© Oxford University Press. All rights reserved. Themes: exploration, adventure, man vs. nature, adaptability, isolation and companionship Summary: The narrative unfolds in a space station where Sven Olsen, a construction expert, defies all potential pet regulations and introduces Claribel, a canary, to the weightless environment. Despite initial scepticism, Claribel becomes an inconspicuous and beloved addition to the crew. The story takes a turn when Claribel collapses, revealing an unforeseen peril—the space station’s compromised air supply. Sven’s pet, unwittingly trained like canaries in coal mines, serves as an early warning system, detecting the lack of oxygen and prompting a life-saving intervention. The story emphasizes the unpredictability of space environments and the importance of comprehensive safety measures. Clarke cleverly weaves a tale that showcases how a simple pet, chosen for curiosity’s sake, inadvertently becomes a vital safeguard. The story makes us think about how sometimes, unexpected things can be really helpful. It shows that being open to surprises and thinking in new ways can be good, especially when dealing with unexpected problems. The tale highlights that being flexible and ready to adapt is important when facing challenges we didn’t see coming. Overall, it suggests that being open-minded and creative can lead to unexpected advantages in science and help us tackle problems we didn’t plan for. Also, we cannot overlook the fact that animals and birds serve as important contributors to scientific research. CHAPTER 10: FEATHERED FRIEND Broad Areas Recommended Periods NCF Competencies for Middle Stage (6–8) Key Learning Points The learners can: Story reading 2 C-1.1: Identifies main points and summarises from a careful listening or reading of the text (news articles, reports, editorials) C-1.3: Raises probing questions about social experiences using appropriate language (open-ended/closed-ended, formal/informal, relevant to context, with sensitivity) C-1.5: Creates content for audio, visual, or both, for different audiences and purposes C-2.1: Identifies and appreciates different forms of literature (prose, poetry, drama) and styles of writing (narrative, descriptive, expository, persuasive) from various cultures and time periods C-2.3: Expresses through speech and writing their ideas and critiques on the various aspects of their social and cultural surroundings C-3.1: Interprets and understands basic linguistic aspects (rules), such as sentence structure, punctuation, tense, gender, and parts of speech, while reading different forms of literature, and applies them while writing C-4.2: Uses books and other media resources effectively to find references to use in projects and other activities 1. read a story out loud with correct pronunciation. 2. identify and interpret the central ideas of the story, and recognize the relevant details to answer questions. 3. fill out a table to present information in a visual way by structuring and organizing the material. 4. identify cross-curricular connections and conduct research on the same. 5. fill in the blanks with correct words from the story. 6. understand how to write an article. 7. listen to a podcast and answer the questions. 8. discuss specified topics in panels. 9. collaborate on a given task as per the instructions provided and express their opinion in the class post discussion. 10. research a topic and write a short note. Comprehension Critical thinking Cross-curricular connect 1 Vocabulary— Words from the story 1 Writing— Article 1 Listening and Incredible India 1 Speaking 1 Total number of periods 7 Login to Oxford Educate and unlock a whole world of teachers’ resources: • E-books, audios and animations • Interactive exercises • Worksheets • Glossary and pronunciation • Explainer videos and slideshows • Dynamic Question Bank • Author videos with suggestions
© Oxford University Press. All rights reserved. Period 1 starts (Starter> Pre-reading>Reading) TEACHING PATH (page 136) Feathered Friend Read a science fiction story about a small canary whose existence in a space station helped save lives. To the best of my knowledge, there’s never been a regulation1 that forbids one to keep pets in a space station. No one ever thought it was necessary—and even had such a rule existed, I am quite certain that Sven Olsen would have ignored it. With a name like that, you will picture Sven at once as a six-foot-six Nordic2 giant, built like a bull and with a voice to match. Had this been so, his chances of getting a job in space would have been very slim. Actually he was a wiry little fellow, like most of the early spacers, and managed to qualify easily for the 150-pound bonus3 that kept so many of us on a reducing diet. Sven was one of our best construction men, and excelled at the tricky and specialized work of collecting assorted girders as they floated around in free fall, making them do the slow-motion, three-dimensional ballet that would get them into their right positions, and fusing the pieces together when they were precisely dovetailed4 into the intended pattern: it was a skilled and difficult job, for a spacesuit is not the most convenient of garbs in which to work. However, Sven’s team had one great advantage over the construction gangs you see putting up skyscrapers down on Earth. They could step back and admire their handiwork without being abruptly parted from it by gravity … Section 2 1regulation rule 2Nordic belonging to the Nordic countries; a geographical and cultural region in Northern Europe and the North Atlantic 3150-pound bonus extra money for keeping the weight light 4dovetailed fit well together 136 Pre-reading Ice-breaker questions: Ask the learners these questions to help them understand the context of the story: • How do you imagine the daily life and routines of individuals living in a space station? • What unique challenges might they