Discover_Evs_TM_Grade3_AY25

About the Book Understanding the environment is key to fostering awareness, responsibility, and a deep connection with the world around us. The Teacher Manual for the Discover Series (Grades 1–5) equips educators with structured lesson plans, hands-on activities, and inquiry-driven teaching strategies that make Environmental Studies (EVS) engaging and meaningful for young learners.

DISCOVER

3

The World Around Us

Environmental Science Teacher Manual

Key Features This Teacher Manual is designed to empower educators with: • Well-structured lesson plans that provide a clear roadmap for effective teaching, ensuring smooth delivery and active student participation.

• Hands-on activities and observations that encourage students to explore their surroundings through experiments, nature studies, role-plays, and creative exercises.

• Innovative teaching strategies that foster critical thinking, environmental awareness, and real-world applications beyond textbooks.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia and the Middle East.

hello@uolo.com

ISBN 978-81-985579-5-7

Singapore | Gurugram | Bengaluru | © 2025 Uolo EdTech Pvt. Ltd. All rights reserved.

EVS_G03-05_TM_Cover_2025.indd 2-4

NEP 2020 based

|

NCF 2023 compliant

19/03/25 2:48 PM

Teacher Manual

Discover Environmental Science

3

Acknowledgements Academic Authors: Jatinder Kaur Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish Book Production: Rakesh Kumar Singh, Sanjay Kumar Goel Project Lead: Sneha Sharma VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners. © Uolo EdTech Private Limited First published 2025 This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.

Book Title: Discover Teacher Manual Environmental Science 3 ISBN: 978-81-985579-5-7 Published by Uolo EdTech Private Limited Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003 CIN: U74999DL2017PTC322986 Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com All suggested use of the internet should be under adult supervision.

Preface Understanding the environment is key to developing awareness, responsibility, and a sense of connection with the world around us. The Teacher Manual for the Discover series has been carefully designed to support educators in delivering engaging, hands-on, and inquiry-driven lessons for grades 1–5.

At UOLO, we recognise the vital role educators play in shaping young minds. This manual provides structured lesson plans and interactive teaching strategies that help students explore their surroundings in a meaningful way. It encourages educators to go beyond textbooks, fostering observation, critical thinking, and real-world applications to help students become environmentally conscious citizens.

Aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023, this manual follows a competency-based approach, ensuring that students not only understand environmental concepts but also apply them in their daily lives. It serves as a comprehensive teaching resource, transforming classrooms into spaces for exploration, inquiry, and hands-on learning.

Each chapter in this manual includes: Learning Outcomes – Clearly stated objectives that outline what students will achieve by the end of the lesson.

Teaching Aids – A list of materials and resources required to enhance classroom instruction.

Hands-on Activities – A variety of experiments, nature observations, role-plays, and interactive exercises to reinforce environmental science concepts.

Extension Ideas – Thought-provoking discussion questions and real-world connections that encourage deeper learning.

As part of the Discover product bundle, this manual is complemented by technology-powered features, including videos, interactive exercises, digital lesson plans, and an assessment generator to enhance teaching and learning.

By integrating relatable examples and guided activities, this resource makes EVS an exciting and practical part of students’ lives. We hope it inspires curiosity, environmental awareness, and a lifelong connection with nature.

Let us nurture the next generation of responsible thinkers, problem-solvers, and environmental stewards.

Happy teaching!



iii

CONTENTS Self Awareness 1. Our Body

Travel and Communication 2

2. Family 6 3. Keeping Safe and Healthy

11

Our Needs

55

Living World 13. Living and Non-living Things

63

14. Plants 67

4. The Food We Eat

16

15. Animals 72

5. Our Home

21

16. Birds 77

6. Clothes We Wear

26

Our Surroundings

Our Environment 17. Air 82

7. Our Neighbourhood Services

31

18. Water 87

8. Our Festivals

36

19. Weather and Seasons

94

20. The Universe

98

Land and People

iv

12. Transport and Communication

9. Reaching Places

41

Assessment Answer Keys

103

10. Our Country India

45

Element Answer Keys

104

11. Land and Rivers of India

49

Unit

1

Self Awareness

Chapters in This Unit 1. Our Body 2. Family 3. Keeping Safe and Healthy

Story in This Unit Avora, usually calm, was in chaos. Mel, Conji, and Eva rushed to the Council Room to speak with the Elders. Elder Wizard revealed that the Crystal of Life was missing, likely stolen by Lord Ero, who had left traces of Dark Magic near it. He explained they needed to find another crystal before Lord Ero attacked. When asked, the Elder Wizard confirmed another Crystal existed on Earth, but its pieces had to be earned by proving their intent. The trio quickly boarded a spaceship and headed to Earth.

Meanwhile, in Madhavgarh, Ishaan, Pihu, and Manu were stargazing when they spotted a spaceship approaching. Scared, they tried to hide. The spaceship landed, and Mel assured the children they meant no harm, introducing themselves as visitors from Avora. The kids were amazed to meet aliens. They exchanged thoughts about family, with Ishaan explaining Earth’s family bonds and Eva describing how Avora’s elders served as their family. The trio then shared their mission with the children.

1

1

Our Body Chapter Headings

CB Page

External Body Parts

6

Internal Body Parts

9

Differently-abled People

11

Learning Outcomes Students will be able to:

recognise external body parts, such as head, trunk and limbs.

describe sense organs and their roles in various body functions. learn about internal body parts and their functions.

understand the challenges faced by differently-abled people and the tools they use.

Let’s Recall Recap to check if students know the names of different body parts.

Ask students to solve the question given in the Get Set section.

Vocabulary bitter: sharp, unpleasant taste flavours: taste pump: to squeeze and push breathe: the process of taking in and giving out air script: a system of writing crutches: special sticks that help people walk

trunk: the middle part of the body limbs: arms and legs together upright: straight (while standing) chirping: the sound of birds surroundings: things that are around a person or place umami: meaty taste

Teaching Aids A chart paper with the diagram of the human body, and blank labels; A piece each of silk cloth and sandpaper; Lemon juice; Sugar candy; A bell or a whistle; Role cards with the names of internal organs such as brain, heart, lungs, stomach, bones and muscles; Blindfolds; Earplugs; Strings

2

Chapter: Our Body External Body Parts

Discover Page 6

Learning Outcomes The students will be able to recognise external body parts, such as head, trunk and limbs.

Teaching Aids A chart paper with the diagram of the human body, and blank labels

Activity Instruct students to work in small groups. Distribute the teaching aids among the groups.

Ask students to label all the external organs of the human body on the chart paper.

Then, tell them to pick a pencil and explain the functions of the arms and hands. Ask students to jump in their places and explain that they are able to jump because of their legs and feet.

Extension Idea Ask: Can you think of 2 more activities where your arms and legs work together?

Say: Running and skipping are 2 activities where our arms and legs work together.

Sense Organs

Discover Page 7

Learning Outcomes Students will be able to describe sense organs and their roles in various body functions.

Teaching Aids A piece each of silk cloth and sandpaper; Lemon juice; Sugar candy; A bell or a whistle

Activity Instruct students to work in small groups. Distribute the teaching aids among the groups.

Ask students to touch the silk cloth and sandpaper to understand the sense of touch. Then, ask them to smell the lemon juice to explore the sense of smell. Next, let them taste the lemon juice and sugar candy to understand the sense of taste. Ask students to observe various objects in the classroom and write their names to learn about the sense of sight. Finally, ask 1 student to clap, blow a whistle or ring the bell to help students understand the sense of hearing.

Extension Idea Ask: What role do our sense organs play in helping us understand our surroundings?

Say: Sense organs help us understand our surroundings by detecting signals like touch, sound, light, taste and smell, allowing us to respond to the environment around us.

Chapter 1 • Our Body

3

Internal Body Parts

Discover Page 9

Learning Outcomes Students will be able to learn about internal body parts and their functions.

Teaching Aids Role cards with the names of internal organs such as brain, heart, lungs, stomach, bones and muscles

Activity Assign students roles as internal body parts such as brain, heart, lungs, stomach, bones and muscles. Provide each student with a role card.

Create a scenario, such as a day in the life of a human, where students enact their roles: The brain controls other body parts, telling them what to do.

The heart pumps blood to different parts of the body.

In the stomach, food is broken down or digested into simpler parts.

The lungs help us breathe.

Bones give shape to our body and support it, while muscles help the bones move.

Encourage students to explain the functions of the body parts as they perform their roles.

Extension Idea Ask: How do bones and muscles work together to help you move?

Say: Bones give shape to the body and support it, while muscles help move the bones, allowing the body to perform actions like walking or running.

Differently-abled People

Discover Page 11

Learning Outcomes Students will be able to understand the challenges faced by differently-abled people and the tools they use.

Teaching Aids Blindfolds; Earplugs; Strings

Activity Divide students into various groups and assign a challenge to each group: Blindfold 1 student in a group and help the other students move the blindfolded student around the classroom.

Ask another student from another group to put the earplugs on and then let the other students of the group communicate with him using hand gestures. Ask the student with the earplugs to guess the meaning of the gestures.

Now, tie one leg of a student from another group and ask the other students of the group to help him walk around the classroom.

After the activity, discuss:

What difficulties did they face while performing the activity?

How can we help differently-abled people in daily life?

4

1 is itOur Body Our Ask: WhyBody important to show kindness and respect to differently-abled people, and how can we help them in

1

Extension Idea

their daily activities?

Say: It is important to show kindness to differently-abled people because they deserve the same support and respect as everyone else. We can be understanding and help them with tools like wheelchairs, hearing aids or the Braille script to make their lives easier.

Chapter Overview Chapter Overview

Our Body

Our Body

Answers

Body Parts InternalDifferently-abled Body Parts Differently-abled People ternal Body External Parts Internal Body Parts People Get Set

Get Set

Get Set

Page no. 6

Read the poem and circle thebody names the parts. body parts.

Read poem and circle the names of parts. theofbody ad the poem andthe circle the names of the My body is amazing, body is amazing, from to mymy head down to my toes, m my head down toes, With eyes to see the world h eyes to see the world a nose that smells the rose. d a nose thatand smells the rose.

Ears to hear the music, rs to hear the music, mouth d a mouth to and tastea and talk,to taste and talk, Legs to run and jump, gs to run and jump, and feet that help me walk! d feet that help me walk!

6. Answer the following questions.

A. Body parts that are present on the outside of the body and can be easily seen are called external body parts. On the other hand, the body parts present inside our bodies are called our internal body parts.

B. Taste buds are tiny little bumps on our tongue that help us taste things.

C. The body parts that help us sense and feel things around us are called sense organs. Our eyes, nose, ears, tongue and skin are the five sense organs.

D. The heart is present in the middle of our chest, but a little to the left. It pumps blood to the different parts Our body is amazing. helpsplay us run, playthings. and no. doLet many things.

Let Page 9 body is amazing.

It helps us run,Itjump, and jump, do many Pause and Answer of the body.

learn about our body. 2. touch arn about us our body. brown 1. sight,

External Parts Pause andBody Answer ternal Body Parts 1. stomach

Page no. 11

2. lungs

3. heart

E. People who cannot hear use hearing aids, while those who cannot speak use sign language for communication.

7. see.

Picture-based questions.

Look at face yourand partnerʹs and name some parts you can at your partnerʹs name face some body parts youbody can see.

Chapter Checkup A. It is a picture of the stomach. havelips eyes, nose,These lips and ears.

These parts ave eyes, aWe nose, andaears. body parts are body present on are the present on the B. It is an internal organ.

1.

Tick the correct options. outside of our bodies. de of our bodies.

C. heart

D. stomach

2. Write True or False.

A. False B. True

C. True

D. False

3. Fill in the blanks.

A. limbs B. lungs

C. bones

D. stomach

6

UEV25CB0301.indd 6

A. nose

B. tongue

4. Match the following.

A. Hands → b. hold things B. Brain → c. controls the body C. Skin → d. helps us feel D. Muscles → a. help the bones

C. It helps us to digest food.

Challenge (HOTS) 1. Our eyes and ears work together to help us understand 20-12-2024 11:40:36 around us. For example, when we what is happening

20-12-2024 11:40:36

watch a movie, our eyes see the pictures and our ears hear the sounds.

2. Bones help protect important body parts like the brain, heart and lungs. Without bones, our organs would be unprotected and could easily get damaged.

5. Who Am I? Nose

Chapter 1 • Our Body

5

2

Family Chapter Headings

CB Page

Family and Family Relations

17

Types of Family

17

Family Tree

19

Importance of Family

20

Resemblance in a Family

21

Learning Outcomes Students will be able to:

understand the concept of family and identify who family members are.

identify different types of families, such as nuclear, joint, and extended families. understand relationships between family members through generations.

appreciate the importance of family and understand how families help in sharing responsibilities and nurturing values. identify how family members look similar, like eyes, hair, or height.

Let’s Recall Recap to check if students can identify their family members and their roles.

Ask students to do the activity given in the Get Set section.

Vocabulary related: connected

appreciate: to be thankful

business: making and selling things to earn money

facial: something related to face, typically feature or expressions

adoption: when adults take a child, who was not born to them, and love and care for the child as their own

resemble: means to look alike or be similar to someone else in appearance

cousins: children of aunts and uncles

siblings: brothers and sisters meaning children born to same parents

generation: a group of people who are about the same age

Teaching Aids Worksheets with outlines of a house, colours, sample drawing, family member photos, flashcards or pictures of different family types (e.g., nuclear family, extended family, single-parent family, joint family, etc.) Chart paper or large sheets to categorise family types, Markers and coloured pens to label each family type, A Chart paper Markers, coloured pencils, Blank labels or sticky notes. Student should create their own family tree, family member photos, Storybooks, story sequence cards with different importance of family, use photographs or drawings of family members showing physical traits (e.g., similar eyes, hair, or height) and habits 6

Chapter: Family Family and Family Relations

Discover Page 17

Learning Outcomes

Recognise the roles and responsibilities of different family members.

Teaching Aids

A blank tree template (drawn on chart paper or printed for each student), coloured paper, scissors, glue, and crayons

Activity

Provide each student with a blank tree template and coloured paper. Start by discussing what a family is and the different types of family members.

Then ask the students to cut out leaf shapes from the coloured paper and write the name of one family member on each leaf, including extended family members who may live far away. Let them paste the leaves onto the tree branches, decorating the tree with crayons or drawings.

Once completed, ask each student to briefly present their family tree to the class, naming their family members and explaining their relationships.

Extension Idea

Ask: Why do you think it is important for family members to care for and support each other?

Say: It is important because caring and support make everyone feel loved and safe. It also helps the family stay happy and solve problems together.

Types of Family

Discover Page 17

Learning Outcomes

Students will be able to identify different types of families, such as nuclear, joint, and single-parent families.

Teaching Aids Flashcards or pictures with family descriptions (e.g., Sheena lives with her parents and brother) and family types (e.g., nuclear family, joint family, single-parent family)

Activity

Divide the students into small groups. Give each group a set of cards: one set with descriptions of family setups (e.g., “Sheena lives with her parents and brother”) and another set with the corresponding family types (e.g., “Nuclear Family”).

Each group will work together to match the family description with the correct family type.

Once all the groups have made their matches, gather the class, and review each pair.

Ask the students to explain why each match is correct, reinforcing the understanding of different family structures.

Chapter 2 • Family

7

Extension Idea

Ask: Can a family be a mix of different types, such as having both nuclear and joint family members?

Say: Yes, a family can be a mix of different types. For example, a family might have parents and children (nuclear family) living together, but also have grandparents or uncles and aunts visiting regularly or staying with them.

This makes the family like a joint family even though it is mostly nuclear.

Family Tree

Discover Page 19

Learning Outcomes Understand relationships between family members through generations.

Teaching Aids Blank family tree templates, colourful strips of paper, glue.

Activity Distribute the teaching aids to all the students.

Ask them to write the names of their grandparents on the top of the tree using strips of the same colour (these will represent the first generation).

For the second generation, ask the students to write the names of their parents, uncles, and aunts on a different set of strips, using the same colour, and place them below the grandparents’ strips.

Finally, the students should write their own names (and those of any siblings) on a third set of strips and place them at the bottom to represent their generation.

Extension Idea Ask: Who is the eldest person in your family, and what have you learned from them?

Say: The eldest person in my family is [name], and I’ve learned [a value, skill, or story] from them.

Importance of Family

Discover Page 20

Learning Outcomes Understand how families help in sharing responsibilities and nurturing values.

Teaching Aids Storybooks, story sequence cards with different importance of family

Activity

Distribute the teaching aids among the students and ask them to create a “Thank You, Family!” card. Ask them to fold the sheet of coloured paper in half.

On the front, they should write “Thank You, Family!” and decorate it with symbols like hearts or pictures of their family members.

Inside the card, ask the students to write a few sentences about how their family makes them feel and what important values they have learnt from them, such as kindness or respect.

After completing the cards, students can share their thoughts with the class if they wish. Encourage them to give the card to a family member as a gesture of appreciation.

8

Extension Idea Ask: Why is it important to spend time with your family?

Say: Spending time with your family is important because it makes you feel loved, happy, and helps you learn important values like kindness and respect. It also gives you the chance to have fun together.

Discover Page 21

Resemblance in a Family Learning Outcomes Identify how family members look similar, like eyes, hair, or height.

Teaching Aids Sheets of paper, printed or drawn with a table structure for students to fill in, pencils or pens. The sample structure of the table is as follows: Family Member

Feature

Resemblance

Mom

Blue eyes

Yes

Dad Sibling

Activity

Distribute the sheets of paper that have the table drawn or printed on them. Ask the students to choose three of their family members (such as mom, dad, or siblings). In the first column, they will write the name of the family member. In the second column, they will describe a trait of that family member, such as hair colour, height, or smile. In the third column, the students will write whether they resemble that trait (“Yes” or “No”). Encourage the students to think about how they look similar or different from their family members. After they have filled out the table, ask them to share their findings with a classmate or the whole class, discussing how family members can have shared traits or differences.

Extension Idea Ask: Why do you think we look like our family members?

Say: We look like our family members because we share some of the same features, like eye colour or hair colour, from our parents or grandparents.

Chapter 2 • Family

9

Answers Pause and Answer

Page no. 19

A. F amily is related by birth, marriage, or adoption.

Name the following.

B. A nuclear family consist of two parents and their children, while joint family includes grandparents, parents, children, and sometimes uncles or aunts living together.

1. Nuclear family 2. Joint family 3. Single-parent family

C. A family tree shows us how people in a family are related to each other. A family tree often starts with the grandparents, who form the first generation. The second generation consists of the parents, uncles, and aunts. The third generation includes the children.

Chapter Checkup 1. Tick () the correct answer.

A. Nuclear family B. Second generation

D. F amily loves and cares for us, making sure we are safe. Family members teach us important values like kindness, honesty and respect.

C. Relatives 2. Fill in the blanks.

E. I t means that the daughter look likes her father, or she has similar features to him such as face, nose, eyes etc.

A. family member B. single-parent

F. I help cleaning my room or putting things away. I listen to my family members and make them feel happy.

C. Generation

6. Picture-based questions.

D. resembles 3. Write True or False.

A. False

B. True

C. False

D. True

4. Match the following.

A. Nuclear family

→

b. family of parents and children

B. Joint family

→

c. f amily of grandparent’s parents and children

C. Single-parent family

10

5. Answer the following questions.

→

a. family with one parent and children

A. T he picture I shows a single-parent family and the picture II shows a nuclear family.

B. A single-parent family consist of only one parent and children while nuclear family consist of both parents and children.

Challenge (HOTS)

1. The child will have more people to love and care for them, like grandparents, uncles, aunts, and cousins.

2. The child will enjoy spending more time together as a family, like playing games and celebrating festivals with a larger group.

3

Keeping Safe and Healthy Chapter Headings

CB Page

Safety in Daily Life

25

First Aid

29

Good Health

30

Learning Outcomes Students will be able to:

identify and practice safety rules to protect themselves from common hazards such as road accidents, sharp objects, falls, electric shocks, burns, and harmful chemicals in their daily life.

understand the concept of first aid and learn the importance of keeping a first aid kit and knowing basic first aid practices. learn the importance of good health practices, including healthy eating, exercise, rest, sleep, and cleanliness, and will develop habits to stay healthy.

Let’s Recall Recap to check if students know about the basic safety rules.

Ask students to solve the question given in the Get Set section.

Vocabulary footpath: a path along the side of a road for people to walk on pesticides: chemicals used to kill insects

thermometer: a tool to measure how hot or cold things are

zebra crossing: a marked path with white stripes where people walking can safely cross the road first aid: immediate help given to someone who is injured or suddenly becomes ill

Teaching Aids Sheets of paper, coloured markers, or crayons; Pictures of the items found in the first aid kit, such as cotton, common medicines, band-aids, a thermometer and an antiseptic lotion, band-aid, antiseptic lotion, etc.; Flashcards related to different categories such as Healthy Habits, Exercise, Sleep, and Cleanliness and their related actions such as washing hands, eating fruits, brushing teeth, playing outside, and sleeping

11

Chapter: Keeping Safe and Healthy Safety in Daily Life

Discover Page 25

Learning Outcomes

Students will be able to identify and practice safety rules to protect themselves from common hazards such as road accidents, sharp objects, falls, electric shocks, burns, and harmful chemicals in their daily life.

Teaching Aids

Sheets of paper, coloured markers, or crayons

Activity

Divide the students into small groups, each consisting of 4–5 students.

Assign each group one safety topic: Road Safety, Safety from Sharp Objects, Safety from Falling, Safety from Electric Shock, Safety from Burns, or Safety from Harmful Chemicals.

