Our Wondrous World, period by period — fitted to your timetable.
Tell Meyy your periods and their length; it plans every chapter of Our Wondrous World to fit, and you tick off sections as you teach.
Mapping Our School
Green School · Observe and Record
Ask: 'Which spot on your map do you think is the most useful for everyone, and why?' Pairs naturally surface different priorities — shade, water, safety — making the map a living document of student values rather than a copying exercise.
0-5Teacher reads aloud the opening conversation between Aasha and Mohit from Textbook p. 56, pausing to ask: what makes a school feel like a good place? Students share briefly.
5-10Class discusses what features their school has — buildings, garden, taps, pathways — and the teacher lists them on the board as a collective reference.
10-25Following the prompt on Textbook p. 56, students walk around the school in pairs, observing and noting key features: main building, playground, garden, water tanks, gate, pathways. On return, each pair begins sketching a rough campus map.
25-37Students complete their maps at their desks, labelling each feature clearly. Teacher circulates, prompting students to look for features they may have overlooked — water-related spots, trees, notice boards.
37-40Quick share: two or three students hold up maps and name one feature they had not noticed before the walk.
Competency (C-1.4). Explains the functioning of local institutions (family, school, bank/post office, market, and panchayat) in different forms (story, drawing, tabulating data, reports), and analyses their roles
Learning outcome. Students can observe a local institution's physical layout and represent it as a labelled map.
A student walks around her school to draw a map. Which feature is MOST important to include so that someone using the map can find water easily during a hot day?
- A The colours of the classroom doors
- B The location of water tanks and taps
- C The names of teachers in each room
- D The number of windows in the library
B. The location of water tanks and taps
What each wrong option reveals
- A The student has not connected the map task to its functional purpose — noting decorative rather than useful features.
- C The student is confusing a physical-layout map with a directory of people — a different kind of institutional information.
- D The student is recording architectural details without evaluating which details serve the map's purpose for users.
Also saved as 10 periods or 13 periods.
- 2What I Love and How I Can Help
Green School - 3School Explorer Teams in Action
Be a School Explorer! - 4Sorting Waste — Chit Activity
Waste Management - 5Honouring Sanitation Workers — Discussion and Writing
Waste Management - 6Black and White Tiles — Heat Absorption Inquiry
Let Us be Cool! - 7Keeping Cool — Discussion and Action Planning
Let Us be Cool! - 8Measuring a Drip — Quantifying Water Waste
Dripping Water - 9Water Conservation Commitments — Discussion and Writing
Dripping Water - 10Trees as Coolers — Temperature Experiment
Greenery Around Us - 11Traffic Rules and Safety Signboard Design
Traffic Signs - 12Fire Drill Practice — Preparedness in Action
Fire Safety - 13Situations That Matter — Group Discussion and Response
What We do Matters! - 14Happiness Tree — Collective Expression
Let us reflect - 15Diary from Another Perspective — Empathy Writing
Let us reflect - 16My Dream School — Survey, Speech, and Synthesis
Synthesis
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