face, both practical and psychological? • What do you think might be the challenges and benefits of keeping pets in a space station environment? • How would animals or birds adapt to weightlessness? • Before reading, reflect on the historical use of animals in scientific research, especially in the context of space exploration. What roles have animals played in understanding the effects of space on living organisms? Reading Pedagogical Strategy: Learner-led reading Ask learners to take turns to read aloud the text while other learners follow silently using their books. Help the students understand the meaning of any unfamiliar words, phrases or idioms not covered in glossary. Ask the learners simple questions given below to engage the students in discussion and clarify any doubts or misunderstandings. • Why does the narrator think there’s no rule against having pets in space stations? • Describe Sven’s appearance. How does it differ from what you might expect based on his name? • What is Sven’s job in space? • Why is he good at it? • How is working in space different from working on Earth? Go to Oxford Educate and play: the chapter audio Click on the underlined words to hear the pronunciation of difficult words. Digital Resources Troughs
© Oxford University Press. All rights reserved. TEACHING PATH (PAGE 137) Don’t ask me why Sven wanted a pet, or why he chose the one he did. I’m not a psychologist, but I must admit that his selection was very sensible. Claribel weighed practically nothing, her food requirements were tiny—and she was not worried, as most animals would have been, by the absence of gravity. I first became aware that Claribel was aboard when I was sitting in the little cubbyhole laughingly called my office, checking through my lists of technical stores to decide what items we’d be running out of next. When I heard the musical whistle beside my ear, I assumed that it had come over the station intercom, and waited for an announcement to follow. It didn’t; instead, there was a long and involved pattern of melody that made me look up with such a start that I forgot all about the angle beam just behind my head. When the stars had ceased to explode before my eyes, I had my first view of Claribel. She was a small yellow canary, hanging in the air as motionless as a hummingbird—and with much less effort, for her wings were quietly folded along her sides. We stared at each other for a minute; then, before I had quite recovered my wits, she did a curious kind of backward loop I’m sure no earthbound canary had ever managed, and departed with a few leisurely flicks. It was quite obvious that she’d already learned how to operate in the absence of gravity, and did not believe in doing unnecessary work. Sven didn’t confess to her ownership for several days, and by that time it no longer mattered, because Claribel was a general pet. He had smuggled her up on the last ferry from Earth, when he came back from leave—partly, he claimed, out of sheer scientific curiosity. He wanted to see just how a bird would operate when it had no weight but could still use its wings. Claribel thrived and grew fat. On the whole, we had little trouble concealing our guest when VIPs from Earth came visiting. A space station has more hiding places than you can count; the only problem was that Claribel got rather noisy when she 137 Teaching tip! This is a good opportunity to talk about the learners’ pets and their curious habits. Moderate a fun class discussion on what pets do when they are upset or angry and theorize why they might react the way they do. ” Continued… Let the learners continue taking turns to read aloud the text while other learners follow silently using their books. Intermittently, explain the lines and ask the following questions to assess their comprehension. • Why does the narrator find Sven’s choice of a pet sensible? What makes Claribel a good space pet? • How does the narrator first realize Claribel is on the space station? What is their first meeting like? • Why did Sven bring Claribel to the space station, according to the narrator? • How does Claribel show she can handle the weightless environment in space? Can you give examples? • Why did Sven keep Claribel a secret at first, and why did it eventually not matter? • How did Claribel become a general pet on the space station? How did the crew hide her during VIP visits? • What happened when Claribel got upset? What did the crew have to do then? Period 1 ends
© Oxford University Press. All rights reserved. TEACHING PATH (page 138) was upset, and we sometimes had to think fast to explain the curious peeps and whistles that came from ventilating shafts and storage bulkheads. There were a couple of narrow escapes—but then who would dream of looking for a canary in a space station? We were now on twelve-hour watches, which was not as bad as it sounds, since you need little sleep in space. Though of course there is no ‘day’ and ‘night’ when you are floating in permanent sunlight, it was still convenient to stick to the terms. Certainly when I woke that ‘morning’ it felt like 6:00 a.m. on Earth. I had a nagging headache, and vague memories of fitful, disturbed dreams. It took me ages to undo my bunk straps, and I was still only half awake when I joined the remainder of the duty crew in the mess. Breakfast was unusually quiet, and there was one seat vacant. “Where’s Sven?” I asked, not very much caring. “He’s looking for Claribel,” someone answered. “Says he can’t find her anywhere. She usually wakes him up.” Before I could retort that she usually woke me up, too, Sven came in through the doorway, and we could see at once that something was wrong. He slowly opened his hand, and there lay a tiny bundle of yellow feathers, with two clenched claws sticking pathetically up into the air. “What happened?” we asked, all equally distressed. “I don’t know,” said Sven mournfully. “I just found