Ask each group to discuss and write 2–3 important safety rules related to their assigned topic. Along with the rules, they can draw simple drawings or symbols that represent each rule (e.g., a car for road safety or a helmet for safety while riding a bike).

Once the charts are ready, ask each group to present their chart to the class.

Extension Idea

Ask: Why is it important to follow safety rules at home, school, and on the road?

Say: Following safety rules helps us stay safe and avoid accidents, injuries, or harm. It ensures that we protect ourselves and others around us.

First Aid

Discover Page 29

Learning Outcomes

Students will be able to understand the concept of first aid and learn the importance of keeping a first aid kit and knowing basic first aid practices.

Teaching Aids Pictures of the items found in the first aid kit, such as cotton, common medicines, band-aids, a thermometer and an antiseptic lotion, band-aid, antiseptic lotion, etc.

Activity

Show students a first aid kit or pictures of the items found in one. Ask them to tell what each item is used for.

Divide the students into small groups. Ask each group to act out a simple first aid scenario (e.g., treating a small cut with a band-aid, helping someone sit down when they feel faint). Ask the students to demonstrate the correct steps and explain why each step is important.

Extension Idea

Ask: What should you do if someone is seriously injured and you cannot help them alone?

Say: If someone is seriously injured, you should call an adult for help and dial 102 for an ambulance.

12

Good Health

Discover Page 30

Learning Outcomes Students will be able to learn the importance of good health practices, including healthy eating, exercise, rest, sleep, and cleanliness, and will develop habits to stay healthy.

Teaching Aids Flashcards related to different categories such as Healthy Habits, Exercise, Sleep, and Cleanliness and their related actions such as washing hands, eating fruits, brushing teeth, playing outside, and sleeping

Activity Divide the class into small groups. Give each group a set of flashcards that show different actions (e.g., washing hands, eating fruits, brushing teeth, playing outside, sleeping). On the board, write the categories: Healthy Habits, Exercise, Sleep, and Cleanliness.

Ask the students to pick an action card and place it under the correct category. For example, Eating fruits would go under Healthy Habits, and Playing outside would go under Exercise.

After the groups finish, discuss each category and why the actions belong to the specific health aspect.

Extension Idea Ask: Why is it important to wash your hands before eating?

Say: It is important to wash your hands before eating to remove germs and dirt, which can make us sick.

Chapter 3 • Keeping Safe and Healthy

13

Answers Get Set

Page no. 25

Read the poem aloud and underline two ways to be safe.

Every day, safety is the key, For you and me, it is easy to see.

Look both ways before you cross the street, Wear your helmet while on your bicycle seat.

Hold hands of elders, do not run too fast, Safety first, make each second last.

Pause and Answer

Turn off the main supply or unplug the appliance E. Two safety rules for using scissors: Ask an adult for help when using sharp objects.

Handle sharp objects carefully.

Page no. 29

F. Exercise is important because it: Helps keep our body fit, strong, and healthy Improves blood circulation

1. floors

2. electric wire

3. seatbelt

4. medicine

Chapter Checkup

1. Tick () the correct picture.

B. knives

C. fork

Strengthens muscles Helps develop strong muscles and bones G. First aid is the immediate help given to someone who is injured or suddenly becomes ill, before a doctor can arrive. Five things in a first aid box: Cotton

Common medicines

Band-aids

Antiseptic lotion

Thermometer

2. Fill in the blanks.

A. rest

B. exercise

C. overcooking

D. bath

3. Write True or False.

A. True

B. False

C. False

D. True

4. Match the following.

A. exercise

→

d. yoga

B. sharp object

→

a. scissors

C. healthy food

→

b. apples

D. first aid

→

c. medicines

5. Answer the following questions.

A. We should wear a seatbelt while travelling in a car.

B. Two objects that may cause electrical shock: Electrical sockets Electrical wires

C. Two practices to stay healthy: Eat clean, healthy food.

Exercise regularly.

14

Do not touch the person with bare hands. causing the shock.

Fill in the blanks.

A. seatbelt

D. In case of an electric shock:

H. (This is a personal response question about favourite exercise - varies by student. Sample answer is given here.)

My favourite way to exercise is cycling. I love riding my bicycle in the park every evening because it helps me stay active while enjoying the fresh air and nature.

Cycling is not only fun but also helps strengthen my legs and improves my balance.

6. Picture-based questions.

A. The girl in the picture appears to be doing yoga/ exercise.

B. T his activity helps keep her body fit, strong and healthy.

Challenge (HOTS)

1. Ruhi’s habits can lead to tiredness, weak muscles, and health problems like obesity and heart issues.

2. Two ways in which you can help Ruhi to stay healthy: A. She should eat healthy food like fruits and vegetables.

B. She should sleep early and exercise regularly.

Unit

2

Our Needs

Chapters in This Unit 4. The Food We Eat 5. Our Home 6. Clothes We Wear Story in This Unit Pihu, Manu, and Ishaan are surprised to hear about Avora, a magical planet, and Lord Ero, an evil wizard who wants to destroy it. Eva, a wizard from Avora, explains that they must collect the Crystal of Life to stop Lord Ero’s plans.

Since it is late, Ishaan invites Eva, Mel (a robot), and Conji to stay at his house.

Ishaan’s father, Dr Vikram, is a scientist. When he sees the strange visitors, he is shocked, but Ishaan reassures him that they are friendly.

The group starts talking about food. Humans eat different kinds of food for energy, while wizards eat energy cubes and drink magic potions. Mel, the robot, gets energy from batteries instead of food. They all find this funny and start laughing.

Suddenly, there is a flash of light, and a piece of the Crystal of Life appears in Mel’s hand. Dr Vikram and the children are amazed. Eva explains that the Elders of Avora had told them they would find pieces of the Crystal whenever they learned something new.

Ishaan and his friends are excited. They realise that by teaching their new friends about Earth, they can help them find more pieces of the Crystal. Their adventure has just begun!

15

4

The Food We Eat Chapter Headings

CB Page

Importance of food

38

Sources of food

39

Cooked and Raw food

41

Types of Food

43

Balanced Diet

44

Healthy Food Habits

44

Learning Outcomes Students will be able to: understand importance of food we eat every day. learn about the sources of food we eat.

differentiate between raw and cooked food.

know about the types of food such as energy-giving, body-building, and protective foods.

know about the importance of the balanced diet and healthy food habits that one should follow.

Let’s Recall Recap to check if students know the names of various fruits and vegetables and other food items.

Ask students to solve the question given in the Get Set section.

Vocabulary cereals: grains like wheat, rice, maize and barley

spices: plant parts, used to add taste and aroma to food

dairy products: milk and milk products, such as curd, cheese and ghee

balanced diet: a diet that has all the required nutrients in the right amounts

nutrients: substances in food that help our body grow, stay healthy, and provide energy

Teaching Aids A chart paper with pictures of different food items of different meals we eat everyday with blank labels; Pictures or sample of different types of food, chart paper, white board, and marker; Worksheets with the names of different food items (raw and cooked); Picture cards of different food items (e.g., rice, potatoes, nuts, milk, eggs, spinach, carrots, oranges, etc.), three large baskets or containers labelled ‘Energy-Giving Food’, ‘Body-Building Food’, and ‘Protective Food’; Paper plates (one per student), crayons, markers, or coloured pencils, cut-out pictures of different foods (or stickers), glue

16

Chapter: The Food We Eat Importance of Food

Discover Page 38

Learning Outcomes The students will be able to understand importance of food we eat every day.

Teaching Aids A chart paper with pictures of different food items of different meals we eat everyday with blank labels

Activity Instruct the students to work in small groups. Distribute the teaching aids among the groups.

Ask the students to write the uses of food along with the pictures.

Then ask students to talk about the breakfast they have in morning and discuss if it is healthy or not.

Extension Idea Ask: Can you think of two food items that your mother give you when you are sick and why?

Say: Vegetable soup and khichdi because these give us instant energy and are easy to digest.

Sources of Food

Discover Page 39

Learning Outcomes Students will be able to learn about the sources of food we eat.

Teaching Aids Pictures or samples of different types of food, chart paper, white board, and marker

Activity Instruct the students to work in small groups. Distribute the teaching aids among the groups.

Ask the students to list the different food items and write them on their notebooks. Then, draw two columns on the board/whiteboard—one labelled “Plant as Source” and the other “Animal as Source”. Name one food item and ask the students to categorise it into the appropriate column.

Extension Idea Ask: How do sources of food help us understand human food habits?

Say: Humans who eat plant-based food are called vegetarians, while those whose primary source of food comes from animals are called non-vegetarians.

Chapter 4 • The Food We Eat

17

Cooked and Raw Food

Discover Page 41

Learning Outcomes Students will be able to differentiate between raw and cooked food.

Teaching Aids Worksheets with the names of different food items (raw and cooked)

Activity Ask students to work in pairs with a sheet that has a list of food items. Students will sort the food items into two categories: those that can be eaten raw and those that need to be cooked.

Encourage students to explain the methods used to cook the food and discuss how cooked food differs from raw food in terms of taste, texture, and aroma.

Extension Idea Ask: Why do we cook food in different ways on special occasions or festivals?

Say: We cook food in different ways during festivals or special occasions because it enhances the aroma and flavour, making the meal more enjoyable and unique.

Types of Food

Discover Page 43

Learning Outcomes Students will be able to know about energy-giving, body-building, and protective foods.

Teaching Aids Picture cards of different food items (e.g., rice, potatoes, nuts, milk, eggs, spinach, carrots, oranges, etc.), three large baskets or containers labelled ‘Energy-Giving Food’, ‘Body-Building Food’, and ‘Protective Food’

Activity

Divide the students into small groups, with 3–4 students per group. Distribute the teaching aids to each group.

Place the labelled baskets or containers at the front of the class, each representing a different food group. For the sorting activity, each group will take turns selecting a card from their pile and determining which food group the item belongs to. They will then place the card in the corresponding basket.

For example, if a group picks a card with a picture of a carrot, they will place it in the “Protective Food” basket.

After all the cards are sorted, discuss, and explain why each food item belongs to its respective group.

Encourage students to share examples of foods they eat at home from each food group.

Extension Idea Ask: Why is it important to eat foods from all three groups?

Say: Our body needs energy, strength to grow, and protection from diseases. Eating a mix of these foods keeps us healthy and strong.

18

Discover Page 44

Balanced Diet and Healthy Food Habits Learning Outcomes

Students will be able to know about the importance of the balanced diet and healthy food habits that one should follow.

Teaching Aids Paper plates (one per student), crayons, markers, or coloured pencils, cut-out pictures of different foods (or stickers), glue

Activity

Divide the students into small groups, with 3–4 students per group. Distribute the teaching aids to each group.

Ask the students to choose one food item from each of the three food groups: energy-giving, body-building, and protective. Provide cut-out pictures or stickers of various foods, and have the students draw or paste the selected foods onto their plate, ensuring they include at least one item from each group to create a balanced diet.

After the students have completed their plates, hold a discussion where each student shares with the class which foods they chose and why.

Also, encourage the students to follow healthy food habits at school and at home. Let each student write or draw one healthy food habit they will follow. Paste these on a classroom board as a reminder.

Extension Idea Ask: Why is it important to include foods from all three food groups (energy-giving, body-building, and protective foods) in our daily meals?

Say: We need foods from all three groups (energy-giving, body-building, and protective) because they work together to keep us healthy. Energy-giving foods give us the power to move, body-building foods help us grow, and protective foods keep us strong and safe from getting sick.

Answers Get Set

Page no. 38

[Encourage students to remember which food items they had the previous day and tick accordingly]

Pause and Answer

Page no. 41

cashews

almonds

egg

garlic

peanuts

butter

honey

5. A milk product:

1. A plant root that we eat: broccoli

broccoli

4. A food that we get from animals:

Circle the correct example. spinach

3. A plant flower that we eat:

walnut beetroot

2. A plant stem that we eat: tomato

potato

Chapter 4 • The Food We Eat

cabbage

19

Pause and Answer

Page no. 42

Match the food with the way it is cooked.

A. Puris

→

c. Fried

B. Rice

→

b. Boiled

C. Cake

→

a. Baked

Chapter Checkup 1. Tick () the correct answer.

A. Energy-giving foods B. Plants C. Fruits D. Peas 2. Fill in the blanks.

A. Boiling B. Frying C. Baking D. Grilling 3. Write True or False.

A. True

B. False C. True

D. False 4. Choose the odd one out.

A. potato B. radish C. broccoli D. almonds

5. Answer the following questions.

A. F ood is important for us because it provides energy, helps in growth, and keeps us healthy.

20

B. T wo sources of food: Plants – Example: Fruits (Apple) Animals – Example: Milk (Cow)

C. T wo foods that can be eaten without cooking are fruits and nuts.

D. B ody-building foods help in growth and repair of body tissues.

E. A balanced diet includes a mix of foods that provide energy, build and repair our body, and protect us from illness.

F. Some methods of cooking food include boiling, frying, baking, and grilling.

Boiling – Cooking food in hot water, such as rice and eggs.

Frying – Cooking food in hot oil, such as puris and samosas.

6. Picture-based questions.

A. F rom plants: Banana, Strawberry, Orange juice From animals: Honey, Eggs, Milk

B. Protective food: Strawberry Body-building food: Eggs

Challenge (HOTS)

1. If we do not eat body-building food, our muscles and bones will not be healthy and strong. If we do not eat protective food, we will not be protected from diseases.

2. Fresh fruit and vegetables can be eaten raw because they are protective food and help us stay healthy. Rice and chapati are energy-giving food, and they need to be cooked so that they can give us energy to do different activities.

5

Our Home Chapter Headings

CB Page

The Need for a House

48

Different Houses

49

Building Materials

51

Clean House

52

Waste Disposal

52

Learning Outcomes Students will be able to:

understand why houses are important and how they protect us from weather, animals, and other dangers. identify different types of houses based on location and purpose. differentiate between kutcha and pucca houses based on materials used. identify and practice different ways to keep their houses clean and understand the importance of hygiene. differentiate between biodegradable and non-biodegradable waste and understand the importance of proper waste disposal.

Let’s Recall Recap to check if students know what a house is and why it is important for us.

Ask students to solve the riddle given in the Get Set section.

Vocabulary belongings: things like clothes and books that we own climate: weather conditions of a place Inuit: people who live in the cold northern areas of the world floods: overflow of water onto dry land backwaters: quiet areas of a river or lake where the water is still and does not flow like the rest of the water dispose: to dump or throw away temporary houses: houses that are not fixed and can be moved from one place to another kutcha houses: houses built with materials like wood, mud, stone and bamboo pucca houses: houses built with materials like bricks, concrete and iron biodegradable waste: waste that is broken down easily into simpler forms in nature non-biodegradable waste: waste that does not break down easily in nature

Teaching Aids Sheets of paper, colouring materials, like pencils, crayons, markers, colours, etc.; Flashcards with pictures of different houses, flashcards with descriptions of each house type, drawing sheets and colouring materials; Drawing sheets and colouring materials; Picture cards of a clean and a dirty house, flashcards with good and bad cleaning habits, a small dustbin and toy pests; Two bins (green and blue), picture cutouts of different waste items (e.g., fruit peels, plastic bottles, paper, glass, tin cans), flashcards with key terms like biodegradable, non-biodegradable, recycle, and reuse 21

Chapter: Our Home The Need for a House

Discover Page 48

Learning Outcomes Students will be able to understand why houses are important and how they protect us from weather, animals, and other dangers.

Teaching Aids Sheets of paper, colouring materials, like pencils, crayons, markers, colours, etc.

Activity Ask students why they feel happy coming back home. Discuss the ways a house keeps us safe and comfortable.

Provide a sheet of paper and colouring materials to each student and let them draw and colour their ideal house. Guide them to label parts of the house and ask why they love their homes.

Let them share their drawings and describe why a house is important to them.

Extension Idea Ask: Why do we need a house?

Say: We need a house because it is a place where we live with our families, and it protects us from heat, cold, rain, animals, and thieves.

Different Houses

Discover Page 49

Learning Outcomes Students will be able to identify different types of houses based on location and purpose.

Teaching Aids Flashcards with pictures of different houses, flashcards with descriptions of each house type, drawing sheets and colouring materials

Activity Discuss different types of houses and their features. Ask students if they have seen or heard about these houses before.

Give them flashcards with pictures and descriptions of houses like igloos, stilt house, tent house, mud house, houseboats, caravan, bungalow and multi-storey buildings. Ask them to match the pictures with the correct descriptions.

Next, let students choose one house type and draw it, adding details like water for a houseboat or ice for an igloo. Encourage them to colour and decorate their drawings.

Later, ask them which house they would like to live in and why.

22

Extension Idea Ask: Why do people in Assam build houses on stilts?

Say: People in Assam build houses on stilts because the region receives heavy rainfall and often experiences floods. The stilt houses are raised on wooden or metal poles, preventing floodwater from entering and keeping the house safe and dry.

Building Materials

Discover Page 51

Learning Outcomes Students will be able to differentiate between kutcha and pucca houses based on materials used.

Teaching Aids Drawing sheets and colouring materials

Activity Discuss with the students whether a house is a kutcha house or a pucca house and what materials are used to build it.

Provide the teaching aids to the students and ask them to draw a kutcha house and a pucca house, adding details like doors, windows, and surroundings. Encourage them to colour and decorate their drawings.

After drawing, have them label their house type and write two materials used to build each type of house. Let students present their drawings and explain their house type to the class.

At the end, explain the differences between kutcha and pucca houses.

Extension Idea Ask: What happens to a kutcha house in heavy rain?

Say: It can break or wash away because mud is not strong like bricks.

Clean House

Discover Page 52

Learning Outcomes Students will be able to identify and practice different ways to keep their houses clean and understand the importance of hygiene.

Teaching Aids Picture cards of a clean and a dirty house, flashcards with good and bad cleaning habits, a small dustbin and toy pests

Activity

Show students two pictures – one of a clean house and one of a dirty house. Ask them to describe the differences.

Show flashcards with different cleaning habits (e.g., “Throwing waste in dustbins” vs. “Leaving garbage on the floor”). Let students categorise them as good or bad habits.

Hide toy pests around the classroom. Ask students to find them and discuss where real pests hide and why.

Let each student share one cleaning habit they will follow at home.

Chapter 5 • Our Home

23

Extension Idea Ask: Why should we not allow garbage and water to collect around the house?

Say: Garbage and water attract germs, insects, and mosquitoes, which can spread diseases.

Discover Page 52

Waste Disposal Learning Outcomes

Students will be able to differentiate between biodegradable and non-biodegradable waste and understand the importance of proper waste disposal.

Teaching Aids Two bins (green and blue), picture cutouts of different waste items (e.g., fruit peels, plastic bottles, paper, glass, tin cans), flashcards with key terms like biodegradable, non-biodegradable, recycle, and reuse

Activity

Show students two bins (one green, one blue) and ask what they think they are used for. Give each student a picture of a waste item. Let them decide whether it is biodegradable or non-biodegradable and place it in the correct bin. Discuss why each item belongs in its respective bin.

Explain why sorting waste properly helps keep our surroundings clean and prevents pollution.

Let the students take a pledge to throw waste in the correct bins and encourage their families to do the same.

Extension Idea Ask: Why do we use different coloured garbage bins for waste disposal?

Say: We use green bins for biodegradable waste, which can break down naturally, and blue bins for nonbiodegradable waste, which should be reused or recycled.

Answers Get Set

Page no. 48

Write True or False.

Solve this riddle.

1. True

House

Pause and Answer

Pause and Answer

Page no. 51

2. True 3. True

Name the following.

4. True

1. A house that is pulled by a vehicle: Caravan

Chapter Checkup

2. A house built on poles: Stilt house 3. A house made of ice blocks: Igloo 4. A house made of canvas: Tent house

1. Tick () the correct answer.

A. Igloo

B. Nylon or canvas C. Mud houses

24

Page no. 52

2. Fill in the blanks.

A. Tents B. Stilt C. Caravans D. Houseboats 3. Write True or False.

A. True

B. False C. False

D. False 4. Circle the odd one out.

A. Dry leaves B. Straw C. Plastic D. Fruit peels

5. Answer the following questions.

A. A house protects us from heat, cold, and rain. It also protects us from animals and thieves.

B. T wo things we should think about before building a house.

The climate of the place.

The building materials that are easy to get.

D. B iodegradable waste can be broken down easily into simpler forms naturally.

Examples: Fruit peels, paper.

Non-biodegradable waste is not easily broken down in nature.

Examples: Plastic bags, metal cans.

E. Riya would live in a mud house because mud houses are found in hot places such as deserts.

Ranjan would live in a stilt house because a stilt

house is mostly found in areas near water bodies.

6. Picture-based questions.

A. T ype of waste shown in the given picture is Biodegradable waste.

B. I would collect it in the green garbage bin.

Challenge (HOTS)

1. If people throw plastic and other waste on the ground, it will pollute the land and spread diseases. Plastic does not break down easily and can harm animals and dirty our surroundings.

2. If we do not keep our house clean, germs, insects, and mosquitoes will spread diseases. A clean house keeps us safe from illnesses and makes us feel comfortable and healthy.

C. M aterials we use to make kutcha houses are wood, mud, stone, bamboo.

Chapter 5 • Our Home

25

6

Clothes We Wear Chapter Headings

CB Page

Need for Clothes

59

Different Clothes

59

Types of Fibres

61

Taking Care of Clothes

63

Learning Outcomes Students will be able to: understand how clothes protect us and why we wear different clothes for different seasons, professions, and events. learn about natural and synthetic fibres and their sources.

learn how to take care of clothes to keep them clean and last longer.

Let’s Recall Recap to check if students know the names of different types of clothes.

Ask students to draw can colour the picture as given in the Get Set section.

