HARMONY Teacher’s - SARASWATI HOUSE Material...(iii) Preface Harmony Teacher’s Resource Pack is...

New Saraswati House (India) Pvt. Ltd.New Delhi-110002 (India)

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Teacher’sRESOURCE PACK

HARMONY

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Reprint 2016

ISBN: 978-93-5041-983-0

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Preface Harmony Teacher’s Resource Pack is enriched with detailed information about the scheme of Continuous and Comprehensive Evaluation (CCE), principles and class-room strategies for the assessments in scholastic and co-scholastic areas, along with the tools and techniques of evaluation in those domains. It focuses on the teachers’ communicating the feedback to students thereby making the assessment process more productive and result-oriented. New learning is to be developed based on what students already know or understand. Since students respond differently in different situations, teacher’s formal or informal feedback helps them immensely in improving their learning skill.Environmental studies(EVS) comprises various branches of studies like chemistry, physics, life science, agriculture, public health, social studies, etc. The objective of Environmental Studies is • to increase public awareness about environmental issues, • to make wise and rational use of natural resources,• to maintain, protect and improve the quality of environment, and• to lay the foundation for a fully informed and active participation of individual in

the protection of environment. Through EVS, students will learn real-time knowledge and skills which are required while dealing with the environmental problems and searching for possible solutions. Teacher plays a major role in helping students learn Environmental Studies as a con-cept and not merely as a subject. She/He motivates students to use their senses in ex-ploring their surroundings to respond naturally and sensibly. Today’s student needs to know not only the basic reading and arithmetic skills, but also skills that will allow him/her to face a world that is continually changing. All students must be able to think critically about an environmental problem, analyse it in the social perspective and make inferences that help them to respond effectively.

IntroductionHarmony series enables the learner to be in harmony with life and the environment. Harmony Teacher’s Resource Pack is a set of five books for classes 1 to 5. Each pack of this set helps the teacher to make the teaching-learning session interactive and interesting. It emphasises on regular assessments, frequent unit testing, identification and tries to encourage non-participative students in the classroom activities. More importantly, it diagnoses the learning gaps and adopts corrective measures.

It comprises• a complete teaching-learning session with overall aims, methods, strategies, techniques and

assessments to meet the different needs of children.• a concise note on assessment, as it is perceived to be an integral part of the teaching-learning

process.• an overall lesson plan that helps the teacher to assess the outcomes.• a detailed lesson plan with effective teaching techniques—like the required teaching aids,

introduction, presentation of the lessons, and sufficient activities. • worksheets and their answers, and answers to coursebook exercises.

Salient features of Harmony series–• Warm-up activity or pre-teaching links the known to the unknown at the beginning of each

chapter.• Do You Know? imparts nuggets of extra learning and facts.• In-text Questions to provide assessment to learning and aid introspection.• In-text Activities to assess ‘what I have learnt so far’.• Summative & Formative Assessment covers many tools and techniques recommended

by the CCE aimed at consolidating learning and the application of it.• Let’s think probes higher order thinking skills (HOTS).• Life Skills steer all learnings towards rooting it in life.• Teacher’s Tip serves as a little guideline to the teacher on how to transact learning.• Test papers are provided for both Summative and Formative Assessments.• Problem Solving Assessment helps develop soft skills for holistic development.• Value Based Questions as a case study or activity per chapter to enhance learning.

Harmony Teacher’s Resource Pack provides the teacher with engaging and meaningful methods about putting into practice the objectives of teaching and judging students’ achievement. It is continuous because it occurs over a period of time, and comprehensive because it covers both scholastic and co-scholastic aspects of students’ overall learning and development.

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Assessment

Continuous and Comprehensive Evaluation (CCE) assesses children continuously and comprehensively through various tools and techniques. Its purpose is diagnosis, feedback, remediation, and effectiveness.

Continuous

This refers to the regularity in assessment, i.e., assessment integrated while teaching. Assessment should be done both in formal setting (inside the classroom) and informal setting (in the computer lab).

Comprehensive

This refers to the application of a variety of tools and techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning such as:

• Knowledge • Analyzing• Understanding • Evaluating • Applying • Creating

Evaluation

Formative Assessment

This continuously assesses children in everyday learning situation during teaching. It helps the teachers to diagnose learning gaps in children and acts as feedback to the teachers to take remedial action immediately.

Summative Assessment

This sums up how much the children have learned at the end of teaching. The tools and techniques used are:

• Objective type • Very short answer type• Short answer type • Long answer type

Tools

• Questions • Observation• Document analysis • Tests and inventories• Self-assessment • Peer assessment

Techniques

• Examination • Assignments• Quizzes • Competition• Projects • Research work• Group discussion • Hands-on experience• Group activities • Survey

CCE Implementation in Harmony


Simple and interesting exercises based on the text to enhance

the understanding of the concept.


Includes activities and questions that initiate learning, develop thinking skills, and enable the learner to practically apply the

concepts learnt.

Skills assessed are remembering, understanding and implementing what the child has learnt.

Tools used are Short answer and Long answer type questions.

The techniques used are Internet surfi ng, Project work, Group discussion, Research work.

Skills assessed are remembering and understanding.

Tools used are MCQs, Match the following, Fill in the blanks, True or false, Short answer and Long answer type questions.

The technique used are Examination, Exercise, Worksheet.

Assessment is considered to be an integral part of learning which is ‘continuous’ and ‘comprehensive’.An overview of CCE and its implementation

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In order to understand assessment, all aspects of learning are covered. A suggested list of skills and parameters for assessment at the primary level of schooling is given below to help the teacher to arrive at a comprehensive picture of the students’ learning. Manners and modalities, however, may vary.

EVS/ScienceAspects Parameters/Techniques

Understanding of concepts Oral tests, drawing pictures, paper-pencil tests

Environmental sensitivity Understanding the need to care for the environment

Experiment / Activity / Project work Understanding of concepts, participation, interest, level of involvement, cooperation, attitude towards peers, application of knowledge gained to prepare charts and constructive models

Scientific skills Ability to observe, reason, enquire, explore, debate, apply, reflect and formulate solutions

Group discussion Clarity of thought, confidence, expression of opinion; voice modulation

Written work Neatness, clarity of thought, ability to draw neatly labelled pictures/diagrams, logical flow of text

Assessing Co-scholastic areasLife Skills have been chosen by CBSE as one of the co-scholastic areas. They are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Learning and practising Life Skills help students to improve their personal and social qualities. The Life Skills prescribed by CBSE have been included followed by different tools and techniques—some of them are practising humility, caring for animals, caring for environment, showing respect to elders etc.Harmony is in complete harmony with life skills, values and attitudes.

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CONTENTS

Overall Lesson Plan–5 ...........................................................................................................8-10

Unit 1. The World of Plants and Animals 1. How Animals Sense the World .............................................................................................11 2. Interdependence in Nature ..................................................................................................15 3. Balance in Nature .................................................................................................................20 4. Our Forest Wealth ................................................................................................................26 5. Plants and Forests ................................................................................................................31 6. Germinati on of Seeds ...........................................................................................................36 7. Agriculture ............................................................................................................................ 41

Unit 2. Our Body 8. Digesti on and Preservati on of Food .....................................................................................46 9. The Air We Breathe ..............................................................................................................51 10. Our Health and Diseases ......................................................................................................56

Unit 3. Our Environment 11. Fuel ....................................................................................................................................... 61 12. Natural Disasters .................................................................................................................. 66 13. Water is Precious ..................................................................................................................71 14. Water and its Properti es ......................................................................................................75

Unit 4. People and their Needs 15. Our Shelter ........................................................................................................................... 80 16. Migrati on of the Family ........................................................................................................85 17. Same and Yet Diff erent .........................................................................................................90 18. Work People Do .................................................................................................................... 94

Unit 5. Entertainment 19. Games We Play ..................................................................................................................... 99 20. Adventure Time ..................................................................................................................104 21. Historical Monuments ........................................................................................................109

Formati ve Assessment-1 Formati ve Assessment-2 Summati ve Assessment-1 .......................................................................... 115-120 Formati ve Assessment-3 Summati ve Assessment-2

Chapters Contents Expected Learning Outcomes

1. How Animals Sense the World• Animal senses• Animal communication• Animal sleep patterns

Students will be able to identify different sense organs of animals and their functions; different ways in which animals communicate with each other; different ways of sleeping of different animals.

2. Interdependence in Nature

• Dependence of human beings on plants

• Dependence of human beings on animals

• Dependence of animals on plants• Dependence of plants on animals

Students will be able to understand that all living beings such as plants, animals and human beings are dependent on each other for their survival.

3. Balance in Nature

• Dependence of living beings on abiotic components

• Food chain• How does the balance get disturbed?

Students will be able to understand how animals, plants and human beings depend on abiotic factors for their survival. They will also know about the food chain and the reasons which are disturbing the balance in nature

4. Our Forest Wealth• Forest tribes• Deforestation • Conservation of forests

Students will be able to know about forest tribes who depend on forests for their livelihood; reasons and effects of deforestation; and conservation efforts made by tribals, people and government.

5. Plants and Forests• Plants of Indian and foreign origin• Types of forests

Students will be able to identify plants of Indian and foreign origin; categorise different types of forests.

6. Germination of Seeds

• Structure of a seed• Germination of a seed• Conditions necessary for

germination• Dispersal of seeds

Students will be able to know the detailed structure of a seed; the process of growing of seed into a seedling, a sapling and then into a plant; know the important conditions which are required for a seed to germinate; and the various ways of dispersal of seeds.

7. Agriculture• Steps taken by the government after

independence• Modern agricultural techniques

Students will be able to know the different steps taken by the Indian government to improve the agriculture; modern techniques used in agriculture to enhance food production; and public distribution system.

8. Digestion and Preservation of Food

• The process of digestion• Good eating habits for proper

digestion• Methods of food preservation

Students will be able to know the organs of digestion and their role in the process of digestion; good eating habits which help in proper digestion. They will also know different methods to preserve food items to avoid wastage.

Overall Lesson Plan–5

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9. The Air We Breathe• Organs of the respiratory system• Respiration • Blowing hot and cold air

Students will be able to know the organs of respiratory system and their roles in our body; understand the process of respiration and blowing out of air.

10. Our Health and Diseases

• Different kinds of diseases• Communicable diseases and its

causes• Deficiency diseases and their causes• Lifestyle diseases and their

prevention

Students will be able to know how diseases are caused and their types; know how communicable diseases are caused and ways to prevent them; how deficiency diseases are caused and their prevention; how lifestyle diseases are caused and their prevention.

11. Fuel• Classification of fuel• Uses of fuel• Conservation of fuel

Students will be able to classify fuel based on their physical state; know the different uses of fuel in our everyday life; know about different ways to conserve fuel for future use.

12. Natural Disasters

• Earthquake• Landslide• Storm and cyclone• Flood and tsunami• Drought• Role of different organisations

during disaster

Students will be able to know about different disasters which may happen and affect the lives of many people. They will also know the causes of these natural disasters; managing relief measures during times of emergency; and the roles played by international organisations to provide relief in the affected areas.

13. Water is Precious • Water harvesting in the past and in present times

Students will understand that water is a precious resource and know about various traditional and modern methods of storing rainwater and using it judiciously.

14. Water and its Properties• Solubility of a substance• Floating and sinking objects• Aquatic plants and animals

Students will know about the different properties of water, such as solubility, miscibility, floating and sinking of objects. They will also know about some plants and animals that live in water.

15. Our Shelter

• Materials used for constructing a house

• People living together• Animals living together

Students will know about the different materials which are used to construct a house and types of houses built according to climate and place; know about community living. They will also know about some animals which live in groups as a community.

16. Migration of the Family• Family tree• Migration and its causes

Students will be able to depict relations in a family through a family tree. They will also know about the migration of people and its different causes.

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17. Same and Yet Different

• Similar traits• Different likes and dislikes• Sense organs

Students will be able to know about similar physical and behavioural features between their parents and themselves. Know how differently abled people read and communicate.

18. Work People Do

• White collar jobs• Blue collar jobs• Essential services• Dignity of labour• Division of labour and its importance

Students will be able to categorise different occupations as white collar, blue collar and essential jobs. They will also understand that every job is important and in a society, there is division of labour.

19. Games We Play

• Indoor and outdoor games• Team games• Local games• Martial arts• Importance of games and sports

Students will be able to categorise games as indoor or outdoor games; know about team games and their importance; know about local games, martial arts and understand the importance of games and sports.

20. Adventure Time• Mountaineering• Indians on Mount Everest• Space travel

Students will be able to know about adventurous activities such as mountaineering and space travel. They will also know about some famous Indians who have scaled Mount Everest and have gone into space.

21. Historical Monuments

• The Taj Mahal• The Qutub Minar• The Ajanta and Ellora Caves• The Golden Temple• The Charminar• The Victoria Memorial• The Hawa Mahal• The Gol Gumbaz• Protecting the historical monuments

Students will be able to know about the historical monuments of India and some ways to protect and preserve them.

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D-15\Current work-2014\Saras-work-2014\Lesson plan\Harmony-3-lesson plan 22-05-2014 I st proof

1. HOW ANIMALS SENSE THE WORLD

Things you will need• AchartshowingdifferentanimalsandbirdsIntroductionAskstudentshowanimalssensetheirsurrounding.Askthemiftheyknowthat• owl’shearingisverysharp.• mosquitoescanfindhumansbythesmelloftheir

body.• catssmellwiththeirtongues.Tell them that they are going to learn about thedifferent ways in which animals sense the worldaroundthem.Let’s startAskstudentstolookatthepicturesinthe‘Let’sstart’section.Askthemwhichsenseorganisbeingusedbythechildineachpicture.Tell students that like human beings, animals alsousedifferentorganstosensethingsaroundthem.The ChapterGive an overview of the lesson. Read the lessonaloud.Showthemthechartofdifferentanimalsandbirds.Askthemquestionslike:• How can a vulture see things clearly from a

distanceofeightmetres?• How can an owl detect the movements of a

mousethroughleaves?• Howdoratsandsquirrelssmell?• Howdowolvesandchimpanzeescommunicate?• Howdoantscommunicatewitheachother?• Howdohorsessleep?Helpstudentstoanswerthequestions.Askthemtoanswerthein-textactivities.Whenstudentshaveansweredallthein-textactivities,tellthemtowritetheanswersintheirnotebooks.Discussthemeaningsofkeywordswiththestudents.Tellstudentsthatanimalscannotspeakbuttheyhaveotherways of communicating. Many animals usefacialexpressionstocommunicatesuchas,toshow

fear, anger or excitement.Animals make differentsounds towarneachotheraboutdifferentkindsofdangers.Someanimals use scents to communicatewitheachotherandmarktheirterritories.TellstudentsthatAnimalsalsoneedsleepandrest.Differentanimalssleepatdifferenttimesoftheday,fordifferenttimeperiodandindifferentways.Activity: Ask students to do a comparison andcontrast of animal andhuman senseorgans.Focusonsenses,communicationandsleeppattern.Summative AssessmentA Ask students to tick the correct options to

completethesentences.B Askstudentstofillintheblankswiththecorrect

wordsandreadoutcompletesentences.C &D .Askstudentstolocatetheanswersinthe

text.Itservesareadingactivityaswell.Formative AssessmentIn this activity, divide the class into groups of 5students each.Each groupwill collect informationabout animals which have odd ways in whichtheysee,smellorhear.Eachgroupwillpresent itsinformationintheclassintheformofcharts.YoucandownloadclippingsfromyoutubeandplayitintheclassorAVroom.ReinforcementAfterexplainingthechapterandassessment,pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.Let’s think Read out the question and explain to students thatsnakes have no ears, they hear with the help ofvibrations of ground. Snake charmers use thisbehaviourofsnakestoswaythemtothevibrationsoftheirflutetoearnmoney.Studentsarerequiredtogivetheirviewsonthispracticetotheclass.Life SkillsExplaintostudentshowanimalsworkhardandleadadisciplinedlife.Tell them that animals live together in groups andhelpeachotheratalltimes.Wecanlearnthisfromthemtolivetogetherandhelpeachother.

Unit 1 The World of Plants and Animals

How Animals Sense the World

12teacher’s signature : ____________________

Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Harmony Teacher’s Resource Pack-5

A Match the picture to the correct phrase.

1. a. poor eyesight

2. b. recognise patches of light and dark

3. c. can see objects in black and white

4. d. binocular vision

5. e. compound eyes

B State True or False. 1. the owl’s hearing is very sharp. __________________ 2. Insects have a poor sense of hearing. __________________ 3. Rats and squirrels smell with their whiskers. __________________ 4. a chimpanzee shows its teeth when it is afraid or is abouttoattack. __________________

5. Elephantsflaptheirearstotellotherstocome near them. __________________

6. ants communicate with each other using chemical signals called pheromones. __________________

7. Water animals never sleep fully as they need to keep swimming. __________________

HOW ANIMALS SENSE THE WORLD1

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5. e. compound eyes


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Fill in the blanks.

1. Jumping ______________ have simple eyes that detect light, darkness and movement.

2. Birds of prey can see things clearly from a distance of ______________ metres what we can see from a distance of two metres.

3. ______________ have a sharp sense of hearing as their ears can move in differentdirections.

4. Whenahoneybeefindsagoodsourceoffood,shedoesthe______________dance before the hive.

5. Dolphins grunt, squeal and ______________ to show when they are happy, angry or excited.

B Answer the following questions in one word.

1. Which animal sleeps hanging upside down? ________________

2. Which animal sleeps while standing? ________________

3. Which animal secretes the chemical called pheromones? ________________

4. Which animal can sense the presence of other animal of its own class by the smell of its urine or faeces ? ________________

5. Which animal has a long snout capable of a wide range ofmovementstoshowdifferentfacialexpressions? ________________

12HOW ANIMALS SENSE

THE WORLD

How Animals Sense the World

14 Harmony Teacher’s Resource Pack-5

Answers to WorksheetsWorksheet 1

A 1. e 2. d 3. a 4. b 5. c B 1. Yes 2. No 3. Yes 4. Yes 5. No 6. Yes 7. Yes

Worksheet 2

A 1. spider 2. eight 3. tigers 4. waggle 5. bark B 1. bat 2. horse 3. ant 4. dog 5. wolf

Answers to Coursebook ExercisesSummative Assessment

A 1. a 2. b 3. c 4. c 5. b

B 1. birds 2. black, white 3. ants 4. Honeybees 5. cud

C 1. Each compound eye is made up of thousands of lenses. 2. Insects have a good sense of hearing. 3. Honeybees do waggle dance. 4. Chemicals are secreted by ants. 5. Summer sleep is called aestivation.

D 1. Birds of prey have binocular vision. they can see things clearly from a distance of eight metres.

2. an owl can easily detect the movement of a mouse across snow or burrowing through leaves. the owls have one ear opening slightly higher and larger than the other. Sounds reach one ear a split second before the other to allow the owl to judge accurately the distance and position of the sound’s source.

3. the chemical substances that are produced and secreted by ants, are called pheromones. 4. Some animals use facial expressions to communicate, e.g., wolves and chimpanzees show

expressions of fear, anger or excitement. Some animals use sound signals to warn others of danger. For example elephants and

langurs. Dolphins use sound signals to show happiness, anger or excitement. Some animals use scents to communicate with each other like lions and wolves. 5. Small animals sleep more than large animals as most of their energy is used up. Cats and

dogs also like to sleep in many short intervals. animals that are grass eaters sleep for short duration. However, they rest while chewing the cud.

Some animals sleep during daytime while some sleep at night. Water animals never sleep fully as they need to keep swimming. Insects do not appear to sleep but they do become inactive in daylight.

Some animals sleep in long sessions like sleep for the whole of winter or summer season.


A B , C and D Do it yourself.

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2. INTERDEPENDENCE IN NATURE

Things you will need• Achartofdifferentfooditems• AchartofdifferentanimalsIntroductionInitiateadiscussiononhowhumansaredependentonplantsandanimals.Askstudents,fromwheredotheygetfoodthattheyeatdaily.Askthemhowdoplantsmakefoodandformseeds.observetheresponsesofstudents.Tell them that they are going to read about howhumanbeings,animalsandplantsaredependentoneachotherfortheirsurvival.Let’s startAskstudentstolookatthepicturesinthe‘Let’sstart’activity.Ask them, which food items do they get directlyfromplantsandanimals.Tell themtocomplete theactivityandask themtosharetheiranswers.The ChapterAskstudentstoreadthechapterataslowspeed.Askthemtoanswerthein-textactivitiesandwritetheanswersintheirnotebooks.Askthemtoobservethechartofdifferentfooditemsanddifferentanimals.Askthemafewquestionslike:• Whichfibresdowegetfromplants?• Whatotherthingsdowegetfromplants?• Whatthingsdoanimalsprovideus?• Fromwheredoanimalsgettheirfood?• Howareanimalshelpfultoplants?Discuss the answers to the above questions withstudents.Askstudentstoworkinpairsandframetwoquestionseachonthetextofchaptere.g.,• Howareanimalsusefultohumanbeings?• Howdoanimalsdependonplants?Asksomestudentstoframequestionsandaskotherstudentstoanswerthesequestions.

