)
• A list of transport words to call out
  (bus, goods train, car, bicycle, autorickshaw, ambulance, boat, helicopter)

Procedure:

1. The teacher gives each student a Bingo card with a 4×4 grid containing transport-related  pictures for easier recognition.
2. The teacher calls out one transport word at a time.
3. If students have that word/picture, they have to raise their hand.
4. The first student to complete a row or column shouts “Bingo!”
5. The winner can explain or act out one of the words they marked for fun.

The teacher will ask the child to make a sentence with the word once they say Bingo for language development. 

Example: If a student got a bus in his card which got cut he will speak a sentence on the bus – I go to school by bus.

Vocabulary with Picture Card: Bingo cards

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

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

Day 3: Be the Train!

Materials Needed:

• Chairs 
• A whistle 
• Paper slips for tickets
• Name tags 

 Procedure: 

1. The teacher will divide the children – one driver, one conductor, one ticket checker.
2. The teacher will keep coloured paper slips as tickets.
3. The teacher makes proper arrangements of placing chairs in the class for the activity.
4. The teacher sets a time limit for the activity 
5. The teacher supervises whether all are actively participating.

Arrangements to be made in the classroom:

• Arrange chairs in rows (2 on each side like a train compartment).
• Create a ‘station’ area using a corner with a signboard like ‘Bengaluru Station’.
• One child is a train driver.
• One child is a ticket conductor.
• Rest are passengers.
• Passengers wait at the ‘station’.
• The train driver gives a whistle.
• Passengers board and sit.
• The conductor checks tickets, says, “Ticket please!”
• Train moves (make sounds: chuk-chuk, chuk chuk) – children can sway side to side gently.

Key knowledge the child will acquire: The children learn about rail transport through this experience. This experiential learning will help in team work and co-ordination.

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

Day 4: Traffic Signals

The teacher will help children understand the importance of traffic signals. 

Procedure:

1. One child stands at one end of the room as the ‘traffic light’ holding a placard.
2. The teacher will call out the signal name.
3. The rest of the class stands at the other end pretending to be different modes of transport. (example- car, bike, train)
4. When the teacher says:
   • ‘Green Light’ – all children move forward.
   • ‘Yellow Light’ – they walk slowly or crawl.
   • ‘Red Light’ – they must freeze in place.
5. Anyone who moves during ‘Red Light’ goes back to the starting point.
6. The first one to reach the finish line becomes the new ‘Traffic Light’.

Note to the teacher:

• The teacher will keep all the materials required and conduct the activity.
• The teacher makes sure all children get a chance to understand the game and know how this game is played.

Key knowledge the child will acquire: This activity teaches the importance of following rules, patience, and being alert, just like in real traffic situations. This experiential learning will help self-control and listening skills.

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

Day 5: Sing and Learn

Children learn a new song ‘Wheels on the Bus’. The teacher can make the children learn this song by showing the video and playing the audio file. The teacher may and then discusses the meaning of the song. 

Content:

Wheels on the bus goes round and round,
In our transport lessons are found.
Wheels on the bus goes round and round,
In our transport lessons are found.

Lorries and cars tell us to pause,
Before we cross the road across.
Teaching us all that we should,
Ever be disciplined on the road.

Wheels on the bus goes round and round,
In our transport lessons are found.
Wheels on the bus goes round and round,
In our transport lessons are found.

Planes that fly high in the sky,
Teach us we should try and try.
And work hard to reach our goals,
And never ever lose our hopes.

Audio: Wheels on the Bus

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: Wheels on the Bus

ISL Video: Wheels on the Bus

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

Reading and Writing

Day 1

Learn the Concept – Position words (in, on, under)

Procedure:

• The teacher has to keep at least ten or twelve different transport flashcards for this activity. (car, bus, bicycle, boat, ship, train, aeroplane, submarine, metro train) 
• The teacher tells the students that today they are going to learn the position words.
• The teacher writes ‘in’, ‘on’ and ‘under’ on the blackboard and explains that ‘in’, ‘on’ and ‘under’ are called the position words because they tell us the position of an object in space.
• Then the teacher shows one transport flashcard at a time and asks, “Where does the _____move?”
• The students have to reply by saying ‘on the road’, ‘in the sky’, ‘on the track’, ‘on the water’, or ‘under the water’.
• The teacher can ask these questions to the whole class.

Note to the teacher:
The teacher must ensure that the submarine and metro train are included in the activity because they can go under the water and under the ground.

Key skill/knowledge the child will acquire: Students will be familiar with the concept of position words. 

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

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

Day 2

Learn the Concept – Position words (on and under, inside and outside)

Procedure:

• The teacher explains that today they are going to learn some more position words.
• The teacher revises the position words done on Day 1, then introduces new words.
• Then, the teacher shows the video of ‘on and under, inside and outside’.
• Thereafter, the teacher can reinforce the concept by giving many examples in the classroom, for example:
  • The book is on the table.
  • The box is under the table.
  • The pencil is inside the box.
  • The chalk is outside the box.
• Then, the teacher distributes the worksheet- ‘Position words -on and under, inside and outside’.

Key skill/knowledge the child will acquire: Students learn the concept of ‘on and under, inside and outside’. 

Worksheet: Position words – on and under, inside and outside

Worksheet: Position words – on and under, inside and outside (Enlarged)

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: Position words – on and under, inside and outside

ISL Video: Position words – on and under, inside and outside

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

Day 3

Learn the Concept – Position words (above and below, in front of and behind)

Procedure:

• The teacher explains that today they are going to learn some more position words.
• Then, the teacher shows the video of ‘above and below, in front of and behind’.
• Thereafter, the teacher can reinforce the concept by giving many examples in the classroom, for example:
  • The table is in front of the blackboard.
  • The chair is behind the table.
  • The fan is above our heads.
  • The shelf is below the window.
• Then, the teacher distributes the worksheet – ‘Position words-above and below, in front of and behind’. 

Key skill/knowledge the child will acquire: Students become familiar with the position words ‘above and below, in front of and behind’. 

Worksheet: Position words – below and above, in front of and behind

Worksheet: Position words – below and above, in front of and behind (Enlarged)

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: Position words – below and above, in front of and behind

ISL Video: Position words – below and above, in front of and behind

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

Day 4

Learn the Concept – Position words  (far and near, top and bottom)

Procedure:

• The teacher explains that today they are going to learn some more position words.
• Then, the teacher shows the video of ‘far and near, top and bottom’.
• Thereafter, the teacher can reinforce the concept by giving many examples in the classroom.
• Then, the teacher distributes the worksheet- ‘Position words- far and near, top and bottom’.

 Key knowledge the child will acquire: Students become familiar with the position words ‘far and near, top and bottom’. 

Worksheet: Position words – far and near, top and bottom

Worksheet: Position words – far and near, top and bottom (Enlarged)

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: Position words – far and near, top and bottom

ISL Video: Position words – far and near, top and bottom

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

Day 5

Learn the Concept – Position words  (front, and back, up and down)

Procedure:

• The teacher explains that today they are going to learn some more position words.
• Then, the teacher shows the video of ‘front and back, up and down’.
• Thereafter, the teacher can reinforce the concept by giving many examples in the classroom.
• Then, the teacher distributes the worksheet- ‘Position words – front, and back, up and down’.

Key knowledge the child will acquire: Students become familiar with the position words ‘front, and back, up and down’. 

Worksheet: Position words – front and back, up and down

Worksheet: Position words – front and back, up and down (Enlarged)

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: Position words- front and back, up and down

ISL Video: Position words- front and back, up and down

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

Teacher Resource Document

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.