Vocabulary culture: way of life of a particular society or group

fleece: soft and fluffy wool that grows on a sheep and is used to make warm clothing

sheared: cut off or removed, referring to wool or hair being shaved from an animal like a sheep durable: the ability to last a long time

cocoon: a protective covering spun by silkworms

detergents: cleaning agents used to wash clothes

uniforms: special clothes that help us know who people are and what they do fibres: thin threads that are joined together to make a piece of cloth synthetic: made using chemicals, not natural

Teaching Aids Magazines, newspapers, or printed pictures of different clothes, scissors and glue sticks, large sheets of paper with four sections labelled Summer Clothes, Winter Clothes, Monsoon Clothes, and Snowy Places Clothes, markers or crayons for labelling and decorating; Fabric samples, picture cards of fibre sources, two labelled baskets: Natural Fibres and Human-Made Fibres; Picture cards showing steps of clothes care

26

Chapter: Clothes We Wear Need for Clothes and Different Clothes

Discover Page 59

Learning Outcomes Students will be able to understand how clothes protect us and why we wear different clothes for different seasons, professions, and events.

Teaching Aids Magazines, newspapers, or printed pictures of different clothes, safety scissors and glue sticks, large sheets of paper with four sections labelled Summer Clothes, Winter Clothes, Monsoon Clothes, and Snowy Places Clothes, markers or crayons for labelling and decorating

Activity Show real clothes or pictures and explain why we wear them in different seasons. Talk about uniforms and special clothes worn for different jobs.

Provide each student with a large sheet of paper divided into four sections. Let them cut out and paste pictures of clothes from old magazines or newspapers in the correct section.

Encourage creativity by allowing them to draw or decorate their collage.

Once ready, let students present their collages and explain their choices.

Discuss why certain materials (e.g., cotton for summer, wool for winter) are used in different seasons and talk about why special jobs (like doctors, firefighters, and police officers) have specific uniforms.

Ask students why it is important to choose the right clothes for different weather and occasions.

Extension Idea Ask: Why do we wear woollen clothes in winter instead of cotton clothes?

Say: Woolen clothes trap body heat and keep us warm, while cotton clothes allow air to pass through and do not keep us warm in winter.

Types of Fibres

Discover Page 61

Learning Outcomes Students will be able to learn about natural and human-made fibres and their sources.

Teaching Aids Fabric samples, picture cards of fibre sources, two labelled baskets: Natural Fibres and Human-Made Fibres

Activity Discuss with the students how clothes were made in the past and how we now use fibres to make fabric.

Show samples of cotton, wool, silk, jute, nylon, polyester, and rayon. Let students touch and describe each fabric, then guess if it comes from a plant, an animal, or a factory.

Next, give students picture cards of fibres like cotton plants, silkworms, sheep, and nylon fabric. Ask them to sort the cards into two baskets labelled “Natural Fibres” and “Human-Made Fibres”.

After the activity, discuss why some fabrics are more expensive and where we use different fibres.

Chapter 6 • Clothes We Wear

27

Extension Idea Ask: Why do we use jute to make bags and ropes instead of cotton?

Say: Jute is a strong and rough fibre, making it more durable for bags and ropes, while cotton is soft and used for making clothes.

Discover Page 63

Taking Care of Clothes Learning Outcomes Students will be able to learn how to take care of clothes to keep them clean and last longer.

Teaching Aids Picture cards showing steps of clothes care

Activity Discuss with the students why it is important to take care of clothes. Explain the steps: washing, drying, ironing, and storing.

Give each student a set of four picture cards showing different steps of clothes care (washing, drying, ironing, storing). Ask them to arrange the cards in the correct order.

Once done, have them explain the steps in their own words.

After the activity, discuss why we follow this order and when clothes need dry cleaning. Ask students if they help in taking care of clothes at home.

Extension Idea Ask: Why should we dry clothes in the sun instead of keeping them wet for a long time?

Say: Sunlight helps kill germs and keeps clothes fresh, while wet clothes can develop a bad smell and germs.

Answers Get Set

Page no. 58

Let the students draw and colour the picture of their favourite piece of clothing.

Pause and Answer

Solve the riddles. “What am I?” 1. Wool

2. Cotton 3. Silk

28

Page no. 63

Chapter Checkup 1. Tick () the correct answer.

A. Rayon

B. Sweaters C. Wool 2. Fill in the blanks.

A. Silk

B. Winter

C. Sweat

D. Nylon

3. Write True or False.

A. False

C. T aking care of clothes helps them last longer and stay in good condition.

D. C otton is gentle on the skin and allows air to pass

B. True

through, keeping us cool during the summer.

C. False

E. I felt happy and confident when someone liked what I

D. True

was wearing.

4. Match the columns.

A. Silk

→

d. festival clothes

B. Nylon

→

c. swimwear

C. Cotton

→

a. bedsheet

D. Wool

→

b. sweater

5. Answer the following questions.

A. N atural fibres are the ones that we get from plants and animals.

6. Picture-based question.

Part A – Winters Part B – Rainy season

Challenge (HOTS)

niforms help us know who people are and what they do.

U Each school has its own uniform.

B. T wo examples of human-made fibres are nylon and rayon.

Chapter 6 • Clothes We Wear

29

Unit

3

Our Surroundings

Chapters in This Unit 7. Our Neighbourhood Services 8. Our Festivals Story in This Unit The Colourful Festival One morning, Ishaan and Dr Vikram visit the Trio, who are thinking about how to collect the pieces of the magical Crystal. Ishaan tells them about Holi, a festival in India where people celebrate with colours. Conji is curious to learn more.

Dr Vikram worries that others might see the Trio, but Conji assures him that they are only visible to Ishaan and his friends. Excited, they step outside and see the celebrations. The neighbourhood is filled with laughter as people throw colourful gulal and spray water at each other. Everyone looks joyful.

Eva is amazed by the bright colours and happy crowd. Ishaan explains that Holi is a festival of togetherness, where people celebrate with family and friends, play with colours, and enjoy delicious sweets.

Soon, Pihu and Manu arrive, carrying packets of gulal and sweets. They explain how festivals bring people together and strengthen friendships. Manu happily shares the sweets, making the celebration even more special. The Trio joins in, playing with colours and enjoying the festive atmosphere.

Curious about Indian traditions, Mel asks if there are other festivals. Ishaan describes some major celebrations, like Diwali, Eid, Ganesh Chaturthi, Gurpurab, Pongal, and Christmas. Each festival, he explains, is filled with joy and excitement.

Conji loves the idea of festivals and wishes for similar celebrations in Avora. Just then, a bright light appears, and suddenly, another piece of the magical Crystal is in Conji’s hand. The group is thrilled, realising that learning about India has brought them a step closer to their goal.

Filled with happiness, they celebrate their new discovery and look forward to the next adventure.

30

7

Our Neighbourhood Services Chapter Headings

CB Page

Neighbourhood Services

73

Caring about Our Neighbourhood

76

Work People Do

77

Child Labour

79

Learning Outcomes Students will be able to: understand what a neighbourhood is and identify different services available in their neighbourhood. learn about ways to take care of their neighbourhood.

recognise different occupations and understand the role of various workers in the community. learn what child labour is and why it is wrong.

Let’s Recall Recap to check if students know the names of some places in their neighbourhood.

Ask students to solve the word puzzle given in the Get Set section.

Vocabulary grocers: people who sell groceries, like pulses, grains, bread, and milk greengrocers: people who sell fruit and vegetables

patients: sick or injured people who need treatment withdraw: to take out

essential: necessary or important

neighbours: people who live near our house neighbourhood: the area around our house

neighbourhood services: services such as hospitals, banks and schools that are available in our neighbourhood occupation: work people do to earn money

child labour: a child under 14 years of age, working to earn money

Teaching Aids Flashcards of different neighbourhood places, a simple map of a neighbourhood, and a picture chart; Chart paper or A4 sheets, crayons, coloured pencils, or markers, stickers (optional); Picture cards of different jobs (doctor, teacher, police officer, farmer, postman, shopkeeper, gardener, etc.), slips of paper with different job names written on them, a small basket or box; Sheets of paper, colouring materials 31

Chapter: Our Neighbourhood Services Neighbourhood Services

Discover Page 73

Learning Outcomes Students will be able to understand what a neighbourhood is and identify different services available in their neighbourhood.

Teaching Aids Flashcards of different neighbourhood places, a simple map of a neighbourhood, and a picture chart

Activity Discuss what a neighbourhood is and why neighbourhood services are important. Show pictures of different places such as a market, school, hospital, and bank. Give each student a sheet of paper or chart.

Ask them to draw or paste pictures of at least five neighbourhood services (e.g., school, park, market, hospital, bank). Let them cut out pictures from magazines/newspapers or draw their own. Encourage them to label each place and write one sentence about what happens there.

Ask each student to show their collage and explain one or two neighbourhood services they included.

Extension Idea Ask: If you could add a new service to your neighbourhood, what would it be and why?

Say: I would add a community library to my neighbourhood. It would help children and adults read more books, learn new things, and enjoy storytelling sessions.

Caring about Our Neighbourhood

Discover Page 76

Learning Outcomes Students will be able to learn about ways to take care of their neighbourhood.

Teaching Aids Chart paper or A4 sheets, crayons, coloured pencils, or markers, stickers (optional)

Activity Ask students why it is important to take care of our neighbourhood. Read aloud the ways we can care for our neighbourhood (from the given text).

Ask if they can you think of any other ways to help? (Examples: Helping an elderly neighbour, keeping the park clean, saying thank you to workers.)

Ask students to choose one neighbourhood helper (e.g., a teacher, shopkeeper, sweeper, gardener, or doctor) and draw a picture of the helper doing their job.

Below the picture, ask them to write one sentence about how they can show respect and kindness to that person. Each student will show their drawing and share their sentence with the class.

Encourage them to act on their idea (e.g., saying thank you to a shopkeeper the next time they visit).

32

Extension Idea Ask: Why is it important to keep our neighbourhood clean and green?

Say: A clean and green neighbourhood makes the air fresh, keeps people healthy, and creates a happy place for everyone to live.

Work People Do

Discover Page 77

Learning Outcomes Students will be able to recognise different occupations and understand the role of various workers in the community.

Teaching Aids Picture cards of different jobs (doctor, teacher, police officer, farmer, postman, shopkeeper, gardener, etc.), slips of paper with different job names written on them, a small basket or box

Activity Discuss different jobs that people do. Ask students, “Who teaches you in school?”, “Who grows the food we eat?”, “Who helps keep us safe?”. Show picture cards of different occupations and briefly describe their roles.

Explain that people work in different places like schools, hospitals, farms, police stations, and post offices.

Fold the slips of paper and put them in a basket. Let one student pick a slip and act out the job written on it without speaking. The rest of the class will guess what the job is. The student who guesses correctly gets the next turn to act. Continue until most students have had a turn.

Examples of Actions: Doctor – Pretends to check someone’s heartbeat with an imaginary stethoscope.

Teacher – Acts like they are writing on a blackboard.

Police Officer – Salutes or pretends to direct traffic.

Farmer – Mimes digging the soil or planting seeds.

Postman – Pretends to deliver letters.

Extension Idea Ask: Name three occupations and their importance.

Say: Doctor - Treats sick people, Teacher - Teaches students new things, Farmer - Grows food for us.

Child Labour

Discover Page 79

Learning Outcomes Students will be able to learn what child labour is and why it is wrong.

Teaching Aids Sheets of paper, colouring materials

Activity

Discuss what child labour is and why it is unfair. Explain that children should be in school, learning and playing, instead of working.

Chapter 7 • Our Neighbourhood Services

33

Write a few example slogans on the board to inspire students.

Example Slogans: “Books, not tools! Let kids stay in schools!”

“Say no to child labour, yes to education!”

“Children should hold pencils, not bricks!”

“Give every child a chance to learn and grow!”

Ask each student to think of a powerful message and write their own slogan on a small sheet of paper or a poster.

Once they finish, students can read their slogans aloud to the class.

Display the best slogans on a classroom bulletin board under the title “Every Child Deserves a Childhood”.

Extension Idea Ask: How can we help stop child labour?

Say: We can help by telling others that child labour is wrong, encouraging children to go to school, and informing adults if we see a child working.

Answers Get Set Find and circle the following words in the given box.

BOOKS

MARKET

HOSPITAL PARK

MILK BOOTH SCHOOL

Page no. 72 M

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Pause and Answer

Name the neighbourhood place.

1. School

2. Market

Page no. 76

Pause and Answer

Match the following.

A. Teacher

→

c. teaches

B. Doctor

→

a. treats ill people

C. Potter

→

d. makes clay articles

D. Postman

→

b. delivers letters

Chapter Checkup 1. Tick () the correct answer.

A. Hospitals

B. On the borders C. Banks D. 14 2. Fill in the blanks.

A. Farmer

3. Park

B. Principal

5. Hospital

D. Doctor, Nurse

4. Bank

34

C. Potter

Page no. 78

3. Write True or False.

A. True

E. Doctor – Treats sick people and helps them get better.

B. False

Teacher – Teaches children new things and helps them learn.

D. False

Farmer – Grows food for us so that we can eat fresh vegetables and grains.

C. True

4. Circle the odd one out.

A. Nurse B. 144 C. Fruit

5. Answer the following questions.

A. A greengrocer sells fruits and vegetables.

B. N eighbourhood services: Market, School, Hospital, Bank, Police Station C. A bank helps us keep our money and valuables safe.

People can also withdraw money from ATMs when needed.

D. Three ways to care for our neighbourhood are: a. Do not litter; always use dustbins. b. Help and respect people in your neighbourhood. c. Plant more trees to keep the environment clean

6. Picture-based questions.

A. T his is a picture of a hospital. It provides medical services to sick and injured people.

B. A doctor works in a hospital and treats people who are sick or injured.

C. I t is important because people need quick medical help when they are sick or in an emergency.

Challenge (HOTS) (Sample answers)

1. I would create a Free Library Bus that goes around different neighbourhoods. It would allow children to borrow books and read for free, helping them to learn more.

2. I would like to be a doctor because I want to help sick people get better and take care of their health.

and green.

Chapter 7 • Our Neighbourhood Services

35

8

Our Festivals Chapter Headings

CB Page

National Festivals

84

Religious Festivals

86

Harvest Festivals

90

Learning Outcomes Students will be able to:

identify India’s national festivals, their significance, and key celebrations associated with each festival. understand and respect different religious festivals celebrated in India, and identify their key traditions and celebrations. identify different harvest festivals of India, understand why they are celebrated, and recognise their connection to farming and seasons.

Let’s Recall Recap with the students the knowledge on different festivals they celebrate.

Ask the students to draw a picture of their favourite festival and write two things that they like the most about this festival as given in the Get Set section.

Vocabulary hoist: to raise high using a rope religion: a group of people who worship the same god/gods devotees: people who deeply believe in or follow a religion or God effigy: a model of a person rangoli: patterns drawn on the floor to decorate houses dhol: a kind of double-sided drum festival: a day of celebration independence: freedom from control of others republic: a form of government where people choose their leaders

religious: tied to a particular religion gurudwara: the place of worship of Sikhs langar: the community kitchen of a Gurudwara where free food is served Ramdan: a month-long period of fasting followed

by Muslims namaz: prayers offered by Muslims harvest: the time when crops are ready to be collected from the fields bhangra: a special type of dance performed by men in Punjab gidda: a special type of dance performed by women in Punjab

Teaching Aids A4 plain sheets, marker pens, sketch pens, pencil colours, pencils; Bingo cards, teacher’s list of clues; Different places grow crops in different seasons, so they celebrate when their crops are ready; Coloured paper, markers, glue, stickers, decorative material 36

Chapter: Our Festivals National Festivals

Discover Page 84

Learning Outcomes The students will be able to identify India’s national festivals, their significance, and key celebrations associated with each festival.

Teaching Aids A4 plain sheets, marker pens, sketch pens, pencil colours, pencils

Activity Divide the class into two groups. Ask the students in one group to work on Republic Day and students in the other half work on the Independence Day. Provide materials to the students. Show sample images of national symbols or festival celebrations for reference. Let them draw pictures related to the festival assigned and colour them.

Ask each group to write one message about peace and non-violence to dedicate to Mahatma Gandhi.

Some examples:

“Peace is the best way to live. Thank you, Bapu!”

“Non-violence makes the world a better place. We follow your path, Gandhiji!”

Walk around the room to check the progress of the students.

Once students have completed, invite them to showcase their work to the class and then display the posters on the class wall or display board.

Extension Idea Ask: What did Gandhiji teach us about peace?

Say: Gandhiji taught us to solve problems without fighting (non-violence) and to be kind to everyone. He is also called ‘Father of our Nation’.

Religious Festivals

Discover Page 86

Learning Outcomes The students should be able to understand and respect different religious festivals celebrated in India, and identify their key traditions and celebrations.

Teaching Aids Bingo cards, teacher’s list of clues

Activity Distribute a Bingo Card to each student.

Explain to the students that you will read the clues and the students will mark the festival or related word that matches the clue, on their bingo cards. The student/s who gets a complete row, column or a diagonal marked first on the card is/are the winner.

Read the clues and instruct the students to concentrate and mark the festivals on their cards.

Chapter 8 • Our Festivals

37

Note for the teacher - To prepare bingo cards, cut out cardboard or a sheet of paper and draw a 3×3 grid.

Instead of numbers, fill the boxes with the words related to festivals and religions (e.g., Gurpurab, Eid-ul-Fitr, Navroz, Diwali, Holi, Dussehra, Christmas, Ramdan, Langar, Ganesh Chaturthi To prepare clues you can take help from the following table: Clues

Answers (on Bingo card)

Festival of Lights

Diwali

Festival of Colours

Holi

Victory of good over evil

Dussehra

Celebrated to mark the birthday of Guru Nanak Dev Ji

Gurpurab

People offer namaz to celebrate this

Eid-ul-Fitr

Celebrated on 25th December

Christmas

Parsi new year

Navroz

Free food served to people at a gurudwara

Langar

A month-long period of fasting

Ramdan

Extension Idea Ask: Which is your favourite festival and why?

Say: (Answer may vary.) My favourite festival is Diwali because it is a festival of lights, joy, and togetherness.

People decorate their homes with diyas and rangoli, burst fireworks, and share sweets with family and friends.

It also symbolises the victory of good over evil. The best part is the excitement of lighting lamps and spending time with loved ones.

Harvest Festivals

Discover Page 90

Learning Outcomes The students will be able to identify different harvest festivals of India, understand why they are celebrated, and recognise their connection to farming and seasons.

Teaching Aids Flashcards with the names of the states of India, picture cards of the harvest festivals in various states, pencil colours, notebooks, glue

Activity Provide each student or pair of students with a set of state name cards and festival picture cards.

Ensure that all festivals covered in the chapter are included in the set. Ask students to carefully observe the festival pictures and match each one with the correct state, for example: Bihu → Assam

Pongal → Tamil Nadu Onam → Kerala

Baisakhi → Punjab 38

Once students have completed the matching, instruct them to write two sentences about each festival. Their sentences should mention: When the festival is celebrated.

How people celebrate it.

Example: Bihu is celebrated in Assam during the harvest season. People sing, dance, and enjoy traditional feasts.

Extension Idea Ask: Why do different states celebrate harvest festivals at different times?

Say: Different places grow crops in different seasons, so they celebrate when their crops are ready.

Answers Get Set

Page no. 83

Guide the students to draw a picture of their favourite

festival and write two things that they like the most about this festival.

Pause and Answer

Page no. 86

Fill in the blanks.

C. Gandhi Jayanti

→

b. 2 October

D. Republic Day

→

a. 26 January

E. Christmas

→

d. 25 December

4. Answer the following questions.

A. Two harvest festivals and the states in which they are celebrated are as follows: Bihu – Assam

1. 26th January 2. Raj Ghat 3. 1947

Pause and Answer

Page no. 90

Write True or False.

Pongal – Tamil Nadu

B. Republic Day: It is celebrated on 26 January. A parade is held at Kartavya Path in New Delhi. The President unfurls the national flag.

C. Two religious festivals: Diwali, Eid

1. False

D. Eid is celebrated by offering special prayers, wearing new clothes, and preparing special dishes like sewain.

3. False

E. On Diwali, people decorate their homes with lights and rangoli, wear new clothes, and burst firecrackers.

2. False

Chapter Checkup

5. Picture-based questions.

A. Republic Day Parade

1. Tick () the correct answer.

B. I t is celebrated at Kartavya Path, New Delhi.

A. Ramdan

C. T he armed forces (army, navy and air force), the police, school children, colourful tableaux of different states of India, and many children, who have been awarded for bravery, are a part of the parade.

B. Tamil Nadu C. Mahatma Gandhi 2. Fill in the blanks.

A. Onam

B. Kolam

C. Maharashtra

D. Red Fort

E. Ramlila 3. Match the following A. Navroz

→

c. 21 March

B. Independence Day

→

e. 15 August

Chapter 8 • Our Festivals

Challenge (HOTS)

I n my school, we celebrate Independence Day by hoisting the flag, singing the national anthem, and performing patriotic songs. In New Delhi, the Prime Minister hoists the flag at the Red Fort and gives a speech, followed by a grand parade. Our celebration is similar in spirit but smaller in scale.

39

Unit

4

Land and People

Chapters in This Unit 9. Reaching Places 10. Our Country India 11. Land and Rivers of India Story in This Unit After earning the second piece of the Crystal of Life, Conji and the group discuss how many more pieces they need. Mel suggests asking the Elders for guidance.

They make a video call, and the Elder Wizard and Elder Robot greet them. Conji introduces their new friends, Ishaan, Pihu, and Manu, who have been helping them.