her like this.” “Let’s have a look at her,” said Jock Duncan, our cook-doctor-dietician. We all waited in hushed silence while he held Claribel against his ear in an attempt to detect any heartbeat. Presently he shook his head. “I can’t hear anything, but that doesn’t prove she’s dead. I’ve never listened to a canary’s heart,” he added rather apologetically. “Give her a shot of oxygen,” suggested somebody, pointing 138 Continued… Encourage a rotation of learners to read the text aloud, with others following along quietly using their books. From time to time, explain the lines and ask the following questions to assess their comprehension. • Why did the crew have to think fast to explain the sounds of “peeps and whistles” in the space station? • Why were the ‘twelve-hour watches’ considered to be not too bad by the crew? • Why is there no day or night in space? • How did the narrator feel when he woke up that ‘morning’? • Describe the atmosphere during breakfast. Why was there an unusual silence, and what caught the narrator’s attention? • Where did Sven go, and what did he find? How did the crew react to the discovery? • What attempt did Jock Duncan make to determine Claribel’s condition, and what was the outcome? Ask the students the following inferential questions that appeal to their higherorder thinking: • What do you think was the first sign that something was wrong? • What do the crewmembers’ reactions to Sven carrying in Claribel tell us about their relationship with her? Divide the class into groups of 5 and ask them to imagine they are the crewmembers. They see Claribel in Sven’s hands for the first time. What will their reactions be? What will they say? Ask them to create a dialogue of not more than 6–8 lines. Log in to Oxford Educate to access a reference video that can be used as a visual aide to help learners imagine the story better. Teaching tip! Highlight the differences between doing normal tasks like brushing your teeth or exercising on Earth as compared to doing them in space. Ask the students how the lack of gravity would affect such tasks. This will help them imagine ” life in space. Period 2 starts (Reading continues) Digital Resources A reference video on space
© Oxford University Press. All rights reserved. Teaching tip! • Encourage learners to create visual representations of key scenes using drawings, diagrams, or even a storyboard. This can enhance their comprehension and provide a creative outlet. • Have learners think and discuss an alternate ending to the story. Ask them to explore what might happen next with Sven, Claribel, and the space station crew. ” to the green-banded emergency cylinder in its recess beside the door. Everyone agreed that this was an excellent idea, and Claribel was tucked snugly into a face mask that was large enough to serve as a complete oxygen tent for her. To our delighted surprise, she revived at once. Beaming broadly, Sven removed the mask, and she hopped onto his finger. She gave her series of ‘come to the cookhouse, boys’ trills—then promptly keeled over again. “I don’t get it,” lamented Sven. “What’s wrong with her? She’s never done this before.” For the last few minutes, something had been tugging at my memory. My mind seemed to be very sluggish that morning, as if I was still unable to cast off the burden of sleep. I felt that I could do with some of that oxygen—but before I could reach the mask, understanding exploded in my brain. I whirled on the duty engineer and said urgently: “Jim! There’s something wrong with the air! That’s why Claribel’s passed out. I’ve just remembered that miners used to carry canaries down to warn them of gas.” “Nonsense!” said Jim. “The alarms would have gone off. We’ve got duplicate circuits, operating independently.” “Er—the second alarm circuit isn’t connected up yet,” his assistant reminded him. That shook Jim; he left without a word, while we stood arguing and passing the oxygen bottle around like a pipe of peace. He came back ten minutes later with a sheepish expression. It was one of those accidents that couldn’t possibly happen; we’d had one of our rare eclipses by Earth’s shadow that night: part of the air purifier had frozen up, and the single alarm in the circuit had failed to go off. Half a million dollars’ worth of chemical and electronic engineering had let us down completely. Without Claribel, we should soon have been slightly dead. So now, if you visit any space station, don’t be surprised if you hear an inexplicable snatch of birdsong. There’s no need to be alarmed; on the contrary, in fact. It will mean that you’re being doubly safeguarded, at practically no extra expense. Arthur C. Clarke 139 TEACHING PATH (PAGE 139) Language skills: Reading, Listening, Speaking 21st century skills: Critical thinking, Communication, Scientific Literacy Competencies: C-1.3, C-2.1, C-2.3 Key learning points: 1, 2 Continued… Encourage a rotation of learners to read the text aloud, with others following along quietly using their books. From time to time, explain the lines and ask the following questions to assess their comprehension. • How did the crew attempt to revive Claribel, and what was the initial result? • Why was Sven puzzled about Claribel’s condition, and what realization did the narrator have about the cause of her distress? • Why was Claribel more afflicted by the leak than the rest of the crew? • What was the role of canaries in the past, and how did this historical knowledge help the crew understand the situation? • Explain the mistake made with the alarm system and why it failed to alert the crew about the air issue. • How did the crew react to the revelation of the air purifier problem? • What does the presence of birdsong in a space station now indicate, according to the conclusion of the passage? Discuss the following with the class–was it ethical for the miners to carry canaries down with them as an early warning system, since the gas would affect it far worse than it would affect them? Post-reading Pedagogical Strategy: Group discussion followed by audio-visual learning Reflective prompts: Wrap up the classroom reading of the text and lead a reflective discussion about the events of the story with the learners. Ask: • Ask learners to reflect on how Sven’s unconventional choice of having a pet in space serves as a central theme and contributes to the overall narrative. • Analyse the relationship between Sven and Claribel and how it evolves throughout the narrative. • Engage in a discussion about the challenges of living and working in a space station. Consider the absence of gravity, the unique daily routines, and the psychological impact of isolation in space. Encourage learners to ask questions about the story. Period 2 ends Criteria for assessment • Use Tables 1 and 2