Talk about howhuman beings, animals and plantsaredependentoneachotherfortheirsurvival.Discussthemeaningsofkeywordswithstudents.

Summative AssessmentA Askstudentstotickthecorrectoptionsandread

outcompletesentences.B Ask them to fill in theblankswith appropriate

wordsandreadoutthecompletesentences.C D & E .Askstudentstolocatetheanswersin

thetext.Itservesareadingactivityaswell.

Formative AssessmentA Askstudentstomakealistoftenproductsthat

wegetfromplantsandanimals.

ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.

Let’s think Read out the question and explain to students thatthe situation mentioned in the question relates to‘kindness towards animals’. In this casewhen theanimalcouldnotevenstandproperly,howshouldahumanbeingrideonitforpleasure!Sothegirldidtherightthing.Discussthecaseinclass.

Life SkillsAskstudentstodiscussamongthemselvesandwritedown 10 points on how humans can take care ofplantsandanimals.

interdependence in nature


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Match the following.

1. coriander, turmeric,pepper, salt

a. medicinalplants

2. cotton,jute,flax,silk b. poultry

3. tea,coffee,cocoa,lemonade

c. spices

4. tulsi, neem, mint d. fibres

5. eggs, chicken e. beverages

B Answer the following questions in one sentence only. 1. What do trees provide to human beings? __________________________________________________________________ __________________________________________________________________ 2. Nametwofibresthatweobtainfromanimals. __________________________________________________________________ __________________________________________________________________ 3. From where do we get leather for making jackets, belts and shoes? __________________________________________________________________ __________________________________________________________________ 4. How do plants depend on insects to grow? __________________________________________________________________ __________________________________________________________________ 5. How do some animals provide us fuel? __________________________________________________________________ __________________________________________________________________

INTERDEPENDENCEIN NATURE2

1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


1. Herbivores are also called _____________ consumers as they feed only on plants.

2. _______________feedonbothplantsandfleshofanimals.

3. Plants need carbon dioxide for carrying out the process of _____________ .

4. Bears, parrots, elephants, snakes and monkeys are trained and used for _____________ people in circus and road shows.

5. the dead bodies of animals get decomposed in the soil to yield _____________ which is good for soil fertility.

B Write Yes or No.

1. Sheep, lion, tiger and dog are called as the beasts of burden.

2. Crows, pigs and rats are omnivores.

3. Pollinationhelpspollengrainstogettransferredfromoneflower

to another to form seeds.

4. the sleeping of animals for the whole of winter season is

called aestivation.

5. Human beings depend on animals for their livelihood.

INTERDEPENDENCEIN NATURE2

2




A 1. c 2. d 3. e 4. a 5. b

B 1. Treesprovideusfood,wood,fibres,paper,rubber,gumandmedicines. 2. We get wool from sheep and silk from silkworms. 3. Wegetleatherfromtheskinsofbuffaloes,camels,snakesandtigers. 4. Insectslikehoneybeeandbutterflyhelpplantsintheprocessofpollinationtoformseeds. 5. Animalslikecowsandbuffaloesexcretedungthatisusedasfuelbymakingitintocakes.

Worksheet 2

A 1. primary 2. omnivores 3. photosynthesis 4. entertaining 5. manure

B 1. No 2. Yes 3. Yes 4. No 5. Yes


A 1. d 2. b 3. c 4. a 5. a

B 1. Pollination 2. Milk, eggs 3. heterotrophs 4. air, water 5. Pollination

C 1. jute 2. camel 3. pollination 4. photosynthesis

D 1. neem – medicinal herb 2. silk – silkworm 3. dung – fuel 4. pollination – honeybee 5. Carbon dioxide – photosynthesis

E 1. Plantsprovideusfoodgrains,pulses,fruits,vegetables,tea,coffee,sugar,spices,cookingoilandhairoil.Plantsalsoprovideusfibreslikecottonandjute,wood,paper,rubber,gum and medicines.

2. Human beings depend on animals for various reasons. Some of these are as follows: Food :Animalsprovideusvariouskindsoffooditemslikemilk,eggs,meat,fishand

honey. Fibres : Silk is obtained from silkworm. Wool is obtained from sheep. Occupation : Human beings depend on animals for their livelihood. animals help them

intheirdifferentoccupations. Medicines : Fish yield valuable oil that is used for curing various ailments. Snake venom

isalsousedforcuringsomediseases.Codliveroilisobtainedfromfish. Beasts of Burden : Some animals like elephants, horses, camels are used to carry loads.

they are even used to draw carts. Such animals are called the beasts of burden.

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Entertainment : Bears, snakes, birds, elephants and monkeys are trained and used for entertaining people in circus and road shows.

3. animals are dependent on plants for food directly or indirectly. thus, animals are called the consumers.

4. Carnivores Herbivores Omnivores these animals

eat the flesh of other animals e.g., lion and tiger.

these animals eat only plants e.g., cow, deer and elephant.

these animals eat both plants and flesh of other animals e.g., bear and pigs.

5. (a) Dependence of Plants on Animals Pollination : Insects like honeybee and butterfly help in pollination. It helps the

plants to form seeds from which the new plants grow. Seed dispersal : Seeds of some plants spread (disperse) to distant places by sticking

to the bodies of animals and birds. Hence, animals and birds help in the dispersal of seeds.

Carbon dioxide : Plants need carbon dioxide for carrying out the process of photosynthesis.

Manure : the dead bodies of animals get decomposed in the soil. this serves as good manure for plants to grow.

(b) Dependence of Animals on plants Food : animals are dependent on plants for food directly or indirectly. Oxygen : animals depend on plants for the supply of oxygen. During photosynthesis,

plants release oxygen. this oxygen is used by animals for breathing. Shelter : Many animals depend on plants for shelter. For example, birds build their

nests on the trees. Monkeys and squirrels live on the trees. Big animals like elephants live under the trees.


A B C and D Do it yourself.



3. BALANCE IN NATURE

Things you will need

• Achartshowingdifferentanimalsinafoodchain.

Introduction

Tellstudentsthattheenvironmentinwhichwelivehasanumberofcomponentslikeplants,animalsandnon-livingthings.

Ask them if we can live without plants, animals,air, water, light, soil and temperature. Write theirresponsesontheblackboard.

Tell them that they are going to learn how livingthingsdependonnon-livingthingsforsurvivalandhowbalanceismaintainedinnature.

Let’s start

Askstudentstolookatthe‘Let’sstart’activityandcompleteit.

Ask students to share their answers. Correct theiranswersifthosearefoundwrong.

The Chapter

Tellstudentstoreadthechapterataslowspeed.

Askthemquestionslike:

• Howareanimalsandplantsdependentonland?

• Whopreparefoodforplants?

• Howareplantsandhumanbeingsdependentoneachother?

• Howcanwesafeguardthebalanceinnature?

Askstudentstoanswerthequestions.Helpthemiftheyfumblewhileansweringorally.

Start a discussion. Tell them how animals, plantsand human beings are dependent on non-livingcomponents. Talk about how all creatures areimportant tomaintain a balance in nature.Explaintheconceptoffoodchainwiththehelpofchart.

Discussthemeaningsofkeywordswithstudents.


A Askstudentstotickthecorrectoptionsandreadoutcompletesentences.

B C & D Askthemtolocatetheanswersinthetextandwritethemintheirnotebooks.Itservesareadingactivityaswell.


Askstudentstomakealistoftenextinctspeciesandtenendangeredspeciesofanimalsintheirnotebooks.

Reinforcement

Afterexplainingthechapterandassessment,pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.

Let’s think

Tell students that in recent years, the populationof sparrowshas beendecreasing.We should focuson their conservation. It includes protection andpreservationofsparrowsintheirnaturalhabitat.

Explaintostudentsthatgrowthofhumanpopulationand natural balance are interrelated. As humanpopulation increases beyond its limit, balance innaturegetsdisturbed.Todaymanisindiscriminatelycutting trees for his own needs, for example, forbuildinghigh-riseapartments,shoppingmallsetc.Itiscausingextinctionofmanyvarietiesofplantsandanimals.

Life Skills

Throughthisactivity, trytodevelopthinkingskillsamong students to take care of their environment.Discuss the given situation with students and askthemtogivepointsforandagainstit.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Fill in the blanks by choosing the correct option. 1. air, water, light, temperature and soil are called the _________________

components of the environment. (biotic/abiotic).

2. animals need ________________ for respiration. (oxygen/carbon dioxide).

3. _________________ prepare their own food in the presence of sunlight. (animals/Plants)

4. a _________________ chain depicts the relationship between plants and animals through their food. (food/animals)

5. _________________ gets transferred in a food chain. (Energy/Food).

B Answer these questions in brief. 1. Nameanyfiveherbivores. _________________________________________________________________ _________________________________________________________________ 2. What are the living components of the environment? _________________________________________________________________ _________________________________________________________________ 3. What is a food web? _________________________________________________________________ 4. How does the population growth disturb the natural balance? _________________________________________________________________ _________________________________________________________________ 5. Why do some animals become extinct? _________________________________________________________________ _________________________________________________________________

BALANCE IN NATURE31

balance in nature


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Match the following. 1. Water pollution a. prepare their own food

2. Deforestation b. causes animal extinction

3. Food chains c. causes ecological imbalance

4. Autotrophs d. affectsaquaticfoodchains

5. Hunting e. maintain natural balance

B Draw a food chain, depicting the relationship between plants and animals for their food.

BALANCE IN NATURE32

23



A 1. abiotic 2. oxygen 3. Plants 4. food 5. Energy

B 1. goat, rabbit, cow, squirrel, and deer 2. Living components of the environment are plants and animals. they are collectively

called biotic components. 3. the interconnection of various food chains existing in nature is called a food web. 4. as the population increases beyond limits, more and more agricultural land gets used for

construction of houses. 5. animals are being hunted and killed either for pleasure or for making items from their

body parts. Due to this, many species of animals have become extinct now.

Worksheet 2

A 1. d 2. c 3. e 4. a 5. b

B Do it yourself.

Answers to Coursebook Exercises


A 1. d 2. a 3. c 4. b 5. d

B 1. grasshopper – plant frog – grasshopper snake – frog peacock – snake

C 1. the biotic components include animals and plants. these are also called as living components. the abiotic components include air, water, light, temperature and soil. these are also called as non-living components.

2. Plants prepare their own food, so they are called autotrophs. animals depend on plants for their food, so they are called heterotrophs.

3. animals that eat only plants, are called herbivores and animals that eat both plants and fleshofotheranimalsarecalledomnivores.

4. Animalsthateatonlyfleshofotheranimalsarecalledcarnivoreswhereastheorganismsthat obtain energy from the chemical breakdown of dead plants and animals wastes are called decomposers.

5. Primary consumers are the animals which feed upon green plants. Secondary consumers aretheanimalsthatfeeduponfleshofprimaryconsumers.

D 1. Environment includes a number of living and non-living components. the living components include animals and plants. the non-living components include air, water, light, temperature and soil.

balance in nature


2. Dependence of Animals on Abiotic Components Animalsneedairforrespiration.Theyconsumewaterfromdifferentsourceslikeponds

and lakes. Some animals live on land. they eat food available on land that is, grass, plants andanimals.Someanimalslikefishliveonlyinwater.Theyeatwaterplantsaswellasother things available in water.

Dependence of Plants on Abiotic Components Plants prepare their own food. they use abiotic components such as air, water and

sunlight to carry out the process of photosynthesis to make their food and to survive.

Dependence of Human beings on Abiotic Components Human beings need air for respiration. they use water for drinking as well as for other

purposes like bathing and washing. they build houses on land. they also do farming on land. they need sunlight for warmth. they need soil to grow crops.

3. the food chain depicts the relationship between plants and animals through food. It is definedasthetransferofenergyfromoneorganismtoanother.Thisisalsocalledtheenergy fl ow.

Producers Herbivore/Primary Secondary consumer consumer

4. Following are the reasons for natural disturbances caused by man : Population growth: as population increases beyond limits, more and more forest area

is cleared to obtain agricultural land. this causes extinction of wild animals and many varietiesofplants.Therefore,itdisturbsthefoodchainandultimatelyaffectsthebalancein nature.

Environmental Pollution : the smoke released from industries and vehicles pollutes the air.Itcausesnumerousdiseasesinhumanbeings.Plantsandanimalsalsogetaffected.The releaseof toxic substances intoair,waterand landaffects thehealthofall livingbeings.

Hunting and Killing : animals are being hunted and killed either for meat, pleasure or for making items from their body parts. Due to this, many species of wild animals have become extinct.

Insecticides and Pesticides : Farmers use insecticides and pesticides to kill insects and pests.Thesechemicalsnotonlydestroypests,butalsoaffectbirdsandfrogsthatnaturallyeat these insects. Insecticides enter crops through roots. When humans eat these crops, insecticides enter their bodies and make them sick.

25


5. We can maintain the balance in nature by the following ways. 1. Maintain forests and do not cut trees. Wastelands should be converted into forestlands

by planting trees. 2. Insecticides and pesticides should not be used in excess. 3. Do not throw waste material indiscriminately. they can be reused. 4. Create public awareness for the protection of the environment. 5. Hunting and killing of animals should be banned.


A B & C Do it yourself.

balance in nature


4. OUR FOREST WEALTH

Things you will need• Pictureofaforest

IntroductionTell students that a forest is a large area of landcoveredwithtrees,shrubs,grassesandwildflowers.These plants grow naturally in a forest. Show thepictureofforesttostudents.Askthemafewquestionslike:• Whichanimalsliveinforests?• Howareforestsusefultoanimalsandbirds?• Whatdowegetfromforests?Tellthemthattheyaregoingtolearnhowforestsareusefultousandhowcanweconservethem.

Let’s startAskstudentstolookatthe‘Let’sstart’activityandcompleteit.Givetimetostudentstosharetheiranswers.Correcttheiranswersifthosearewrong.

The ChapterTellstudentstoreadthechapterataslowpace.Askthemtoanswerthein-textactivities.Tellthemtowritetheanswersintheirnotebooks.Askthemquestionslike:• Whoaretribalpeople?• Whataretheoccupationsoftribalpeople?• Howareforestsconservedbythegovernment?• How do people can help in conservation of

forests?Askstudentstoanswerthequestions.Helpthemiftheyhavedifficultyinmakingsentences.Tell them how forests are useful to us in manyways.Discuss howdeforestation has causedmanyproblems like flood, drought, landslides and soilerosion.Discuss how forests have been conservedby the tribals, people, government and privatecompanies.Tell themabout, some famouswildlifesanctuariesofIndia.


Summative AssessmentA Askstudentstotickthecorrectoptiontocomplete

thesentences.B Askthemtoreadthesentencesandwrite‘true’

or‘false’againsteachsentence.C &D Askthemtoreadthestatementsandcorrect

them.Tellthemtowritethecorrectstatementsinnotebook.

Formative AssessmentB Encourage students to plant a sapling, either

in school or at home. It is important that theymonitorthesaplingandrecordtheirobservation.

C In this activity, ask students to complete thegivenacronymbymakingasentencewitheachlettertotellmethodtostopdeforestationandtogrowmoretrees.

ReinforcementAfterexplainingthechapterandassessment,pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.

Let’s think Talk to students thatMullaiveni shouldunderstandthevalueofbettereducationinthecity.Itwouldhelphertoearnmoreforherfamily.

Life SkillsThroughthisactivity,trytodevelopdecision-makingskillinstudents.Tellthemthatthegovernmenthastakenmanystepsfortheconservationofforests.Askthemtodiscusswiththeirfamilieswhattheycandofortheconservationofforests.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Our Forest Wealth

A Answer the following questions. 1. Why are forests referred to as natural vegetation?

2. How do forests prevent soil erosion?

3. Why were early men called the food-gatherers?

4. NamefivetribalcommunitiesofBihar.

5. What is a sacred grove?

B State true or false.

1. a forest is a small area of land covered with small plants.

2. Sunderlal Bahuguna gave the slogan of the Chipko Movement.

3. Forest in which fruit trees are planted, are called orchards.

4. tribals are partially dependent on the forest wealth for their livelihoodandtheyalsodohandicraftwork.

5. World Environment day is celebrated on 5th June.

OUR FOREST WEALTH41


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks. 1. on ________________ , lakhs of saplings are planted by the school children

and people all over India in the month of July.

2. People who live in forests with their own set of customs and traditions, are called as ________________ .

3. a ________________ grove is an area with a variety of plants dedicated to the local deity or god.

4. ________________causeslandslides,soilerosion,floodsanddrought.

5. Early men who did not know how to grow their food were called the ________________ .

B Match the following.A B

1. Earth Day a. Conservation by tribals 2. World Environment Day b. Sunderlal Bahuguna 3. Van Mahotsava c. 5th June 4. Chipko Movement d. 22nd april 5. Sacred Grove e. Month of July

OUR FOREST WEALTH4 2

29


Our Forest Wealth


A 1. Manyplantslikegrasses,shrubsandwildflowers,grownaturallyinaforest.Thusforestsare also called as natural vegetation.

2. Rootsoftreesbindthesoil.Thisprotectsthesoilfromgettingwashedawaybywaterorblown away by wind.

3. Early men did not know how to grow their food. they collected wild roots, fruits, hunted animals and ate them raw.

4. oraons, Santhals, Gonds, Mundas, Bishnois. 5. a sacred grove is a vegetation area, dedicated to a local deity or god regularly worshipped

by the tribals.

B 1. False 2. True 3. True 4. False 5. True

Worksheet 2

A 1. VanMahotsava 2. tribals 3. sacred 4. Deforestation 5. food-gatherers

B 1. d 2. c 3. e 4. b 5. a



A 1. d 2. c 3. b 4. c 5. b

B 1. F 2. t 3. F 4. t 5. F

C 1. a forest is a huge area of land covered with trees. 2. Foodgatherershuntedanimalsandaterawflesh. 3. Sunderlal Bahuguna was the main person behind the Chipko Movement.

D 1. a forest is a huge area of land covered with trees. Many small plants like grasses, shrubs, wildflowersarealsofoundhere.Plantsinaforestgrownaturally.Therefore,itiscoveredunder natural vegetation.

2. Forests are an important natural resource. Some uses of the forests are as follows : • Theygiveusarangeofusefulproductsfromtimbertomedicines. • Theyprovidesheltertomanykindsofbirds,insectsandwildanimals. • Theypreventsoilerosionastherootsoftreesbindthesoil. • Theypurifyairbytakingincarbondioxideandreleasingoxygeninair. • They regulate rainfall.The rainfall increasesas theykeep theair coolby releasing

water vapour in air. • Theycontrolfloods. • Theyalsoregulatetheclimatebypreventingexcessiveheatorcold.


3. Some of the ways of conserving of forests are as follows : (a) Conservation by Tribals : tribals have a unique way of saving plants and animals of

that area through sacred groves. a sacred grove is a vegetation area with a variety of plants. It is dedicated to a local deity or god regularly worshipped in that area.

(b) Conservation by the People :TheChipkomovementisthefinestexamplehighlightingthe effortsofpeople to save forests. ‘Chipko’means to embrace.When the timbercontractors came to cut the trees, women put their arms around the trees and refused to move. Many trees and forests were thus saved.

(c) Conservation by Private Companies : Many private companies have also come forwardtoconserve forests.Theybuyforest lands fromthegovernment.Differentkinds of trees are grown on that land such as fruit trees, coconut, rubber and sandalwood. Such forests are called orchards.

(d) Conservation by the Government : In order to protect and preserve the wide variety of plants and animals, the government has set up numerous wildlife sanctuaries, national parks and biosphere reserves.

the government celebrates many important days, such as the Earth Day, World Environment Day and Van Mahotsava. Lakhs of saplings are planted by the school children and other people all over India.

4. tribals are those people who live together as a community in forests. Each tribal communityhasitsowncultureandtraditionthataredifferentfromtheothercommuniteseven though both the communities may live in the same forest. oraons, Santhals, Gonds, Mundas and Bishnois are the tribal communities living in Bihar.