The Elder Robot informs them that they still need two more crystals and has discovered something useful. The First Elder Wizard, one of the founders of Avora, is living on Earth after retirement. He is very powerful and can help them combine all four crystals.

Mel and the others are excited, and the Elder Robot sends them a map that could lead them to the First Elder Wizard. Ishaan calls it a real-life treasure hunt, and Pihu offers to guide them on Earth. Mel is confident because he can read the symbols on the map.

As they examine the map, they realise that the First Elder Wizard is in a nearby forest, but to reach it, they must cross a river. Pihu explains that a river is a large, flowing body of water and that Earth has many of them.

With excitement and determination, the group prepares to begin their journey to find the next crystal.

40

9

Reaching Places Chapter Headings

CB Page

Directions

99

Landmarks

101

Maps

102

Using Symbols on Maps

102

Learning Outcomes Students will be able to: identify the direction words and cardinal directions, also understand how a compass is used to find directions. identify and understand the importance of landmarks in navigation and finding directions.

understand how maps use symbols and include features like a compass rose and a legend.

Let’s Recall Recap with the students the knowledge about directions.

Ask the students to solve the maze in the Get Set section.

Vocabulary navigate: to find your way from one place to another

direction: the way along which someone or something moves or points map: a picture of the Earth that shows where places are destinations: places you are going to

landmark: a place or building that is easy to spot and remember

map key or legend: a map key that explains the meaning of symbols on a map

Teaching Aids A small toy or object, a simple classroom map, flashcards with direction words (Turn left, Turn right, Go straight, Go back), a compass (if available); Flashcards with pictures of landmarks, labels with landmark names (Taj Mahal, Qutub Minar, mountains, rivers, bridges, etc.), a simple map of a city or school with different landmarks marked; Blank sheets of paper, coloured pencils or crayons, a printed list of common map symbols (e.g., trees, houses, roads, rivers, schools, hospitals), a compass (if available)

41

Chapter: Reaching Places Directions

Discover Page 99

Learning Outcomes Students will be able to identify the direction words and cardinal directions, also understand how a compass is used to find directions.

Teaching Aids A small toy or object, a simple classroom map, flashcards with direction words (Turn left, Turn right, Go straight, Go back), a compass (if available)

Activity Introduce students to direction words like left, right, straight, and back, as well as cardinal directions (north, east, south, and west). If available, use a compass to show how it always points north.

Now, draw a simple classroom map on the board or give printed worksheets with locations such as the door, teacher’s desk, and bookshelf marked. Place a small toy or object at a starting point on the map. Call on a student and give step-by-step directions to move the object from one place to another (e.g., “Go straight three steps”, “Turn left and take two steps”). Ask the student where they have reached.

Next, introduce cardinal directions by having students face east (where the sun rises) and guide them to turn north, south, and west. If a compass is available, let them confirm directions.

Then, divide students into pairs for a treasure hunt activity. One student gives directions while the other moves an object on the map to reach a hidden spot (marked X).

Finally, discuss why directions are important and ask students when they have used directions in real life.

Extension Idea Ask: Why is it important to know directions when travelling to a new place?

Say: Knowing directions helps us avoid getting lost, save time, and reach our destination easily. It also helps in reading maps and following routes correctly.

Landmarks

Discover Page 101

Learning Outcomes Students will be able to identify and understand the importance of landmarks in navigation and finding directions.

Teaching Aids Flashcards with pictures of landmarks, labels with landmark names (Taj Mahal, Qutub Minar, mountains, rivers, bridges, etc.), a simple map of a city or school with different landmarks marked

Activity Discuss the concept of landmarks and explain that landmarks are special places that help us know where we are. Give examples of natural (rivers, mountains) and man-made (monuments, bridges) landmarks.

42

Display picture flashcards of landmarks and their name labels separately. Call students one by one to match the picture with the correct name.

Show a simple map (of a city or school) with landmarks marked. Give students verbal directions using landmarks (e.g., “Start at the school gate, walk straight until you see the big banyan tree, then turn right towards the playground”). Ask them to trace the route on the map using the landmarks as reference points.

Pair up students and let one student give directions while the other follows using a classroom or playground map. Encourage them to use landmarks instead of distances (e.g., “Turn left after the library” instead of “Turn left after 10 steps”).

Extension Idea Ask: Why do people use landmarks instead of distances when giving directions?

Say: Landmarks are easier to see and remember, while distances can be confusing.

Maps and Using Symbols on Maps

Discover Page 102

Learning Outcomes Students will be able to understand how maps use symbols and include features like a compass rose and a legend.

Teaching Aids Blank sheets of paper, coloured pencils or crayons, a printed list of common map symbols (e.g., trees, houses, roads, rivers, schools, hospitals), a compass (if available)

Activity Explain to students that maps show places from above and help us find our way. Tell them that drawing real objects on a map would take up too much space, so we use symbols instead.

Show a simple map of a school, park, or neighbourhood and point out the compass rose, different symbols, and the legend (map key) that explains what each symbol means.

Next, draw a simple classroom map on the board, including desks, the teacher’s table, doors, and windows, and label key areas using symbols. Then, ask students to draw their own maps of their home, school, or neighbourhood, making sure to include a compass rose, symbols for important places, and a legend explaining the symbols.

Once the maps are complete, have students exchange maps with a partner and try to “read” each other’s maps.

Discuss why symbols are useful and how they make maps easier to understand.

Finally, ask students, “Why do maps use symbols instead of real drawings?” and guide them to the answer that symbols keep maps simple and easy to read.

Extension Idea Ask: How can using a map help you when visiting a new place?

Say: A map helps us find important places, choose the best route, and avoid getting lost in a new place.

Chapter 9 • Reaching Places

43

Answers Get Set

Page no. 98

2. Fill in the blanks.

A. west B. natural C. direction D. cardinal 3. Write True or False.

A. True B. True C. True

D. False 4. Match the following.

Steps to solve the puzzle: Start at Sakshi and Sonhan’s position and follow the open

paths using left, right, and straight to reach the waterfall.

If you hit a dead end, backtrack and try another route. Trace the correct path and describe it using direction words.

Pause and Answer

Fill in the blanks.

1. North 2. East

3. Four

Chapter Checkup 1. Tick () the correct answer.

A. South B. A car

C. North D. South

44

Page no. 100

A. North

→

d. lies to the right of east

B. Taj Mahal

→

a. a man-made landmark

C. South

→

b. lies to the left of east

D. Compass

→

c. a tool for finding direction

5. Answer the following questions.

A. Four cardinal directions are North, South, East, West.

B. A legend is a list of symbols used on a map with their meanings.

C. N atural landmark: A mountain Man-made landmark: A church D. C ardinal directions help us know where we are and where to go. They help us find places and give directions to others.

6. Picture-based questions.

( Students can provide the answer based on the state where they live in).

Challenge (HOTS)

I f I am lost in a city without a map and see the sun setting, I will know that the sun sets in the west. I can use this to find other directions. I will look for landmarks to remember the way I came and find my way back.

10 Our Country India Chapter Headings

CB Page

Size and Neighbours

108

National Symbols

109

States and Union Territories

110

Learning Outcomes Students will be able to:

understand India’s position as the seventh-largest country by land area, and find India and its neighbouring countries on a map. learn about India’s national symbols.

understand India’s division into states and union territories and explain the roles of the Central and State governments in governance.

Let’s Recall Recap to check if students know the names of different states of India.

Ask students to read aloud the poem given in the Get Set section.

Vocabulary population: the number of people living in a place tricolour: with three colours courage: bravery

sacrifice: destruction or surrender of something for the sake of something else govern: rule

neighbouring countries: countries that share a border or are located close to each other across a sea or ocean emblem: symbol

Central Government: governs the entire country State Government: governs specific states

election: the process of choosing the government

Teaching Aids Printed world map and map of India (one for each student), coloured pencils; Flashcards with clues about the National Symbols (hidden around the classroom), images of the National Flag, National Emblem, and National Anthem lyrics, a small reward (stickers, badges, or certificates) for the winning team; Flashcards with state names and their capitals, map of India for reference

45

Chapter: Our Country India Size and Neighbours

Discover Page 108

Learning Outcomes

The students will be able to understand India’s position as the seventh-largest country by land area, and find India and its neighbouring countries on a map.

Teaching Aids

Printed world map and map of India (one for each student), coloured pencils

Activity

Provide maps to the students.

Instruct the students to locate India on the world map and highlight it in one colour.

On the map of India, ask the students to mark the neighbouring countries with different colours. Also, have the students mark the Arabian Sea, Indian Ocean, and Bay of Bengal and colour them in blue.

Walk around the room to check the student’s progress and assist them if required.

Extension Idea

Ask: Can you name any two countries that are India’s neighbours but are not connected by land.

Say: Sri Lanka and Maldives.

National Symbols

Discover Page 109

Learning Outcomes

Students will be able to learn about India’s national symbols.

Teaching Aids

Flashcards with clues about the National Symbols (hidden around the classroom), images of the National Flag, National Emblem, and National Anthem lyrics, a small reward (stickers, badges, or certificates) for the winning team

Activity

Divide the class into small groups (3–4 students per group). Hide flashcards around the classroom with clues about each national symbol. Example clues: “I have three stripes and a wheel in the centre. Who am I?” (National Flag) “Four lions stand tall, facing all directions. What am I?” (National Emblem) “I was written by Rabindranath Tagore and sung with pride. What am I?” (National Anthem) Let each group search for the clues and match them to the correct national symbol.

Once all clues are found, the teams will present their answers to the class, explaining what each symbol represents. The team that finds all the correct answers first wins a small reward!

46

Extension Idea

Ask: How should we respect our National Flag and National Anthem?

Say: Always hoist the flag high and never let it touch the ground.

Stand respectfully when the flag is hoisted or the anthem is played.

Do not talk or move during the National Anthem.

Handle the flag with care and fold it properly after use.

Discover Page 110

States and Union Territories Learning Outcomes

The students should be able to understand India’s division into states and union territories and explain the roles of the Central and State governments in governance.

Teaching Aids

Flashcards with state names and their capitals, map of India for reference

Activity

Divide the class into groups.

Provide each group with a set of 10 flashcards—5 with state names and another 5 with their capitals.

Ask the students to match the state with its capital. The students can refer to the map of India for reference.

Extension Idea

Ask: Who heads the government at the Central level and at the State level?

Say: The Prime Minister heads the government at the Central level, and the Chief Minister heads the government at the State level.

Answers Get Set

Page no. 107

Ask the students to read aloud the given poem.

Pause and Answer

B. Population Page no. 109

Write True or False.

1.

2.

3.

4.

2. Fill in the blanks.

A. Arabian C. Union Territories D. Ladakh

False False True False

3. Match the following.

A. Bihar →

Chapter Checkup 1. Tick () the correct option.

A. Japan B. Jana Gana Mana

c. Patna

B. Ladakh

→

d. Leh

C. Karnataka

→

a. Bengaluru

D. Gujarat

→

e. Gandhinagar

E. Telangana

→

b. Hyderabad

E. Truth alone triumphs

4. Answer the following questions.

A. State governments are elected by the people of the state and govern specific states.

Chapter 10 • Our Country India

47

C. New Delhi

D. 28

B. India’s national emblem has four lions facing different directions, with the Ashoka Chakra below them.

C. Neighbouring countries of India: Pakistan, Afghanistan, Nepal, Bhutan, Bangladesh, Myanmar, China, Sri Lanka, and the Maldives.

D. Good relations with neighbours help in trade and security cooperation.

5. Picture-based questions.

A. Tamil Nadu

48

B. Punjab, Rajasthan, Gujarat C. Jammu & Kashmir, Ladakh

Challenge (HOTS)

States that share a capital: Punjab and Haryana share Chandigarh as their capital.

Chandigarh is a Union Territory, so it is governed directly by the Central Government of India.

11 Land and Rivers of India Chapter Headings

CB Page

Major Landforms

117

Major Rivers

120

Learning Outcomes Students will be able to:

identify the highest mountain ranges, especially the Himalayas, its various peaks, and important rivers.

understand the features of the Northern Plains, and identify the major rivers, cities, and the importance of agriculture in the region. understand the features of the Southern Plateau.

understand the features of deserts, particularly the Thar Desert in India.

identify major rivers of India, understand their importance in daily life, and recognise the impact of pollution on these rivers.

Let’s Recall Recap with the students the knowledge on major landforms of India.

Ask the students to read the poem given in the Get Set section.

Vocabulary diverse: of many different kinds

plateau: large, flat area of land that is higher than the land around it

unique: one of a kind

landforms: different shapes of land, like mountains, plains, plateaus and deserts

peak: the sharp, pointed top of a mountain originate: start or begin

peninsula: a piece of land that is surrounded by large bodies of water on three sides

Terai region: the forest-covered area on the lower slopes of the Himalayas

desert: a dry area with very little rain and few plants

fertile: rich soil in which plants grow well abundant: a large quantity densely: thickly

Teaching Aids Atlas, pencil; Political map of India, green pencil colour; Reference map of India; Cardboard, sand, glue, pictures of some desert plants and animals; Physical map of India, coloured pencils, notebook

49

Chapter: Land and Rivers of India Major Landforms - The Himalayas

Discover Page 117

Learning Outcomes

The students will be able to identify the highest mountain ranges, especially the Himalayas, its various peaks, and important rivers.

Teaching Aids Atlas, pencil

Activity

Divide the class into groups.

Using an atlas, ask each group to locate and identify the famous peaks—Mount Everest, Kanchenjunga, Nanga Parbat, and Nanda Devi—and the major rivers—Ganga and Yamuna. Have them circle these features on a map and share their findings with the class.

To make it more interesting, you can add a time element, challenging the groups to find and circle the features within a set time limit.

Extension Idea

Ask: Do you know who was the first woman to climb Mount Everest?

Say: The first Indian woman to climb Mount Everest was Bachendri Pal. She climbed the mountain in 1984.

Major Landforms - The Northern Plains

Discover Page 118

Learning Outcomes

The students should be able to understand the features of the Northern Plains, and identify the major rivers, cities, and the importance of agriculture in the region.

Teaching Aids Political map of India, green pencil colour

Activity

Provide each student with a political map of India.

Ask students to carefully mark the area that constitutes the Northern Plains. This region stretches across the northern part of India, below the Himalayas.

Instruct students to label the Northern Plains area on their maps and outline the states that are part of it.

After marking the Northern Plains, students should list the states within this region and their capitals.

Once the activity is complete, review the answers with the class, ensuring they have correctly marked and labelled the states and capitals.

50

Extension Idea

Ask: Why are many cities and towns located in the Northern Plains?

Say: Many cities and towns are located in the Northern Plains because the land is flat, fertile, and close to water sources like rivers. This makes it easier for people to settle, farm, and build communities.

Discover Page 119

Major Landforms - Southern India Learning Outcomes The students will be able to understand the features of the Southern Plateau.

Teaching Aids Political map of India, pencil colours, reference map of India

Activity Distribute political maps of India to students.

Ask them to locate and colour the Southern Plateau area.

Have students label any 3 important rivers (Godavari, Krishna, and Narmada) and 3 cities in the region (e.g., Hyderabad, Bangalore, and Chennai).

After the activity, discuss the features of the Southern Plateau.

Extension Idea Ask: How is the peninsular plateau different from northern plains?

Say:

The Southern Plateau

The Northern Plains

It is a raised, flat region with a rocky and uneven surface.

These are low-lying, flat lands.

These lie to the southern part of India.

These lie to the northern part of India.

It is less fertile. It mostly has black soil.

It is more fertile. It mostly has alluvial soil.

Major Landforms - The Great Indian Desert

Discover Page 120

Learning Outcomes The students will be able to understand the features of deserts, particularly the Thar Desert in India.

Teaching Aids Cardboard, sand, glue, pictures of some desert plants and animals

Activity Split the class into small groups.

Give each group a piece of cardboard, glue, sand, and pictures of desert plants and animals (e.g., camel, cactus, snake, etc.).

Chapter 11 • Land and Rivers of India

51

Instruct students to apply glue evenly on the cardboard and then sprinkle sand over it to create a sandy desert surface. After the sand is sprinkled, let the students tilt the cardboard gently and brush off any extra sand.

Have students place the pictures of desert plants and animals on their desert landscape.

Once completed, invite each group to show their desert landscapes to the class and explain the plants and animals they chose.

Extension Idea Ask: Can you name some plants and animals that live in the Thar Desert?

Say: In the Thar Desert, you can find plants like cactus and thorny bushes, and animals like camels, snakes, lizards, and some types of rodents. They have special features to live in hot, and dry conditions.

Major Rivers

Discover Page 120

Learning Outcomes The students should be able to identify major rivers of India, understand their importance in daily life, and recognise the impact of pollution on these rivers.

Teaching Aids Physical map of India, coloured pencils, glue, notebook

Activity Start by introducing students to the major rivers of India—Ganga, Yamuna, Satluj, Brahmaputra, Narmada, Krishna, Kaveri, Godavari, and Mahanadi. Explain the importance of these rivers, their points of origin, and the seas they flow into—either the Arabian Sea or the Bay of Bengal. Show a pre-made map of India with these rivers clearly drawn and labelled, highlighting their starting and ending points.

Distribute a physical map of India to each student and ask them to mark the major rivers using different colours to make each one stand out. Instruct them to clearly label each river and indicate its source and endpoint.

Once the maps are complete, ask students to paste them into their notebooks. Move around the classroom to review their work, offering guidance and assistance wherever needed.

Extension Idea Ask: How can we help to keep rivers clean?

Say: We can avoid throwing trash into rivers or drains that lead to rivers. We can also tell our families and friends not to pollute. We can also participate in clean-up drives.

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Answers Pause and Answer

Page no. 120

1. Mount Everest

2. Northern Plains

3. south

C. Fertile alluvial soil, making them ideal for agriculture.

Chapter Checkup

1. Tick () the correct option.

A. The Yamuna

B. Mount Everest

C. Black

D. Indo-Gangetic Plains

2. Fill in the blanks.

A. landforms

B. Godavari River

C. Thar Desert

D. Bay of Bengal

3. Write True or False.

A. True

B. False

C. False

D. True

4. Match the following.

A. Ganga

→ d. Starts at Gangotri Glacier

B. Yamuna

→ e. Starts at Yamunotri Glacier

C. Brahmaputra

→ b. Tsangpo River

D. Great Indian Desert → c. Thar Desert E. The Himalayas

a natural barrier, and are the source of many major rivers. They also provide water for agriculture and support diverse wildlife and vegetation.

→ a. Terai region

5. Short-answer questions.

A. The Northern Plains are called the “food bowl of India” because of their fertile soil and abundant water supply from rivers, which make them ideal for growing crops like wheat, rice, and sugarcane.

B. The Himalayas are important for India because they protect the country from cold northern winds, act as

Chapter 11 • Land and Rivers of India

A dense network of rivers like the Ganga, Yamuna, and Brahmaputra.

D. Rivers provide water for drinking, agriculture, and industry. They support transportation, help generate hydroelectric power, and sustain ecosystems.

E. Deserts are thinly populated due to their extreme climate, scarcity of water, and lack of fertile soil, which makes agriculture and living conditions difficult.

6. Picture-based questions.

A. The physical feature shown here is the Southern Plateau of India.

B. The two major rivers that flow through this area are the Krishna River and the Godavari River.

C. One crop commonly grown in this area is cotton.

Challenge (HOTS)

Cities and towns are often found on plains because the land is flat, making it easier to build houses, roads, and other infrastructure. Plains also have fertile soil for farming and better access to rivers for water.

In mountainous areas, building large cities is challenging because of steep slopes, rough terrain, and limited flat land. It’s harder to construct roads and buildings, and transportation becomes difficult. The cold climate and risk of landslides or avalanches can also make life harder.

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Unit

5

Travel and Communication

Chapters in This Unit 12. Transport and Communication

Story in This Unit The trio steps out of Ishaan’s house, feeling confused because their magic isn’t working properly. Ishaan reassures them and suggests they use Earth’s means of transport. Pihu explains different types of vehicles like cars, buses, airplanes, and ships. Unsure of how to reach the forest, they decide to ask Ishaan’s dad, Dr Vikram, for help. Dr Vikram agrees to drive them there in his car.

Using a magical map on Mel’s tablet, they navigate their way to the forest and soon reach a riverbank. When they wonder how to cross the river, Manu spots a boat.

Dr Vikram knows how to row it and asks everyone to sit carefully in the middle while he pushes the boat into the water and rows them across the river.

As they cross the deep water, the children feel both excited and nervous. Dr Vikram reminds them to sit still for safety. Once they reach the forest on the other side, Eva suddenly finds the third piece of the magical crystal in her hand. The group celebrates their success, happy to have found another important part of their quest.

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Transport and 12 Communication Chapter Headings

CB Page

Means of Transport

130

Means of Communication

132

Internet

136

Learning Outcomes Students will be able to:

identify different types of air, water, and land transport, understand their uses, and recognise the importance of airports, ports, and stations.

understand the need for communication, recognise the importance of the postal system as a means of communication, and learn how it functions. understand the role and importance of telephones and fax machines in modern communication, and recognise how these technologies help connect people across distances. understand the concept of mass communication and learn how mass media like radio, television, newspapers, and magazines help us communicate with many people worldwide.

understand how the internet helps us communicate quickly and easily, and recognise the importance of using email and staying safe online.

Let’s Recall Recap with the students the knowledge on various modes of transport and communication.

Ask the students to solve the crossword puzzle given in the Get Set section.