© Oxford University Press. All rights reserved. TEACHING PATH (page 140) Sir Arthur Charles Clarke (1917–2008) was a British science fiction writer, science writer and futurist, inventor, undersea explorer and television series host. In 1961, he was awarded the Kalinga Prize, an award which is given by UNESCO for popularizing science. In the 1980s, Clarke became well known to many for his television programmes Arthur C. Clarke’s Mysterious World, Arthur C. Clarke’s World of Strange Powers and Arthur C. Clarke’s Mysterious Universe. Comprehension 1. On the basis of your understanding of the text, tick the best answer. a. I am quite certain that Sven Olsen would have ignored it. What is ‘it’ here? i. the canary bird ii. the guidelines iii. the space station iv. the trip to space b. What could have reduced the chances of Sven getting a job in space? i. his penchant for breaking rules ii. his love for animals iii. his excessive body weight iv. all of the above c. Why did Claribel grow fat? i. because she ate too much ii. because of the temperature in the cabin iii. because of the different kind of food iv. because of lack of exercise 2. Think of the events in the story. Complete the table with the causes and effects of these events. Cause Effect a. … but I must admit that his selection was very sensible. b. She was a small yellow canary, hanging in the air as motionless as a hummingbird. c. Claribel thrived and grew fat. d. I had a nagging headache, and vague memories of fitful, disturbed dreams. e. “I just found her like this.” 140 Period 3 starts Comprehension Pedagogical Strategy: Class discussion followed by writing Exercise 1: Allow students 5 minutes to finish the 3 questions. Discuss the answers and let them evaluate themselves. They can make the necessary corrections in the textbook during the discussion. Exercise 2: Draw the table on the board. Discuss how events in a story often have reasons (causes) and consequences (effects). • Open a class discussion about each event, prompting students to identify the cause and effect for each instance mentioned in the exercise. • Allow students to complete the table individually. Follow up with a group discussion, encouraging students to share their insights, observations, and questions. • While the answers are being discussed, fill up the table on the board. Competency Builder Assign Worksheet 5.1 for further development of reading comprehension skills.
© Oxford University Press. All rights reserved. 3. Answer the following questions briefly. a. Why did Sven keep the bird a secret from his colleagues? b. How was the presence of the bird discovered? c. Why did the crew want to hide the bird from the VIPs from Earth? How did they deal with the issue? d. What was the alarm meant for? What had caused its failure? e. How is life in space different from life on Earth? Critical thinking 1. Did Sven do the right thing by bringing a bird onto the spaceship? Why do you think so? 2. Based on your reading, justify the title of the story. 3. What, according to you, is a better choice—carrying a canary or an alarm system? Why do you think so? 4. Who saved the lives on board: Sven or the canary? Why do you think so? 5. Real-Life Connect: The bird in this story saves the lives of all the people on board the spaceship. In the same way, service animals are specially trained to perform certain tasks to assist people with impairments. You might have read about such animals in the newspaper or on the internet, or you might even know one that lives around you! Write about the ways service animals can help their owners. Animals have been early pioneers of space flight. They have often lost their lives in the process. The first animal to make a spaceflight around the Earth was the dog, Laika, aboard the Soviet spacecraft Sputnik 2 in 1957. Laika survived in orbit for four days and then died when the cabin overheated. What animals have been in space since then? How many animals have died in space? What were the causes of death? Compile the information in a short dossier (file). You can also include pictures of the spacecrafts and the animals. Cross-Curricular Connect VB 141 Continued… Exercise 3: Address each question one by one, encouraging students to share their thoughts and interpretations. Hold a class discussion, wherever required. Correct any mistakes about the story. Later, ask the learners to write the answers in their notebooks as home assignment. TEACHING PATH (PAGE 141) Language skills: Reading, Listening, Speaking, Writing 21st century skills: Critical thinking, Communication, Observation, Cognition Competencies: C-1.1, C-2.1, C-2.3 Key learning points: 2, 3 Language skills: Reading, Speaking, Listening, Writing 21st century skills: Observation, Cognition, Critical thinking, Communication Competencies: C-1.3, C-2.3, C-4.2 Key learning points: 2, 4 Critical Thinking Pedagogical Strategy: Classroom discussion by fostering critical analysis and enquiry Exercise 1: Begin by revisiting the key events in the story, highlighting Sven’s decision