5. Deforestation :Thelargescalecuttingdownoftreesduetovariousactivitiesofman,like clearing land for agriculture, building houses, collection of fuel wood and timber, is known as deforestation. It results in landslides, floods, drought, soil erosion andincreasing temperature.


A B and C Do it yourself.

31


5. PLANTS AND FORESTS

Things you will need• Achartofdifferentplants,smallpacketsofrice,

pulses,grains,spices.

IntroductionDisplay the grains, pulses, cereals, and spices andask the class to identify them. Encourage them toalsolocatetheseintheirhomes.Tellstudentsthatalargevarietyofplantsaregrownin India because the climate and soil here is verygoodfortheirgrowth.Askthemafewquestionslike:• NamesomeplantsofIndianorigin.• WhereiscoffeegrowninIndia?• WhatisthestaplecerealofSouthIndia?TellthemthattheyaregoingtolearnabouttheoriginandcultivationofdifferentplantsanddifferenttypeofforeststhatexistinIndia.

Let’s startAskstudentstolookatthe‘Let’sstart’activityandanswerit.Correct their answers if these are wrong. Discusstheseplantsinclass.

The ChapterAskstudentstoreadthechapterataslowpace.Tell them toanswer the in-textactivitiesandwritetheanswersintheirnotebooks.Askthemquestionslike:• WhendidmaizecultivationbegininIndia?• In which country potatoes and tomatoes

originated?• WhereareapplesgrowninIndia?• Inwhichareas,evergreenforestsarefound?• Whichtreesgrowinconiferousforests?Tellstudentstofindanswersinthechaptertext.Tell students that a large number of cereals,vegetables, fruits and spices are grown in India.Therearedifferentkindsofforestsspreadacrossourcountry.These forestshavedifferentkindsof treesandplants.

Discussthemeaningsofkeywordswithstudents.Summative AssessmentA Askstudentstotickthecorrectoptionsandread

outthecompletesentences.B Ask students to read the sentences and write

‘true’ for the correct statements and ‘false’ fortheincorrectones.

C Students can now find answers to questions inthe text.Ask them to answer in full sentences.Aftertheyhaveansweredallthequestionsorallyin theclass, tell them towrite answers in theirnotebooks.

Formative AssessmentAskstudentstomakeavisittoafruitsellerandfindoutnamesofthreekindsofapplessoldbytheowner,which are imported. Find out fromwhich countrytheseapplesareimported.Alsofindoutwhichotherfruitsareimported.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.Let’s think Explaintostudentstheimportanceoflocalproducewhichisfreshandfreefrompreservatives.Importedfruitsandvegetableswhichwebuy,cometousafterpassingthroughvariousfoodpreservationprocesses.Wepayahighpriceforimportedfoodbecausetheyare imported in from other countries. Fuel is alsowasted thisway. It isalwaysgood toeatandcookfoodusingitemswhicharegrownlocally.Life SkillsThis activity teaches students the skill of creativethinking. Explain to students that spices havepropertiesofmedicines.Askthemtothinkaboutfivespiceswhichcanbeusedasmedicine.TheycantakehelpoftheInternetforthisactivity.Pepper,cumin,turmeric,dryginger,garlicaresomespicesthatweusewhicharegoodforhealth.

Plants and Forests


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks with the correct options. 1. tea cultivation started in India in the year ________________ when the wild

tea was discovered in assam. (1823/1857)

2. Plants of Indian origin include rice, brinjal, sugar cane and ____________ . (black pepper/cloves)

3. Potatoes and tomatoes are believed to have originated in ______________ . (South africa/South america)

4. Samuel Stokes from ________________ visited India and planted apple saplings in India in 1916. (Spain/USa)

5. Deciduous forests are also known as the ________________ forests. (mangrove/monsoon)

B Name the following. 1. CoffeecultivatingstateofIndia ____________________________

2. Maize originated in this country ____________________________

3. Place of origin of watermelon ____________________________

4. a tree found in the deciduous forests ____________________________

5. a tree that grows in tidal forests ____________________________

6. Chinar,deodar,firandsprucearegrown

here ____________________________

7. Theyaddflavourtoanymeal ____________________________

8. Ginger originated in this country ____________________________

PLANTS AND FORESTS5 1

33Teacher’s signature : ____________________

Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Match these forests with their trees.

A B

1. Evergreen Forests a. sundari

2. Deciduous Forests b. chinar, deodar, fi r, spruce

3. Thorny forests c. mahagony, ebony, rosewood

4. Coniferous Forests d. teak, sal, sandalwood

5. Tidal Forests e. kikar, babool, cactus

B Match these food items with their places of origin.

A B

1. Brinjal a. Greece

2. Tea b. South America

3. Maize c. Indonesia

4. Potatoes d. India

5. Watermelon e. Sri Lanka

6. Cloves f. China

7. Cinnamon g. Central America

8. Chinar tree h. South Africa

PLANTS AND FORESTS52

Plants and Forests



A 1. 1823 3. blackpepper 3. SouthAmerica 4. USA

5. monsoon

B 1. Karnataka 2.CentralAmerica 3. SouthAfrica 4. Teak/Sal

5. Sundari 6. Coniferousforests 7. Spices 8. China

Worksheet 2

A 1. c 2. d 3. e 4. b 5. a

B 1. d 2. f 3. g 4. b 5. h

6. c 7. e 8. a



A 1. a 2. a 3. b 4. d 5. b

B 1. F 2. F 3. t 4. F 5. F

C 1. Rice, brinjal, sugarcane and blackpepper are the plants of Indian origin. 2. Tea was introduced by the Chinese. tea cultivation started in India in 1823 when wild tea

was discovered in assam. Coffee NooneissureabouthowcoffeereachedIndia.Butthebeliefisthatcoffeewas

brought to India by Baba Budan, a pilgrim. He visited India during the 17th century. HecamefromYemenandbroughtcoffeeseedswithhim.TheseseedswereplantedinKarnataka.Thereafter,coffeecultivationbeganinIndia.

3. Therearefivemaintypesofforestsinourcountry.Theseare: Evergreen Forests : these are found in hot and wet regions. the trees found here remain

green throughout the year. they do not shed their leaves. the trees are tall with a broad canopy at the top. the trees found here are ebony, mahagony and rosewood.

Deciduous Forests : these are also known as the monsoon forests and cover a large area. the trees found here shed their leaves in the dry season. teak and sal are the main trees found here. other trees include sheesham, sandalwood, mahua, etc.

Thorny Forests : these are found mostly in the desert areas. the trees and shrubs have long roots, thick bark, sharp thorns and small leaves. the vegetation here can survive without water for many days. the main trees found here are babool, cactus and kikar.

Coniferous Forests : these are found in mountainous and hilly areas. the trees found here are tall with needle like leaves. the important trees found here are chinar, deodar, firandspruce.Theseforestsarealsocalledthemountainforests.

35


Tidal Forests : these forests are also called mangrove forests. they are found in the delta regions. these forests grow both in salt water as well as in fresh water. the delta region ofGangaandBrahmaputraiscoveredwithtidalforests.Atreecalled‘Sundari’growsinthese forests.

4. TheeucalyptustreeisbelievedtohaveoriginatedinAustralia.Thefirsteucalyptustreewas planted by tipu Sultan in 1790 in his palace garden near Bangalore (Bengaluru).

a social worker from USa named Samuel Stokes visited India in 1916. He brought apple saplings with him.

5. Monsoon forests : these are also known as deciduous forests and cover a large area. the trees found here shed their leaves in the dry season. teak and sal are the main trees found here. other trees include sheesham, sandalwood, mahua, etc.


A & B Do it yourself.

Plants and Forests


6. GERMINATION OF SEEDS

Things you will need• Achartshowinggerminationofseeds.Aseedling

inasmallclaypot.

IntroductionAskstudentshowaplantgrowsfromaseed.Tell themthatair,waterandwarmtemperatureareneededforaseedtogrowintoaplant.Tell themthat theyaregoing to learnabouthowaseedgrowsintoaplantandhowseedsaredispersedtofar-offplacesbydifferentmethods.

Let’s startAskstudentstolookat thepicturesgivenin‘Let’sstart’activityandcompleteit.Discussitintheclass.

The ChapterAskstudentstoreadthechapterataslowpace.Tell them toanswer the in-textactivitiesandwritetheanswersintheirnotebooks.Askthemquestionslike:• Fromwheredoesthebabyplanttakeitsfood?• Whatislifecycleofaplant?• Whyisdispersalofseedsnecessary?Tellstudentsthataseedneedsair,waterandsuitabletemperaturetogrowintoaplant.Aseedgrowsintoa seedling, a seedling grows into a sapling and asaplinggrows intoaplant.Showthechartand theclaypot inwhich the seedling isgrown.Show thefirstpairofleavesoftheseedling.Agrownupplantproducesseedswhicharedispersedto far-off places by various methods. These seedsagaingrow intoplants. In theprocess,manyseedsaredestroyedbyheat,coldorbyseedeatinganimals.Some seeds are washed away by wind or water.Explaindifferentwaysinwhichseedsaredisperred.Discussthemeaningsofkeywordswithstudents.


A Askstudentstodefinethetickthecorrectoptionsandreadoutcompletesentences.

B Ask them to define the terms by locating theanswersinthetext.Thisgivesthemachancetoreadthechapteragainandgetfamiliarwithit.

C Ask them to read the sentences carefully andwriteonewordforeachsentence.

D Askchildren to read thechapterand locate theanswersintextbook.Thenaskthemtowritetheanswersinnotebook.

Formative AssessmentEncouragestudentstodothegivencreativeactivities.


Let’s think Readoutthequestionandaskstudentstomakealistofseedswhichtheyeatintheirfoodeveryday.Lookcarefullyattheshapeandsizeofeachoftheseseeds.Studentshavetothinkandtellwhethertheseseedscanbegrownonlybysowingordotheyneedspecialcareforgrowth.

Life SkillsReadouttheLifeSkillquestionandaskstudentstodiscusswhetherhumanbeingscanalsohelp in theprocessofdispersalof seeds.Give themhints likefruitsgrowinoneplaceandtheyareeatenbypeopleat another place.Thus they are also transferred tofarawayplaces.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Fill in the blanks with correct options. 1. Seeds need air, water and ________________ to grow into a plant.

2. a seed grows into a seedling and then into a ________________ .

3. on removing the seed coat, you will see tiny seed leaves called ____________ .

4. old seeds stored for several years may not be able to ________________ as they may have no life.

5. the spreading of seeds to faraway places by various agents is called ________________ .

6. a ________________ seed is very light in weight and gets dispersed by water.

B Draw the life cycle of a plant in the space provided. Also name the various parts of this plant.

GERMINATION OF SEEDS61

Germination of Seeds


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A State True or False.

1. the process of development of a new plant from a seed is called

a seedling.

2. Seeds need air, water and warmth to germinate.

3. Water is a very good medium for dispersal of seeds.

4. Scatteringofseedstofarawayplacesiscalledexplosion.

5. Fruits of castor, pea, mustard and balsam plants explode on ripening.

6. a seed grows into a sapling and then into a seedling.

7. Acoconutseed,duetoitslightweight,driftstodistantplaces.

B Match the columns.

A B1. embryo a. seedling2. coconut b. dispersal in air3. castor, pea, balsam fruits c. tiny seed leaves.4. cotyledon d. a mini plant5. winged and hairy seeds e. dispersal by water6. a seed with one or two leaves f. dispersal by explosion7. sapling g. young plant between seed leaves

GERMINATION OF SEEDS6 2

39

D-15\Currentwork-2014\Saras-work-2014\Lessonplan\Harmony-3-lessonplan 22-05-2014 Istproof


A 1. warmth 2. sapling 3. cotyledons 4. germinate 5. dispersal 6. coconut

B Do it yourself

Worksheet 2

A 1. False 2. True 3. True 4. False 5. True 6. False 7. True

B 1. g 2. e 3. f 4. c 5. b 6. a 7. d



A 1. a 2. c 3. d 4. b 5. c

B 1. Seedcoat : outer covering of a seed is called the seed coat. 2. Dispersal :Thespreadingorscatteringofseedstofarawayplacesbyvariousagentsis

called dispersal. 3. Explosive mechanism : When the fruit wall becomes dry, it bursts with a great force. the

seeds are thrown several feet away from the parent plant. this method is called explosive mechanism or self dispersal.

4. Seedling : the small plant with a pair of seed leaves is called a seedling. 5. Sapling : It is a small plant that grows from a seedling.

C 1. seed coat 2. seedling 3. gram 4. drumstick 5. coco-der-mer

D 1. a seed has an outer covering called the seed coat. It protects the delicate inner parts of the seed. When you remove the seed coat, you will see tiny seed leaves called cotyledons. these have food stored in them. the baby plant takes its food from these seed leaves. In betweentheseedleaves,averyyoungplantispresentcalledtheembryo.Ithasalittleroot, a short stem and small leaves. It is the baby plant that grows into a big plant.

hilummicropyle

strophiole

plumule

cotyledon

radicle

radicle

Germination of Seeds


2. Germination of a seed : When the seed soaks in water, it starts off the process ofgermination.Theseedfirstabsorbswaterandasaresultswellsup.Hourslater,asmallroot tries to come out through a small hole. It brings out a tiny shoot. the tiny shoot grows upwards and the tiny root grows downwards. the small plant with seed leaves is called a seedling. Soon the seedling begins to prepare its own food with the appearance offirstfoliageleaves.

offirstfoliageleaves.

seedcoat

radicle

cotyledon

firstpairsofleaves

stem

leaves

cotyledon

3. Conditions necessary for germination Seeds need air, water and suitable temperature for germination. • Germinatingseedsbreatheinoxygen. • Waterhelpstosoftentheseedcoatanddissolvesthefoodthatispresentintheseed

leaves to be used by the baby plant. • Seedsaremadeupof livingcellsandwarmth isnecessary to startoff thegrowth

process. the seeds that are healthy will be able to germinate and grow. old seeds which were

stored for several years may not be able to germinate. Some seeds which are damaged by insects cannot grow.

4. Wind, water, animals and humans are the agents that help in the dispersal of seeds. 5. Seeds dispersed by wind : (a) these seeds are weightless. (b) these seed are winged or hairy. by water (a) these seeds are spongy. (b) these seeds are light in weight. by animals (a) these seeds have pointed or curved hooks. (b)Theseseedshavestiffhairontheirbody.


Do it yourself.

41


Agriculture

7. AGRICULTUREThings you will need• Achartofagriculturalimplements

IntroductionAskstudents, fromwheredowegetdifferentfooditemsthatweeatdaily.Tell them that agriculture is the occupation ofmajorityofpeopleinIndia.Alargepartofnationalincomeisearnedframexportofagriculturalproducts.Tell them that they are going to learn about whatchanges have come in agriculture in India afterindependence and what have been the benefits ofthesechanges.

Let’s startAskstudentstolookatthe‘Let’sstart’sectionandtellwhichwordsgivenintheactivityareassociatedwithagriculture.Observe their responses. Correct their answers ifthesearewrong.Askthemtowritetheanswersintheirnotebooks.

The ChapterAsk students to read the chapter at a slow pace.Display the chart of agriculural implement. Askthemtoobservethepictures.Nametheimplementsandexplaintheiruses.Ask them which food items do they get fromagriculturecrops.Askstudentstoobservethepicturesgiven on pages 48 and 49 of the book.Explain tothemthatbeforeindependence,agricultureinIndiawas in a poor condition. But later, many reformswere taken to increase agriculture production.Many new agricultural implements, high-yieldingvarietiesof seeds,new fertilizers andgoodqualitypesticideswereintroduced.Manycanalswerebuiltforirrigation.Askthemquestionslike:• What land reforms were introduced after

independence?• Which new agricultural implements were

introduced?• Whicharethebestmethodsofirrigatingcrops?

• WhathasbeendonetohelpthefarmersinIndia?• What steps have been taken for distribution of

foodgrainstothepeople?Help students toanswer thequestions if theyhavedifficultyinpronouncingpropersentences.Discussthemeaningsofkeywordswithstudents.


outthecompletesentences.B Ask them to fill in theblankswith appropriate

wordsandreadoutthecompletesentences.C Askthemtolocatetheanswersintheirtextbooks.

This gives them a chance to read the chapteragainandgetfamiliarwithit.

Formative AssessmentAskstudentstocollectpicturesofaharvestfestivaland three fun facts related to the festivalwhich iscelebratedintheirnativestate.Makeachartofthesepicturesandfunfactsandpresentthisintheclass.


Let’s think Debateonthefirsttopicinclasstofindoutwhetheritisfairornot.Forthesecondtopic,explaintostudentsthatdifferentcrops requiredifferentclimaticconditions togrow.The food that people of a particular region eat,dependsonwhatisgrowninthatregion.Thereforepeople of north India consume wheat in diet andpeopleofsouthIndiaconsumericeintheirdiet.

Life SkillsReadout the first questionandexplain to studentsthatfarmersworkveryhardtogrowfoodforus.Askstudentstofindouthowwecanshowourgratitudetofarmers.Readoutthesecondquestionandexplaintostudentsthatthepriceoffoodgrainsdependsonitsquality.Thepricealsovariesfromshoptoshop.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Unscramble the lett ers to form words.

1. L t I C o N U a V t I

2. o R D t I o C N P U

3. t E D P I S C E I

4. G N o R a R I t I I

5. Z R E F L I t I E R

6. KLRENIRPS

B Fill in the blanks with the correct option.

1. about ________________ per cent of India’s population is engaged in

agriculture. (40/80)

2. Zamindar was the name given to the ________________ during the British

rule in India. (landlord/big farmer)

3. Amethodinwhichgroovesareduginfieldsandfilledwithwateriscalled

________________ irrigation. (drip/furrow)

4. Anartificialriversmadetotakewaterfromoneplacetoanotheriscalleda

________________ . (channel, canal)

5. the establishment of ________________ has helped farmers to get loans and

money for carrying out agricultural operations. (NaBaRD/RBI)

6. In ________________ type of farming, land cultivated is big in size. (intensive/

modern).

AGRICULTURE7 1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Agriculture

A Match the columns.A B

1. floodirrigation a. pipeswithholesarelaidinfield2. furrow irrigation b. waterflowstodifferentchannels3. sprinkler irrigation c. modern method of irrigation4. drip irrigation d. not a very good method of irrigation5. tube well e. groovesareduginfield

B Explain these terms in brief. 1. Canal __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Sprinkler Irrigation __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. NaBaRD __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. BetterAgriculturalImplements __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

AGRICULTURE72



A 1. CULtIVatIoN 4. IRRIGatIoN

2. PRoDUCtIoN 5. FERtILIZER

3. PESTICIDE 6. SPRINKLER

B 1. 80 4. canal

2. landlord 5. NaBaRD

3. furrow 6. intensive

Worksheet 2

A 1. d 2. e 3. b 4. a 5. c

B 1. a canalisanartificialriverthatismadetotakewaterfromoneplacetoanother.Canalsdrawwaterfromriversordamsandtakewatertothefieldsthroughdistributaries.

2. It is a modern method of irrigation in which water is supplied to crops in the form of a finesprayjustlikerain.

3. NaBaRD stands for National Bank for agriculture and Rural Development. It has helped farmers to get loans easily for carrying out agricultural operation.

4. Withbigsizelandholdings,farmersarethesedaysusingmodernandbetterimplementslikethresher,seeddrill,harrow,tractors,etc.,todoworkquicklyandefficientlyontheagricultural land.


A 1. d 2. b 3. c 4. d 5. a

B 1. agriculture 2. zamindari 3. tractors, threshers 4. tube wells 5. India, wheat

C 1. Various land reforms were introduced by the government such as : (a) the zamindari system was abolished. the land was given to the poor farmers. Now,

there were no landlords. Farmers became the owners of their land. (b) the government put a ceiling on the landholdings. It was done so that all the farmers

could have land to practise agriculture. No one could own excess land outside the permissible limits.

(c) The landholdings were consolidated by the government. Small and scatteredlandholdings were consolidated into a larger holding at one place. the land was now bigger and more productive. this is called chakbandi.

2. New varieties of pesticides do not harm the crops but they harm only the pests if used wisely. these have helped farmers to save their crops from pests, and thus get a bountiful harvest.

45


Agriculture

3. an adequate supply of water is needed to grow healthy crops. the following are some modernmethodsthroughwhichafieldisirrigated.

Canals : Acanalisanartificialriverthatdrawswaterfromariverordamandtakesitto another place. the canal is divided into branches and distributaries and thus water reachesthefields.

Flood irrigation :Afield iskeptfloodedwithwater for a long time. It isnot agoodmethod,becausewaterdistributioninthefieldisuneven.