Vocabulary broadcast: transmit (a programme or some information) by radio or television

means of transport: the different ways in which we travel from one place to another means of communication: ways to send or receive messages

land transport: means of transport that can move only on land

water transport: means of transport that can move only in water

cargo: goods carried over long distances by ship, aeroplane or big trucks air transport: means of transport that can move only in the air

postal system: a network of post offices and means of transport to help deliver letters and packages pin code: a special 6-digit number for each area that helps the post reach the right place

mobile phones: portable telephones that we can use to communicate with people from any place

fax machine: a machine connected to a telephone line that is used to instantly send written messages, documents and photographs 55

internet: a global network that connects many computers and electronic devices e-mail: electronic message sent online

smartphones: phones that combine the features of computers and telephones

Teaching Aids Board, dice, definition cards; Chart papers, origami sheets, sketch/marker pens, glue, child-friendly scissors; Paper cups, strings; Charts, pictures of mass communication, glue, markers; Role play related placards (if required)

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Chapter: Transport and Communication Means of Transport

Discover Page 130

Learning Outcomes

The students will be able to identify different types of air, water, and land transport, understand their uses, and recognise the importance of airports, ports, and stations.

Teaching Aids

Board, dice, definition cards

Activity

Prepare a board and question cards.

Divide the class into groups of 4–5 students.

To play, give one board to each group. The students take turns rolling a dice and moving along the board. When they land on a word, they pick a definition card and match it with the word. Correct matches let them stay on the square; wrong matches send them 1 square back.

The first player to reach the end wins.

To Prepare the Board: Draw a simple board with a path of squares (e.g., 20–30 squares).

In each square, write transport-related vocabulary words (e.g., airplane, helicopter, ship, port, captain, cargo, runway, ferry).

Leave a few squares blank for special instructions like “Skip a turn” or “Move forward 2 spaces”.

To Prepare Question Cards: Create a set of cards with definitions of the words on the board.

Each time a student lands on a word, they pick a card and must correctly match the definition with the word (e.g., “A large ship used for carrying goods” = “Cargo ship”).

Extension Idea

Ask: Why is water transport often cheaper than other forms of transport?

Say: Ships can carry very large amounts of cargo at once, which makes it more efficient and less expensive per unit compared to trucks or airplanes.

Means of Communication - Letters

Discover Page 132

Learning Outcomes

The students should be able to understand the need for communication, recognise the importance of the postal system as a means of communication, and learn how it functions.

Teaching Aids

Chart papers, origami sheets, sketch/marker pens, glue, child-friendly scissors

Chapter 12 • Transport and Communication

57

Activity

Divide the class into groups of 4–5 students and provide materials to each group.

Explain the task: Students will create a flowchart to show the journey of a letter, including the following steps: Letter writing → Postbox → Post office → Transport → Delivery Give each group origami sheets to create 2D models representing each step of the letter’s journey.

Show them a reference image to guide their work.

Paste one completed flowchart on the display board for reference.

Model Creation: Each group will make an envelope to represent the letter, small sample stamps, a postman in uniform, a mini transport van to represent mail transport, a house with a PIN code to show the letter’s destination.

Encourage creativity and teamwork while guiding students through the process.

Extension Idea

Ask: Can you tell the PIN code of the area of school and your home?

Say: Answer may vary.

Means of Communication - Telephone and Fax

Discover Page 134

Learning Outcomes

The students will be able to understand the role and importance of telephones and fax machines in modern communication, and recognise how these technologies help connect people across distances.

Teaching Aids

Paper cups, strings

Activity

Give each pair two paper cups and a long piece of string.

Punch a small hole at the bottom of each cup and pass the string through.

Tie a knot at each end of the string inside the cups.

One student speaks into a cup while the other listens from the other end.

Discuss how sound travels through the string, similar to how telephones work.

Extension Idea

Ask: How is a telephone different from a fax machine? Who invented them?

Say: A telephone allows us to talk to someone, while a fax machine sends written messages and documents.

The telephone was invented by Alexander Graham Bell in 1876 and the fax machine was invented by Alexander Bain in 1843.

Means of Communication - Newspapers, Magazines, Television, Radio Learning Outcomes

Discover Page 135

The students will be able to understand the concept of mass communication and learn how mass media like radio, television, newspapers, and magazines help us communicate with many people worldwide.

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Teaching Aids

Charts, pictures of mass communication, glue, markers

Activity

Divide the class into groups and provide each group with materials.

Instruct the students to paste pictures representing different means of mass communication, such as newspapers, radio, television, satellites, and the internet.

Ask each group to write a brief description about its invention and use under the corresponding picture.

Once complete, display the charts on the class wall or display board.

Extension Idea

Ask: What is a satellite? How do they help us watch live events?

Say: A satellite is an object that is sent into space to help send signals to Earth for things like television, radio, and the internet. Satellites send signals from faraway places to our televisions or radios, so we can watch or hear events happening in other parts of the world.

Internet and Email

Discover Page 136

Learning Outcomes

The students will be able to understand how the internet helps us communicate quickly and easily, and recognise the importance of using email and staying safe online.

Teaching Aids

Role play related placards (if required)

Activity

Split the students into small groups, with 3–4 members in each group.

Explain that each group will prepare a role play highlighting the pros (good things) and cons (bad things) of the internet. Encourage them to come up with a scenario that shows both sides. For example, one group could show how the internet helps with learning, but also how it can be distracting.

Give each group time to write dialogues for each member of the group. Encourage them to be creative but make sure the message is clear and educational.

Allow the groups 10–15 minutes to prepare their role play. Remind them to decide who will act in each role and practice their lines.

After the preparation time, invite each group to present their role play to the class. Make sure to give them enough space to perform and encourage the class to listen carefully.

After each presentation, ask the class what they learned from the role play about the pros and cons of using the internet.

Appreciate the students for their efforts.

Extension Idea

Ask: What should we do to protect our eyes when using smartphones and laptops?

Say: We should spend less time on screens and play outside more to keep our eyes healthy.

Chapter 12 • Transport and Communication

59

Answers Get Set

Page no. 129

Solve the following crossword puzzle.

1. A big boat that runs on water.

2. A vehicle that flies in the air.

3. A written message that you can send through a post office.

C. False

S

1

H R

I

4

A

2

A

R

O

P

L

3

L

A

N

E

I

T

O

E

C. Fastest means of transport: Air transport (Aeroplanes)

R

D. Smartphones in communication: They help us make calls, send messages, use social media, and share information instantly.

E. Differences between water and air transport:

Page no. 132

Water transport: Slower, carries heavy cargo, more economical.

Air transport: Faster, more expensive, suitable for urgent travel and light goods.

2. True 3. False

F. I n ancient times, people used pigeons, messengers on foot or horseback, and written messages on scrolls.

4. True 5. True

Pause and Answer

Page no. 135

1. True

5. Picture-based questions.

A. The means of transport shown in the picture is a cargo ship.

B. It is a type of water transport.

C. Two more examples of the same means of transport are boats and steamers.

2. False 3. False

Challenge (HOTS)

Chapter Checkup 1. Tick () the correct option.

A. Land B. Fax machine

60

4. Answer the following questions.

A. Three means of water transport: Ships, Steamers, Boats.

B. Machines or tools that we use to share our thoughts or communicate are known as means of communication.

1. True

C. mobile phones

D. True

T

Pause and Answer

2. Fill in the blanks.

A. Water

B. True

D

4. A gadget used to listen to music and news.

C. Steamer

3. Write True or False.

A. True

D. Speed Post B. Ships D. animals

Yes, modern means of transport and communication have made life easier because they save time and help us connect with people quickly. For example, airplanes allow fast travel, and mobile phones enable instant communication, even over long distances.

Unit

6

Living World

Chapters in This Unit 13. Living and Non-living Things 14. Plants 15. Animals 16. Birds Story in This Unit Mel and the group arrive at a lush green forest, following the directions from a magical map on her tablet. As they move ahead, the Trio—Eva, Ishaan, and Conji— are fascinated by the greenery around them, and Manu explains how Earth’s plants are green because of chlorophyll, which helps them make food. Suddenly, the sound of rustling leaves startles them, and Dr Vikram warns them it could be a wild animal. They soon spot a deer grazing peacefully, and Manu explains how deer are fast runners and feed on grass and leaves, reminding everyone not to disturb wild animals.

As they continue their journey, a bright flash of light appears, and the fourth piece of the Crystal magically lands in Conji’s hand. The group celebrates their success, but Eva reminds them that they still need the First Elder Wizard’s help to combine the crystal pieces. Mel reassures everyone that the map is guiding them in the right direction, and after walking for several kilometres, they discover a magical hut deep in the forest. The beauty and magic of the place make them hopeful that the First Elder Wizard is nearby.

Their hopes are confirmed when the First Elder Wizard suddenly appears, but he seems reluctant to help. He expresses his desire to spend his old age in peace and insists that he will not interfere in Avora’s affairs. Mel and Eva plead with 61

him, explaining that Lord Ero has stolen the Crystal of Life, putting Avora in grave danger. They assure the wizard that the humans with them are their friends and mean no harm.

Hearing about the stolen Crystal of Life leaves the First Elder Wizard shocked and thoughtful. As the gravity of the situation sinks in, it becomes clear that the fate of Avora rests on his decision to help them. The group waits anxiously, hoping he will choose to stand with them and save their beloved planet.

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Living and 13 Non-living Things Chapter Headings

CB Page

Living and Non-living Things

147

Characteristics of Living Things

148

Natural and Human-made Things

151

Learning Outcomes Students will be able to:

categorise living things (like plants and animals) and non-living things (like a car, pencil, and table).

describe the unique characteristics of living things, such as their need for food, their ability to reproduce, grow, move, and feel changes around them. identify and differentiate between natural things (like soil, water, and animals) and human-made things (like cars, books, and buildings).

Let’s Recall Recap with the students the knowledge on living and non-living things.

Ask the students to read the poem given in the Get Set section.

Vocabulary characteristics: special qualities of a person, group or thing survive: to stay alive

explore: to discover or learn about something new respond: to answer or react

surrounding: all the things around us

living things: things that have life in them

non-living things: things that do not have life in them

stomata: small pores present on the leaves of plants that help in the exchange of gases reproduction: the process by which living things produce young ones of their own kind natural things: things that are found in nature

human-made things: things that are created by human beings

Teaching Aids Flashcards with pictures of various objects (e.g., tree, car, bird, pencil, mountain, house, river, sun, book, etc.), two large chart papers labelled “Natural Things” and “Human-Made Things”, glue sticks or tape; Pictures of various items (e.g., tiger, sunflower, car, pencil, fish, tree, chair, dog, stone, bird), two large charts or whiteboards labelled “Living Things” and “Non-living Things”, glue, markers, and crayons; A potted plant, a small stuffed toy or rock, a picture of a goldfish or any other animal 63

Chapter: Living and Non-living Things Living and Non-living Things

Discover Page 147

Learning Outcomes

The students will be able to categorise living things (like plants and animals) and non-living things (like a car, pencil, and table).

Teaching Aids

Pictures of various items (e.g., tiger, sunflower, car, pencil, fish, tree, chair, dog, stone, bird), two large charts or whiteboards labelled “Living Things” and “Non-living Things”, glue, markers, and crayons

Activity

Distribute the flashcards to the students.

Instruct students to examine each flashcard and determine if it represents a living or non-living thing.

Have students take turns coming to the front of the class and matching each flashcard to the correct category (Living Things or Non-living Things) by placing it under the appropriate label.

Extension Idea

Ask: How is a tiger different from a car in terms of being living or non-living?

Say: A tiger is a living thing because it has life and a car is a non-living thing because it does not have life.

Characteristics of Living Things

Discover Page 148

Learning Outcomes

The students should be able to describe the unique characteristics of living things, such as their need for food, their ability to reproduce, grow, move, and feel changes around them.

Teaching Aids

A potted plant, a small stuffed toy or rock, a picture of a goldfish or any other animal

Activity

Instruct students to work in small groups. Distribute the teaching aids among the groups.

Show the students a potted plant and ask: Does it eat? (Explain that plants make their own food using sunlight, water, and air.)

Does it breathe? (Point out stomata on the underside of leaves.)

Does it grow? (Show new leaves or buds if visible.)

Does it move? (Explain sunflower movement or touch-me-not reaction.)

Does it feel? (Mention the lotus flower opens at sunrise and closes at night.)

Show the picture of a goldfish or any other animal. Discuss its characteristics (eats, breathes, reproduces, grows, moves, feels). Finally, show a stuffed toy or rock and discuss how it does not show these characteristics.

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Extension Idea

Ask: Can you find one living thing at home that eats and one non-living thing that does not eat?

Say: The pet dog eats food every day and the chair in the dining room does not eat anything.

Natural and Human-made Things

Discover Page 151

Learning Outcomes

The students will be able to identify and differentiate between natural things (like soil, water, and animals) and human-made things (like cars, books, and buildings).

Teaching Aids

Flashcards with pictures of various objects (e.g., tree, car, bird, pencil, mountain, house, river, sun, book, etc.), two large chart papers labelled “Natural Things” and “Human-Made Things”, glue sticks or tape

Activity

Instruct students to work in small groups. Distribute the teaching aids among the groups.

Provide each group with a set of flashcards containing pictures of various objects. Ask the groups to sort the flashcards into two categories: Natural Things and Human-Made Things and stick their sorted cards onto the respective chart papers.

Discuss as a class if all of the items are correctly placed. Correct any mistakes if needed.

Extension Idea

Ask: What do all natural things have in common?

Say: All natural things are found in nature and not made by humans.

Chapter 13 • Living and Non-living Things

65

Answers Pause and Answer

Page no. 147

Living: Plants, Cat, Dog, Humans, Flowers Non-living: Door, Rocks, Books, Table, Chair

Pause and Answer

Page no. 151

Circle the odd one out.

1.

2.

3.

4.

Birds Seed Humans Snakes

hen plant animals earthworms

fish tree plants wings

table dog wings birds

Chapter Checkup

C. Gills

D. Hen

2. Fill in the blanks.

A. Air

B. Stomata

C. reproducing

D. sense organs

Plants reproduce through seeds, cuttings, or spores.

D. Humans respond through their sense organs. For example: Eyes help us see danger.

Ears hear sounds and help us react to alarms.

E. Natural things are found in nature: trees, rivers, animals, rocks.

Human-made things are created by people: tables, chairs, cars, and buildings.

6. Picture-based questions.

A. The image shows a young plant growing in the soil.

B. It is a living thing.

3. Write True or False.

A. False

B. True

C. False

D. False c. stomata

B. Fish

→

a. gills

C. Cockroach

→

d. air holes

D. Humans

→

b. nose

5. Answer the following questions.

A. Living Things Non-living Things They grow.

They do not grow.

They reproduce.

They do not reproduce.

They respond to changes in the environment.

They do not respond to the changes in the environment.

They need food and water.

They do not need food and water.

They can move on their own.

They do not move on their own.

They need air to breathe. They do not breathe.

66

C. Animals reproduce by giving birth (like dogs and humans) or laying eggs (like hens and birds).

Skin feels hot or cold.

1. Tick () the correct answer.

A. Tree B. Staying the same size

4. Match the following.

A. Plants →

B. Plants show slow movement, like the opening and closing of flowers, the growth of stems toward sunlight, and roots growing toward water. (You can draw a sunflower turning toward the sun as an example.)

C. Yes, the plant makes its own food through a process called photosynthesis using sunlight, water, and air.

Challenge (HOTS)

1. Cars can move because of machines and fuel like petrol or electricity. They don’t move on their own—people control them.

2. (Answer may vary.) I would create a Rainbow Bird. It would have colourful feathers, sparkly eyes, and a sweet singing voice. It would need water, seeds, sunlight, and a safe place like a tree to live.

14 Plants Chapter Headings

CB Page

Parts of Plants

157

Types of Plants

158

How Plants Make Their Food?

160

Uses of Plants

160

Learning Outcomes Students will be able to:

identify and describe the basic functions of the main parts of a plant (roots, stem, leaves, and flowers). identify and differentiate between trees, shrubs, herbs, climbers, and creepers based on their physical characteristics. explain that plants make their own food through photosynthesis.

identify and describe the various ways humans and animals use plants.

Let’s Recall Recap with the students the knowledge on plants and their parts.

Ask the students to read the poem given in the Get Set section.

Vocabulary nutrients: essential substances in food that help living things grow, stay healthy, and get energy

climber: a plant with a flexible stem that grows upward by using support

bushy: full of thick leaves and branches

creeper: a plant with a long, flexible stem that spreads along the ground

flexible: able to bend easily without breaking

photosynthesis: the process by which plants make their food using sunlight, water and air

fibre: a thread-like material found in plants that can be used to make fabric and clothes

oxygen: a gas released by plants, essential for breathing

shoot: the part of the plant above the ground

shrub: a medium-sized plant with many branches coming from the bottom of the plant

carbon dioxide: a gas plants need to make their food

herb: a small plant with soft and weak stems

Teaching Aids Chart paper, glue, scissors, markers, and printed or hand-drawn cutouts of different parts of a plant (like roots, stem, leaves, flowers, and fruits); Large sheets of paper, pictures of trees, shrubs, herbs, climbers, and creepers; Leaf-shaped cutout made from coloured paper 67

Chapter: Plants Parts of Plants

Discover Page 157

Learning Outcomes

The students will be able to identify and describe the basic functions of the main parts of a plant (roots, stem, leaves, and flowers).

Teaching Aids

Chart paper, glue, scissors, markers, and printed or hand-drawn cutouts of different parts of a plant (like roots, stem, leaves, flowers, and fruits)

Activity

Give each student a piece of chart paper, glue, scissors, and printed or hand-drawn cutouts of different parts of a plant (like roots, stem, leaves, flowers, and fruits). Ask the students to fold the chart paper in half to form a card. On the front of the card, instruct them to carefully paste the plant parts in the correct positions to form a complete plant. Guide them to label each part clearly—roots, stem, leaves, flowers, and fruits—and mention the “Root System” (roots) and “Shoot System” (stem, leaves, flowers, and fruits). Inside the card, ask the students to write two simple functions of each plant part. For example, roots absorb water, and leaves make food. Help them with spelling and neatness, and encourage creativity in their presentation. Conclude by asking students to share their cards and explain their work.

Extension Idea

Ask: If a plant did not have leaves, what would happen?

Say: It would not be able to make food, and it would die.

Types of Plants

Discover Page 158

Learning Outcomes

The students should be able to identify and differentiate between trees, shrubs, herbs, climbers, and creepers based on their physical characteristics.

Teaching Aids

Large sheets of paper, scissors, glue, and markers or crayons, pictures of trees, shrubs, herbs, climbers, and creepers

Activity

Ask the students to collect pictures of different plants from home—they can cut them out from old magazines, newspapers, or print pictures with the help of their parents. Once they bring the pictures to class, provide them with large sheets of paper, scissors, glue, and markers or crayons. Start the activity by explaining the five types of plants: trees, shrubs, herbs, climbers, and creepers, with simple examples. Show them how to sort and paste a few pictures in the correct categories. Then, let them work independently or in small groups to create their own collages, making sure they label each section clearly. Once done, invite them to present their work and talk about the plants they chose.

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Extension Idea

Ask: Can a plant change its type? For example, can an herb become a tree?

Say: No, plants are born with specific characteristics. An herb will always be an herb, and a tree will always be a tree. It is in their DNA.

How Plants Make Their Food?

Discover Page 160

Learning Outcomes

The students will be able to explain that plants make their own food through photosynthesis.

Teaching Aids

Blank sheets of paper, pencils, markers, and coloured pencils

Activity

Tell students they will create a comic strip that shows how a plant makes food.

Provide students with blank sheets of paper, pencils, markers, and coloured pencils.

Guide the students to the Comic Strip Creation. Give them the hints for dialogues as follows: Draw the sun shining on a plant. A speech bubble from the sun can say, “Here’s some energy for you!”

Show roots absorbing water from the soil. The roots can say, “We are drinking water!”

Draw leaves taking in carbon dioxide from the air. The leaves can say, “We need this air to make food!”

Show the plant producing food (glucose) and releasing oxygen. The plant can say, “Yay! Now I have food, and I’m giving out oxygen for you to breathe!”

Allow students to add fun elements like happy roots, talking leaves, or a smiling sun to make their comic strip engaging.

Once students complete their comic strips, invite them to present their work to the class.

Create a classroom display of the comic strips to reinforce learning.

Extension Idea

Ask: What would happen if there was no sunlight?

Say: If there was no sunlight, plants would not be able to make food through photosynthesis. Without plants, there would be no oxygen for us to breathe and no food for animals and humans. Life on Earth would not survive.

Uses of Plants

Discover Page 160

Learning Outcomes

The students will be able to identify and describe the various ways humans and animals use plants.

Teaching Aids

Leaf-shaped cutout made from coloured paper, glue, large chart paper, markers, colours

Activity

Give each student a leaf-shaped cutout made from coloured paper. Ask them to think of one important use of plants—like providing oxygen, giving food, making medicine, or offering shade—and write it neatly on their leaf.

On a large sheet of paper, draw a big tree trunk and branches. One by one, invite the students to come forward

Chapter 14 • Plants

69

and paste their leaf on any branch of the tree. As the leaves are added, the tree will fill up with ideas, showing all the wonderful ways plants help us. Once the tree is complete, read some of the uses out loud and discuss why plants are so important in our lives.

Extension Idea

Ask: If we did not have any plants, what would happen?

Say: We would not have food, clean air, or many of the materials we use every day. Animals that eat plants would also die, and then animals that eat those animals would also die.

Answers Page no. 158

1. Leaf

2. Root 3. Shoot System

Leaf

Pause and Answer

Page no. 161

1. Carrot, Radish

Fruit

Shoot

Flower

4. Stem

Stem

Root

2. Spinach, Cabbage 3. Tulsi (Holy Basil), Aloe Vera

Parts of a plant

4. Cotton, Jute

B. Three uses of plants: a. Plants give us oxygen to breathe.

Chapter Checkup 1. Tick () the correct answer.