to bring a bird onto the spaceship. Discuss the concept of choices and consequences, emphasizing that choices made in unique environments like space can have unexpected outcomes. • Encourage students to share their opinions, supporting their answers with evidence from the text. Exercise 2: Discuss the significance of the title “Feathered Friend” and how it relates to the events in the story. Exercises 3 and 4: Allow group discussion and formulate their responses, considering different perspectives and evidence from the text. Exercise 5: Introduce the concept of service animals by asking students if they have heard about them before. Highlight examples such as guide dogs for the visually impaired. • For this exercise, divide the class into groups. Assign one kind of service animal to each group. Instruct each group to brainstorm and create a list of tasks or ways in which they think their assigned service animal can help its owner. Finally, ask the learners to club all the points and write the answers in their notebooks as home assignment. Criteria for assessment • Use Table 2 Criteria for assessment • Use Tables 2 and 5
© Oxford University Press. All rights reserved. 3. Answer the following questions briefly. a. Why did Sven keep the bird a secret from his colleagues? b. How was the presence of the bird discovered? c. Why did the crew want to hide the bird from the VIPs from Earth? How did they deal with the issue? d. What was the alarm meant for? What had caused its failure? e. How is life in space different from life on Earth? Critical thinking 1. Did Sven do the right thing by bringing a bird onto the spaceship? Why do you think so? 2. Based on your reading, justify the title of the story. 3. What, according to you, is a better choice—carrying a canary or an alarm system? Why do you think so? 4. Who saved the lives on board: Sven or the canary? Why do you think so? 5. Real-Life Connect: The bird in this story saves the lives of all the people on board the spaceship. In the same way, service animals are specially trained to perform certain tasks to assist people with impairments. You might have read about such animals in the newspaper or on the internet, or you might even know one that lives around you! Write about the ways service animals can help their owners. Animals have been early pioneers of space flight. They have often lost their lives in the process. The first animal to make a spaceflight around the Earth was the dog, Laika, aboard the Soviet spacecraft Sputnik 2 in 1957. Laika survived in orbit for four days and then died when the cabin overheated. What animals have been in space since then? How many animals have died in space? What were the causes of death? Compile the information in a short dossier (file). You can also include pictures of the spacecrafts and the animals. Cross-Curricular Connect VB 141 Period 3 ends Cross-Curricular Connect (Science) Pedagogical Strategy: Group project and Weekend assignment Divide the class into groups of five. Discuss what the question demands and give the following examples. Language skills: Reading, Speaking, Listening, Writing 21st century skills: Observation, Cognition, Critical thinking, Communication, Digital literacy Competencies: C-4.2 Key learning points: 4, 10 Historically, animals have played crucial roles in scientific research, particularly in the context of space exploration. Some notable examples include: Fruit Flies (Drosophila melanogaster): Fruit flies were the first Earth organisms to reach space. In 1947, they were sent aboard a U.S. V-2 rocket to study the effects of radiation at high altitudes. Monkeys and Dogs: In the 1940s and 1950s, both monkeys and dogs were used in space research. Famous examples include Laika, the first dog in space (1957), and Albert I, the first monkey in space (1948). These early missions aimed to understand the physiological effects of space travel. Mice and Rats: Mice and rats have been common subjects in space experiments due to their genetic similarities to humans. These animals have been used to study bone density loss, muscle atrophy, and the impact of microgravity on various physiological functions. Chimpanzees: Chimpanzees were extensively used in the early years of space exploration, with notable examples like Ham, who became the first chimpanzee in space in 1961, paving the way for human spaceflight. Nematode Worms (Caenorhabditis elegans): These microscopic worms were sent to the International Space Station (ISS) to study the effects of microgravity on muscle atrophy and the aging process. Fish: Zebrafish have been sent to space to investigate the impact of microgravity on the development of their vestibular system (responsible for balance and spatial orientation). Birds: In addition to the fictional example of the canary in “Feathered Friend,” birds like quail have been used in space experiments to study the effects of microgravity on bone development and reproductive systems. These experiments, while sometimes controversial, have contributed valuable insights into the challenges and adaptations required for living organisms in space, as well as the potential effects of space travel on human health. Then, ask the students to research thoroughly and prepare a proper record (file) with pictures of the spacecrafts and the animals. This assignment may be given as a weekend assignment, as it involves research from the library and the internet. Criteria for assessment • Use Tables 5 and 6