Furrow irrigation : In thismethod,groovesaredug in thefieldaftereachrow.Thesegroovesarefilledwithwater.Thiswaterisusedforirrigatingthefield.

Sprinkler irrigation : Inthismethod,waterissuppliedtothecropsintheformoffinespray just like rain.Water is channelled in the field through pipes and it comes outthrough sprinklers.

Drip irrigation : Inthismethod,pipeswithholesarelaidacrossthefield.Thewaterdripsfrom holes and directly reaches the roots. It is a very good method of irrigation.

Tube wells : tube wells draw underground water with the help of pump sets. this water isdirectedintodifferentwaterchannelsandreachesthecrops.

4. Cooperative societies have been established to grant credit to farmers for short, medium or long periods of time. the government helps these societies through regional and rural banks. the National Bank for agriculture and Rural Development has helped farmers by giving loans to carry out agricultural operations.

5. Due to the support given to farmers by the government, India today stands as the largest producer of oilseeds, pulses, millets, sugarcane, spices, tea and jute. It also stands second in the production of rice, fruits and vegetables. It is also a major producer of wheat and cotton.


A and B Do it yourself.


8. DIGESTION AND PRESERVATION OF FOOD

Things you will need• Achartofhumandigestivesystem

IntroductionAskstudents,fromwheredowegetenergy.Tellthemthatthefoodweeatisbrokendownintopieces and converted into an easily soluble form.This process is called digestion of food. We getenergyfromthisdigestedfood.Tell them that theyaregoing to learnhow food isdigested insideourbody.Theywillalso learnhowfoodcanbepreservedforalongperiodoftime.

Let’s startAsk students to read the question in ‘Let’s start’activityandanswerit.Observeresponsesofstudents.Correcttheiranswersifthesearewrong.Tellthemtowritetheanswersintheirnotebooks.

The ChapterAskstudentstoreadthechapterataslowpace.Show students a chart of human digestive systemand tell them about the various organs whichfoodhelps indigestionof food.Mouth, foodpipe,stomach,liver,pancreasandintestinesaretheorgansofdigestion.Tellthemthatthedigestivejuicesandsecretions by these organs help in the process ofdigestion.Digestionbeginsinthemouthandendsinthesmallintestine.Askthemquestionslike:• Howdoesthefoodentersourbody?• Whathappenstothefoodinthestomach?• Where is the process of digestion of food

completed?• Whydoweboilmilk?• Why do we keep fruits and vegetables in a

refrigerator?Helpstudentstoanswerthesequestions.

Refertopicturesgivenonpage55and56ofthebookand tell students that there are food like fruits andvegetableswhichshouldbeconsumedinoneortwodays.Ifwehavetokeepthesefoodformoredays,wehavetopreservethesefoodbysomemethodsothatitdoesnotrotanddecompose.Explaintothemaboutthevariousmethodsoffoodpreservationsuchasrefrigeration,dehydration,canning,pasteurisationandsterilisation.


outthecompletesentences.B Ask them to read thegivensentencesandgive

onewordforeachsentence.

Formative AssessmentEncouragestudentstodothegivecreativeactivities.


Let’s think Read out the question and explain to students thatjunkfoodisnotgoodforhealth.Itcancauseobesity.Oilyfoodlikesamosaisnoteasilydigestedbyourdigestive system.So it causespain inour stomachandmakesusrestless.

Life SkillsThrough this activity, try to develop skill of self-awareness in students. Explain to them that richpeoplewaste foodanddonotcare for it.Butpoorpeople canhardly get food even for one time in aday.Soweshouldusefoodwiselyandnotwasteit.Weshouldhelpthepoorpeoplebyprovidingthemfood.

Unit 2 Our Body


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Match the organs of digestion with their functions.Organ Functions

1. mouth a. produces the pancreatic juice2. oesophagus b. water is absorbed here3. liver c. secretes intestinal juice4. pancreas d. food pipe through which food passes to stomach5. small intestine e. digestion starts here6. large intestine f. produces bile juice

B Write T for true and F for false statements. 1. the colour, taste and nutritional value of food is maintained by preservation.

2. Dehydration is a method of preserving food at a low temperature.

3. Canning is keeping the sterilised food in closed, airtight and sealed containers, such as cans.

4. Pasteurization is a technique used in bakery to preserve bread.

5. In pasteurization, the microorganisms are unable to withstand the sudden change in temperature and get destroyed.

6. Food that is sterilised by steam can be stored for a longer time.

WorksheetWorksheetWorksheetWorksheetWorksheetWorksheetDIGESTION AND PRESERVATION OF FOOD8

1

Digestion and Preservation of Food


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet



1. the food we eat is broken down into smaller pieces and converted into a _______________ form.

2. the _______________ juice helps in the process of digestion.

3. as food is chewed, it is moistened and mixed with _______________ and then swallowed.

4. the liver and _______________ secrete juices that are helpful in digesting the food in the stomach.

5. Digestion is followed by a process called _______________ .

6. Thewallofthesmallintestinehasanumberoffinger-likeprojectionscalled_______________ .

B Give one word for the following.

1. a method of keeping food at very low temperature _________________

2. Removing of water or moisture completely from food _________________

3. Keepingfoodinsterilisedandsealedcansortins _________________

4. Heating milk to a high temperature and then cooling it quickly _________________

5. treating food with steam to kill small spores _________________

6. Lemon, salt, sugar and oil used to preserve food are called _________________

WorksheetWorksheetWorksheetWorksheetDIGESTION AND PRESERVATION OF FOOD8

2

49



A 1. e 2. d 3. f 4. a 5. c 6. b

B 1. t 2. F 3. t 4. F 5. t 6. t

Worksheet 2

A 1. soluble 2. intestinal 3. saliva 4. pancreas 5. absorption 6. villi

B 1. refrigeration 2. dehydration 3. canning

4. pasteurization 5. sterilisation 6. natural preservatives



A 1. b 2. b 3. c 4. c 5. d

B 1. small intestine 2. stomach 3. dehydration 4. salt 5. heart

C 1. the food which we eat is broken down into smaller pieces and converted into soluble form. this process of breaking down of food into soluble form is called digestion.

2. there are various reasons for preserving food. Some of them are : (a) to take care of the excess produce. (b) to add variety to our meals. (c) to enable food items reach even those areas where these are not grown. (d) to make storage and transportation of food easy. 3. When food enters the stomach, these muscles expand and contract. Due to this, food is

churned. the stomach is like an elastic bag capable of holding a large amount of food. It also acts like a grinder and breaks the food into semi-solid form. the digestive juices mix the food well and break it into simpler form. Food stays here for nearly three hours.

4. Food can be preserved by various methods which are as follows : (a) Refrigeration : It is a method of keeping food at a low temperature. all food items can

be preserved by keeping them in a refrigerator. (b) Dehydration : In this method, water or moisture is removed from the food. this dried

foodcanbepreservedforalongtime.Vegetableslikepeas,mushroom,cauliflower,potato chips and papads are preserved by drying.

(c) Canning : Many fruits and vegetables are cleaned and cut into pieces. these are boiled and excess water is removed. these are sterilised and packed in sterile tins and sealed.

(d) Pasteurization : this method is used in dairies to keep milk free from micro-organisms. Milk is heated to a high temperature and then suddenly cooled. It destroys the micro-organisms present in the milk.

Digestion and Preservation of Food


(e) Sterilisation : Food is sterilised by treating it with steam. Sterilised food can be stored for a longer time.

5. (a) Eat a balanced diet. (b) Eat lots of fruits and green leafy vegetables everyday. (c) avoid less eating or overeating. (e) avoid eating junk food like French fries, pizzas and burgers. (d) Drink plenty of water everyday.


A B & C Do it yourself.

51


The Air We breathe

9. THE AIR WE BREATHE

Things you will need• Achartofrespiratorysystem

IntroductionAsk students which gas do we take in when webreathein,andobservetheirresponses.Tell themthatbreathing isacontinuousprocess inalllivingbeingsthatinvolvesanexchangeofgasesbetweentheorganismanditssurroundings.Tell them that they are going to learn about theorgans of respiratory system and how this systemworkswhenwebreatheinandbreatheout.

Let’s startAsk students to read the question given in ‘Let’sstart’activityandtellthemtoanswerit.Observe their responses. Correct their answers ifthosearefoundincorrect.Askthemtowritetheanswersintheirnotebooks.

The ChapterAskstudentstoreadthechaptertextataslowpace.Show a chart of respiratory system and tell themabout the various organs through which oxygenpasses to reach the lungs. These organs are nose,windpipeandlungs.Askthemquestionslike:• Wherearethelungslocated?• Whatisinhalation?• Whydoesourbreathingget fasterwhenwedo

physicalexercises?Refer to the pictures on pages 61 and 62 and tellstudentsthattheairwebreatheouthasmanyusesinourdailylife.Inwinter,weblowairontoourpalmstowarmthem.Invillages,peopleblowairthroughanarrowpipetolightthechullah.Weblowairontoahotdrinktocoolit.Discussthemeaningsofkeywordswithstudents.


A Askstudentstotickthecorrectoptionsandreadoutthecompletesentences.

B Ask them to fill in theblankswith appropriatewordsandreadoutthecompletesentences.

C Askthemtolocatetheanswersintheirtextbooks.This gives them a chance to read the chapteragain and get familiarwith it.After they haveansweredallthequestions,tellthemtowritetheanswersintheirnotebooks.


A Askstudentstolabeltheorgansoftherespiratorysysteminthegivendiagram.


Let’s think Explain to students that air gets polluted due tovarioushumanactivities.Smokeproducedbybuses,cars, trucks and other motor vehicles causes airpollution.Explaintostudentsthatnosemaskshelpustobreatheinfilteredairtoprotectusfrominhalingthepollutedair.

Life Skills

A Tell students that after running up and downthe stairs twice, their breathing rate would getfaster.Becauseduringthistimemoreoxygenisabsorbedandmorecarbondioxideisreleased.

B Discusswithstudentshowsmokingisinjuriousto the smoker’s lungs aswell as to the peoplearoundthem.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks. 1. We use our nose to breathe and ________________ . 2. In the process of breathing, we take in oxygen and give out _____________ . 3. the lungs are connected to bag like structure called the _____________ . 4. Respiration involves inhalation and __________________ . 5. the average breathing rate of an adult is about _____________ times per

minute. 6. It takes nearly two seconds to breathe in and _____________ seconds to

breathe out.

B Answer the following questions. 1. How is physical exercise useful to our body? __________________________________________________________________ __________________________________________________________________ 2. What is the breathing rate of a one-year old child and a seven-year-old child? __________________________________________________________________ __________________________________________________________________ 3. What are the organs of respiratory system? __________________________________________________________________ __________________________________________________________________ 4. What is inhalation ? __________________________________________________________________ __________________________________________________________________ 5. What happens in choking? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

THE AIR WE BREATHE91


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

The Air We breathe

A Write true or false for the following statements. 1. Choking happens when a foreign object gets stuck in the throat and restrictstheflowofair. 2. Breathing involves an exchange of gases between the organism and its surroundings. 3. the lungs are connected to air sacs and are protected by the ribs, backbone and the breastbone. 4. Inspiration is the breathing out of carbon dioxide. 5. Aboutone-fifthoftheairwebreatheinisoxygen. 6. the average breathing rate of an adult is 16 times per minute whereas that of a one-year-old kid is 40 times per minute.

B Draw the diagram of respiratory system in the human body, in the space provided.

THE AIR WE BREATHE92



A 1. smell 2. carbon dioxide 3. air sacs 4. exhalation/expiration

5. 16 6. two

B 1. Physical exercisemakesus breathe faster, helps topurify the blood andkeepsusfit,active and healthy.

2. a one-year-old child breathes 40 times per minute and a seven-year-old child breathes 30 times per minute.

3. Nose, windpipe and lungs are the organs of respiratory system. 4. Inhalation or inspiration means breathing in, or we can say inhaling the oxygen. When

we inhale, our chest cavity gets enlarged. 5. Chokinghappenswhenaforeignobjectgetsstuckinthethroatandrestrictsairflow.One

should cough and dislodge the object for smooth breathing in such case.

Worksheet 2

A 1. true 2. true 3. true 4. False 5. true 6. true

B Do it yourself.



A 1. d 2. c 3. b 4. c 5. a 6. b

B 1. breathe 2. blood vessels 3. exhale 4. nose, mouth 5. oxygen, carbon dioxide

C 1. Breathing is a simple physical process that involves an exchange of gases between the organism and its surroundings by taking in oxygen and releasing out carbon dioxide.

2. the organs of the respiratory system include nose, windpipe and lungs.

3. Inhalation Exhalation It means breathing in.

It helps new air to enter the lungs.

In this process ribs move forward and the diaphragm moves down-ward.

It means breathing out.

It helps to push the impure air out of the lungs.

In this process the ribs and diaphragm go back to their original position.

4. the average breathing rate of an adult is about 16 times per minute. It takes nearly two seconds to breathe in and two seconds to breathe out. Children breathe much more quickly.

the breathing rate of a seven-year-old child is about 30 times per minute. the breathing rate of a one-year-old child is about 40 times per minute.

55


The Air We breathe

5. Breathing becomes faster when we do physical exercises like running, jumping, swimming, jogging, etc. During this time, more oxygen is absorbed and more carbon dioxide is released. Physical exercise also helps to purify blood and keep us healthy.


A

Respiratory System in the human body

nose

right lung left lung

windpipe or trachea

B and C Do it yourself.


10. OUR HEALTH AND DISEASES

Things you will need• A chart showing pictures of different types of

mosquitoes

IntroductionTell students that disease is a state of discomfortin which the normal functioning of the body isdisturbed.Tell them that theyaregoing to learnhowvarioustypes of diseases spread and how these can beprevented.

Let’s startAskstudentstoreadthequestiongiveninthe‘Let’sstart’activityandcompleteit.Askthemtowritetheanswerintheirnotebooks.

The ChapterAskstudentstoreadthechapterataslowpace.Ask themtoanswer the in-textactivitiesandwritetheiranswersintheirnotebooks.Askthemtolistdifferentkindsofdiseases.Explaintothemthetermslikecommunicablediseases,non-communicablediseasesandlifestylediseases.Askthemquestionslike:• Howarecommunicablediseasescaused?• Howarediseasescausedthroughanimals?• Whatarenon-communicablediseases?Whenstudentshaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.Explaintostudentsthatcommunicablediseasesarecausedthroughair,throughdirtyfood,throughdirtywater, through cuts and wounds, through contactwith the sick person and through animals.Displaythe chart showing different types of mosquitoes.Help students to identify the mosquitoes and thediseasescausedbythem.Tell them that non-communicable diseases arecaused due to deficiency of some nutrients in ourdietforalongtime,suchasdeficiencyofproteins,fats,minerals,vitamins,iron,iodine,etc.

Discussthesymptomsofdeficiencydiseasesandthefooditemswhichhelptopreventthem.Discussthemeaningsofkeywordswiththestudents.


outcompletesentences.B Ask students to read thenamesof thediseases

carefullyandcirclethenamethatisoddineachcase.

C Students can now answer the questions orally.Askthemtoanswerinfullsentences.Aftertheyhave answered all the questions, ask them towritetheanswersintheirnotebooks.

Formative AssessmentC Askstudentstocompletethegiventablebyfilling

theblankcolumnswiththerelevantinformation.

ReinforcementAfterexplainingthechapterandassessment,pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsofthesework-sheets.

Let’s think Read the question to the students and ask them todiscuss about the situation of health services inour country.Give thempoints to think anddiscusssuch as now we are more aware about the causeof diseases,we follow healthy habits and hygienicpractices.Bettermedical technology is available tous.But therearemanypeoplewhoareunawareofthesethingsduetolackofeducation.

Life SkillsAskstudentstostressuponthehealthylifestyleandgoodeatinghabits.Askthemtomakealistoffoodthattheyknowisnotgoodfortheirhealthbuttheystilleatit.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Our Health and Diseases

A Match the nutrients with the defi ciency diseases.Nutrients Diseases

1. iron a. goitre2. Vitamin a b. beriberi3. iodine c. anaemia4. Vitamin B d. scurvy5. Vitamin C e. nightblindness6. Vitamin E f. rickets7. Vitamin D g. kwashiorkor8. protein h. skin diseases

B Fill in the blanks.

1. Communicable diseases are _________________ diseases that spread from one person to another such as chickenpox.

2. Communicable diseases are caused by micro-organisms called _________________ that we cannot see with naked eye.

3. Diseases like typhoid and cholera are caused by _________________ water.

4. Diseases like yellow fever, sleeping sickness and malaria are caused by the bite of _________________ .

5. _________________ is a disease caused by the germs entering our body through cuts and wounds .

6. Diseases like ringworm and scabies spread through direct or indirect _________________ .

OUR HEALTH AND DISEASES10

1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A State True or False. 1. Thelifestyleisthepatternandhabitswefollowinourday-to-day life. 2. Diseases like hypertension, diabetes, heart problems, etc., are communicable diseases.

3. Eating junk food rather than a balanced diet may cause obesity. 4. Sedentary lifestyle with no physical activity can cause health problems. 5. Pica is a disease where people have an appetite for clay, chalk, paper or sand.

6. MarasmusiscausedduetodeficiencyofVitamin E.

B Answer the following in brief. 1. Name a few lifestyle diseases. __________________________________________________________________ __________________________________________________________________ 2. Namethediseaseswhicharecausedduetodeficiencyofcarbohydratesand

protein. __________________________________________________________________ __________________________________________________________________ 3. Name some communicable diseases. __________________________________________________________________ __________________________________________________________________ 4. Namesomediseasescausedduetodeficiencyofmineralslikecalcium,iron

and iodine. __________________________________________________________________ __________________________________________________________________

102

OUR HEALTH AND DISEASES

59



A 1. c 2. e 3. a 4. b 5. d 6. h

7. f 8. g

B 1. infectious 2. pathogens 3. polluted

4. mosquitoes 5. tetanus 6. contact

Worksheet 2

A 1. true 2. False 3. true 4. true 5. true 6. False

B 1. Hypertension, diabetes, obesity, heart problems, etc., are some lifestyle diseases. 2. KwashiorkorandMarasmusarecausedduetodeficiencyofcarbohydratesandproteins. 3. cholera, typhoid, ringworm, malaria, diarrhoea 4. Decayedteethanddefectivebones;anaemia;andgoitrearecausedduetodeficiencyofcalcium,

ironandiodinerespectively.



A 1. c. 2. b. 3. c. 4. d. 5. a.

B 1. jaundice 2. diabetes 3. anaemia 4. dysentry 5. anaemia

C 1. Communicable diseases spread from one person to another. a healthy person may catch it from an infected person. these spread through the following modes.

(a) through air (b) through dirty food (c) through dirty water (d) through cuts and wounds (e) through contact (f) through animals 2. the diseases occurring due to wrong and indisciplined lifestyle are called lifestyle

diseases. these include diseases like hypertension, diabetes, obesity and heart problems. these are non-communicable diseases.

Factors responsible for causing of the lifestyle diseases are as follows: (a) too much indulgence in smoking and drinking (b) Eating junk food rather than a balanced diet (c)Drinkingsoftdrinksinsteadoffruitjuicesandmilk (d) Sedentary lifestyle with no physical activity all these factors are directly responsible for lifestyle diseases. If a person eats only one

kindofnutrientinfood,itcausesadeficiencyofothernutrients.

Our Health and Diseases


3. Ifaparticularnutrientismissinginthedietforalongtime,itleadstovariousdeficiencydiseases.Forexample,Kwashiorkor,Marasmus.

4. the various consequences of anaemia in young children are as follows: (a) Supply of oxygen to cells is reduced and it results in the child feeling breathless and

pale. (b) Feeling of tiredness, restlessness, fatigue and giddiness for most of the time. (c) Nails become weak and spoon-shaped. (d) Loss of appetite, headache and increased palpitation. 5. Prevention of communicable diseases : (a) Isolate the patient and his belongings. (b) Do not consume contaminated food and water. Prevention of non-communicable diseases (a) Includethemissingnutrientspecificallyinthediet. (b) Eat a balanced diet for every meal, which must include plenty of fruits and vegetables. Prevention of life style diseases (a) Exercise everyday. (b)Eatabalanceddietatfixedtimes.



C Nutrient Deficiency disease Symptoms of the disease1. Iron anaemia Nails become weak and spoon shaped.

2. Iodine Goitre there is swelling in neck area.

3. Vitamin a Night blindness the person is unable to see in dim light.

4. Vitamin B Beriberi the mouth and tongue become sore.

5. Vitamin C Scurvy the teeth become weak.

6. Vitamin D Rickets Bones become soft and twisted.

61


Fuel

11. FUEL

Things you will need• Picturesofcoalengine,car,CNGautorickshaw

andLPGgasstove.