A. Root B. Photosynthesis C. Money plant

D. Oxygen

2. Fill in the blanks.

A. Herbs

B. carbon dioxide

C. shoot

D. leaf

3. Write True or False.

A. False

B. True

C. False

D. True

4. Match the following.

A. Photosynthesis →

c. The process through which plants make food

B. Fruits

→

b. Contain and protect seeds

C. Roots

→

a. Hold the plant in the soil

D. Stem

→

e. Carries water and nutrients

E. Flowers

→

d. Change into fruit

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5. Answer the following questions.

A. Main parts of a plant - Root, Stem, Leaves, Flowers, Fruits

Root

Pause and Answer

b. Plants provide food like fruits, vegetables, and grains. c. P lants give us wood, medicines, and fibers like cotton and jute.

C. One difference between a creeper and a climber: Creeper: Plants with weak stems that spread on the ground (e.g., pumpkin).

Climber: Plants with weak stems that need support to grow upwards (e.g., money plant).

6. Picture-based questions.

A. Picture 1: Cabbage Picture 2: Cauliflower B. Cabbage: We eat the leaves.

Cauliflower: We eat the flower.

Challenge (HOTS)

1. If plants could not make their food, life on Earth would be in great danger. Plants are the primary source of food for all living beings—animals and

humans depend on them directly or indirectly for nourishment. Without plants making food through photosynthesis, there would be no fruits, vegetables, or grains. Herbivores would have nothing to eat, and without them, carnivores would also struggle to survive. Additionally, plants produce oxygen, which we all need to breathe. Without plants, life on Earth would slowly disappear.

Chapter 14 • Plants

2. The stem of a plant acts like a highway because it carries water, minerals, and food to different parts of the plant.

Water and nutrients absorbed by the roots travel up the stem to reach the leaves, and the food made by the leaves travels through the stem to nourish the entire plant. If the stem is damaged, this movement would stop—the plant would not get water or food, causing the leaves to dry up, and the plant would eventually wither and die.

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15 Animals Chapter Headings

CB Page

Animal Movement

166

Places Where Animals Live

168

Eating Habits of Animals

170

Food Chain

171

Learning Outcomes Students will be able to:

identify and describe different types of animal movements (walking, flying, swimming, crawling, jumping) and relate these movements to the animal’s physical characteristics and habitat. classify the animals according to their habitat and discuss their features.

classify animals as herbivores, carnivores, or omnivores based on their diet and identify basic adaptations related to their eating habits. construct simple food chains, identify producers, consumers, and decomposers, and explain how energy flows through a food chain.

Let’s Recall Recap with the students the knowledge on animals, their movements, eating habits and shelter.

Ask the students to attempt the question given in the Get Set section.

Vocabulary shelter: a safe place to live

terrestrial animals: animals that live in land

slither: to move the body like a wave

aerial animals: animals that spend most of the time in the air

scaly: covered with small, flat pieces like the skin of a snake or fish

arboreal animals: animals that live in trees

glide: to move smoothly in the air

aquatic animals: animals that live in water

flippers: broad, flat limb without fingers

amphibians: animals that can live both on land and in water

limbs: body parts like arms and legs that are used for movement

herbivores: animals that eat only plant-based food

grip: hold tightly

carnivores: animals that eat other animals

chew: to break up food in the mouth using teeth

omnivores: animals that eat both plants and animals

prey: animals that are eaten by other animals

Teaching Aids Pictures of animals; Chart papers, glue and markers; Pictures of different animals and their teeth structures, labels, sticky notes; Picture cards of plants, herbivores, and carnivores 72

Chapter: Animals Animal Movement

Discover Page 166

Learning Outcomes

The students will be able to identify and describe different types of animal movements (walking, flying, swimming, crawling, jumping) and relate these movements to the animal’s physical characteristics and habitat.

Teaching Aids

Pictures of animals

Activity

Begin by explaining to the students that animals move in different ways, such as hopping, slithering, flying, walking, or swimming. Show them pictures of various animals and discuss their movements briefly. Divide the class into small groups and give each group a list of animal names for reference. Ask each group to choose an animal but keep it a secret from the others.

One group at a time will act out the movement of their chosen animal using only their bodies, without making any sounds. The other groups will observe carefully and try to guess which animal is being mimicked. Encourage students to think creatively about how they use their arms, legs, and posture to show movement.

Monitor the activity, ensuring that students remain silent while acting and that all groups get a chance to participate. After each round, confirm the correct answer and briefly discuss the movement style of the animal that was mimicked. Conclude by reinforcing how different animals have adapted their movements for survival in their environments.

Extension Idea

Ask: Why do different animals have different ways of moving?

Say: Different animals live in different places (habitats) and need to find food and escape danger in different ways. Their bodies have adapted over time to suit their needs. For example, fish need to swim to live in water, and birds need to fly to find food in the air.

Places Where Animals Live

Discover Page 168

Learning Outcomes

The students should be able to classify the animals according to their habitat and discuss their features.

Teaching Aids Pictures of animals, chart papers, glue and markers

Activity

Divide the class into small groups and provide each group with a set of animals’ pictures, chart papers and glue.

Instruct the students to divide the chart paper into four categories- Terrestrial, arboreal, aerial and aquatic).

Then, ask them to carefully observe each picture and place the animals into the correct category. In addition to sorting, students should write down key features of each category, such as how the animals move, what body parts help them move, and any special adaptations they have. For example, they may note that birds have wings and hollow bones for flight or that fish have fins and gills for swimming.

Chapter 15 • Animals

73

Encourage discussion within the groups and guide them by asking questions to prompt deeper thinking. Once all groups have completed their sorting and written their observations, invite them to present their work.

Discuss any differences and clarify misconceptions.

Extension Idea

Ask: How does the shape of a bird’s beak reflect its habitat, and diet?

Say: Birds that live near water, and eat fish, often have long spear shaped beaks, that help them to catch fish.

Birds that live in forests, and eat nuts, often have very strong short beaks that they can use to crack nuts. Birds that eat insects often have long thin beaks that they can use to pick insects out of small spaces.

Eating Habits of Animals

Discover Page 170

Learning Outcomes The students will be able to classify animals as herbivores, carnivores, or omnivores based on their diet and identify basic adaptations related to their eating habits.

Teaching Aids Pictures of different animals and their teeth structures, chart papers, markers, labels, sticky notes, glue sticks

Activity Instruct students to work in small groups. Distribute the teaching aids among the groups.

Provide each group with a chart paper. Ask them to divide the paper into three sections and label them: “Herbivores”, “Carnivores”, and “Omnivores”. Have students draw or paste pictures of animals in the correct section based on their eating habits. For example, cows and elephants go under “Herbivores”, lions and sharks under “Carnivores”, and monkeys and bears under “Omnivores.” Encourage them to add details like the animal’s habitat or food (e.g., grass for herbivores, meat for carnivores).

In each section, ask students to draw or write about the type of teeth the animals have. For herbivores, they can draw flat teeth for grinding plants; for carnivores, sharp teeth for tearing meat; and for omnivores, both sharp and flat teeth for eating plants and meat.

Students can write one fun fact about each category, such as “Cows chew cud to digest their food better” or “Snakes swallow prey whole”.

Have students present their posters to the class. Encourage them to explain why they placed each animal in a specific category and what they learned about their eating habits.

Extension Idea Ask: Why do omnivores have both sharp and flat teeth?

Say: Omnivores have both sharp and flat teeth because they eat both plants and meat. Sharp teeth help them tear meat, and flat teeth help them grind plants. This helps them eat many types of food and survive in different places.

Food Chain

Discover Page 171

Learning Outcomes The students will be able to construct simple food chains, identify producers, consumers, and decomposers, and explain how energy flows through a food chain.

74

Teaching Aids Picture cards of plants, herbivores, and carnivores

Activity To help students understand food chains, begin with a class discussion by asking them what they eat and where their food comes from. Explain that all animals depend on plants or other animals for food and introduce simple food chain examples like Grass → Deer → Tiger or Plant → Caterpillar → Bird.

Next, divide students into small groups and provide picture cards of plants, herbivores, and carnivores. Each group will choose a plant as the starting point and then find a herbivore that eats the plant and a carnivore that eats the herbivore. They will arrange the pictures in order and use arrows (→) to show the flow of energy, such as Leaf → Grasshopper → Frog → Snake → Eagle.

After creating their food chains, each group will present their work and explain who eats whom.

Extension Idea

Ask: What would happen if all the plants in a food chain disappeared?

Say: If one part of the food chain disappears, it can cause big problems for the other animals and plants.

For example, if all the plants (like grass) disappear, herbivores (like cows) would not have food to eat. Then, carnivores (like lions) that eat herbivores would not have food either. Everything is connected, so when one part is missing, it can affect the whole food chain!

Answers Get Set

Page no. 165

1. Lion 2. Giraffe 4. Bird

Pause and Answer

Page no. 169

Circle the odd one out based on the place they live.

1. butterflies

bees

lions

bats

2. fish

whale

octopus

dog

3. squirrels

tree frogs

eagles

monkies

Chapter Checkup 1. Tick () the correct option.

A. Wings

B. Horse

C. dolphin

D. herbivores

2. Fill in the blanks.

A. Amphibians

B. Aerial

C. Carnivores

D. aquatic

Chapter 15 • Animals

A. True

B. False

C. True

D. True

4. Match the following.

3. Elephant

E. food chain

3. Write True or False.

A. Lion

→

b. walk and run

B. Snake

→

e. slither

C. Lizard

→

a. c rawl

D. Eagle

→

c. fly

E. Whale

→

d. Swim

5. Answer the following questions.

A. A rboreal animals are animals that live in trees. They have strong limbs and tails that help them climb and swing from branches. Examples include monkeys and squirrels.

B. L eopards and tigers are carnivorous because they eat the flesh of other animals. They have sharp teeth and claws that help them catch and tear their prey.

C. Aquatic animals live in water and have fins or gills to help them swim and breathe (e.g., fish, dolphins).

Aerial animals can fly and have wings, lightweight bodies, and hollow bones (e.g., birds, bats).

D. Both bears and humans are omnivores, meaning they eat both plants and animals. They consume fruits, vegetables, and meat as part of their diet.

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E. A food chain shows how energy is passed from one living thing to another. It always begins with plants, which are eaten by herbivores, which in turn are eaten by carnivores.

Example: Grass → Deer → Tiger

( The grass is eaten by the deer, and the deer is eaten by the tiger.)

6. Picture-based questions.

A. Lion, it moves from one place to another by walking and running using its four legs.

B. Terrestrial

C. Carnivore

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Challenge (HOTS)

If all green plants disappeared from the Earth, there would be no oxygen for animals and humans to breathe, and no food for herbivores. This would disrupt the entire food chain, leading to the extinction of many living beings.

16 Birds Chapter Headings

CB Page

How Birds Fly

177

Special Features of Birds

177

Nests of Birds

181

Migration

182

Learning Outcomes Students will be able to:

identify key features that enable birds to fly (wings, streamlined body, hollow bones).

identify and describe the special features of birds (feathers, beaks, feet, and claws) and explain how these features are adapted for different functions and environments. explore the nesting habits and migration patterns of birds.

Let’s Recall Recap with the students the knowledge on birds.

Ask the students to join the dots and complete the picture given in the Get Set section.

Vocabulary flap: to move up and down or from side to side in the air

perch: sit on a branch

pecking: to hit something with the beak

streamlined: a smooth, narrow shape that allows something to move through air or water easily

birds: animals with feathers and wings

talons: sharp, curved claws of flesh-eating birds

prey: an animal hunted for food

hatching: the process of a baby bird coming out of an egg

nectar: a sweet liquid that bees and birds collect from flowers

migration: movement of animals in a large number from one place to another

scoop up: take in quickly

Teaching Aids Clay or playdough, feathers or paper cutouts, straws or rolled paper tubes, toothpicks or craft sticks, scissors, and glue; Pictures of bird parts and their body parts (beaks, feathers, feet and claws), chart papers, glue sticks, markers, and pencils; Pictures of nests, twigs and grass, a large leaf, needle (teacher supervision required), thread, arrows to show migration routes

77

Chapter: Birds How Birds Fly

Discover Page 177

Learning Outcomes

The students will be able to identify key features that enable birds to fly (wings, streamlined body, hollow bones).

Teaching Aids

Clay or playdough, feathers or paper cutouts, straws or rolled paper tubes, toothpicks or craft sticks, scissors, and glue

Activity

Explain the features that help a bird fly, including the upward and downward movement of its wings, hollow bones, strong muscles, and streamlined body.

Divide the class into small groups and instruct students to create a model of a bird using craft materials to understand how these features assist in flight. Provide each group with clay or playdough to shape a streamlined body, ensuring it has a pointed head and smooth shape. Instruct them to attach feathers or paper cutouts as wings, positioning them slightly lifted to represent movement.

To demonstrate hollow bones, ask students to insert straws or rolled paper tubes inside the clay model, making the bird lightweight. Have them use toothpicks or craft sticks inside the wings to represent strong muscles that help birds flap powerfully.

Once their models are complete, guide them to label each part with sticky notes or index cards and write a short explanation of how each feature aids in flight.

Finally, set up a “Bird Exhibition”, where students take turns presenting their models and explaining how their bird’s body helps it fly.

Extension Idea

Ask: What would happen if birds had heavy, solid bones instead of hollow bones?

Say: If birds had heavy, solid bones, they would be too heavy to fly. Their bodies would require more energy to lift off the ground, making it difficult for them to stay in the air for long periods. Hollow bones help birds stay light and fly easily.

Special Features of Birds

Discover Page 177

Learning Outcomes

The students should be able to identify and describe the special features of birds (feathers, beaks, feet, and claws) and explain how these features are adapted for different functions and environments.

Teaching Aids

Pictures of bird parts and their body parts (beaks, feathers, feet and claws), chart papers, glue sticks, markers, and pencils

Activity

Divide the class into three groups: Group 1: Feathers, Group 2: Beaks, Group 3: Feet Instruct each group to focus on their assigned topic and complete specific tasks.

78

Group 1: Feathers will explore down feathers, flight feathers, and body feathers. They will select examples, illustrate or paste images, and explain the function of each type.

Group 2: Beaks will study various beak types, match them with food sources, and describe their function.

Group 3: Feet will identify different foot structures, illustrate them, and explain their role in movement and survival.

Let each group present their findings on chart paper with drawings or pasted images and brief explanations.

Extension Idea

Ask: What would happen if a bird did not have the right type of beak or feet for its habitat?

Say: If a bird did not have the right beak or feet, it might not be able to find enough food or survive in its environment. For example, a duck with grasping feet instead of webbed feet would not be able to swim well, and a woodpecker with a short beak could not make holes in trees to find insects.

Nests of Birds and Migration

Discover Page 182

Learning Outcomes

Students will be able to explore the nesting habits and migration patterns of birds.

Teaching Aids

Pictures of nests, twigs and grass, a large leaf, needle (teacher supervision required), thread, arrows to show migration routes

Activity

Instruct students to work in small groups. Provide each group with a chart paper and ask them to divide it into sections for different birds: sparrow, pigeon, woodpecker, tailorbird, weaver bird, and Siberian crane. Ask them to use natural materials like twigs and grass to create sparrow and pigeon nests, draw or paste a tree trunk with a hole to represent the woodpecker’s nest, and cut out a large leaf, stitching it with thread to depict the tailorbird’s nest. For the weaver bird, they can weave small strips of grass or paper to create a hanging nest.

To illustrate migration, instruct the students to draw or paste an image of the Siberian crane, adding arrows to show its movement from Russia to India.

Once their collage is complete, encourage students to present their work, explaining each part to the class.

Extension Idea

Ask: Do all birds migrate? Why or why not?

Say: No, not all birds migrate. Only birds that live in places with harsh winters and food shortages migrate to warmer regions to survive. Birds that can find food all year round stay in the same place.

Chapter 16 • Birds

79

Answers Get Set

Page no. 176

The students will do as directed.

Pause and Answer

B. A flat, broad beak helps water birds filter food like small plants and insects from water.

C. To find food and water in warmer places.

Page no. 179

A. Duck

→

d. flat and broad beak

B. Parrot

→

c. short and thick beak

C. Pigeon

→

b. straight beak

D. Eagle

→

a. hooked beak

Chapter Checkup

To escape from extreme cold weather.

D. The tailor bird makes its nest by stitching leaves together with its beak. The nest is lined with cotton, dried grass and wool that keeps it warm.

E. Woodpeckers have claws with two toes pointing forward and two toes pointing backward. This helps them grip tree trunks tightly, making it easy to climb up and down.

1. Tick () the correct answer.

A. wings B. Beak

Claws of climbing birds.

C. leaves 2. Fill in the blanks.

A. Feathers C. Hatch 3. Write True or False.

A. True C. False

B. Streamlined D. migration B. False D. True

4. Choose the correct option.

A. Eagle B. Duck C. Hummingbird

D. dove

5. Answer the following questions.

A. Birds have three types of feathers: Down feathers: These are soft, small and fluffy feathers. They are found on the underside of the bird and keep it warm.

Flight feathers: These are the longest feathers on a bird’s body. They are found on the wings and tail.

They help the bird fly and change direction.

Body feathers: These feathers cover the rest of the body. They give the bird its shape and colour.

80

6. Picture-based questions.

A. The pigeon has a small, straight beak suited for pecking grains and seeds.

B. The pigeon has perching claws, with three toes pointing forward and one backward, which help it grip branches securely.

C. P igeons build simple, untidy nests using twigs, leaves, and other materials. They often make their nests on ledges, rooftops, or tree branches.

Challenge (HOTS)

Birds that eat fish have long, pointed, and sharp beaks or broad, scoop-like beaks, depending on how they catch their food.

Sharp, hooked beaks (e.g., eagles, ospreys) help them catch and tear fish.

Long, pointed beaks (e.g., herons, kingfishers) help them spear fish from the water.

Broad, scoop-like beaks (e.g., pelicans) help them catch fish by scooping water along with their prey.

Unit

7

Our Environment

Chapters in This Unit 17. Air 18. Water 19. Weather and Seasons 20. The Universe Story in This Unit Conji and his friends approach the First Elder Wizard with the four pieces of the Crystal of Life, seeking guidance on how to combine them. The First Elder Wizard reflects on the beauty of Madhavgarh, emphasising its clean environment and how nature holds the key to many mysteries, including the Crystal of Life. He explains that to merge the pieces, they must harness the powerful energies of land, air, and water. Just as Dr Vikram offers to fetch water from the river, the First Elder Wizard decides to use his magical powers instead.

As Eva hands over the crystal pieces, the First Elder Wizard chants a spell invoking the three natural elements. The pieces rise and glow as the weather suddenly changes, bringing unexpected rain on a sunny morning. Ishaan, Pihu, and Manu are astonished, while Conji suspects the powerful spell is responsible. A bright flash of light follows, revealing the fully restored Crystal of Life floating in the air.

As the rain stops, the First Elder Wizard hands the crystal to Conji, who, along with Mel and Eva, expresses deep gratitude.

Understanding the urgency, the First Elder Wizard advises them to return to Avora quickly. As he heads back to his hut, the group thanks Dr Vikram and their new friends for their help. With their magic restored, Eva offers to transport the Avorians home, but Dr Vikram assures them he will travel by car. The trio boards their spaceship, bidding farewell to Ishaan, Pihu, and Manu, promising to meet again someday.

81

17 Air Chapter Headings

CB Page

About Air

190

What Causes Air to Move?

191

Uses of Air

192

Air Pollution

194

Learning Outcomes Students will be able to:

describe air as a mixture of gases (nitrogen, oxygen, carbon dioxide) and other components (water vapour, dust, germs) and understand the concept of the atmosphere. explain how temperature differences create wind through the processes of warm air rising and cool air sinking. identify and explain several important uses of air. list causes and ways to reduce air pollution.

Let’s Recall Recap with the students the knowledge on air and its uses.

Ask the students to solve the riddle given in the Get Set section.

Vocabulary wind: moving air

hazy: looking dim and unclear

germs: tiny harmful living things

atmosphere: the layer of air that surrounds the Earth

gust: a sudden rush of something

breeze: moving air that we can feel

wondered: a feeling of shock or surprise

air pollution: the presence of harmful gases, dust and smoke in the air

windmill: a device that works by moving air

polluted: made dirty or harmful due to unwanted or dangerous substances

residential areas: places where people live

Teaching Aids Pre-drawn pie charts on paper, coloured paper cutouts (blue for nitrogen, red for oxygen, yellow for carbon dioxide and other gases), glue sticks, scissors (for teacher use or pre-cut pieces for students), markers or pencils (for labelling sections); A transparent plastic bottle, balloon, bowl of hot water, shoebox, small candle (teacher should handle this), piece of cardboard, two incense sticks, clear container (fish tank or large jar), small container, hot water (with food colouring), cold water; A burning candle, a deflated bicycle tire or balloon, a wet cloth; A4 sheets, coloured pencils/oil pastels

82

Chapter: Air About Air

Discover Page 190

Learning Outcomes

The students will be able to describe air as a mixture of gases (nitrogen, oxygen, carbon dioxide) and other components (water vapour, dust, germs) and understand the concept of the atmosphere.

Teaching Aids

Pre-drawn pie charts on paper, coloured paper cutouts (blue for nitrogen, red for oxygen, yellow for carbon dioxide and other gases), glue sticks, scissors (for teacher use or pre-cut pieces for students), markers or pencils (for labelling sections)

Activity

Begin by drawing a simple pie chart on the board, dividing it into sections representing the approximate percentages of gases in the air: 78% nitrogen, 21% oxygen, and 1% carbon dioxide and other gases. Label each section clearly and discuss the relative amounts of each gas with students. Explain that nitrogen is the most abundant gas, followed by oxygen, which is essential for breathing, and a small amount of carbon dioxide.