© Oxford University Press. All rights reserved. POSSIBLE RESPONSES COMPREHENSION 1. a. ii. the guidelines b. iii. his excessive body weight c. iv. because of lack of exercise 2. a. Claribel weighed nothing, and her food requirements were very small. She was also not bothered about the lack of gravity in space. b. In the absence of gravity, Claribel did not have to flap her wings to stay in the air. c. Claribel was well-liked by everyone. She had enough to eat and did not have to work against gravity to fly. Food and lack of exercise made her fat. d. Something had gone wrong with the supply of breathable air at the space station, which made the narrator groggy and light-headed. e. Claribel had passed out due to the problem in the breathable air supply in the space station. 3. a. Although there were no rules against pets, Sven did not want to take the chance that if discovered, he would be separated from his pet. So, he tried to hide her. b. Claribel was discovered when the narrator, working at his cubbyhole, he heard a musical whistle. He thought it was a radio transmission but was surprised to find a yellow canary. c. The crew had become fond of Claribel, so they decided to hide the canary from the VIPs who would have found its presence odd and might have made a fuss. There was no dearth of hiding places in the station and when Claribel became noisy, they made up excuses for the whistling sounds. d. The alarm was meant to indicate the presence of any toxic gas in the air or a reduction in oxygen levels. Due to an eclipse, part of the air purifier had frozen up. The alarm that had been working failed to go off and the other alarm had not been connected yet. e. On Earth, there is gravity so we can walk on the ground. There is enough oxygen in the air for us to breathe without the help of masks. This makes it easy for us to work without having to wear heavy spacesuits. In space, there is neither gravity nor oxygen, which makes a spacesuit mandatory. Working in a spacesuit is cumbersome. CRITICAL THINKING 1. (Answers will vary.) I think Sven did the right thing because the canary not only relieved the monotony of their lives in the space station but also ended up cautioning them against toxic air. 2. The title refers to Claribel, the yellow canary, who saved the astronauts’ lives by bringing the toxic air to their attention. She truly was a feathered friend. 3. (Answers will vary.) I think the canary is a better alarm system because, as shown in the story, the space crew were unaware of the alarm malfunction and would have lost their lives if the canary had not been there. On the other hand, a canary could die if the air became too toxic, which would be an unfortunate incident, preventable by using functional alarms. 4. (Answers will vary.) I think Sven saved their lives because if he had not gone to look for Claribel, the bird, along with the crew, would have died. 5. (Answers will vary.) Service animals can help their owners in many ways. They can help a non-sighted person navigate public areas, they can be trained to help people who suffer from seizures, and they can even help provide emotional support to people with severe forms of mental illnesses. CROSS-CURRICULAR CONNECT (Answers will vary.) There have, unfortunately, been many animals that have died in space. That has been a cost to humankind’s successful space explorations. Some of the animals that have been sent into space since Laika include more dogs, monkeys, chimpanzees, rabbits, frogs, mice, rats and cats, amongst others. We do not have an exact figure for the total number of animals deaths in space, because thousands of animals have been sent to space as experiments. Of the many that have died, causes of death have varied from death on impact or failed infrastructure, suffocation, high temperatures, dehydration, amongst other causes. Space is dangerous, with the possibility of anything and everything going catastrophically wrong.
© Oxford University Press. All rights reserved. Period 4 starts Period 4 ends Period 5 starts Vocabulary Fill in the blanks with correct words from the story. Circle the correct answers. 1. I was ........................................ when I learnt my father was not well. a. pathetic b. distressed c. mournful d. sluggish 2. My sister is logical; she approaches every problem very ........................................ . a. concealingly b. apologetically c. mournfully d. practically 3. We were surprised when Sanya turned ........................................ and left the room. a. abruptly b. forbiddingly c. concealingly d. pathetically 4. The lost child wept ........................................ . a. forbiddingly b. pathetically c. practically d. humourously 5. I ........................................ the death of my pet. a. forbid b. smuggled c. lamented d. distressed 6. The baby was sleeping ........................................ in his crib. a. abruptly b. snugly c. mournfully d. concealingly 7. I dislike delays; hence respond ........................................ . a. promptly b. leisurely c. abruptly d. practically 8. The law of the land ........................................ discrimination on the basis of race. a. conceals b. laments c. forbids d. mourns Writing Article Historically, new products and inventions have always been tested on animals. But this has been a controversial issue because most of the time, animals are subjected to a high degree of abuse and torture. Often, animals die due to the harmful effects of chemicals. Nevertheless, it cannot be denied that many groundbreaking medicines and theories have only been possible because they were successfully tested on animals. Write an article of about 150 words expressing your views on the subject. 