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THE STARTER SET

1

My First Book of THE WORLD AROUND ME

THE STARTER SET

1

My First Book of THE WORLD AROUND ME

Madhu Singh Sirohi

Educational Consultant and Acclaimed Academic Author Pre-Primary and Primary Levels

MADHUBUN ® EDUCATIONAL BOOKS

A div. of Vikas® Publishing House Private Limited

Dear Teacher/Parent Early years’ experience should build on what children already know and can do in a stress-free way. THE STARTER SET is based on the premise that children do not make a distinction between play and work and learn best when learning becomes play and play becomes learning.

THE STARTER SET is a complete pre-school kit comprising 9 books for Nursery and

KG classes packaged attractively in three separate sets. Each set has 3 books—one each on: • language skills

• number skills

• general environmental awareness.

My First Book of The World Around Me, My Second Book of The World Around Me and My Third Book of The World Around Me are aimed at developing in children an awareness about self and their environment and gently yet surely direct them towards healthy habits and attitudes. These books will help children to:



• observe people, things (living, non-living) and events around them



• investigate situations, objects and materials by using all of their senses



• experience, identify and appreciate the importance of people, places and nature



• ask questions about why things happen and how things work, including the uses of everyday technology



• understand and appreciate their culture and beliefs along with those of others.

The books in each set can be used either in tandem with or in any order of preference. The books are child-centered and follow the playway and activity approach. They have been graded systematically to help children progress naturally. Each book has a resource bank of planned and purposeful (indoor and outdoor) class activities under the heading

ACTIVITY FUN. Each book supports the concepts taught in the previous book. In

order to bring in variety and keep up the interest of the learners we have provided a few FLASH

CARDS.

We have tried to adopt a holistic approach towards learning rather than a fragmented one.

Madhu Singh Sirohi

ACTIVITY FUN Hello Facilitator! Here is a super hamper of activities just for you!! Though most of these activities are skill and subject specific, you can easily modify them to suit different concepts. For best results, please go over these activities in advance and prepare the material wherever required.

VISUAL ASSOCIATION V Let the learners be told to point to or pick out red articles. Everyone sings ‘Anne is wearing a red skirt’ twice, and asks, ‘Who else is wearing red?’ to the tune of Here we go round the mulberry bush. You can use these activities for other colours too. V On ‘Basant Panchami’ ask the learners to wear yellow dresses and carry a yellow food item. Draw a banana, a lemon, the sun, etc. on a chart paper. Let the learners tear pieces of yellow paper and paste them inside the line drawing. V Let the learners compare their own photographs at various ages. The learners will enjoy seeing how they looked when they were very young.

OBSERVATION V Play ‘I spy with my little eye something beginning with blue’. Give a blue star to those who answer correctly. V You can show the learners a glass of water becoming warm when kept in the sun and melting of ice cubes, ice cream, etc. V Let the learners look at their faces in a hand-held mirror and observe the colour of their eyes, hair, teeth, tongue, etc. Ask them to pull funny faces in the mirror. V Provide clear cups and food colouring. Have the learners add a drop of blue food colouring to the water. Now, add a few drops of yellow food colouring and let them observe as the blue water turns green!

CLASSIFICATION V The learners should be given pictures of vegetables and fruits. Let them first sort them and then paste them on different chart papers. They can cut pictures of vegetables and fruits from old magazines as well. V Teach the rhyme: ‘I am a doctor, call me when you are sick. I’ll give some medicine and make you better quick,’ or ‘I am a carpenter. I hammer and I saw. I make nice tables for you to sit and draw.’ Cut and paste pictures of things a carpenter makes on a chart paper.

ANALYTICAL REASONING V The learners can compare the temperature of water kept in two bowls, one containing ice-cold water and the other containing water at room temperature. Compare and discuss the feel of ice cubes and a cup of tea. V Let a cardboard be cut into different size circles to represent wheels. Have the learners colour them and sequence them from largest to smallest. V Let the learners sit in a circle. Put some glitter on your hands. Shake hands with the learner sitting next to you. Let her shake hands with the next learner, and so on. The last learner will also find some glitter reaching his hands. This is a good way to show them how germs are passed.