IntroductionTell students that they are going to learn aboutdifferentkindsoffuelsandtheiruses.Tell them about what a fuel is and then ask themwhichfuelisusedattheirhomesforcooking.Tell students that fuel is a substance that burns inair toproduceheatenergy.Explain to themaboutvarious kinds of fuels such as, solid fuels (woodandcoal),liquidfuels(petrol,diesel,kerosene)amdgaseousfuels(naturalgas,gobargas).

Let’s startAskstudentstolookatthepicturesinthe‘Let’sstart’activityandcompleteit.Askthemtowritetheanswersintheirnotebooks.

The ChapterAskstudentstoreadthechapterataslowpace.Display thepictureofvehicles to studentsandaskwhichfuelisusedinthesethings.Askthemquestionslike:• Whatare the typesoffuelon thebasisof their

physicalstate?• Whatarecharacteristicsofagoodfuel?• Whatisfossilfuel?• WhataretheusesofCNG?Ask students to answer the questions orally incompletesentences.Whenstudentshaveansweredallthequestions,askthemtowriteanswersintheirnotebooks.Explain to students that fuelhasmanyuses inourdaily lives. Coal is used in rural households andthermalpowerplants.Petroleumproductsareusedto run vehicles and in rural areas for cooking andlight.Gaseousfuel isused torunvehicles incitiesandascookingfuel.



outthecompletesentences.B Askstudentstofillintheblankswithappropriate

wordsandreadoutthecompletesentences.C Ask them to locate theanswers toquestions in

textbook.Thisgives themachance to read thechapteragainandgetfamiliarwithit.


ReinforcementAfter explaining the chapter and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.

Let’s think Ask students to collect more information aboutIndia’s first battery-operated car ‘Reva’. Analysetheadvantagesanddisadvantagesofhowlifewouldbeifsuchcarstookovertheroadscompletely.Askstudentstodiscusstheadvantagesofsuchcars.

Life SkillsExplaintostudentsthatthemostimportantthingistosaveelectricitywhichisusedforvariouspurposes.Solar energy is considered tobe themost efficientalternative energy source.Soweneed touse solarenergyinsteadofelectricity.

Unit 3 Our Environment


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the following types of fuels.

1. It is used to drive engines in automobiles. ________________________

2. It is a gaseous fuel made from cow dung. ________________________

3. Coal, petroleum and natural gas are

obtained from beneath the earth’s surface. ________________________

4. this fuel does not create air pollution and

is gradually replacing petrol. ________________________

5. this gas is used for cooking. ________________________

6. Charcoal, coke, wood ________________________

B Match the columns.

A B1. solid fuel a. liquefiedpetroleumgas(LPG)2. green fuel b. coal, petroleum & natural gas3. cooking gas c. kerosene and diesel4. fossil fuel d. coal and wood5. liquid fuel e. carbon element6. diamond f. compressed natural gas (CNG)

111FUEL


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Fuel

A Find seven fuels hidden in the word maze given below.

R F S G t H V I V JE G o B a R G a S Wq V K E o C B I a KD G E F J G K D H XP D R L P M o I N LC C o a L R Y E R Yo I S q t S U S t MB P E t R o L E U MN C N G D Y P L H La K E B F C G E M J

B Write a short note on petroleum refi ning. You can take help of the Internet to get additional information on it.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

112FUEL



A 1. petrol/diesel 2. gobar gas 3. fossil fuels 4. CNG/green fuel 5. LPG 6. solid fuels

B 1. d 2. f 3. a 4. b 5. c 6. e

Worksheet 2

A 1. Horizontally – GoBaRGaS, CoaL, PEtRoLEUM, CNG

Vertically – KEROSENE,LPG,DIESEL

B Do it yourself. Responses may vary.



A 1. c 2. d 3. b 4. b 5. a

B 1. Fossil 2. heat 3. LPG, kerosene 4. transport, domestic 5. green

C 1. Fuel is a substance that burns in air to produce heat energy. For example, kerosene or LPG are used at home for cooking. Petrol and diesel are used to drive the engines in automobiles. Coal and natural gas are used to produce electricity in thermal power stations.

2. Fuelscanbeclassifiedonthebasisofthephysicalstateinwhichtheyexist.Theseareasfollows :

Solid Fuel : Fuel which exist in the solid state at room temperature, such as wood and coal.

Liquid Fuel : Fuel which exist in the liquid state at room temperature, such as petroleum, diesel and kerosene.

Gaseous Fuel : Fuel which exist in the gaseous state at room temperature, such as natural gas and gobar gas.

3. a good fuel has the following characteristics: 1. It produces a lot of heat energy on burning. 2. It does not leave behind any waste products (like ash) on burning. 3. It does not produce pollutants (like smoke) on burning. 4. It burns quickly. 5. It should be easy to transport. 4. Fuels like coal, petroleum, kerosene and natural gas take millions of years to form. these

are formed from the remains of dead animals and plants which were deposited beneath the earth millions of years ago. these got transformed into fuel due to the sun’s heat energy. these fuel are used by humans at a very fast rate so these fuel will not be available for long.

65


Fuel

5. Ways of conserving petrol • Useacarpoolinsteadofusingindividualcarstotraveltowork. • Driveataslowandconstantspeedandminimisetheuseofbrakeandclutch. • Maintainproperairpressureinthetyres. • Switchofftheenginewhenstandingforalongertimeperiod. Ways of conserving LPG • UseISI-markedcookingrange. • Useapressurecookertosavetimeandfuel. • Keeptheburnerholescleanandfreefromdirt. • Usesmallburnerforsmall-sizedvessels.




12. NATURAL DISASTERSThings you will need• Pictures of some natural disasters including

tsunamiIntroductionAsk students if they have ever seen a disasteroccurring.Tell them that a disaster is an accident that causeshugelossoflifeandproperty.Tellthemthattheyaregoingtolearnaboutvariousnatural disasters and the damage that is caused bythem.Let’s startAskstudentstolookatthe‘Let’sstart’activityandcompleteit.Askthemtowritetheanswersintheirnotebooks.The ChapterAskstudentstoreadthechapterataslowpace.Tell students that there are many kinds of naturaldisasters such as earthquake, storm, landslide,cyclone, flood, tsunami and drought.Explain eachtermtothem.Displaythepicturesofnaturaldisasters.Tellthemthatnobodycaneverforgetthedayof26thDec. 2004when tsunami hit the Indian ocean andcausedmassivedestructiontolifeandproperty.TellthemthatinJune2013,KedarnathinUttarakhandwasshatteredbyaworstweeverhaddisaster.Askthemquestionslike:• Whatcausesanearthquake?• Whatisalandslide?• Whatdamageiscausedbycyclones?• Howistsunamicaused?• Whydoesdroughtoccur?Ask students to answer the questions in completesentences.Whentheyhaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.Tellstudentsthatwecannotpredictanaturaldisaster,but we can help in many ways. We can collectclothes,medicines,blanketsanddonatemoneytobesent to theaffectedpeople.Wecan showkindness

byhelping.Thesedisasterscanbeavoidedifwetakecareoftheenvironmentaroundus.Also discuss the roles of various organisations inmanagingthesedisasters.Discussthemeaningsofdifficultwordswithstudents.Summative AssessmentA Askstudentstotickthecorrectoptionsandread

outthecompletesentences.C Askthemtolocatetheanswersinthetextbook.

andanswerorallyincompletesentences.Whentheyhaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.

Formative AssessmentAskstudentstoformgroupsanddiscusswithintheirgroupsastowhatnaturaldisasterscantakeplaceintheirareas.Theywillalsodiscusswhattodoincaseofadisaster.Afterdiscussion,thegroupswillpresenttheirrespectivepointsintheclass.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.Let’s think Read out the question and explain to students thatthere are many disasters which are caused by thegreed and carelessness of man. People, for theirpersonal gains, are engaged in activities such asdeforestation, industrialisation,etc.,whichresult indisaster and loss of innocent lives andproperty, atsomestage.Studentswillprepareafewlinesonthistopicwiththe help of teacher and share with the students inclass.Life SkillsExplain to students that disaster management is acruciallifeskillthatstudentsshouldlearnabout.Dofocusondisasterswhichcanhappeninaschool.Forexample,whatwouldyoudo incaseofafire.TellthemtosurftheInternetforstepstobetakenincaseofdisasters.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

natural Disasters

A Look at the pictures and identify the various natural disasters.

1.

2.

3.

4.

5.

6.

B Fill in the blanks.

1. Whenever an earthquake occurs, the land __________________ .

2. the crust of the earth has cracks in it called the __________________ .

3. __________________ is the rapid movement of rock, soil and vegetation downtheslopesundertheinfluenceofearth’sgravity.

4. Storms are very strong blowing __________________ .

5. __________________ is a dry period of abnormally low rainfall leading to a shortage of water.

6. __________________ is an Indian organisation that is called upon to manage a disaster.

121NATURAL DISASTERS


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Solve the crossword using the given hints. Across : 1. We call it the top surface of

the earth. 2. the intensity of an earthquake

is measured using it. 3. It is the violent and destructive

form of storms accompanied by heavy rainfall.

Bott om : 4. It is the study of earthquake

shocksanditseffects. 5. It is a dry period, with rainfall

below average. 6. they are uncommon disasters

which occur in the South-East asian countries.

7. a severe disaster that causes huge loss of life and property.

B Write a short note on the fl oods of June 2013 that devastated Kedarnath in Utt arakhand, giving importance to disaster management. You can take help of the Internet to get information on it.

_____________________________________________________________________

_____________________________________________________________________

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122NATURAL DISASTERS

R S t CE t

R H t R a EU a

M Ma

L t

o D I

Y L N EU

Ht

1 4

2

6

7

5

3

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natural Disasters


A 1. landslide 2. earthquake 3. tsunami 4. flood 5. drought 6.cyclone

B 1. shakes 2. faults 3. Landslide 4. winds 5. Drought 6. NDRF

Worksheet 2

A 1. CRUST 2.RICHTERSCALE 3.CYCLONE 4.SEISMOLOGY 5. ROUGHT 6. TSUNAMI 7.CALAMITY




A 1. a 2. c 3. b 4. d 5. b

B 1. Earthquake : an earthquake is the shaking of ground due to collision of moving land masses below the crust of the earth. It causes houses and buildings to shake. a strong earthquake can cause buildings to collapse.

2. Seismology : Thestudyofearthquakeshocksanditseffectsiscalledseismology. 3. Focus : the point of origin of an earthquake is called its focus. 4. Cyclone : Cyclone is the violent and destructive form of a storm accompanied by heavy

rainfall. 5. Drought :Whenthereisverylittleornorainfallinanareaduringaparticularseason,it

is known as drought. It causes scarcity of water in that area. 6. Tsunami : tsunami means long destructive waves striking the harbour. It is triggered by

thepowerfulearthquakesontheoceanfloors. 7. Famine : If there is severe drought, there will be a shortage of food due to failure of crops.

It is known as famine. People may die because of shortage of food. 8. Epidemic : When a disease spreads among the people of a community or country in a

short time, it is called an epidemic.

C 1. We live on the top surface of earth called the crust. But deep below the earth it is very hot. the crust of the earth has cracks in it called the faults. the land on each side of a fault can moveasitfloatsonmoltenrocks.Themovinglandmassessometimescollide,causingtheland to shake. this results in an earthquake.

2. Floods are quite common in areas prone to heavy rainfall. Due to cyclone and heavy rain, the level of the river water rises above the land. the land gets submerged under water. Thisisknownasflood.

3. Yes,floodscanbepredicted.Weatherforecastersgenerallypredictafloodoracyclone.Awarning is given to people through radio, television or newspapers. People start moving with their belongings to a safer place.


4. a drought occurs whenever there is a shortage of water. Due to scarce or no rainfall, even the water sources dry up. the groundwater level also dips sharply. Hence, there is ashortageofwatereverywhere.Thisconditionleadstodroughtwhoseeffectsare:

(a) Water sources dry up completely. (b) Wind erosion takes place. (c) Due to a dip in the groundwater level, people do not get water in their taps. (d)Farmers do not getwater to irrigate the fields.Hence, the crops die and there is

shortage of food. (e) Livestock and other animals also die. (f) Due to severe drought, people may die because of shortage of food. this is called

‘famine’. (g)Theremaybewidespreaddiseasesduetofamineleadingtoan‘epidemic’. 5. Red Cross Society : It is a voluntary organisation. Whenever any natural calamity occurs,

itsuppliesurgentmedicalreliefandrehabilitationservicestotheaffectedpeople. World Health Organisation (WHO). It is a special agency of the United Nations. It

providesmedicalstaffandmedicinestotheaffectedpeople. United Nations International Children’s Emergency Found (UNICEF). It depends on

voluntary contributions. It supplies money and other essential items needed by the poor children.

United Nations Development Programme (UNDP)Thisorganisationprovidesfinancetorehabilitatepeopleaffectedbyanycalamity.



71


13. WATER IS PRECIOUSThings you will need• Achartshowingvarioussourcesofwater

IntroductionAsk studentswhether they can livewithoutwater.Discusswiththem.Tellthemthatlifeonearthisdependentonwaterasitisusedtodomanyactivities.Tell them that they are going to learn about thevariousmethodsofconservingwaterthatwereusedinthepastaswellasthosewhichareusedinpresenttimes.

Let’s startAskstudents to lookat thepictures in ‘Let’s start’activityandanswerit.Discusstheminclass.Askthemtowritetheanswersintheirnotebooks.

The ChapterAsk students to read the chapter at a slow pace.Displaythechartshowingvarioussourcesofwater.Ask students to name then and discuss which ofthesewatersourcesarepresentintheircityortown?Ask themtoanswer the in-textactivitiesandwritetheanswersintheirnotebooks.Refer to the pictures on page 90 of the book andtellstudentsthatmanytechniqueswereusedinthepast toconservewatersuchas,Baolis,Bhandaras,Johads,Talabs,Kunds andTobas.Wellshavebeeninusetogetwatersinceancienttimes.Askthemquestionslike:• Whatisabaoli?• Howiswaterdrawnfromawellinpresenttimes?• WhatisaTalab?• Whyaredamsbuilt?• Whataretheadvantagesofrainwaterharvesting?Ask students to answer the questions in completesentences.Whentheyhaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.Tellstudentsthatrainistheprimanysourceofwater.So it isnecessary toconserve it. Itcanbedirectedto theground to increase thegroundwater level. It

canalsobecollectedintanksandusedforourdailyactivities.Discuss the meanings of difficult words with thestudents.



wordsandreadoutthecompletesentences.C Askstudentstofindtheanswersinthetextbook.

This gives them a chance to read the chapteragainandgetfamiliarwithit.

Formative AssessmentAskstudentstoseecarefullytherainwaterharvestingsystem installed in the building where they live.Thendrawasketchof thesystemonachartpaperandexplainintheclasshowthesystemworks.


Let’s think Readout the first questionandexplain to studentsthatthereisanacuteshortageofwaterindesertareasduringsummerseason.Thereisaverylittlerainsotheymakethewisestuseofthewateravailablewhichtheyhavetofetchfromfar-offplaces.Read out the second question and explain to themthatifwewanttosavewater,weshoulduseitwisely.Weshoulduseabucketofwater for takingabathinsteadofusingashower.

Life SkillsThrough this activity, try to develop ‘decision-making’skillsamongstudentsabouttheuseofwater.Askthemtocheckattheirhomeshowwaterisusedforvariousactivitiesandifanywastageofwaterinmadeofwater?Askthemtosuggestsomemethodstosavewater.

Water is Precious


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Categorise the following water bodies according to their names by putt ing R-for rivers, S for sea and O for ocean in the space provided.

1. Pacific

2. Ganga

3. Satluj

4. arabian

5. atlantic

6. Yamuna

7. Gomti

8. Mediterranean

B State True or False for the following statements. 1. LucknowcityisdevelopedonthebankofriverYamuna.__________________

2. out of all the water present on the earth, 97 per cent is salty. _________________

3. Baolis, Johads and Tobas were local harvesting techniques used in the past. _________________

4. Britishers constructed baolis and talabs during their rule over India. _________________

5. Johad isahugewellwithstepstoreachthebottom. _________________

6. Rainwater harvesting increases the level of groundwater. _________________

131WATER IS PRECIOUS


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Match the pictures with their names.

1. a.RiverYamuna,Delhi

2. b. Naini lake, Nainital

3. c. rainwaterharvestinginafield

4. d. Gandak ki baoli, Delhi

5. e. Well

6. f. kund

B What is the primary source of water. What can be done to preserve this source of water ? What are its advantages ?

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

132WATER IS PRECIOUS

Water is Precious


Answers to WorksheetsWorksheet 1 A 1. o 2. R 3. R 4. S 5. o 6. R 7. R 8. S B 1. False 2. true 3. true 4. False 5. False 6. true

Worksheet 2 A 1. d 2. e 3. f 4. c 5. a 6. b B Do it yourself. Responses may vary.


A 1. a 2. d 3. b 4. c 5. b

B 1. one 2. verticalshaft,surroundingsteps 3. Well 4. government 5. Piao

C 1. a baoli isahugewellwithstepstoreachthebottom,Theseareverydeepandbroad.these were made to store rainwater, so that even during the dry months, people could rely on this water supply. a baoli typicallyhastwoparts–averticalshaftfromwhichwater is drawn and the surrounding steps that provide access to the well. the steps were used by people as a cool resting place during hot summers.

2. Apulleyisasmallwheeloverwhicharopeorchainisfixed.Thebucketistiedtotheendof this rope or chain and pulled up with ease. the pulley system has made drawing of water easy.

3. Bhandaras and Johads were the check dams built across a stream or a river. a check dam isasmallbarrier,whichfillstheareawithwaterthatseepsintotheground.Asthewateris retained here, the level of groundwater increases. the water of check dams was used during the summer months.

4. Dams are concrete structures that are built across a river to hold back and collect the river water. this water is used by farmers to irrigate crops. the water from the dams is also supplied to people living in the nearby villages and cities.

5. Rain is the primary source of water. Rainwater harvesting is a simple, popular and the mosteconomicalmethodofstoringrun-offrainwater.Therainwaterflowingfromtheroofand courtyard is directed to a deep hole in the ground. this increases the groundwater level.Rainwatercanalsobecollectedintanksontherooftops.Floodwaterfromstreamscan also be collected and stored in this way. this water can be used for activities like cleaning, washing, watering plants, etc.

advantages of rainwater harvesting are : 1. the level of groundwater increases. 2. Theincidentsoffloodsanddroughtsdecrease. 3. the water problem is under check.



75


14. WATER AND ITS PROPERTIES

Things you will need• Achartofaquaticplantsandanimals

IntroductionAsk students how much part of earth’s surface iscoveredwithwater.Discusstheiranswers.Wehavealreadylearntabouttheimportanceofwaterinthelastchapter.Tell them that they are going to learn about thepropertiesofwater,inthischapter.

Let’s startAsk students to read the sentences in ‘Let’s start’activityandanswerit.Discusstheminclass.Correcttheiranswersifthosearewrong.

The ChapterAskstudentstoreadthechapterataslowpace.Refer to the pictures on pages 94 and 95 of thechapterandexplaintothemthatwaterisknownasauniversalsolventbecause itcandissolvemostofliquids, solid and gases in it. Substances dissolvefasterinhotwater.Anotherpropertyofwateristhatobjects lighter thanwater float on itwhile objectsheavierthanwatersinkinit.Tell them that there are many animals that livein water. Display the chart of aquatic plants andanimals.Askstudentstoidentifythem.Mostoftheseanimalshavegillsforbreathingwhilesomeanimalshavelungsforbreathing.Thereareanimalsthatlivebothonlandandinwater.Theseanimalshavelungstobreatheonlandandhavemoistskin,withthehelpofwhichtheybreatheinwater.Askthemquestionslike:• Whataresolublesubstances?• Whatareimmiscibleliquids?• Issugarasolvent?• Whatarefloatingplants?• Howdofishesbreathe?Ask students to answer questions in completesentences.Whentheyhaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.


Summative AssessmentA Ask students to tick the correct options to

completethesentences.B Askstudents tofill in theblanksandthenread

outcompletesentences.C Ask them to locate the answers in their text-

books. This gives them a chance to read thechapteragainandgetmorefamiliarwithit.

Formative AssessmentAsk students to bring three objects of differentweight,intheclass.Puttheseobjectsonebyoneinabucketfilledwithwaterandnotedownwhichobjectsinksinwaterandwhichobjectfloatsonwater.Writeitdownontheblackboard.