142 TEACHING PATH (page 16) Vocabulary Pedagogical Strategy: Explanation, Individual work Firstly, explain the exercise. Explain how context clues in the sentences can help them figure out which word would best fit the blank. Now, let the students attempt the exercise on page 142 individually. Give them 10 minutes. Discuss the answers in the class. Clarify doubts, if any. Log in to Oxford Educate to access an interactivity on vocabulary related to science and technology, and a worksheet targeted towards improving general vocabulary of learners. TEACHING PATH (page 142) Period 5 ends Language skills: Reading, Listening, Speaking, Writing 21st century skills: Observation, Reasoning Competencies: 3.1 Key learning points: 5 Writing Pedagogical Strategy: Interactive class discussion, Explanation, Demonstration Begin with a brief discussion on what articles are. On the board, outline the key elements an article should contain: title, byline, clear and accurate content and well-structured paragraphs. Discuss the importance of presenting a balanced view and using supporting evidence. Discuss the topic of animal testing. Ask students if they are aware of the practice and their initial thoughts on the matter. Discuss the points to be included. Simultaneously, create a mind map on the board showing the points to be included in the article. Provide clear guidelines and examples to help students structure their articles effectively. Have students write their articles, focusing on clear expression and organization. Give them 25 minutes. Criteria for assessment • Use Table 6 Competency Builder Assign Worksheets 5.4 and 5.5 for further development of articlewriting skills and gaining knowledge of more formats of writing. Language skills: Listening, Speaking, Reading, Writing 21st century skills: Observation, Communication, Reflection, Information Literacy, Creativity Competencies: 1.5, 3.1 Key learning points: 6 Criteria for assessment • Use Table 6 A worksheet on vocabulary Digital Resources An interactivity on science and tech vocabulary
© Oxford University Press. All rights reserved. TEACHING PATH (page 143) Remember, an article should contain: • a title that is eye-catching and encapsulates the theme • a byline • content that is clear, accurate and offers a balanced view • Paragraphs that: 1. introduce the theme. 2. bring out the cause—effect relationship. 3. offer suggestions, personal observations and predictions. Listening Listen to a podcast about animals that have travelled to space. Then choose the best option for the following. 1. Animals were sent to space to study ......................................... . a. if rockets were safe b. if they could live without air c. the effects of weightlessness 2. Astronauts used ......................................... in space for their study. a. mammals b. insects c. both a. and b. 3. The United States sent ......................................... as the first animals into space. a. monkeys b. dogs c. fruit flies 4. Albert II was a ......................................... . a. monkey b. dog c. tortoise 5. Laika was selected to be sent into space because ......................................... . a. she was sturdy enough to survive in harsh environments b. she was good-natured c. both a. and b. 143 Period 6 starts Period 6 ends Language skills: Listening 21st century skills: Critical thinking, Observation Competencies: C-1.1 Key learning points: 7 Listening Pedagogical Strategy: Listening followed by individual activity Begin by giving instructions to the class to listen carefully to the audio without writing anything in their notebooks. Then play the audio on Oxford Educate once. Alternatively, you could read out the listening text provided below. Instruct the class to listen to the audio once more and answer the questions given in the book. Discuss the answers in class. Listening text Hello, and welcome to HisTech, where we talk about the history of technology. Today, we will talk about the global history of sending animals to space as test subjects. In the early days of rocket science, no one knew what the effects of weightlessness would be. So animals were sent to space to test the safety and possibility of launching a living being into space and bringing it back unharmed. These animals played an important role in understanding the impact of gravity on many biological functions. For this study, astronauts had studied various kinds of animals that included wasps, beetles, tortoises, flies, worms, fish, spiders, rabbits, bees, ants, frogs, mice, crickets, rats, newts, snails and cockroaches. The United States and the U.S.S.R. had been putting animals in rockets since 1947. The first animals to reach space, in 1947, were fruit flies that were put on board by the United States. The first mammal in space was Albert II, a Rhesus monkey. Albert I’s mission had been unsuccessful, but the second Albert reached a distance of 83 miles on 14 June, 1949. Albert was implanted with sensors to measure its vital signs. Unfortunately, Albert II died upon impact at re-entry. While the United States was experimenting with monkeys, the Soviet Union was experimenting with dogs. During the 1950s and 1960s, the Soviet Union had slots for at least 57 dogs. However, because some dogs flew more than once, fewer than 57 actually participated. However, a stray dog named Laika became the first animal to orbit Earth in 1957. Laika was a young, partly-Siberian husky. It was rescued from the streets of Moscow. The scientists decided to take this stray dog because they felt that a stray dog would be accustomed to living in harsh environments and would endure harsh conditions of hunger and cold temperatures. Moreover, Laika was good-natured too. Soviet scientists trained the dog for space travel by keeping it in a small cage and helping it learn to eat a nutritious gel that would be their food in space. Unfortunately, Laika’s trip in space was oneway only. It is unknown exactly how long Laika lived in orbit. It could have been a few hours or a few days before the power of her life-support system gave out. Sputnik 2 burned up in the upper atmosphere in April 1958. After Laika, the Soviet Union sent two more dogs, Belka and Strelka, into space on 19 Aug, 1960. These animals were the first to actually orbit and return alive. Criteria for assessment • Use Table 7 the audio for the ‘Listening’ section Digital Resources