Provide students with a pre-drawn pie chart on paper. Give them coloured paper cutouts representing each gas in proportionate sizes. Instruct them to paste these cutouts onto their pie charts, matching the sections correctly.

For example, they can use blue for nitrogen, red for oxygen, and yellow for carbon dioxide and other gases.

Extension Idea

Ask: Why is the atmosphere important for life on Earth?

Say: The atmosphere protects us from harmful rays from the sun, keeps the Earth warm, and provides us with the air we need to breathe. It also helps to regulate the Earth’s temperature.

What Causes Air to Move?

Discover Page 191

Learning Outcomes

The students should be able to explain how temperature differences create wind through the processes of warm air rising and cool air sinking.

Teaching Aids A transparent plastic bottle, balloon, bowl of hot water, shoebox, small candle (teacher should handle this), piece of cardboard, two incense sticks, clear container (fish tank or large jar), small container, hot water (with food colouring), cold water

Activity

Divide the class into three groups and set up three workstations with the required materials. Each group will conduct a different experiment to understand wind formation. After completing their experiment, they will explain their observations and real-world applications. Students will rotate through all stations to observe and ask questions.

Group 1: Warm Air Rises - This group will explore how warm air rises using a plastic bottle, balloon, and hot water. They will place a balloon over the mouth of an empty bottle and then place the bottle in hot water. As the

Chapter 17 • Air

83

air inside heats up, it expands and rises, slightly inflating the balloon. This demonstrates that warm air is lighter and moves upward, helping in wind formation. The group will relate this to hot air balloons and air currents.

Group 2: Wind in a Box- Using a shoebox with two holes, this group will place a candle inside and observe how incense smoke moves toward the candle. As warm air rises, cooler air moves in to replace it, demonstrating how wind is created. The group will connect this to sea and land breezes and the role of warm air in weather patterns.

Group 3: Rising Warm Water- This group will use a clear container filled with cold water and a smaller container of hot, coloured water. As the hot water is placed inside, the coloured water will rise, showing how warm air moves in the atmosphere. They will explain how this process leads to wind formation and weather changes.

Walk around to assist students with setting up and demonstrating the experiments.

Extension Idea

Ask: Rima’s hat was blown away by a “strong gust of wind”. What does the word gust mean?

Say: A gust of wind means a sudden, strong burst of wind. It is a short period of very fast moving air.

Uses of Air

Discover Page 192

Learning Outcomes The students should be able to identify and explain several important uses of air.

Teaching Aids A burning candle, a deflated bicycle tire or balloon, a wet cloth

Activity Ask students to take a deep breath and then exhale. Discuss how air is essential for breathing and that all living beings need air to survive.

Next, demonstrate the importance of air for burning by lighting a small candle and then covering it with a glass jar. Have students observe how the flame goes out when there is no air.

To show how air helps in drying, wet a small cloth and hang it in the classroom. Ask students what they think will happen after some time, guiding them to understand that air helps remove moisture, causing the cloth to dry.

Finally, demonstrate how air enables movement by showing a deflated bicycle tire or balloon. Blow air into it and explain that air provides shape and allows objects like tires and balloons to function properly.

Extension Idea Ask: Why does a candle go out when covered with a glass jar?

Say: A candle needs oxygen from the air to keep burning. When we cover it with a glass jar, the oxygen inside gets used up, and no more air can enter. Without oxygen, the flame goes out.

Air Pollution Learning Outcomes The students will be able to list causes and ways to reduce air pollution.

Teaching Aids A4 sheets, coloured pencils/oil pastels 84

Discover Page 194

Activity Provide A4 sheets to students.

Ask them to create a poster that shows different actions we can take to reduce air pollution. Some ideas might include planting trees, using public transport instead of cars, or not burning trash.

Encourage students to make their posters colourful and eye-catching, using images and words to convey their message.

Once they are finished, have the students present their posters to the class and explain the actions they have shown.

Display the posters around the classroom or school to raise awareness about the importance of reducing air pollution.

Extension Idea

Ask: Do you know how we measure air pollution? Have you ever heard of something called the AQI (Air Quality Index)?

Say: Air pollution is measured using something called the AQI, or Air Quality Index. The AQI helps us understand how clean or dirty the air is. It uses numbers to show if the air is healthy to breathe. A low number means the air is clean, and a high number means the air is polluted and can be harmful to our health.

Answers Get Set

Page no. 190

Air

Pause and Answer

Page no. 192

 Warm air rises and cool air sinks.  The movement of hot and cool air forms wind.

Pause and Answer 1. Oxygen 2. Oxygen 3. Carbon dioxide

Chapter Checkup 1. Tick () the correct option.

A. Wind B. Oxygen C. Water vapour 2. Fill in the blanks.

A. Breeze B. Vapour C. Carbon dioxide D. tyres Chapter 17 • Air

Page no. 193

3. Write True or False.

A. False

B. True

C. False

D. True

4. Name the following.

A. Carbon dioxide B. Atmosphere C. Air pollution 5. Answer the following questions.

A. A ir is made up of different gases like nitrogen (78%), oxygen (21%), carbon dioxide, water vapour, and other gases (1%).

B. Air pollution is the addition of harmful substances like smoke, dust, and gases to the air, making it impure and unsafe to breathe.

C. B urning of fossil fuels like coal and petrol.

Cutting down trees (deforestation).

D. Plant more trees to keep the air clean.

Use public transport or bicycles instead of private vehicles.

E. Air moves because of temperature differences. Warm air rises, and cool air moves in to take its place. This movement of air creates wind.

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6. Picture-based questions.

A. He is wearing a mask because the air is polluted, and he wants to protect himself from breathing in harmful gases, smoke, and dust.

B. The air is being made dirty by smoke from factories, vehicle emissions, and other pollutants in the environment.

Wind formation

F. Air helps us breathe and stay alive.

It helps plants make food through photosynthesis.

Air is used to fill tyres and balloons.

Wind is used to generate electricity using windmills.

Air helps birds, kites, and airplanes to fly.

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C. H e can plant more trees, use public transport, or spread awareness about reducing pollution to help clean the air.

Challenge (HOTS)

Underwater plants use the dissolved oxygen present in water for breathing. They also carry out photosynthesis using carbon dioxide dissolved in water and sunlight that penetrates the surface. Just like land plants, they release oxygen during photosynthesis, which helps aquatic animals survive.

18 Water Chapter Headings

CB Page

Uses of Water

200

Sources of Water

200

Properties of Water

201

Three States of Water

203

Water Cycle

203

Water Pollution

205

Learning Outcomes Students will be able to:

identify and describe various uses of water in daily life and nature, and understand its importance for living things.

differentiate between salt water and fresh water, identify major fresh water sources (surface water and groundwater), and explain how rain replenishes these sources. identify and describe the key properties of water.

understand that water exists in three forms—solid, liquid, and gas.

describe the four main stages of the water cycle (evaporation, condensation, precipitation, collection) and explain how water continuously moves through these stages. list causes and ways to reduce water pollution.

Let’s Recall Recap with the students the knowledge on water, its sources and uses.

Ask the students to read the poem given in the Get Set section and do as directed.

Vocabulary irrigation: watering crops by drawing water from nearby rivers

freezing: the conversion of liquid water into solid ice upon cooling

surface water: water found at ground level, like rivers and seas

sleet: tiny, frozen ice particles hail: larger, solid ice balls

groundwater: water found under the ground

germs: tiny living things that cause diseases

properties: characteristics that describe an object or thing

soluble substances: substances that dissolve in water

invisible: something that cannot be seen

insoluble substances: substances that do not dissolve in water

melting: the conversion of solid ice into liquid water upon heating 87

evaporation: the conversion of water into water vapour upon heating

water pollution: the addition of harmful things to water that makes it dirty

condensation: the conversion of water vapour into water droplets upon cooling

pollutants: harmful substances that dirty the environment

water cycle: the movement of water between the atmosphere and the earth’s surface

Teaching Aids Picture cards or written scenarios illustrating various water uses, whiteboard or chart paper for categorisation, markers; Pictures, word cards, or descriptions of various water sources like rivers, lakes, oceans, wells, glaciers, and springs; Glasses, pure water, flavoured drinks (like juice or flavoured water), small colourful objects like beads or buttons, different shapes of containers (glass, bowl, bottle), salt, sugar, sand, stones, spoons, ice cubes, kettle or bowl for steam demonstration; Ice cubes, a transparent glass of water, a kettle or bowl of warm water, a small mirror or steel plate, spoons, or tongs; A transparent bowl of water, a lid or plate to cover the bowl, a picture or diagram of the water cycle, a sunny spot for the experiment, sheets, and colouring material; Placards (optional) if the students require for their role play

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Chapter: Water Uses of Water

Discover Page 200

Learning Outcomes

The students will be able to identify and describe various uses of water in daily life and nature, and understand its importance for living things.

Teaching Aids

Picture cards or written scenarios illustrating various water uses, whiteboard or chart paper for categorisation, markers

Activity

Start by engaging students with a question like, “How do we use water in our daily lives?” Encourage them to share their ideas. Show the picture cards or written scenarios one at a time, depicting different water uses like drinking, washing, watering plants, swimming, and cooking. Hold up each card and ask students to describe what they see and how water is being used. Guide the discussion by asking questions like, “Why is this use of water important?” and “Can you think of other examples like this?” After discussing each example, work together to group the uses into categories like personal use, household use, recreational use, and environmental use. Use a whiteboard or chart paper to list the categories and write down the examples students suggest under each one. Encourage participation by inviting students to come up and add examples or move cards into the right category. Wrap up by reviewing the categories and highlighting how water is essential in many parts of our lives.

Extension Idea

Ask: How do animals use water?

Say: Animals use water for drinking, bathing, and staying cool. Some animals live in water, like fish.

Sources of Water

Discover Page 200

Learning Outcomes

The students should be able to differentiate between salt water and fresh water, identify major fresh water sources (surface water and groundwater), and explain how rain replenishes these sources.

Teaching Aids

Pictures, word cards, or descriptions of various water sources like rivers, lakes, oceans, wells, glaciers, and springs

Activity

Begin by dividing the class into small groups, ensuring a balanced number of students in each. Provide each group with a set of materials, such as pictures, word cards, or descriptions of various water sources like rivers, lakes, oceans, wells, glaciers, and springs. Instruct the students to categorise these water sources into two groups: fresh water and salty water. Then, ask them to further sort the fresh water sources into surface water and groundwater. Encourage discussions within the groups about their choices and the characteristics of each water source. Once the sorting activity is complete, invite each group to present their work to the class, explaining their reasoning behind the placement of each water source and highlighting any challenges or interesting facts they discovered.

Chapter 18 • Water

89

Extension Idea

Ask: Why is it important to conserve fresh water?

Say: Fresh water is limited, and we need it for drinking, agriculture, and many other uses. Conserving it ensures we have enough for everyone and for future generations.

Properties of Water

Discover Page 201

Learning Outcomes

The students will be able to identify and describe the key properties of water.

Teaching Aids

Glasses, pure water, flavoured drinks (like juice or flavoured water), small colourful objects like beads or buttons, different shapes of containers (glass, bowl, bottle), salt, sugar, sand, stones, spoons, ice cubes, kettle or bowl for steam demonstration

Activity

Divide the class into five groups and assign each group one property of water (No Taste or Smell, colourlessness and Transparency, No Fixed Shape, Ability to Dissolve Substances, and States of Water). Set up five workstations, each with materials for demonstrating their assigned property. Each group will work together to create a simple demonstration.

No Taste or Smell Group: Give students a glass of plain water and ask them to smell and taste it. Then let them smell and taste flavoured drinks. Ask them to compare and explain the difference. Explain that pure water has no taste or smell.

Colourlessness and Transparency Group: Fill a clear glass with water. Drop a few colourful objects into the water.

Ask students if they can see the objects through the water. Explain that water is transparent and colourless because we can see through it and it has no colour of its own.

No Fixed Shape Group: Pour water into different containers one by one. Ask students to observe how water takes the shape of each container. Explain that water has no fixed shape and flows into the shape of the container it is kept in.

Ability to Dissolve Substances Group: Fill clear glasses with water. Add salt to one glass and stir. Ask students what happens. Add sand to another glass and stir. Ask them what they observe. Explain the concept of soluble and insoluble substances.

States of Water Group: Teaching Aids: Show students ice cubes and explain that it is water in solid form. Pour water into a glass to show its liquid state. Heat water to produce steam and show its gaseous state. Explain how water changes states with temperature.

Once all demonstrations are complete, groups will present their property and explain its importance. Rotate students so that everyone gets a chance to visit all stations, observe, and ask questions. End with a discussion on how these properties of water are important in daily life.

Extension Idea

Ask: How does water being a good solvent help living things?

Say: Water dissolves nutrients and minerals, allowing them to be transported throughout living organisms. It also helps to remove waste products.

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Three States of Water

Discover Page 203

Learning Outcomes

The students will be able to understand that water exists in three forms—solid, liquid, and gas.

Teaching Aids

Ice cubes, a transparent glass of water, a kettle or bowl of warm water, a small mirror or steel plate, spoons, or tongs

Activity

Give each student an ice cube and ask them to hold it or place it in a cup. Let them observe how the ice melts into water, explaining that heat turns solid ice into liquid water. Explain to them that water is also frozen as ice in glaciers and icebergs, in nature.

Next, pour warm water into a bowl or use a kettle to create steam. Hold a small mirror or steel plate above the steam and let students observe how tiny water droplets form on the surface.

Explain that when water is heated, it turns into water vapour (gas), and when cooled, it changes back into liquid.

Discuss with students by asking what happened to their ice cube, where water from wet clothes goes, and if they can see water vapour in the air. Encourage them to observe water changes at home, such as steam while cooking or ice melting in a drink.

Note for teachers: This activity can be performed in a science lab.

Extension Idea

Ask: Why do wet clothes dry faster on a sunny day than on a cloudy day?

Say: The heat from the sun makes the water in the clothes evaporate faster, turning it into water vapour. On a cloudy day, there is less heat, so the water takes longer to evaporate.

Water Cycle

Discover Page 203

Learning Outcomes

The students will be able to describe the four main stages of the water cycle (evaporation, condensation, precipitation, collection) and explain how water continuously moves through these stages.

Teaching Aids

A transparent bowl of water, a lid or plate to cover the bowl, a picture or diagram of the water cycle, a sunny spot for the experiment, sheets, and colouring material

Activity

Discuss the water cycle with the students in the class. Then, let the students place a bowl of water in the sun and ask them to check it after some time. Explain that the water level decreases because some of the water turns into water vapour and rises into the air. This process is called evaporation.

Next, cover the bowl with a lid or plate and wait for a few minutes. Small water droplets will form on the surface of the lid, demonstrating condensation, just like how clouds form in the sky.

Then, lift the lid and gently shake it, allowing the water droplets to fall back into the bowl, simulating precipitation (rain).

Finally, let the students draw a picture of the water cycle and explain how the sun heats water, turning it into vapour (evaporation), how the vapour cools and forms clouds (condensation), and how water falls back to the Earth as rain (precipitation).

Chapter 18 • Water

91

Extension Idea

Ask: Why do we see fog or mist on a cold morning?

Say: Fog or mist forms when warm air with water vapour cools down quickly near the ground, causing the vapour to turn into tiny water droplets, just like condensation in the water cycle.

Discover Page 205

Water Pollution Learning Outcomes

The students will be able to list causes and ways to reduce water pollution.

Teaching Aids

Placards (optional) if the students require for their role play

Activity

Divide the class into small groups. Ask the students to prepare a small role play to show a scenario where they can take action to reduce water pollution (e.g., stopping the dumping of waste into rivers, using fewer plastic bottles, or cleaning up a polluted beach).

Give students a few minutes to discuss and plan their role-play. Encourage them to act out the scenario with enthusiasm and creativity.

Ask each group to perform their role-play in front of the class.

After each role-play, lead a brief discussion. Ask the class how the actions in the role-play help reduce water pollution and protect our water sources.

Extension Idea

Ask: Apart from the causes mentioned in the CB, can you think of any other causes of water pollution?

Say: Other causes of water pollution can include oil spills from ships or factories, waste from mining activities, and the use of harmful pesticides and fertilisers in farming that wash into rivers and lakes. (Answer may vary.)

Answers Get Set

We drink water to stay strong, And wash our hands all day long.

Plants need water to grow tall,

Page no. 199

Pause and Answer 1. False 2. True 3. True

And fish swim in rivers, big and small.

4. True

For cooking, cleaning, and staying neat,

5. True

It even helps to wash my feet!

Pause and Answer

So let’s keep water pure and clear, And use it wisely, year after year.

(Students can underline any three!)

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Page no. 201

Water in oceans is fit for drinking.

Common salt is a soluble substance.

Page no. 202

 

Water has a fixed shape.

 

Water is blue in colour.

D.

Chapter Checkup

CONDENSATION

1. Tick () the correct answer.

A. Tubewell PRECIPITATION

B. Seas

EVAPORATION

C. Milk powder 2. Fill in the blanks.

A. Insoluble

B. Evaporation

C. Condensation

D. Water cycle

3. Write True or False.

A. True C. False 4. Match the following.

A. Melting →

B. True

Water cycle

D. False

6. Picture-based questions.

A. The water in the picture is dirty because of garbage, plastic waste, and other pollutants floating in it.

b. Conversion of ice into water

B. Freezing

→

a. Conversion of water into ice

C. Evaporation

→

d. Conversion of water into water vapour

D. Condensation

→

c. Conversion of water vapour into water

5. Answer the following questions.

A. Some of the causes of water pollution are: Throwing garbage into rivers or lakes The release of chemicals from factories or farms into the water B. Water Has No Taste or Smell Water is Colourless and Transparent C. The substances that dissolve in water are called soluble substances. For example, common salt, sugar.

Substances that do not dissolve in water are called insoluble substances, for example, stones, oil.

Chapter 18 • Water

COLLECTION

B. It is important to keep the water clean because clean water is essential for drinking, cooking, and maintaining good health. Clean water also helps protect animals, plants, and the overall environment.

C. To stop water pollution, you can avoid throwing garbage and plastic into water bodies, reduce the use of single-use plastics, participate in clean-up drives, and spread awareness about the importance of keeping water clean.

Challenge (HOTS)

Yes, it is important to conserve water every day because most of the Earth’s water is salty and not fit for drinking. Freshwater is limited, and we need it for drinking, farming, and daily activities. Conserving water ensures there’s enough for everyone and protects the environment.

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19 Weather and Seasons Chapter Headings

CB Page

Weather

210

Seasons

211

Clothes Worn in India

214

Learning Outcomes Students will be able to:

explain how the sun, temperature, wind, and clouds affect weather, and identify common weather conditions. describe the characteristics of each season- summer, monsoon, autumn, winter, and spring.

identify and describe different types of clothing worn in various regions of India and understand how weather influences clothing choices.

Let’s Recall Recap with the students the knowledge on weather and seasons.

Ask the students to read the poem in the Get Set section and do as directed.

Vocabulary atmosphere: the layer of air around the Earth

weather: the day-to-day condition of the atmosphere

sweat: when beads of water form on your skin due to heat

wind: moving air

coastal: places near the sea

seasons: different times of the year when the weather is similar for many days

Teaching Aids Flashcards of different weather types (sunny, rainy, cloudy, snowy), markers, chart papers with columns for the date, weather condition, temperature feel, sky appearance, wind strength, and rainfall; Pictures of different weather conditions (sunny, rainy, cloudy, snowy), scenario cards for real-life activities (e.g., wearing a raincoat, playing in the snow, using a fan), chart paper and crayons; Flashcards with pictures and names of the five seasons, props like sunglasses, woollen fabric, paper fans, cotton balls, spray bottle, artificial leaves, flowers, and fruits (or pictures of seasonal fruits), coloured paper, glue, crayons, and markers for drawing and making crafts, real-life objects like Ice cubes, a mini fan, and a raincoat or umbrella; Chart paper (one for each group), coloured markers, pens, and pencils, scissors and glue sticks, old magazines, newspapers, or printed images for pictures, reference books or internet access for research, sticky notes or labels for adding captions and information

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Chapter: Weather and Seasons Weather

Discover Page 210

Learning Outcomes

The students will be able to explain how the sun, temperature, wind, and clouds affect weather, and identify common weather conditions.

Teaching Aids

Flashcards of different weather types (sunny, rainy, cloudy, snowy), markers, chart papers with columns for the date, weather condition, temperature feel, sky appearance, wind strength, and rainfall

Activity

Discuss the concept of weather and show students flashcards of different weather types. Explain the key factors that influence weather: the sun, wind, clouds, and rain. Engage students by asking questions like, “Have you noticed how mornings are cooler than afternoons?” or “What happens when dark clouds appear in the sky?”

Provide each student with a chart containing columns for the date, weather condition (sunny, cloudy, windy, rainy), temperature feel (hot, warm, cool, cold), sky appearance (clear, few clouds, dark clouds), wind strength (calm, breeze, strong wind), and rainfall (none, light, heavy).

Instruct students to observe the weather at the same time each day (e.g., morning or afternoon) and record their findings in the chart. Encourage them to look outside, feel the air, and note any significant changes.

After a week, gather students to compare their observations. Ask guiding questions such as, “Did you notice any patterns in the weather?” or “What happened before it rained?” Discuss how their findings relate to the role of the sun, wind, clouds, and rain.

Extension Idea

Ask: What do you think would happen if the sun never shone for a whole week?