Let’s think Read out the question and explain to students thatthesituationmentionedinthequestionreferstothedamagedonetolifeofwateranimalsandbirdswhentransportationofoilisdonethroughsea.Duringtheprocess,oil leaksout intowater, thus,endangeringthe lives of water animals and birds. Students arerequiredtosuggestwaystodealwiththeproblem.

Life SkillsThisactivityteachesstudentstodevelop‘Decision-making’skillsinthemaboutthewiseuseofwater.Explaintothemthatevenifwehaveplentyofwateravailabletousandthereisenoughmonsoonrain,weshoulduseitwiselyforvariousactivitiesandshouldnotwasteit.

Water and its Properties


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Unscramble the jumbled lett ers given below and write the words using the given hints.

1. the ability of a substance to get dissolved in a liquid

LOUSLBTIIY _________________________

2. Substance that dissolves in a liquid

EtULoS _________________________

3. the liquid in which a substance dissolves

VSoLNtE _________________________

4. Plants that live and grow in water are

UICtaqa _________________________

5. animals that live both on land and in water

BaISaPHMIN _________________________

6. Liquids that completely mix with water

SBILCEMI _________________________

B Give two examples each for the following categories.

1. floatingplants _________________________

2. fixedplants _________________________

3. underwater plants _________________________

4. aquatic animals _________________________

5. land animals _________________________

6. amphibians _________________________

141WATER AND ITS

PROPERTIES


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Cross the odd-one out by putt ing (×) in the boxes.

1. salt sugar soap sand

2. wax stone Chalk Honey

3. milk petrol Ink Lime juice

4. oil Kerosene Juice Petrol

5. lotus Water lily Hyacinth tape grass

6. frog Fish toad salamander

B Give three examples each for the following categories.

1. soluble substances _________________________

2. insoluble substances _________________________

3. miscible liquids _________________________

4. immiscible liquids _________________________

5. floatingmaterial _________________________

6. sinking material _________________________

142WATER AND ITS

PROPERTIES


Answers to WorksheetsWorksheet 1 A 1. SOLUBILITY 2. SoLUtE 3. SoLVENt 4. aqUatIC 5. aMPHIBIaNS 6. MISCIBLE B 1. duckweed, pistia 2. lotus, water lily 3. hydrilla, tape grass 4. seals, dolphins 5. lion, camel 6. frog, salamander

Worksheet 2 A 1. sand 2. honey 3. petrol 4. juice 5. tapegrass 6. fish B 1. salt, sugar, honey 2. wood, sand, chalk 3. milk, ink, lime juice 4. oil, kerosene, petrol 5. leaf, paper, wood 6. stone, iron, marble


A 1. c 2. b 3. a 4. c

B 1. Salt,stone 2. sugarsolution 3. Oil,stone 4. broad,flat 5. Duck,swan

C 1. Soluble and insoluble substances : the solid substances which dissolve in water are called soluble substances such as salt,

sugar, honey and soap. the solid substances that do not dissolve in water are called insoluble substances such as wax, sand, wood, stones and chalk powder.

2. Miscible and immiscible liquids Some liquids mix easily with water. these are called miscible liquids such as milk, ink

and lime juice. Some liquids do not mix with water. these are called immiscible liquids such as mustard oil, kerosene and petrol. these form a layer on the top of water.

3. Floating and sinking objects : Theobjectsthatarelighterthanwaterfloatonit.Oil,Keroseneandpetrolfloatonit.The

objects that are heavier than water sink in it. Heavy objects like iron, stone and marble sink in water.

4. Aquatic plants and aquatic animals : Plants that live and grow in water are called aquatic plants such as water lily and lotus. animals that live in water are called aquatic animals suchasfishandcrab.

5. Floating, fixed and submerged plants :Floatingplantsfloatfreelyontopofwater.Theydonothavewelldevelopedrootsandstemssuchaswaterlettuce.Fixedplantsarefixedtothebottomofthepondbytheirrootssuchaslotus.Submergedplantslivecompletelyunderwater.Theirrootsfixtheminthemuddysoilsuchastapegrass.

D 1. the ability of a substance to dissolve in a liquid is called its solubility. 2. the substance that dissolves in a liquid is called the solute such as sugar. the liquid in

which the substance dissolves is called the solvent such as water. the combination of solute and solvent is called the solution.

Sugar + water sugar solution (solute) (solvent)

79


3. Water is called as a universal solvent because it can dissolve most of the solids, liquids and gases. Gases like carbon dioxide and oxygen dissolve in water. Fish and other aquatic animals take in oxygen dissolved in water.

4. the two main properties of water are : 1. Solubility 2. Floating and Sinking 1. Solubility : Water can dissolve most of the solids, liquids and gases in it. 2. Floating and Sinking : Someobjectsfloatonwaterwhilesomesink inwater.The

objectsthatarelighterthanwaterfloatonitsuchas,aleaf,iceandoil.Theobjectsthatare heavier than water sink in it such as, iron, stone, sugar, etc.

5. Plants that live and grow in water are called aquatic plants. Some plants do not have well developedrootsandstems.Theyarelight,spongyandsmallinsize.Theseplantsfloatontopofwater.Theirleavesarecoveredwithawaxycoating.Someplantsarefixedatthebottomofwaterbytheirroots.Theyhaveplate-likeleavesthatfloatonwater.Theirstemsarehollow,lightandflexible.Someplantslivecompletelyunderwater.Theirrootsfixtheminthemuddysoil.Theirleavesarelong,narrow,thinandriseinclustersfromthe roots.

animals that live in water are called aquatic animals.Differentkindsoffishandseveralother animals such as crabs, dolphins, whales, seals, etc., live in water. aquatic animals likefishhavegillsforbreathingandfinsforswimmingaswellasforbalancing.Mostaquatic animals breathe through gills while some others like whales and dolphins breathe through their lungs. they come up to the water surface to breathe.

Turtles,sealsanddolphinshaveoarlikeflipperstoswiminwater.Waterbirdslikeducksand swans have webbed feet which help them to paddle in water.





15. OUR SHELTERThings you will need• AchartshowingdifferenttypesofhousesIntroductionTellstudentsthateveryoneneedsahousetolivein.A house protects us from heat, cold, rain, storms,thieves and wild animals.We live comfortably inour house. While building a house, the materialsusedshouldbesuitableaccordingtothelocationandclimateofthatplace.Tell them that they are going to learn about thevarious types of houses in villages and cities, andalsoaboutlivingtogetherinagroup.Let’s startAsk students to read the story given in the ‘Let’sstart’activitycarefullyandanswerit.Discusstheresponsesofstudents.The ChapterAskstudentstoreadthechapterataslowpace.Refertopicturesonpages101and102ofthechapterandexplaintostudentsthatdifferenttypesofhouseshavedifferentkindsofroofssuchas,thatchedroof,tiled roof, asbestos sheet roof, wooden roof, andconcreteroof.Tellstudentsthathousesinrainyandhillyareashaveslopingroofs.Explainusingpicturesgivenonpage102.Askthemquestionslike:• Whatmaterialsareusedtomakeathatchedroof?• Whichtypeofroofsarebuiltinhillyareas?• Whatmaterialsareusedtobuildhousesinearth-

quake-proneareas?• Whatmaterialsareusedtobuildhousesinplains.Askstudentstoanswerthequestionsinfullsentences.Whentheyhaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.Tell students that earlymen kept onmoving fromplace to place in search of food and shelter.Theylearnttheartofgrowingcrops.Whenhehadtolookafterthecrops,hesettledatoneplace.Thisresultedingrowthofsmallsettlements.Thesegrewbiggerandvillagescameintoextence.Thusmanprogressedandbuiltbigcitiesandhighstartedlivinginbuildings.

Discussthatsomeinsectsalsolivetogetherintheircolonies.Everyonehasaspecificroletoplayinthecolony.Thesearecalledsocialinsects.Discussthemeaningsofkeywordswithstudents.Summative AssessmentA Ask students to tick the correct option for the

givenquestions.B C andD Askthemtolocatetheanswersintext-

books.Thiswillalsoserveasareadingactivityandstudentswillgetfamiliarwiththechapter.

Whenstudentshaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks.Formative AssessmentEncouragestudentstodothegivencreativeactivities.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerthequestionsoftheseworksheets.Let’s think Explain to students that big house like bungalowshave an attractive appearance. But old bungalowsneedlotsofmaintenanceaddtothefinancialanditburdenonthefamilies.Moreoverinacrowdedcity,apartmentswillallowmorefamiliestogetahouse.Some people can not afford it and hand it over toothers.Life SkillsPostmen, courier personnel, corporation/municipalworkers,gardenres,etc.provideusvariousservices.Wecanhelptheirchildrenwitheducation.Givethemsomewaterwhentheyareatworkbecausetheyaredoingtheirworkinallseasons.

Unit 4 People and their Need


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Our Shelter

A Look at the pictures and identify the areas where you will fi nd such kind of roofs.

1. ...........................

2. ...........................

3. ...........................

4. ............................

5. ............................

6. .............................

B Fill in the blanks by choosing the correct option. 1. Early man kept on moving from one place to another in search of

________________ and shelter. (occupation/food) 2. People preferred to live together in a ________________ in order to help

each other. (forest/community) 3. the division of _____________ became the main reason for living together.

(labour/food) 4. Houses located around our house form our ____________ . (neighbourhood/environment) 5. ants, bees and termites live in ________________ . (society/colonies) 6. Every colony of bees has one female bee called the ________________ bee

whose only work is to lay eggs. (queen/supreme)

151OUR SHELTER


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the lett ers to complete the words using the given hints.

1. T_A_C_E_ (roofmadeofstraw,hayorpalmleaves)

2. P_L__R_ leaf(aleafofapalmtree)

3. A_T_I_L (acolonyofants)

4. N_M_D_C (lifeledbytheearlymenintheancientpast)

5. _EI_HB_U_HO_D (housesaroundourhouse)

6. F_R_I_G(Earlymensettleddownatoneplacefordoingthisactivity)

B Write the characteristics of the following.

1. thatched roof ___________________________________________

2. houses made of wood ___________________________________________

3. early man ___________________________________________

4. queen bee ___________________________________________

5. anthill ___________________________________________

152OUR SHELTER

83


Our Shelter

Answers to WorksheetsWorksheet 1 A 1. villages 2. plains 3. hilly and rainy areas 4. windy areas 5. earthquake-prone areas 6. lakes and rivers B 1. food 2. community 3. labour 4. neighbourhood 5. colonies 6. queen

Worksheet 2 A 1. THATCHED 2. PALMYRA 3. ANTHILL 4. NOMADIC 5. NEIGHBoURHooD 6. FaRMING B 1. Thatchedroofskeepthehousecoolfromtheinsidebuttheycatchfireeasily. 2. Houses made of wood lessen the damage in case the entire house gets collapsed in an

earthquake. 3. Early man was a food-gatherer and led a nomadic life in the very early stage. 4. She is the largest and the most important bee in a beehive whose work is to lay eggs. 5. anthill has small chambers which are used for storing food, mating and keeping the

young ones.


A 1. d 2. b 3. c 4. a 5. d

B 1. Houses in Villages : (a) Invillages theroofsare laidonbamboorafters,oftenmadewithdrygrass, straw,

coconut leaves, etc. (b)Theyareusuallycoolfrominsidebuttheycatchfireeasily. 2. Houses in hilly areas : (a) these houses are made of stones. (b)Houseshaveslantingorslopingroofstodrainoffrainwaterandsnoweasily. 3. Houses in plains : (a) Thesehouseshaveflatroofs. (b) they are made of reinforced concrete and are strong and durable. 4. Houses is windy areas : (a) they have circular roof. (b) they have circular walls. 5. House in earthquake-prone areas : (a) the walls and roofs of the houses are made of wood. (b) It causes less damage when these houses collapse due to an earthquake.

C 1. Roofs made of palmyra, coconut leaf, dry grass or straw are called thatched roofs. a roof made of tiles is called a tiled roof.


2. Male bees are called drones. they help the queen bee to lay eggs. 3. the colony of honeybees is called a beehive wherease the colony of ants is called an

anthill. 4. Wecanbuyinlandletters,aerogrammes,envelopesandstampsfromapostoffice.We

cansendlettersandmoneyordersthroughapostoffice. We can deposite our money in a bank and can withdraw it whenever it is needed. We can

make payment to some body through a bank. 5. Houses in hilly areas aremade of stone. The houses have sloping roofs to drain off

rainwater and snow easily. In earthquake-prone areas houses as well as their roofs are made of wood as it lessen the damage caused by an earthquake if the house collapses.

D 1. We need a house to live in. our house protects us from heat, cold, rain, storm, thieves and wild animals. We get rest and comfort in our house.

2. Different kinds of roofs : (a) thatched roof : these roofs are made of palmyra, coconut leaves, dry grass or straw. (b) tiled roof : these roofs are made of tiles. (c) Concrete roof : these roofs are made of cement, steel and concrete. 3. Coconutleaf,drygrass,bamboos,tiles,wood,cement,tinsheet,asbestossheetandfibre

sheet are the materials used for constructing a roof. 4. Early man kept on moving from one place to another in search of food and shelter. When

helearnttheartofgrowingcrops,hesettledatoneplace,ashehadtolookafterthecrops.Thisresultedindevelopmentofsmallsettlements.Thesesettlementsgrewintovillageswhich led to the development of communities.

People preferred to live together in a community in order to help each other and for safety reasons. to run the community smoothly, people chose a leader from amongst themselves. they also practised division of labour.

5. Living beings, other than human beings, which live together at a place are called social insects. the most common among social insects are ants, bees and termites. these are called social insects because they live together in a colony and every individual has a specificworktodo.



85


16. MIGRATION OF THE FAMILYThings you will need• Textbookandanotebook

IntroductionTell themthatthetypeoffamilyinwhichwelive,depends on the number of people in the family.Afamilyof3-4membersisknownasanuclearfamilywhilealargefamilyisknownasajointfamily.Nowaskstudents,whichtypeoffamilydotheylivein-nuclearorjoint?Tell them that they are going to learn aboutrelationships in a familywith the help of a familytree,migrationofthefamilyanditscauses.

Let’s startAsk students to read the question and look at thepicture given in the ‘Let’s start’ activity and tellabouteachperson.

The ChapterAskstudentstoreadthechapterataslowpace.Askthemtoanswerthein-textactivities.Whentheyhave answered all the in-text activities orally, tellthemtowritetheanswersintheirnotebooks.Tellstudentsthatafamilytreeshowstherelationshipbetweendifferentfamilymembers.(seethechartonpage107)Itkeepsongrowingasnewmembersgetadded to the family due to marriage or birth of achild.Askthemquestionslike:• Whatismigration?• Whoarerefugees?• Whydopeoplemovefromvillagestocities?• What is the effect of migration on family

structure?Discuss the answers of the above questions withstudents.Refertopicturesonpages108and109ofthechapterandexplaintostudentsthattherearemanyreasonsformigrationofpeople.Giventhemafewreasons,suchasmanypeoplemovefromvillagesandtownstobigcitiesinordertogetbettereducationandjobopportunities.



thesentences.B and C Ask them to locate the answers in text

books.Thiswillalsoserveasareadingactivityand students will get more familiar with thechapter.

Whenstudentshaveansweredallthequestions,askthemtowritetheanswersintheirnotebooks

Formative AssessmentA Ask students to interview any five of their

relativestocollectsomeinformationfromthemregardingpointsgivenhere.

ReinforcementAfterexplainingthechapterandassessment,pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstoanswerquestionsoftheseworksheets.

Let’s think Readout the first questionandexplain to studentsthat the situationmentioned in thequestion relatesto internationalmigration due to transfer in a job.Studentsarerequiredtosuggestsomewaystodealwiththesituationarisingoutoftransferinajob.Readoutthesecondquestionandexplaintostudentsthat the situationmentioned in thequestion relatestosettlingofpeoplewhentheymovetoanewplace.Theyareunknown to thepeople at thenewplace.Studentsarerequiredtosuggestsomewaystohelptheconcernedstudentsettleatthenewschool.

Life SkillsAskstudentstocollectinformationfromtheInternetabout the life andwork ofMedha Patkar–a socialactivist,Discusswhyweascitizensmustprotestandfightforourrights.

Migration of the Family


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the following. 1. the movement of people to a foreign country in order tosettledownthere. ______________ 2. People who are forced to move to a safer place due to war ______________ 3. a family in which children live with their parents, grandparents and cousins. ______________ 4. Relocation of people to a new place due to some new developmental projects taking place in their native place. ______________ 5. Destruction of illegally constructed buildings by the government orders. ______________ 6. People who live in villages in rainy season and live in some other areas for the rest of the year to earn their livelihood. ______________

B Tick the correct statement (P) and cross (O) the incorrect one.

1. a husband, wife and their two children living together constitute a nuclear family.

2. Genealogyisthestudyoffindingtherelationshipsbetween differentmembersinafamily.

3. AnArcticternfliesaroundtripof44000milesduringthewinter season.

4. there are many people who return to their native place in a particular season to do farming.

5. We meet our extended family member on every alternate day.

6. Displacement is a type of forcedshifting.

161

MIGRATION OF THE FAMILY


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Give reasons for the following types of migration. 1. International migration 2. Displacement 3. Seasonal migration 4. Family migration

B Draw the family tree of your family, indicating the names and relations. Also write two sentences about your family.

162

MIGRATION OF THE FAMILY



Answers to WorksheetsWorksheet 1 A 1. international migration 2. refugees 3. joint family 4. displacement 5. demolition 6. seasonal migration

B 1. P 2. O 3. P 4. P 5. O 6. P

Worksheet 2 A 1. Internationalmigrationtakesplaceduetobetterjobopportunities,goodlifestyle,and

sometimes in search of a safe shelter in case of war. 2. Displacement takes place due to upcoming developmental projects undertaken by the

governmentsuchasconstructionofdamsorflyovers. 3. Seasonal migration takes place due to farming in the rainy season, and then to other

region in search of livelihood. 4. Job transfer orders from the employer can be a reason of family migration.



A 1. c 2. b 3. d 4. a 5. c

B 1. Family tree : a family tree is a diagram that shows the relationships between the family members.

2. International migration : When people move from one country to another country, it is called international migration.

3. Refugees : Sometimes, people are forced to leave their country due to a war in order to look for a safe shelter. they move to another country and are called refugees.

4. Seasonal migration : Manyfarmersstilldependonraintoirrigatetheirfields.Sotheygotovillageduringtherainyseason,growandharvestthecrop.Thereafter,theywaitfor the next rainy season. the time in between is an unproductive period for them and hence they move to some other place to earn their livelihood. they pick up some manual work there and go back to the village during the next rainy season. this is called seasonal migration.

5. Displacement : Sometimes, the government announces a new developmental project suchastheconstructionofadam,flyoverorrailwayline,etc. Insuchasituation, thefamilies livingonornearthatsitehavetoberelocated.Thistypeofforcedshiftingiscalleddisplacement.Itbecomesdifficultforthefamiliestosettledownhappilyatanewplace.

89


C 1. Afamilytreeisadiagramthatshowstherelationshipsbetweendifferentfamilymembers.the diagram given below shows the family tree of ankur’s family.

Paternal Grandfather + Grandmother Uncle + aunt Father + Mother

Nisha Rohan Ankur aadya (sister) (cousin sister) (cousin brother)

2. People move from one place to another for various reasons : (a) Transfer : Sometimes,duetoanewjobortransfer,theyhavetoshifttoanewplaceas

directedbytheoffice. (b) Better lifestyle : Somepeoplemovefromvillagestocitiesinordertoliveinbetter

houses,getbettereducationandjobs. (c) Natural calamities :Ifsomenaturaldiseasterlikeearthquake,cycloneorfloodoccurs,

manypeoplebecomehomeless.Sotheyhavetoshifttoanotherplacetoliveinshelter. (d) Seasonal migration : Majorityofpeopleinvillagesareengagedinagriculture.After

they grow and harvest the crop, they have no work to earn their livelihood. So they move to some other place or cities to do some manual work. they go back to the village during the next crop season.

3. Migration, marriages, birth of a child and death of a person are the main causes of addition or reduction in the number of members in a family.

4. Slums are temporary shelters that are made on the government land in cities. the living conditions in slums are poor and unhygienic. there are no facilities of toilet and bathroom in slums.

5. Majorityofpeopleinvillagesareengagedinagriculture.Aftertheygrowandharvestthecrop, they have no work to earn their livelihood. So they move to some other place or cities to do some manual work. they go back to the village during the next crop season.