SOCIO-EMOTIONAL DEVELOPMENT V Free and structured conversation should be held with the learners regarding their daily routine, how to greet people at different times of the day, etc. Question them on their routine using words ‘before’ and ‘after’. V Teach the rhyme: This is mama, kind and dear. (Point to learner’s thumb). This is brother, standing near. (Point to the pointer finger). This is papa, see how tall! (Point to middle finger). This is sister, and that’s not all. (Point to ring finger). This is baby, sweet and small. (Point to the little finger). These are the family one and all. (Wiggle all fingers). V Let the learners act out scenes from every-day family life. Role-playing helps communication skills and self-expression.

CONTENTS I KNOW COLOURS DAY AND NIGHT

2-7 8-10

BEFORE AND AFTER

11-12

HOT AND COLD

13-14

MYSELF

15-16

MY BODY

17-18

MY FAMILY

19-20

MY HOME

21-24

MY SCHOOL

25-26

MY CLASSROOM

27-28

FRUITS

29-30

VEGETABLES

31-32

FRUITS AND VEGETABLES

33-35

FLOWERS

36

LEAVES

37

MIXED BAG

38-39

ANIMALS, BIRDS, INSECTS

40-47

THE WORLD OF ANIMALS

48-57

SEASONS

58-60

I KNOW COLOURS Draw a line from the crayon to the flower of the same colour. One has been done for you.

Skills the learner develops: • matching • visual association The learner learns: • to identify and match colours 2

• one-to-one correspondence

What is the colour of the apple? Colour the other apple red.

Circle and name the objects having the colour red.

Skills the learner develops: • visual association • identification of colour • fine motor skills • eye to hand co-ordination The learner learns: • to identify the colour red and associate it with a given object

3

What is the colour of the banana? Colour the other banana yellow.

Circle and name the objects having the colour yellow.

4

Skills the learner develops: • identification of colour • classification • fine motor skills • eye to hand coordination The learner learns: • to identify the colour yellow • to associate it with a given object

What is the colour of the bird? Colour the other bird blue.

Circle and name the objects having the colour blue.

Skills the learner develops: • visual association • classification • fine motor skills • eye to hand coordination The learner learns: • to identify the colour blue • to associate it with a given object

5

What is the colour of the leaf? Colour the other leaf green.

Circle and name the objects having the colour green.

6

Skills the learner develops: • identification of colour • classification • fine motor skills • eye to hand coordination The learner learns: • to identify the colour green • to associate it with a given object

Draw a line from the colour to the object of the same colour. One has been done for you.

Use a black crayon to colour the objects that you think are black.

Skills the learner develops: • visual association • identification of colour • matching • fine motor skills The learner learns: • to identify the colour black • to associate the colour with a given object

7

DAY AND NIGHT Colour the sky black if it is night and blue if it is day.

8

Skills the learner develops: • observation • analytical reasoning • association • concept of time The learner learns: • to identify day and night • to recognise the change in the sky during day and night

Colour the things you might see in the sky at night. Call out their names.

Skills the learner develops: • critical thinking • fine motor skills • matching The learner learns: • about the elements associated with the night and day sky 9

Draw what you see in the sky during the day and at night.

Day

Night

Draw a line from the objects to their names.

Moon

Sun

Stars

Clouds Skills the learner develops: • critical thinking • fine motor skills • matching The learner learns: • to recognise the elements associated with the night and day sky 10

BEFORE AND AFTER See the pictures carefully. Now, colour the box yellow if it happens before and red if it happens after.

Skills the learner develops: • observation • analytical reasoning • concept of time • vocabulary building The learner learns: • about the passage of time • to use ‘before’ and ‘after’ correctly

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1 SET 3 • My Third Book of English • My Third Book of Numbers • My Third Book of The World Around Me

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