Say: If the sun never shone for a week, the Earth would become colder, plants would struggle to grow, and the days would be dark. People and animals might feel tired, and the weather could change drastically.

Seasons

Discover Page 211

Learning Outcomes

The students should be able to describe the characteristics of each season- summer, monsoon, autumn, winter, and spring.

Teaching Aids

Flashcards with pictures and names of the five seasons, props like sunglasses, woollen fabric, paper fans, cotton balls, spray bottle, artificial leaves, flowers, and fruits (or pictures of seasonal fruits), coloured paper, glue, crayons, and markers for drawing and making crafts, real-life objects like ice cubes, a mini fan, and a raincoat or umbrella

Chapter 19 • Weather and Seasons

95

Activity

Set up five stations, each representing a season. Divide students into small groups and have them rotate through the stations.

At the Summer Station, students try on sunglasses, use a handheld fan, and observe pictures of summer fruits.

At the Monsoon Station, they create clouds using cotton balls and spray water to mimic rain.

At the Autumn Station, students touch dry leaves and draw a tree with falling leaves.

At the Winter Station, they feel wool, touch ice cubes or artificial snow, and discuss warm clothing.

At the Spring Station, they make a simple flower craft using paper and glue.

After visiting all stations, gather students for a discussion. Ask them which season they like the most and why, then have them draw a scene from their favourite season and share with the class.

Extension Idea

Ask: Why do trees shed their leaves in autumn? How does this help them?

Say: Trees shed their leaves in autumn to save water and energy. This helps them survive the cold winter and grow new leaves in spring.

Clothes Worn in India

Discover Page 214

Learning Outcomes

The students will be able to identify and describe different types of clothing worn in various regions of India and understand how weather influences clothing choices.

Teaching Aids

Chart paper (one for each group), coloured markers, pens, and pencils, scissors and glue sticks, old magazines, newspapers, or printed images for pictures, reference books or internet access for research, sticky notes or labels for adding captions and information

Activity

Divide the students into small groups and assign each group a specific region, such as a hilly area, coastal area, plains, or desert. Instruct them to research the weather conditions of their assigned region during summer and winter, focusing on temperature, rainfall, and any unique climate features. Ask them to list the states that belong to their region and explore the types of clothing people wear in different seasons, including any traditional clothes specific to those states. Encourage them to use books, online resources, or interviews for their research. Once the research is complete, have the students sit in their respective groups and present their findings creatively by pasting information and pictures on chart paper with appropriate labels. Finally, ask each group to share their chart and findings with the class, and facilitate a discussion to compare and contrast the weather, clothing styles, and cultural diversity across the different regions.

Extension Idea

Ask: Why do people in different areas of India wear different types of clothing?

Say: People wear different types of clothing because the weather is different in each area. They choose clothes that help them stay comfortable in the weather where they live.

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Answers Get Set

Page no. 209

Sing the song and underline the names of the seasons.

The sun is bright, the sky is clear, Summer fun is finally here.

Autumn leaves of red and gold, Fall to the ground as it gets cold.

We put on coats and play with care.

Spring brings flowers that start to grow,

Everything feels fresh and new.

Page no. 214

Circle the odd one out.

raincoat mangoes cotton clothes

Chapter Checkup

C. Summer

→

d. Hottest season

D. Monsoon

→

c. Umbrellas and raincoats

E. Clouds

→

a. Bring rain

muffler cold juice woollen cap

Playing outdoor games like cricket or football Going for picnics or nature walks D. Four features of the winter season: Cold and chilly weather Shorter days and longer nights People wear warm clothes like sweaters and jackets

1. Tick () the correct answer.

A. Summer B. Monsoon C. Umbrella

D. Spring

2. Fill in the blanks.

A. Summer

B. Winter

C. False

e. Hot soups

People like to indulge in following activities:

Pause and Answer

3. Write True or False.

A. False

→

C. Spring has pleasant and mild weather, with blooming flowers and clear skies.

Raindrops fall, the sky turns blue,

C. Autumn

B. Winter

B. During summer, people like to wear cotton clothes because they are light and absorb the sweat.

Birds sing songs, making worries go.

gloves hot soups long pants

b. Changes from day to day

5. Answer the following questions.

A. Four things the weather of a place depends on: wind, temperature, rain and clouds

Winter comes with chilly air,

1. sweater 2. ice creams 3. light jacket

4. Match the following.

A. Weather →

D. Spring B. True D. True

Hot food and drinks like soups and tea are preferred 6. Picture-based questions.

A. The picture shows the autumn season.

B. The red, orange, and yellow leaves falling from the trees helped me know it’s autumn.

C. Another name for this season is fall.

Challenge (HOTS) Umbrella, Raincoat

E. False

Chapter 19 • Weather and Seasons

97

20 The Universe Chapter Headings

CB Page

The Sun

219

The Earth

220

The Moon

221

The Stars

222

Story in This Chapter Mel, Conji, and Eva receive a call from Elder Robot, who informs them that Lord Ero has begun his attack on Avora and they urgently need the Crystal of Life. The trio quickly sets off for their home planet. Meanwhile, in Avora, Lord Ero and his ally Drakon wreak havoc, believing that without the Crystal of Life, the wizards and robots are powerless. Despite the efforts of Elder Wizard and Elder Robot to defend their land, they are struck down by Lord Ero’s powerful magic, and the people of Avora are left scared and hiding.

When Mel, Conji, and Eva arrive, they are devastated by the destruction they see. Using the Crystal of Life, they restore the magical powers of the wizards and robots with an ancient chant. Strengthened by the crystal’s energy, they rush to the battlefield only to find the Elders fallen and Lord Ero declaring his rule. Refusing to back down, Conji bravely fights back, surprising Lord Ero, who is shocked to see the crystal’s power in their hands.

As the battle intensifies, the trio suggests combining their powers with the Elders to defeat Lord Ero. Together, they recite a powerful spell of unity and light, which creates a blinding flash that banishes Lord Ero once and for all. Peace and light return to Avora, and the people rejoice. The Elders praise the courage of Mel, Conji, and Eva, honouring them as the true heroes of Avora.

Learning Outcomes Students will be able to:

explain the features of the Sun and list the planets that form the Solar System. describe the movements of the Earth on its axis and around the sun.

understand the features of the Moon, and explain its phases and their causes. define stars and constellations, and also list different constellations.

98

Let’s Recall Recap with the students the knowledge on the celestial bodies- the Sun, the Moon, the Earth and the Stars.

Ask the students to colour the picture given in the Get Set section.

Vocabulary revolve: move in a circle on a central axis

the universe: a huge, endless space that has stars, planets, the Sun, the Moon, dust, gases and big pieces of rock floating in it

stars: big, bright balls of hot gas

heavenly bodies: objects in space, such as the Sun, the Moon, the planets and the stars

constellations: patterns formed by the stars in the sky

Teaching Aids Coloured chart papers, white chart papers, thread strings, glue, child-friendly scissors; Flashcards with questions on movements of the Earth; Understand the features of the Moon, and explain its phases and their causes; Black chart paper, white oil pastel colour or chalk, strings of thread, glue, child-friendly scissors (Note for teachers- Ensure safety of students while using sharp objects).

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Chapter: The Universe The Sun

Discover Page 219

Learning Outcomes

The students will be able to explain the features of the Sun and list the planets that form the Solar System.

Teaching Aids

Coloured chart papers, white chart papers, thread strings, glue, child-friendly scissors

Activity

Divide the class into groups.

Handout the required material to the students.

Instruct the students in each group to cut out shapes of the planets from the coloured chart paper. (The students can refer to page 8 of the CB for the shape of each planet.)

Ask them to paste strings to draw the elliptical paths for each planet around the sun. Then let them paste the planets on their respective paths.

Extension Idea

Ask: Can you name the following?

Biggest planet Planet that has rings around it Nearest planet to Sun Any planet that is visible to the naked eye Say: Biggest planet - Jupiter Planet that has rings around it - Saturn Nearest planet to Sun - Mercury Any planet that is visible to the naked eye - Venus

The Earth

Discover Page 220

Learning Outcomes

The students should be able to describe the movements of the Earth on its axis and around the sun.

Teaching Aids

Flashcards with questions on movements of the Earth

Activity

Divide the class into four teams.

Prepare flash cards with questions on movements of the Earth - Rotation and Revolution. Some sample questions can be as follows: 1. What is the imaginary line on which the Earth rotates called?

Ans. Axis 2. What is rotation?

Ans. Rotation is the movement of the Earth on its axis.

100

3. Which movement of the Earth causes change in seasons?

Ans. Revolution 4. In which direction does the Earth rotate?

Ans. West to East 5. How much time does the Earth take to complete one rotation?

Ans. 24 hours 6. Which movement of the Earth causes day and night?

Ans. Rotation 7. What is the movement of the Earth around the Sun called?

Ans. Revolution 8. What is the path called on which the Earth moves around the Sun? Ans. Orbit 9. Give one feature of the Earth’s axis.

Ans. It is an imaginary line. It is tilted.

10. Give one feature of the Earth’s orbit.

Ans. It is elliptical in shape.

Ask these questions to the class, the team that answers the question correctly gets a point.

The team with maximum points wins the quiz.

Extension Idea

Ask: What is a leap year?

Say: A leap year has 366 days, one extra day in February.

The Moon

Discover Page 221

Learning Outcomes

The students will be able to understand the features of the Moon, and explain its phases and their causes.

Teaching Aids

Oreo cookies, paper plates, spoon, moon phase pictures for reference

Activity

Divide the class into groups. Provide each group with a few Oreo cookies to represent the Moon. Have them gently twist the cookies apart, keeping the cream on one side. Using a spoon, students can carefully scrape away portions of the cream to create different Moon phases, such as the full moon (no cream removed), half moon (half the cream scraped off), crescent moon (most of the cream removed, leaving a curved shape), and new moon (all the cream removed). Guide students to arrange the cookies in order of the Moon’s phases and discuss how the changing light on the Moon is caused by its position relative to the Earth and Sun. Encourage them to observe the real Moon and relate it to their Oreo models.

Extension Idea

Ask: If you were on the Moon, would Earth have phases too?

Say: Yes, Earth would have phases, just like the Moon. You would see different amounts of Earth’s sunlit surface as it orbits the Sun, from your perspective on the Moon.

Chapter 20 • The Universe

101

Discover Page 222

The Stars Learning Outcomes

The students will be able to define stars and constellations, and also list different constellations.

Teaching Aids

Black chart paper, white oil pastel colour or chalk, strings of thread, glue, child-friendly scissors (Note for teachers- Ensure safety of students while using sharp objects)

Activity

Instruct the students to work in small groups.

Give the material to each group. Ask the students in each group to make any two constellations using the string and chalk or white oil pastel colour.

Once complete, ask the students to showcase their work to the class and describe the constellations they have made, like the name of the constellation and number of stars that form that constellation.

Extension Idea

Ask: Have you ever seen a shooting star? Is it actually a star?

Say: No, I have not seen a shooting star. Yes, I have seen a shooting star. No, it is actually not a star. It is actually a small piece of rock or dust from space called a meteoroid that enters our atmosphere.

Answers Get Set

Page no. 218

Do as directed.

D. The planets of the solar system are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

Chapter Checkup 1. Tick () the correct answer.

A. Sun B. Star 2. Fill in the blanks.

A. Moon C. Ursa Major E. Orbit

3. Write True or False.

A. False

C. Neptune

B. Leo

D. Earth

F. atmosphere B. True

C. True

4. Answer the following questions.

A. The planet nearest to the Sun is Mercury.

B. Constellations are patterns formed by groups of stars.

One example is Ursa Major or the Saptarishi.

102

C. A moon is a natural satellite that revolves around a planet.

E. During the day, stars are still in the sky, but they become invisible due to the bright light of the Sun. 5. Picture-based questions.

A. The planets in the picture are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

B. The largest planet is Jupiter.

C. The source of light, energy, and heat on Earth is the Sun.

Challenge (HOTS)

1. This happens because India and Canada are in different time zones. As the Earth rotates, different parts of the world experience day and night at different times.

2. The Earth’s rotation (spinning on its axis) takes 24 hours, causing day and night. Its revolution (orbiting around the Sun) takes about 365 days because the Earth travels a much longer distance around the Sun.

Assessment Answer Keys Assessment – 1 Read the story and answer the questions that follow.

1. Answer: C. Chapati and a bowl of rice

2. Answer: B. To help her muscles grow strong

3. Answer: Fruits and vegetables help Priya stay healthy because they are rich in vitamins, minerals, and fibre, which boost

immunity, improve digestion, and protect her from diseases. It’s important to eat them daily to keep the body strong and well-functioning.

4. Answer: Priya’s balanced plate provides all the nutrients her body needs—energy, strength, and protection—which help her stay active, grow, and remain healthy. A plate with only snacks like chips and sweets would lack essential nutrients and only give temporary energy, leading to tiredness, poor health, and low immunity over time.

Assessment – 2 Read this story and answer the questions given below.

1. Answer: B. By car

2. Answer: C. It is the fastest way to get there

3. Answer: Smriti’s father drives a car because it’s convenient, fast, and comfortable for travelling longer distances to his office in the city. Smriti takes the bus because it’s a safe and practical way for children to travel to school with other students, and buses follow regular routes and schedules.

4. Answer: Apart from talking on the telephone, Smriti can also communicate with her grandparents through video calls,

letters, emails, and instant messaging apps. She could even send them pictures and voice messages to stay connected.

Assessment – 3 Read this story. Answer the questions given below.

1. Answer: A. Evaporation

2. Answer: C. Recycling waste in the village

3. Answer: It’s important for the villagers to keep the river clean because they rely on it for essential daily needs like

drinking, cooking, and farming. Polluted water can cause serious health problems, making people sick and harming animals that depend on the river. Clean water ensures the well-being of the entire community.

4. Answer: The villagers can avoid wasting water by fixing leaking taps, using water carefully while cooking and cleaning, and practicing rainwater harvesting. To keep the water clean, they should stop dumping waste into the river, set up proper waste disposal systems, and spread awareness about the importance of clean water.

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Element Answer Keys Chapter 1

Clove: Small and dark, adds strong aroma and helps relieve toothaches.

Discuss!

Page no. 9 1. If we don’t take care of our eyes, we may have difficulty seeing clearly and might even damage our vision permanently.

2. Ignoring the care of our ears can lead to hearing problems and infections, making it hard to communicate and enjoy sounds around us.

Cinnamon: Brown sticks or powder, with a sweet, woody fragrance and helps control blood sugar.

Think and Tell Page no. 39 Yes, I have seen people feed birds like pigeons and cows.

Animals and birds also need food to stay healthy, grow, and get energy for their daily activities.

Think and Tell Page no. 40 Honey comes from an animal—bees. Bees collect nectar from flowers and turn it into honey inside their hives.

Discuss!

Page no. 43 Labourers do more physical work like lifting, building, and farming, which requires a lot of strength and energy.

Energy-giving foods help them stay active and do their work efficiently.

Chapter 2

Think and Tell Page no. 18 No, a nuclear family usually includes parents and their children. A husband and wife without children are not considered a complete nuclear family.

Discuss!

Page no. 19 I would prefer a joint family because it provides love, support, and a sense of togetherness. Living with grandparents, uncles, and cousins makes the home lively and teaches us good values.

Chapter 5

Do and Learn Page no. 53 Activities to Keep House and Surroundings Clean:

Chapter 3

Sweeping and mopping the floors daily.

Segregating waste into dry and wet bins.

Discuss!

Page no. 30 No, packet food like chips and biscuits are not healthy.

They are made of refined flour, artificial flavours, and preservatives, which can harm our health if eaten too often.

Think and Tell Page no. 26 Without zebra crossings or footpaths, roads would become unsafe for pedestrians. People would have difficulty crossing roads, leading to more accidents and traffic chaos.

Do and Learn Page no. 26

40

STOP STOP

NO ENTRY

Chapter 4

Do and Learn

NO

U-TURN

Watering and maintaining plants to reduce dust and improve air quality.

Avoiding littering and picking up trash when we see it.

Cleaning and organising books, toys, and other household items regularly.

Think and Tell Page no. 49 (Answer may vary for address.) Yes, my house address includes the house number, street name, road, and city— which helps people locate it easily.

Discuss!

Page no. 50 Stilt houses are common in Assam because the region experiences heavy rainfall and flooding. The raised structure keeps the houses safe from water.

Discuss!

Page no. 54 Plastic bottles can be reused to make bird feeders, pen holders, or decorative planters. They help reduce waste and promote creative recycling.

P

SPEED LIMIT NO PARKING

Page no. 40

Turmeric: Yellow in colour, it adds flavour and is known for its anti-inflammatory properties.

Chapter 6

Cumin: Small brown seeds that give a warm, earthy taste and help with digestion.

Think and Tell Page no. 60 Wearing clothes gifted by someone makes me feel loved and special because it reminds me of their care and thoughtfulness.

Coriander: Greenish seeds or powder, used for its fresh, citrusy flavour.

104

Chapter 12

Discuss!

Page no. 60 We wear traditional clothes like sarees and kurta-pajamas for festivals and formal clothes for weddings. For casual outings, we prefer comfortable t-shirts and jeans.

Discuss!

Page no. 136 Yes, I use the internet for studying, watching videos, and talking to friends.

Chapter 7

Chapter 13

Discuss!

Page no. 74 Parks provide a place for exercise, games, and fresh air.

They also help neighbours meet and bond while children play together.

Do and Learn Page no. 75 Services in the Neighbourhood: Examples: Hospital, Post Office, Grocery Store, Police Station, Park Two places I would visit:

Think and Tell Page no. 147 Desks, chairs, blackboard, books, and fans are non-living things in my classroom.

Chapter 14

Discuss!

Page no. 159 In my neighbourhood, I see neem trees, rose shrubs, tulsi herbs, money plant climbers, and pumpkin creepers.

Chapter 15

Grocery Store: Spoke to the store manager and learned how they keep track of fresh stock and help customers.

Think and Tell Page no. 169 Without tails, monkeys would struggle to balance while climbing trees and jumping from branch to branch. Their ability to escape predators and find food would also be affected.

Discuss!

Page no. 170 Rabbits eat plants and grasses, which are easy to find and help them stay healthy and energetic. Lions eat meat, which gives them the strength and energy they need for hunting and survival in the wild.

Post Office: Met the staff who explained how letters and parcels are sorted and delivered to different locations.

Think and Tell Page no. 77 Yes, they go to work. It is important because work helps them support the family, meet our needs, and provide us with education and opportunities.

Chapter 8

Think and Tell Page no. 91 Harvest festivals celebrate the joy of gathering crops and reflect gratitude for nature’s bounty. Since agriculture is common across India, harvest festivals are widely celebrated.

Chapter 9

Do and Learn

North

West

Chapter 16

Think and Tell Page no. 180 Yes, birds’ claws help them grip things just like our hands.

Birds use their claws to catch food, hold onto branches, and protect themselves—similar to how we use our hands to hold and carry objects.

Page no. 100

Chapter 17

Discuss!

Page no. 191 We can stop ourselves from getting infected by wearing masks in dusty or polluted areas, washing our hands regularly, keeping our surroundings clean, and avoiding touching our face with dirty hands.

Think and Tell Page no. 194 Yes, I’ve seen smoke rising when things are burned. It makes the air polluted, dirty, and difficult to breathe. Smoke can also irritate our eyes and cause coughing.

East South

Think and Tell Page no. 101 Yes, my school can be located near the big city library and the public park nearby.

Chapter 10

Think and Tell Page no. 111 The capital city is the administrative and political hub, where key decisions are made and government offices are located.

Chapter 18

Think and Tell Page no. 202 No, we cannot always see to the bottom because the water may have mud, plants, and other particles that make it unclear. Also, the deeper the water, the less light reaches the bottom, making it harder to see.

Chapter 11

Think and Tell Page no. 119 The Southern Plateau has rocky, uneven terrain and a drier climate, while the Northern Plains have fertile soil and better conditions for farming.

105

Chapter 19

Chapter 20

Think and Tell Page no. 210 (You can describe today’s weather—for example: “Today, the weather is sunny and warm with a gentle breeze.”)

Discuss!

Page no. 212 I enjoy swimming, eating ice cream, and playing indoor games during summer. Swimming helps me stay cool, and indoor games help me avoid the heat while having fun.

Discuss!

Page no. 213 My favourite season is winter because the weather is cool and comfortable. I love wearing warm clothes, drinking hot chocolate, and enjoying outdoor games without sweating.

Discuss!

Page no. 221 If there was only day and no night, we would feel tired all the time without proper rest. Plants and animals would also get affected as their natural cycles would be disturbed.

It would become hard for everyone to stay healthy and energetic.

106

About the Book Understanding the environment is key to fostering awareness, responsibility, and a deep connection with the world around us. The Teacher Manual for the Discover Series (Grades 1–5) equips educators with structured lesson plans, hands-on activities, and inquiry-driven teaching strategies that make Environmental Studies (EVS) engaging and meaningful for young learners.

DISCOVER

3

The World Around Us

Environmental Science Teacher Manual

Key Features This Teacher Manual is designed to empower educators with: • Well-structured lesson plans that provide a clear roadmap for effective teaching, ensuring smooth delivery and active student participation.

• Hands-on activities and observations that encourage students to explore their surroundings through experiments, nature studies, role-plays, and creative exercises.

• Innovative teaching strategies that foster critical thinking, environmental awareness, and real-world applications beyond textbooks.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia and the Middle East.

hello@uolo.com

ISBN 978-81-985579-5-7

Singapore | Gurugram | Bengaluru | © 2025 Uolo EdTech Pvt. Ltd. All rights reserved.

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NEP 2020 based

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NCF 2023 compliant

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