17. SAME AND YET DIFFERENTThingsyouwillneed• Textbookandanotebook

IntroductionStart the chapter by asking students the featureswhicharecommoninallhumanbeings.Ask students what is common between differentanimalslikeahorse,acowandadog.Tellthemthatalltheseaminalshavethesamebodyshape and same organs like four legs and a tail.Similarly human beings also have some commonfeatures,suchas,samebodyshape.Tellthemthatinthischaptertheyaregoingtolearnabout the common features and differences in thehumanbeings.

Let’s startAsk students to read the question given in ‘Let’sstart’sectionandcompletetheactivity.

The ChapterAskstudentstoreadthechapterataslowpaceandgetacquaintedwithit.Askthemtocompletethein-textactivitiesandwritetheanswersintheirnotebooks.Explain to students that traits are passed on fromparents to their children. These traits are height,complexion,colourofhairandeyes,typeofhair,etc.Tell them that different peoplehavedifferent likesand dislikes. These are influenced by our familymembers,friendsandneighbours.Nowaskthemquestionslike:• Whatisatrait?• Howaretraitspassedonfromtheparentstotheir

children?• What things influence the likes and dislikes of

differentpeople?Askstudentssomequestionslike:• Whoaredifferently–abledpeople?• Howareblindpeopleabletoread?• Howdodeafandmutepeoplecommunicatewith

eachother?

Explain to them that sense organs of the disabledhelptoconnecttotheirsurroundings.Somepeoplewhoseoneormoresenseorgansdonotwork,havesomeothermeanstocopewiththeirdisabilities.Discussthemeaningsofkeywordswithstudents.


thesentences.B Ask them to read the sentences andwrite their

answers?

Formative AssessmentA Tell students to read the given paragraph, and

then make a flow chart in their scrapbooks toillustratehowthesenseorgansandbrainworktosendmessages.


Let’s think Read out the question and explain to students thatthe situation mentioned in the question relates todifferent likes and dislikes of people. These areinfluenced by our family. Students are required tosuggestsomewayouttodealwiththissituation.

Life SkillsThisactivityteachesstudentstodevelopsocialskillsinthem.Askthemtoutilisetheirsummerholidaystoserve thehandicappedanddifferently-abledpeopleand help them with money. Also encourage yourfriendstojoinyouforthisservingmission.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

A Fill in the blanks. 1. An Austrian monk Gregor Mendel was the fi rst man to study ____________

on the pea plants. 2. ____________ is the process by which traits get passed on from parents to

their children. 3. Our ____________ organs help us to stay connected with our surroundings. 4. ____________ abled people have one or more of their sense organs which do

not work properly. 5. Blind people use a set of special alphabet called ____________ through which

they can read. 6. ____________ was determined to read and write inspite of her being deaf,

blind and dumb.

B Write a few traits that you will fi nd similar in you and your brothers and sisters.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

171

SAME AND YET DIFFERENT

Same and Yet Different


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Match the columns.

A B1. study of heredity a. “Seeing eye”2. characteristic features b. differently-abled3. people with weak sense organs c. HelenKeller4. special alphabet for blind people d. genetics5. guide dogs e. traits6. deaf, mute and blind author f. braille script

B Observe these pictures and write a sentence on them.

1. 2.

a girl with her mother use of sign language

3. 4.

“Guidedog” HelenKeller

172

SAME AND YET DIFFERENT

93



A 1. genetics 2. Heredity 3. sense 4. Differently 5. braille 6. Hellen Keller


Hint : Colour of eye, skin and hair; height; shape of thumb; body structure, habits, behaviour, etc.

Worksheet 2

A 1. d 2. e 3. b 4. f 5. a 6. c

B 1. We can see that the skin colour of both the girl and her mother is same. their height is also same. they share common traits due to heredity.

2. Deaf and mute people communicate using sign language where they make specificactions to each other to convey their thoughts.

3. Guide dogs are trained to help blind people move in and around the house as well as on roads safely.

4. HelenKeller,whowasdeaf,muteandblind,wasdeterminedtoreadandwriteusingtheBraille script and later became an excellent author and teacher.


A 1. d 2. a 3. c 4. a 5. c

B 1. sign language 2. guide dogs 3. Braille 4. trait 5. sensory nerve

C 1. Somethingthatmakesanorganismsimilartoordifferentfromotheriscalledatrait.Forexample, hair colour is a trait.

2. Eyes, ears, nose, tongue and skin are the sense organs. our sense organs help us to see, hear, smell, taste and feel respectively to stay connected with our surroundings.

3. In some people, one or more of the sense organs may not work too well. Such people are calleddifferently-abled.

4. Our likes and dislikes are greatly influenced by the people around us specially ourfamily members and friends. For example, people in a vegetarian family will prefer to eat vegetarian food.

5. Deafandmutepeoplecommunicateusingthesignlanguagewheretheymakespecificactions to each other to convey their thoughts.



Same and Yet Different


18. WORK PEOPLE DO

Things you will need• Picturesofpeopleindifferentprofessions

IntroductionStart the chapterbyasking students toname somepersonswhododifferentjobs,aroundthem.Askstudentsiftheycandowithoutthepeoplewhododifferentjobsfaruslikeacobbler.Tell them that they are going to learn about thedifferenttypesofworkpeopledo,inthischapter.

Let’s startAsk students to look at the picture given in theactivityandcompletetheactivity.Askthemtowritetheanswersintheirnotebooks.

The Chapter

Askstudentstoreadthechapterataslowpace.

Askthemtocompletethein-textactivitiesandwritetheanswersintheirnotebooks.

Askthemafewquestionslike:

• Whatisanoccupation?

• Whatarebluecollarjobs?Explaintostudentsthatjobsarecategorisedaswhitecollar or blue-collar jobs.Apart from white-collarandblue-collarjobs, therearesomeotherjobsthatdonotrequireanytraining.Thesearecalledessentialservices.Withouttheseservicesourdailyroutinewillbebadlyaffectedaffected.Giveexamplesofthesejobs like milkman, cobbler, sweeper, rag picker,gardener,domestichelper,driver,peon,etc.Showpicturesofvariouspeopleatworktostudentsandfamiliarisethemwiththeworktheydo.Explaintothemthateachwork,whetherbigorsmall,isimportantinitself.Soallthejobsshouldbetreatedwithequalrespect.Nowaskthemquestionslike:• Whatdoyoumeanbydignityoflabour?

• HowwerethelowercastepeopleinIndiatreatedinthepast?

• Whocoinedtheword‘Harijan’.Askstudentstopresentaskitabouttheworkdonebythehelperstomakeourliveseasy.Helpstudentsinpreparingtheskit.Discussthemeaningsofkeywordswithstudents.


A Askstudentstotickthecorrectoptionstoanswerthequestions.

B Ask students to read the sentences and write‘true’forthecorrectsentencesand‘false’fortheincorrectones.

C Askstudentstofillintheblankswithappropriatewordsandreadoutthecompletesentences.

Formative AssessmentIn thisactivity,studentsare required to talk tooneof their helpers about his/her work, daily routine,background of the helper, family and life. Presentthisintheclass.


Let’s think Read out the question and explain to students thatthesituationmentionedintheactivityrelatestothedignityof labour. Inwesterncountries, each job istreatedwith due respect.But in India, onlywhite-collerjobsarelookeduponwithrespect.

Life SkillsExplaintostudentsthattheyshouldthinkonallthegivenpointsbeforechoosingacareerforthemselves.Itwillhelpthemtothinkwhatdotheywanttobeinlife.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Work People Do

A Classify the occupations given below into white-collar jobs by writing (W)

and blue-collar jobs by writing (B) in front of them.

architect doctor plumber handloom weaver

scientist baker lawyer barber

painter mechanic editor electrician

nurse mason manager astronaut

B Defi ne the following terms.

1. Occupation _____________________________________________

2. Division of labour _____________________________________________

3. Essential services _____________________________________________

4. Dignity of labour _____________________________________________

181WORK PEOPLE DO


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the following. 1. the type of work required in a white-collar job __________________________________________________________________ 2. the type of work required in a blue-collar job __________________________________________________________________ 3. Meaning of the word ‘Harĳ an’ __________________________________________________________________ 4. Thetermusedforassigningaspecificjobtoaspecificperson __________________________________________________________________ 5. the term which is used to describe a job that enables a person to earn money

on a regular basis __________________________________________________________________ 6. the act of treating each job with respect __________________________________________________________________

B Tick (P) if the statement is correct and cross (O) if the statement is wrong.

1. People engage themselves in their respective occupations on a

regular basis.

2. Blue-collar jobs involve lot of mental work.

3. White-collar jobs include doctors, teachers and lawyers.

4. No special training is required to do essential services.

5. today, sweeping and rag picking are considered good

and respectful jobs.

6. Gandhijicoinedtheterm‘Harĳ an’.

182WORK PEOPLE DO

97


Work People Do


A White-collar job— architect, scientist, doctor, lawyer, editor, manager, astronaut

Blue-collar job — painter, nurse, baker, mechanic, mason, plumber, handloom weaver, barber, electrician

B 1. a job that enables a person to earn money on a regular basis is called an occupation.

2. It is theassigningofaparticular taskora job toaspecificperson likeadoctor treatspatients and a cobbler mends shoes.

3. Essential services provided by people like gardner, milkmaid, newspaper seller, sweeper, etc., help us to live comfortably.

4. It is the respect given to all kinds of jobs, be it a blue-collar job or essential services, in the society. Mahatma Gandhi believed in the dignity of labour.

Worksheet 2

A 1. mental work 2. physical work 3. people of god 4. division of labour 5. occupation 6. dignity of labour

B 1. P 2. O 3. P 4. P 5. O 6. P


A 1. a 2. a 3. c 4. d 5. c

B 1. true 2. False 3. False 4. true 5. true

C 1. white 2. labour, hands 3. work, small 4. three

D 1. any work or job, which enables a person to earn money is called an occupation.

2. White-Collar Jobs Blue-Collar Jobsa. these jobs do not require physical

work.b. a lot of mental work is required for

these kinds of jobs.c. a good education and proper training

is required for these jobs. For example, doctor, teacher and

lawyer.

a. these jobs require lot of physical work.

b. these jobs do not require mental work.

c. these jobs do not require higher education. they need training only for a short period. For example carpenter, plumber and electrician.


3. Those services without which our daily life gets affected and disturbed, are knownas essential services. For example, services provided by a milkman, newspaper seller, sweeper, domestic helper, gardener, etc.

In their absence we will not be able to go for our work on time and our household work willaffectbadly.

4. Dignity of labour refers to respect for the work we do with our hands. No work is big or small. Each work is important in its own way. We should treat each job respectfully. Mahatma Gandhi believed in dignity of labour.

5. People living in the society are engaged in different types of jobs. This is called thedivision of work.


Do it yourself.

99


Games We Play

19. GAMES WE PLAY

Things you will need• PicturesofdifferentgamesIntroductionStartthechapterbyaskingstudentsafewquestionssuchas:• Whydoweplaygames?• Whichgamesdoyouplayintheschool?Ask these questions one by one to the students.Discusseachquestiontogetvariousresponsesfromstudents.Explaintothemthateverybodywantstorelaxwithsomekindofrecreationalactivity,afterworkingforthewholeday.Playinggamesprovidesusrelaxationandpleasure.Tell them that they are going to learn about thevarious typeof games and their importance in ourlife.Let’s startTell students to observe the pictures given in the‘Let’sstart’sectionandaskthemtotellthenamesofthegamesbeingplayedinthesepictures.The ChapterAskstudentstoreadthroughtheentirechapterataslowpace.Discussthemeaningsofdifficultwordswiththem.Refer to thepicturesgivenonpages123, 124 and125andexplaintostudentsaboutthevarioustypesofgamesweplay.Tell themthat indoorgamesaremostly board games which not only relax us butalso sharpen our mind. Give them examples ofindoorgameslikeludo,scrabble,chessandchinesecheckers.Explaintothemthatsomeoutdoorgamesaremostlyteam games. These are played in a big field or arectangular court. Give examples of field games,such as hockey, football and cricket. Games liketennis, badminton, volleyball and basketball arecourtgames.Askstudentsafewquestionslike:• What are the advantages of playing outdoor

games?• Howdoesateamwinthegameinhockey?

• Whereisbadmintonplayed?• Whatdoteamgamesteachus?• WhichisthenationalgameofIndia?Discuss answers of these questions and giveexplanation. Itwillhelpstudents tounderstand thechapter. Thiswillmake them to think how gameshelpustorelaxandenjoy.Askstudents,havetheyseenchildrenintownsandvillagesplayingsomegames.Tellthemthatchildrenintownsandvillagesplaysomelocalgames,suchaskabaddi, kho-kho, gulli-danda, kikliandstapoo.Summative AssessmentA Askstudentstotickthecorrectoptiontoanswer

thequestions.B Ask them to classify the names of the given

games incorrectcolumnandwrite themin thetable.

Formative AssessmentEncouragestudentstodothegivencreativeactivities.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpchildrentosolvethequestionsoftheseworksheets.

Let’s think 1. Explaintostudentsthateachgameweplayhasa

setofrulesandregulations.Weshouldplaythegamewithtruespiritandfollowtherules.

2. Organiseagroupdiscussiononthetopic-“Whydoesacountryprepareaboy’steamandagirl’steam for each game separately?”. After thediscussionstudentswouldknowthatMayaandherteam’sworriesarereasonableornot.

Life SkillsDiscusstheadvantagesofateamsport.Whatvalues,attitudes, and life skills do you learn?Discuss theteamspirit,cooperation,sportingspirit,sharing,giveandtake,responsibility,accountability,etc.

Unit 4 Entertainment


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Categorise these games by putt ing ‘B’ for board games, ‘C’ for court games and ‘F’ for fi eld games in the given space.

cricket chinese checkers badminton

tennis chess football

ludo kho-kho carom

hockey polo scrabble

B Find the names of the games hidden in the given word maze.

C H E S S D L G C

a o B W K I U H R

R C U F E o D P I

o K H o K H o G C

M E C o F P q a K

F Y D t J I E B E

G S R B U L M M t

L P V a D o C D I

K P o L o I t C E

P o S L N S K G L

191GAMES WE PLAY


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Games We Play

A Fill in the blanks with the correct option. 1. Recreation means doing things that give us enjoyment, _____________ , and

pleasure. (wealth/relaxation)

2. Lawn tennis played in a court is an _____________ game. (indoor/outdoor)

3. tennis, basketball and cricket are all ____________ games. (team/national)

4. _____________ is the national game of India. (Football/Hockey)

5. the game of _____________ is very common in the villages of Punjab.

(kho-kho/kikli)

6. Kalaripayatt u, Thoda, Silambam and Thang-Ta are the various _____________ practised in India. (local games/martial arts)

B Match the games with the places where they are played as main sports.

A B1. baseball a. Brazil2. hockey b. Punjab3. silambam c. Korea4. football d. tamil Nadu5. karate e. USa6. taekwondo f. India7. kikli g. Japan

192GAMES WE PLAY



A cricket F chinese checker B badminton C

tennis C chess B football F

ludo B kho-kho F carom B

hockey F polo F scrabble B

B carom, chess, hockey, polo, cricket, ludo, judo, kho-kho, football.

Worksheet 2 A 1. relaxation 2. outdoor 3. team 4. Hockey 5. kikli 6. martial arts B 1. e 2. f 3. d 4. a 5. g 6. c

7. b


A 1. c 2. b 3. b 4. d 5. d

B Field games — cricket, hockey, football, polo Court games — tennis, badminton, volleyball, basketball, handball Local games — kabaddi, kho-kho, hopscotch, kikli, karate thoda, mallakhamb, judo, silambam,

kalaripayattu Board games — ludo, chess, scrabble, chinese checkers, carom

C 1. Recreation means doing things that give us enjoyment, relaxation and pleasure. It keepsourmindhealthyandrefreshed.Recreationexistsindifferentforms.Goingtoapark,watchingTV,listeningtotheradio,playinggames,etc.,arealldifferentkindsofrecreation. Playing games, indoors or outdoors seems to be the most popular recreational option among both adults and children.

2. Learningmartialartsisdifficult.Thesecanbelearntonlyifoneisreadytodohardworkand is self-disciplined.

3. Ludo and chess are board games. 4. Team Captain Each team is headed by a captain who must be sincere and responsible. the team members

must listen to him and respect his decision. He must encourage his team members and solve problems existing between the team members. a good captain motivates his team to win.

Team spirit team spirit implies playing for the team and keeping team interest above self-interest. a

team with good team spirit always has more chances of winning, as the players always encourageeachothertoputinthebesteffortsandperformtothebestoftheirability.

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Games We Play

5. Games and sports are essential for children. they teach a lot of things to children such as: a. team spirit b. self-confidence c. handling failure d. waiting for their turn e. playing a fair game and following the rules of game f. obedience and discipline g. sportsman spirit




20. ADVENTURE TIME

Things you will need• Picturesofmountaineeringkit,picturesofsome

famousmountaineersandastronauts

IntroductionIntroduce the chapter by telling students thatadventuremeansgettinginvolvedinactivitythatischallengingandenjoyable.Givethemexamplesofadventurousactivities,suchasmountaineering and space travel.Tell them thattheyaregoingtolearnaboutclimbingonmountainsand space travel, and also about famous peoplerelatedwiththeseadventureactivities.

Let’s startAskstudentstoreadthegivenriddleandlookatthepicturecarefully.Nowtellthemtoanswerit.

The ChapterAsk students to read the whole chapter at a slowpace.Discuss themeaningsofdifficultwordswiththem.Showthepicturestothestudentsandaskthemtoidentifytheequipmentsandthepersonalities.Explain that climbingmountains requires skill andstamina.Thereforeonly fit andhealthypeoplecandoit.Askthemsomequestionssuchas:• What things does a person carry for going on

mountaineering?• What safety equipments are required for

mountaineering?• Who was the first man to climb the Mount

Everest?• Name the woman who climbed the Mount

Everesttwice.Explain to students that space travel is also achallenging adventure. Peoplewho travel to spaceare called astronauts. Ask them to observe thepictures of famous astronauts given on page 131and132.Tellthemthattheseastronautshaveearnedfamefortheircountry.

Askthemafewquestionslike:• Whattypeofdressdoastronautsweartotravelto

space?• Which astronaut was awarded the highest

gallantryaward?• WhowasthefirstIndianwomantogointospace?• Which current world record is held by Sunita

Williams?Discusstheanswersofquestionswithstudentswhichwillhelpthemtogetacquaintedwiththechapter.


A Askstudentstotickthecorrectoptionsandreadoutthecompletesentences.

B Askthemtoreadthesentencecarefullyandgiveanswerinoneword.

C Ask them to fill in theblankswith appropriatewordsandreadoutthecompletesentence.


ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.

Let’s think Ask students to thinkwhy students of our countryprefertogotocountrieslikeAmericaandAustraliafor higher education. What are the facilities thattheygetinUSAthattheymissinIndianeducationsystem?

Life SkillsDiscuss what do people gain in pursuing anyadventuresport.Theygainconfidence,will tofacechallenges, self-improvement, physical fitness,courage.Whentheyperformabravefeat,theyfeelthattheycanconqueralmostanythingintheworld.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Adventure Time

A Match the following.A B

1. ThefirstmantoclimbtheMt.Everest a. KalpanaChawla2. ThefirstwomantoclimbtheMt.Everest b. Rakesh Sharma3. ThefirstIndianwomantoclimbtheMt.Everest c. Sunita Williams4. the only woman to scale the Mt. Everest twice d. tenzing Norgay5. ThefirstIndiantogointospace e. Bachendri Pal6. ThefirstIndianwomantogointospace f. Junko tabei7. the second Indian woman to go into space g. SantoshYadav

B Write a short note on India’s fi rst expedition to space that took place in 1984. You can also take help of the Internet in gett ing more information.

201ADVENTURE TIME


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Give uses of the following equipments carried by a mountaineer while climbing a mountain.

1. ice axe _________________________________________________

2. rope _________________________________________________

3. helmet _________________________________________________

4. oxygen cylinder _________________________________________________

5. crampon _________________________________________________

6. harness _________________________________________________

B Give one word for the following. 1. the highest peak in the world ________________________

2. People who climb mountains ________________________

3. People who go into space ________________________

4. Climbing boots of mountaineers ________________________

5. a tough, challenging and enjoyable activity ________________________

6. the other name used for astronauts ________________________

202ADVENTURE TIME

107


Adventure Time


A 1. d 2. f 3. e 4. g 5. b 6. a 7. c

B Do it yourself.