© Oxford University Press. All rights reserved. Period 7 ends Period 7 starts 6. Laika died because ......................................... . a. her life-support system failed b. the satellite caught fire c. the satellite fell down to Earth Speaking Panel discussion The last decade has seen the invention of life-changing technology. These include android, GPS, social networking platforms, robot delivery services, self-driving cars, touchscreen technology, etc. In small groups discuss how technology has changed life in the last 10 years. You could compare the technological advancements that you use each day but your parents or grandparents did not have. You can talk about the following: • What are the three recent inventions that you feel you can’t live without? • Do you think there are inventions that have made life worse or humans lazier? What are they and how have they negatively impacted our lives? • Are there any gadgets that you feel, if invented, could make life easier for you? What do you think the next biggest technological revolution will be? • Discuss new technologies that can be used in schools. Present your views to the class in the form of a panel discussion. Through the succesful mission of ISRO's Chandrayaan-3, India has become the only country to land its spacecraft on the south pole region of the moon. India is the second country, along with China, to have an operating rover on the moon, and is the fourth country to do a soft landing on moon. Find out more about this mission and write a short note on it. Incredible India Competencies in this chapter: C-1.3, C-1.5, C-2.1, C-3.1, C-4.2 144 TEACHING PATH (page 16) Speaking Pedagogical Strategy: Panel discussion and Classroom speaking Review the purpose and guidelines for a panel discussion. Clarify the expectations for each group’s presentation. Allow each group time to finalize their views and assign roles for the panel discussion (moderator, speakers, timekeeper). Each group conducts a panel discussion, presenting their views on the impact of recent technological advancements. Encourage active participation, questioning, and respectful disagreement among the groups. Conclude the lesson with a brief class discussion on learners’ reflections and any insights gained from the panel discussions. TEACHING PATH (page 144) Language skills: Speaking, Listening 21st century skills: Collaboration, Communication, Reflection Competencies: C-1.3, C-1.5, C-2.3 Key learning points: 8, 9 Incredible India Pedagogical Strategy: Class discussion Discuss the Chandrayaan missions from their inception to the landing of Chandrayaan-3 very briefly. Ask the learners to do their own in-depth research on the Chandrayaan-3 mission on the following lines: • What was the purpose of the mission? • How was it executed? • What challenges did it face? • Was it successful? How? Then, ask learners to write a short note of not more than 100 words on what they Teaching tip! have found out. This can be done as homework. Consider completing the ‘Incredible India’ section after the ‘Listening’ section to make the best use of the time. ” Criteria for assessment • Use Table 8 Language skills: Reading, Writing 21st century skills: Communication, Reflection, Cognition Competencies: C-2.3, C-4.2 Key learning points: 10 Criteria for assessment • Use Table 6
© Oxford University Press. All rights reserved. POSSIBLE RESPONSES VOCABULARY 1. b. distressed 2. d. practically 3. a. abruptly 4. b. pathetically 5. c. lamented 6. b. snugly 7. a. promptly 8. c. forbids WRITING Answers will vary. The Test of Innocence Research on living animals has been practiced since 500BC. Researchers will use animal testing to obtain clues to how the disease develops in the body. Animals are used to develop medical treatments, determine the toxicity of medications, check the safety of products destined for human use, and other biomedical, commercial, and health care uses. By analysing animal models, scientists can learn what causes disease as well as how it develops and what aspects of genetics, the environment or diet contribute to the development of disease. Supporters of animal testing say that it has enabled the development of numerous lifesaving treatments for both humans and animals, that there is no alternative method for researching a complete living organism, and that strict regulations prevent the mistreatment of animals in laboratories. Opponents of animal testing say that it is cruel and inhumane to experiment on animals, that alternative methods available to researchers can replace animal testing, and that animals are so different from human beings that research on animals often yields irrelevant results. Progressive changes have been made in recent years in the principles and practice of animal testing. Such principles of care and use of animals and alternative propositions to animal research have been welcomed as a step forward by some animal welfare groups and it is hoped that in the near future advances in modern technology will make animal testing completely unnecessary. LISTENING 1. c. the effects of weightlessness 2. c. both a. and b. 3. c. fruit flies 4. a. monkey 5. c. both a. and b. 6. a. her life-support system failed SPEAKING The following points can be used: • Gadgets make life easier. They help us to be more efficient while making the optimum use of our time. • The three inventions that have completely altered our lives would be—the invention of computer, the Internet and wireless technology. Our grandparents could not imagine being able to communicate with people hundreds of miles away at no great expense. Companies have laid off large numbers of workmen and replaced them with machines. This has led to a rise in unemployment. Skilled labourers find it hard to get employed when their jobs can be done by machines. • I think the next biggest technological breakthrough would be faster means of transport. • The use of audiovisual aids always facilitate learning and I believe every class should make use of them.