The presentation is about the nature and features of primary level environmental science

1. Integrating numeracy and literacy skills with the
processes of science to make sense of the immediate
environment
~LALIT KISHORE

2. Nature of science
 Objective
 Dynamic
 Process-based
 Finding out
 Experimentation
 Verification
 Mental modeling
 Investigating and enquiring

3. Integrating literacy, numeracy, interests
(arts and crafts) and process skills
 Reading, writing, communicating (visual and language
symbols), comprehending
 Measuring, quantifying, patterning, abstracting
 Making observations, gathering information,
experimenting, verifying, reporting

4. Some salient features
• Activities with readily available materials
• Interactive lessons: Interaction with the teacher and
the textbook
~Picture reading
~Reading to learn: Highlighted keywords
~In-text and end-of-lesson exercises
• Variety
~Science and fun activities
~Did-you-know box items

5. Some interest building elements
• Labeled line diagrams for redrawing
• Be a scientist items: Open-ended activities and
investigations
• Question time: Objective and short answer type items
as recap and homework
• Interesting games and puzzles for vocabulary building,
and spell-it-right list of new words
• Use of illustrated and sequential steps for figures
• Expected outcomes of lessons stated to link learning
with attainment criterion and formative evaluation

6. Expected Learning Outcomes: An
Example from science lesson
 Will be able to make observation and record them
 Will be able to access information from direct
observations, books, people and pictures
 Will be able to sort out observations / information
into groups and draw simple inference from grouping

7. Language and vocabulary
 Word puzzles
~ word search
~crossword
~words-path
 Syllabic grouping of words
~ recitation
~display

8. Picture reading and analysis skills
 Use textbook pictures for raising questions and
interaction
 Create worksheets related to pictures so as make
children read and analyze pictures
 Make children to record observations through visuals

9. Simplifying pictures for blackboard use:
Training session
 Select a picture from class 3 textbook and simplify if
by:
 Removing unnecessary details
 Having line drawing
 Converting it into two-dimensional figures
 Modeling: speaking as one is drawing

10. Birds: Stick puppets with paper
folding
 Common bird base
 Suggestive tail, crest, face and beak attachments for
recognition
 Attaching a rolled–up paper as a stick
 Enacting a puppet show regarding the features of the
birds and claws and beaks.

11. Velvet paper use for display
 For cut outs
 For clippings
 For pictures
 For words
 For limited animation
 For building a scene
 For cognitive activities of sorting, sequencing,
matching, correcting

12. Simple masks from paper plates
 Suggestive face features
 Holes for eyes
 Thick thread or long rubber band for mask wearing
 Solo performance with song or dramatized
monologues
 Stories, interactive dialogues and role plays with two-
three characters

13. Mouth opening puppets
 Use day-night paper fold with A-4 sized paper
 Add features with glazed paper cuttings
~Eyes
~Whiskers
~Nose
~Mouth
~Tongue
~Ears
~ horns
Operate with thumb and next two fingers