Worksheet 2

A 1. Ice axe is used to dig and break ice. 2. Ropeisusedtoholdwhileclimbingahighcliff. 3. Helmet protects the head from falling rocks or iceblocks. 4. oxygen cylinder provides oxygen to breathe easily at higher altitudes. 5. Crampons are climbing boots that provide grip on snow and ice while walking. 6. Harnessattachesmountaineerstoeachother.

B 1. the Mount Everest 2. mountaineers 3. astronauts 4. crampons 5. adventure 6. cosmonauts


A 1. d 2. c 3. a 4. b 5. c

B 1. astronaut 2. ashoka Chakra, the highest gallantry award 3. SunitaWilliams 4. KalpanaChawla 5. BachendriPal

C 1. mountaineer 2. ang Dorjy 3. Padma Shri 4. ashoka Chakra

D 1. Adventuremeansgettinginvolvedinanactivitythatisbothchallengingandenjoyable.Mountaineeringandspacetravelarebothclassifiedunderadventureactivities.

2. Both of them are astronauts and are Indians. 3. Climbing mountains is an art which requires skills, strength, stamina and patience. as

itisadifficultactivity,soonlyfitandhealthypeoplecangoforit.Onehastoundergorigorous physical training to be able to climb mountains. the training involves learning and acquiring practical skills in all aspects of mountain climbing.

4. BachendriPalwasthefirstIndianwoman(fifthintheworld)toscaletheMountEverest,the highest peak in the world on 23rd May 1984.

SantoshYadavistheonlywomanintheworldwhohasclimbedtheMountEveresttwice.InMay1992shefirstclimbedthepeakanddiditagaininMay1993.SheachievedhertargetssuccessfullyandevenreceivedthePadmaShriaward.Atpresent,sheisanofficerin the Indo-tibetan Border Police.

5. Scientists who travel to space are called astronauts or cosmonauts. they are given special training.Onlyphysicallyfitpeoplearechosentobecomeastronauts.Thesecandidatesare


given training in various subjects like geology, mathematics, meteorology, oceanography, astronomyandphysics.Theyarethentaughthowthesystemsinaspaceshuttlework.they are also taught things like scuba diving and parachute jumping. they are taught to functioninelaboratespacesuits.TheyaremadetoflyinextremelyfastT-38jets.Finally,theyaretrainedinshuttlemissionstimulators(SMSs).Here,thecandidateslearnhowtolaunch,flyandlandaspacecraft.



109


Historical Monuments

21. HISTORICAL MONUMENTSThings you will need• PicturesoffamoushistoricalmonumentsIntroductionTellstudentsthatinthischaptertheywilllearn,aboutthevariousmonumentsacrossthecountryandtheirimportance.Let’s startTellstudentstoreadthequestiongivenintheactivity,andfindouttheanswerasinstructed.TheansweristhenameofaveryfamoustempleofIndia.The ChapterAskstudentstoreadthroughtheentirechapterataslowpace.Discussthemeaningsofdifficultwordswiththem.Askthemtosolvethein-textactivities.Refertothepicturesgivenonpages136and137andexplaintostudentsthatthesemonumentsareapartofournationalheritageandtheseremindusofourgloriouspast.Askstudentsafewquestionslike:• InwhosememorywastheTajMahalbuiltandby

whom?• Howmanystoreysare there inQutabMinarat

present?• HowmucholdistheIronPillarwhichissituated

neartheQutabMinar?• HowmanytypeofcavesarethereatAjanta?• WhichHindutempleissituatedatEllora?Refer to the pictures given on pages 138 and 139of thischapterandtellstudents thatapartfromthemonuments described earlier, there are somemorearchitecturalwonders,suchasmemorials,buildingsand temples located in various parts of India. Forexample, the Golden Temple in Amritsar, a holyplaceofSikhs,issurroundedbyawatertankonallsides.Itswallsanddomesarecoveredwithgold.Askthemafewquestionslike:• WhereisCharminarlocated?• In whose memory, the Victoria Memorial has

beenbuilt?• NamethehighestseatofSikhreligiousauthority,

situatedinsidetheGoldenTemplecomplex.

• WhobuiltHawaMahal?• Who looks after the historicalmonuments and

sitesinIndia?Discusstheanswerstotheabovementionedquestionswith students. It will help them to get acquaintedwiththechapter.Explaintothemthatitisourdutytopreservethesemonumentswhichareournationalheritage.Summative AssessmentA Askstudentstotickthecorrectoptionsandread


wordsandreadoutthecompletesentences.C Askstudentstomatchthecolumns.D Askstudentstoreadthesentencesandtellwhich

sentencesaretrueandwhicharefalse.E Ask students to read the chapter and find the

answers.Formative AssessmentEncouragestudentstodothegivencreativeactivities.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpthemtosolvethequestionsoftheseworksheets.Let’s think 1. Itisnotgoodtospoilordefacethemonuments.

Theyhavestoodformanyyearsandneedtolastmanymoreyears. It isasignofdisrespectanddisregardtowardsourheritageandculture.

2. Ancient monuments are a part of our history.Theyremindusoftheworkdonebymanygreatpeople.Wecangetpeopleintheneighbourhoodtosignapetition,holdpeacefulproteststobringthistotheattentionofthegovernmentauthorities.

Life SkillsEncouragestudentstotalktotheirgrandparentsandaskthemwhattheyhaveheardaboutthehistoryofthecity.TheInternetwillalsohavemanypictures.Discusswhathaschanged.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Identify these monuments. 1. It was built by Shah Jahan in the memory of his wife Mumtaz in agra. ________________________ 2. It was completed by Iltutmish and is situated in Delhi. ________________________ 3. these were carved by Buddhist monks in aurangabad. ________________________ 4. It is also known as Harmandir Sahib or Darbar Sahib. ________________________ 5. It has four minarets 46.7 m high and is built with granite and lime mortar. ________________________ 6. ItissituatedinKolkataanditdepictsthestory of British rule in India. ________________________ 7. It is the second largest dome in the world, situatedatBijapurinKarnataka. ________________________

8. It is built by Raja Sawai Jai Singh II in Jaipur. ________________________

B What role does the Archaeological Survey of India (ASI) play in protecting the historical monuments of India ? Use the Internet to fi nd out some of the historical sites managed by ASI.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

211HISTORICAL

MONUMENTS


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Match the following.A B

1. Mian Mir a. Buddhist monasteries at ajanta caves2. Frescos b. Buddhist stories that carry a moral3. Viharas c. India’s oldest mosque4. Yamuna,Agra d. Golden temple5. Jataka tales e. Paintings of ajanta6. quwwat-ul-Islam f. taj Mahal

B Write the names of the cities and states of India where these monuments are located.

1. taj Mahal __________________________________________

2. qutub Minar __________________________________________

3. ajanta and Ellora Caves __________________________________________

4. Meenakshi temple __________________________________________

5. the Golden temple __________________________________________

6. Charminar __________________________________________

7. Victoria Memorial __________________________________________

8. Hawa Mahal __________________________________________

9. Gol Gumbaz __________________________________________

212HISTORICAL

MONUMENTS



A 1. taj Mahal 2. qutub Minar 3. ajanta caves 4. Golden temple

5. Charminar 6. Victoria Memorial 7. Gol Gumbaz 8. Hawa Mahal


Worksheet 2

A 1. d 2. e 3. a 4. f 5. b 6. c

B 1. Agra,UttarPradesh

2. Delhi, National Capital Region

3. aurangabad, Maharashtra

4. Madurai, tamil Nadu

5. amritsar, Punjab

6. Hyderabad, andhra Pradesh

7. Kolkata,WestBengal

8. Jaipur, Rajasthan

9. Bijapur,Karnataka


A 1. a 2. b 3. c 4. d 5. b

B 1. quwwat-ul-Islam 2. the Chaityas, viharas 3. gold 4. Charminar 5. Hawa Mahal

C 1. NewDelhi 2. Agra 3. Aurangabad 4. Bijapur 5. Amritsar

D 1. False 2. true 3. False 4. true 5. true

E 1. taj Mahal was built by the Mughal emperor Shah Jahan, in the memory of his wife MumtazMahal.ShahJahanwantedtobuildsomethinguniqueandunforgettable.Itisone of the most beautiful monuments in the world. It is situated on the banks of river YamunainAgra.TheTajhasahugegardenwithareflectingpool.Itissurroundedbyawall of red stones. It is made of white marble with passages from the quran inscribed on the outer walls. the taj looks marvellous on a full moon night.

2. a famous ruler qutub-ud-din-aibak started the construction of qutb Minar. However, it was completed by his successor and son-in-law Iltutmish.

(a) the iron pillar is more than 1500 years old. (b) the pillar has not rusted till date.

113



3. the ajanta caves are situated near aurangabad in Maharashtra. these were carved about 2000 years ago by Buddhist monks. there are two types of caves at ajanta, the chaityas or temples which are large prayer halls and the viharas or monasteries, where the Buddhist monks lived. the paintings at ajanta are called frescos. they give an insight about the lives of people in those days, such as their hairstyles, costumes and ornaments. these paintings are very expressive. they also show stories from the Jataka Tales.

the Ellora caves are situated about 100 km away from ajanta. at Ellora, one can see three distinct groups of caves related to Brahminism, Jainism and Buddhism. these were made inthe8thcentury.KailashnathTempleatElloraisoneofthemostmagnificentHindutemples in India. the whole temple has been made out of a single rock. It is about 33 metres high at the centre and contains beautiful images of Shiva and Parvati.

4. Charminar, a marvellous piece of architecture is located in Hyderabad city. It has four beautifully carved minarets. these minarets are located at a height of 46.7 metres above the ground. It has been built with granite and lime mortar. It looks beautiful when illuminated at night.

5. The Golden Temple It is a holy place of Sikhs located in amritsar. It was built during the reign of akbar, the

great Mughal emperor who treated all religions with equal respect. the construction of gurudwara began under the fourth Sikh guru Guru Ram Das and was completed by his successor Guru arjan Dev. Its foundation stone was laid by a muslim faqir named Mian Mir. the domes and walls of the temple are covered with gold.

The Victoria Memorial Madeofwhitemarble,thismagnificentbuildingissituatedinKolkata.Itwasbuilt in

the memory of queen Victoria. Its artistic collections depict the history of British rule in India.

The Gol Gumbaz TheGolGumbazissituatedatBijapur,Karnatakaandisconsideredthesecondlargest

dome in the world. this tomb is built in the memory of turkish ruler, Mohammed adil Shah. there is a gallery present inside the dome called the Whispering Gallery. When you whisper here, the gallery sends back faint echoes.



Answersto

Test Papers

115


Formative Assessment-1 (Coursebook page 39)

A 1. c 2. d 3. b

B 1. Animal Products : honey, meat, silk, milk, wax

Plant products : wood, fruits, vegetable, jute, hay

C Do it yourself.

D 1. Binocular 2. silkworm 3. food chain 4. Chipko Movement

5. australia

E Do it yourself.

Formative Assessment-2 (Coursebook page 75) A 1. d 2. a 3. d

B root leaf stem flower fruit budbudflower

leaf

stem

root

fruit

C 1. Do it yourself.

2. Do it yourself.

Summative Assessment-1 (Coursebook page 76)

A 1. Pollination 2. Ecology is the Permanent Economy 3. coniferous forests

4. air, water, warmth 5. tubewells

B 1. False 2. False 3. False 4. true 5. False

Answers to Test Papers


C 1. pollination 2. teak 3. cotyledons 4. zamindars 5. villi

D 1. Birds of prey, like kites, eagles and vultures can see the things clearly from a distance of eight metres. It is because their eyes are faced forward. this arrangement increases theamountofoverlapbetweenthetwoeyes.Thisoverlapmakestheanimalsabetterjudge of distance because the brain is able to compare the overlapping views of the same picture. this is called binocular vision.

2. the food chain depicts the relationship between plants and animals through food. It is definedasthetransferofenergyfromoneorganismtoanother.Thisisalsocalledtheenergyflow.

producers herbivore/primary secondary consumer consumer 3. Tea was introduced by the Chinese. tea cultivation started in India in 1823 when the wild

tea was discovered in assam. Coff ee :CoffeewasbroughttoIndiabyBabaBudan,apiligrim,HevisitedIndiaduring

the17thcentury.HecamefromYemenandbroughtcoffeeseedswithhim.TheseseedswereplantedinKarnataka.Thereafter,coffeecultivationbeganinIndia.

4. Methods of Food Preservation (a) refrigeration (b) drying or dehydration (c) canning (d) pasteurization (e) sterilisation

5. Inhalation Exhalationa. It means breathing in air.

b. It helps fresh air to enter the lungs.

c. In this process ribs move for-ward and diaphragm moves downward.

It means breathing out air.

It helps to push out the impure air form the lungs.

In this process ribs and diaphragm go back to their original state.

E 1. Some animals use facial expressions to communicate, e.g,. wolf and chimpanzee show expressions of fear, anger or excitement.

Some animals use sound signals to warn others of danger, e.g., elephants and langurs. Dolphins use sound signals to show happiness, anger or excitement.

Some animals use scent to communicate with each other, e.g., lions and wolves.

117


2. Carnivores Herbivores Omnivores these animals eat the

flesh of other animals such as lion and tiger.

these animals eat only plants, such as cow, deer and elephant.

these animals eat both, plants and flesh of other animals e.g., bear and pigs.

3. Some methods to conserve forests are as follows : (a) Conservation by Tribals : tribals have a unique way of saving plants and animals of

that area through sacred groves. a sacred grove is a vegetation area with a variety of plants. It is dedicated to a local deity or god regularly worshipped in that area.

(b) Conservation by the People : the Chipko Movementisthefinestexamplehighlightingthe efforts of people to save forests. Chipkomeans to embrace.When the timbercontractors came to cut the trees, women put their arms around the trees and refused to move. Many trees and forests were saved through this movement.

(c) Conservation by Private Companies : Many private companies have also come forward. They buy forest lands from the government.Different kinds of trees aregrown on that land such as fruits, coconut, rubber and sandalwood tres. Such forests are called orchards.

(d) Conservation by the Government : In order to protect and preserve the wide variety of plants and animals, the government has set up numerous wildlife sanctuaries, national parks and biosphere reserves.

the government celebrates many important days, such as the Earth Day, the World Environment Day, Van Mahotsava, etc. Lakhs of saplings are planted all over India by the school children and other people.

4. the seed has an outer covering called the seed coat. It protects the delicate inner parts of the seed. When you remove the seed coat, you will see tiny seed leaves called cotyledons. these have food stored in them. the baby plant takes its food from these seed leaves. In betweentheseedleaves,averyyoungplantispresentcalledtheembryo.Ithasalittleroot, a short stem and small leaves. It is the baby plant that grows into an adult plant.

hilummicropyle

strophiole

plumule

cotyledon

radicle

radicle

5. If apersoneatsonlyonekindofnutrient, it causesadeficiencyofothernutrients. Ifa particular nutrient is missing in the diet for a long time, it leads to various diseases, knownasdeficiencydiseases.

(a) When there is a lack of proteins and carbohydrates in diet for a long time, it causes kwashiorkor and marasmus diseases.



(b)Whenfatsaredeficientinthediet,apersonexperiencesweightlossandfeelstiredand restless.

(c)Whenironisdeficientinthediet,itcausesanaemiadisease. (d)Whenthereisdeficiencyofiodineinthediet,itresultsinswellinginneckarea.Itis

known as goitre. (e)Lackofvitaminsinthedietalsocausesvariousdeficiencydiseases.Nightblindness,

beri-beri, scurvy, rickets and skin diseases are the various diseases which are caused due to lack of various vitamins in the diet.

Formative Assessment-3 (Coursebook page 100) A 1. b 2. b 3. a 4. (a) or (b) or (d) 5 b

B 1. toRNaDo 2. LaNDSLIDE 3. tSUNaMI 4. EARTHqUAKE 5. FLooD

6. HURRICaNE 7. DRoUGHt 8. aVaLaNCHE

B Do it yourself.

Summative Assessment-2 (Coursebook page 144) A 1. transport,domestic 2. sugarsolution 3. raffers 4. government

5. signlanguage

B 1. Tsunami : tsunami means long destructive waves stricking the harbour. It is triggered by thepowerfulearthquakesontheoceanfloors.Itcanflowataspeedofover700kmperhour.

2. Fossil fuel : Coal, petroleum and natural gas are called fossil fuel. It is called so because they are obtained from beneath the earth’s surface.

3. Miscible liquid : Liquids that are easily miscible in water are called miscible liquids, such as ink, milk and lime juice.

4. Solute : the substance that dissolves in a liquid is called the solute, e.g., sugar. 5. Displacement :Forcedshiftingofpeoplefromaplaceiscalleddisplacement.

C 1. Floods : Floods are quite common in areas prone to heavy rainfall. Due to cyclone and heavy rain, the level of the river water rises. the nearby land gets submerged under water.Thisisknownasflood.

2. the two main properties of water are : (a) Solubility (b) Floating and sinking (a) Solubility : the ability of a substance to dissolve in a liquid is called its solubility. (b) Floating and Sinking : Someobjectsfloatonwaterwhilesomesink inwater.The

objectsthatarelighterthanwaterfloatonit,suchasaleaf,iceandoil.Theobjectsthatare heavier than water sink in it, such as iron, stone, sugar, etc.

3. Coconut leaf, drygrass, bamboos, tiles,wood, cement, tin sheet, asbestos sheet, fibresheet and concrete are the materials used for constructing a roof.

119


4. In some people, one or more of the sense organs may not work too well. such people are calleddifferently-abled.

5.White-collar Jobs Blue-collar Jobs

1. these jobs do not require physical work.

2. a lot of mental work is required for these kinds of jobs.

3. a good education and proper training is required for these jobs.

For example : doctor, teacher and lawyer.

1. these jobs require a lot of physical work.

2. these jobs do not require mental work.

3. these jobs do not require long education training. they need only basic training for a short period of time. For example : electrician, carpenter and plumber.

D 1. Rainwater Harvesting : Rain is the primary source of water. Rainwater harvesting is a simple, popular and themost economicalmethodof storing run-off rainwater. Therainwaterflowingfromtheroofandcourtyardisdirectedtoadeepholeintheground.this increases the groundwater level. Rainwater can also be collected in tanks on the rooftops.Floodwaterfromstreamscanalsobecollectedandstoredthisway.Thiswatercan be used for activities like cleaning, washing, watering plants, etc.

advantages of rainwater harvesting are : a. the level of groundwater increases. b. Theincidentsoffloodsanddroughtsdecrease. c. the water problem is under check. 2. Characteristics of a good fuel : a good fuel has the following characteristics : a. It produces a lot of heat energy on burning. b. It does not leave behind any waste product (like ash) on burning. c. It does not produce pollutants (like smoke) on burning. d. It burns quickly. e. It should be easy to carry. 3. Games and sports are essential for children. these teach a lot of things to children such

as : a. team spirit b. self-confidence c. handling failure d. waiting for their turn e. playing a fair game and following the rules of the game f. obedience and discipline g. sportsman spirit 4. Scientists who travel to space are called astronauts or cosmonauts. they are given special

training.Onlyphysicallyfitpeoplearechosentobecomeastronauts.Thesecandidatesaregiven training in various subjects like geology, mathematics, meteorology, oceanography,



astronomyandphysics.Theyarethentaughthowthesystemsinaspaceshuttlework.they are also taught things like scuba diving and parachute jumping. they are taught to functioninelaboratespacesuits.TheyaremadetoflyinextremelyfastT-38jets.Finally,theyaretrainedinshuttlemissionstimulators(SMSs).Here,thecandidateslearnhowtolaunch,flyandlandaspacecraft.

5. taj Mahal was built by the Mughal emperor Shah Jahan, in the memory of his wife MumtazMahal.Shah Jahanwanted tobuildsomething theuniqueandunforgettablein the memory of his wife. It is one of the most beautiful monuments in the world. It is situated on the banks of river Yamuna in agra. the taj has a huge garden with a reflectingpool.Itissurroundedbyawallofredstones.Itismadeofwhitemarblewithpassages from the quran inscribed on the outer walls. the taj looks marvellous on a full moon night.

It is one of the most beautiful monuments in the world. It is situated on the banks of river YamunainAgra.

E 1. solid fuel 2. indoor games 3. deaf, mute and blind 4. astronaut 5 Bijapur

F 1. LPG 2. crust 3. Delhi 4. trait 5 silambam

G 1. Drought : Thisdisasterisnotrelatedtowater. 2. Cement : Thisisusedtomakepuccahouse. 3. Petrol:Itfloatsonwater. 4. Cobbler: Blue-collarjob 5 Spacesuit : Thisisusedbyanastronaut.

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