Discover_Evs_TM_Grade4_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

4

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 978-81-985579-6-4

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

EVS_G03-05_TM_Cover_2025.indd 5-7

NEP 2020 based

|

NCF 2023 compliant

19/03/25 2:48 PM

Teacher Manual

Discover Environmental Science

4

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 4 ISBN: 978-81-985579-6-4 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 Our Body

Living World

1. Parts of Our Body

2

12. Plants Around Us

56

2. Safety and Health

9

13. Animal Life

62

3. Food We Eat

13

14. Natural Resources

Our Needs 4. A Good House

20

5. Clothes 24

Our Surroundings 6. Community Services

29

7. Public and Private Property

34

Knowing About Our Past 8. Monuments of India

39

9. Great Rulers of India

43

67

15. Air 71 16. Weather and Water

76

17. Clean Surroundings

81

18. Environmental Pollution

86

Land and People 19. Locating Places

91

20. Our Country India

97

21. Our Earth

103

The Citizens of India

Transport and Communication

iv

Our Environment

10. The Story of the Wheel

47

11. Means of Communication

50

22. Indian Elections

108

Assessment Answer Keys

112

Element Answer Keys

113

Unit

1

Our Body

Chapters in This Unit 1. Parts of Our Body 2. Safety and Health 3. Food We Eat Story in This Unit The story begins with Dr Vikram, a scientist, working on a machine to receive signals from space. Suddenly, the machine buzzes, and Dr Vikram believes it has picked up a message from aliens. His son Ishaan and friends Manu and Pihu join him, excited to hear the message.

The message is from Elder Wizard, who lives on a peaceful planet called Avora, where wizards and robots coexist. Elder Wizard invites them to visit Avora and assures them that the journey is safe. The group is amazed but unsure about travelling to another planet. Soon, they see a spaceship approaching, piloted by Mel, Conji, and Eva, who have come to take them to Avora.

Dr Vikram and the children prepare for the journey, packing essentials. Before takeoff, Mel, a robot, shares that he uses batteries for energy, whereas the wizards, Eva and Conji use magical energy from potions and cubes. Filled with excitement, the group boards the spaceship, ready for their interplanetary adventure.

1

1

Parts of Our Body

Internal and External Organs

Chapter Headings

CB Page 6

Brain

7

Lungs

8

Heart

8

Stomach

10

Kidneys

12

Liver

11

Learning Outcomes

Students will be able to: explore internal and external organs. understand the functions of the brain and its connection to the nervous system. understand the structure and function of the lungs. explore the structure of the heart and understand its role in pumping blood. understand the role of stomach in the process of digestion. understand the location and functions of the liver. understand the location of the kidneys and their role in our body.

Let’s Recall

Recap to check if students know the names of internal and external body parts.

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

Vocabulary deflate: become smaller in size by letting out air fist: tightly-closed hand with fingers pointing inwards organs: different parts of the body that perform specific functions skull: the part of the head that protects our brain atria: the chambers located in the upper part of the heart ventricles: the chambers located in the lower part of the heart

Teaching Aids

blood vessels: tubes that transport blood throughout the body arteries: blood vessels that carry oxygenated blood to all body parts veins: blood vessels that carry deoxygenated blood from all body parts oesophagus: the pipe through which food passes from the mouth to the stomach

Large body outline charts, organ stickers or cutouts, markers for labelling; Scenario cards (e.g., seeing a ball, hearing a sound, touching something hot), optional props like a soft ball or pictures; Balloons, straws, and tape; Plastic cups, rubber bands, water, red food colouring, and labels; A model or diagram of the digestive system, a plastic bag, vinegar, bread pieces, and labels for each digestive organ (mouth, oesophagus, stomach, small intestine, large intestine); Clay or playdough, craft sticks or toothpicks, red and green construction paper; A sponge, a bowl of water mixed with small particles (e.g., glitter or food colouring), a clean bowl, a small container labelled ‘urine’ 2

Chapter: Parts of Our Body Internal and External Organs

Discover Page 6

Learning Outcomes

Students will be able to explore internal and external organs.

Teaching Aids

Large body outline charts, organ stickers or cutouts, markers for labelling

Activity

Divide students into small groups and provide each group with a large outline of the human body on chart paper.

Give students stickers or cutouts of various organs (brain, lungs, heart, stomach, skin, hands, etc.). Include both internal and external organs. Ask each group to place the organs on the correct locations of the body map (e.g., place the brain in the head, the lungs in the chest).

Once completed, each group presents their body map to the class, explaining the function of each organ.

Extension Idea

Ask: Which organ helps you breathe, and where is it located?

Say: Your lungs help you breathe, and they are in your chest, protected by your ribs.

Brain

Discover Page 7

Learning Outcomes

Students will be able to understand the functions of the brain and its connection to the nervous system.

Teaching Aids Scenario cards (e.g., seeing a ball, hearing a sound, touching something hot), optional props like a soft ball or pictures

Activity

Divide the class into small groups and assign roles: Brain, Nerves, and Body Parts (e.g., hands, legs, eyes).

Present scenarios such as “a ball is thrown at you” or “you hear a loud sound”.

The brain receives the signal (information) from the nerves (played by students acting as messengers), who bring the input from the appropriate body part (e.g., eyes for seeing the ball).

The brain processes the information and sends instructions back through the nerves to the body parts on how to respond (e.g., catch the ball or cover your ears).

Rotate roles to ensure all students participate.

Extension Idea

Ask: Why is the brain called the control centre of the body?

Say: The brain controls all body functions and helps us respond to everything happening around us.

Chapter 1 • Parts of Our Body

3

Lungs

Discover Page 8

Learning Outcomes Students will be able to understand the structure and function of the lungs.

Teaching Aids Balloons, straws, and tape

Activity Divide the students into pairs and provide materials to make a lung model.

Start by stretching the balloon a few times to loosen it up, then insert one end of the straw into the neck of the balloon, ensuring it fits securely.

Next, blow air into the straw, causing the balloon to inflate. Explain to the students that as you blow into the straw, the air travels into the balloon, just like how air enters our lungs when we inhale.

As the balloon inflates, it mimics the way our lungs expand to take in air. To demonstrate exhaling, pinch the end of the balloon and slowly release the air, showing how our lungs expel air when we breathe out.

Extension Idea Ask: What happens to your lungs when you breathe in?

Say: When you breathe in, your lungs fill with oxygen-rich air, just like the balloons in the model.

Heart

Discover Page 8

Learning Outcomes Students will be able to explore the structure of the heart and understand its role in pumping blood.

Teaching Aids Plastic cups, balloons, straws, rubber bands, water, red food colouring, and labels

Activity

Distribute the teaching aids among all the students.

Ask them to start by cutting the balloon and stretching it over the opening of the plastic cup to act as the heart’s surface.

Next, insert the two straws into the balloon, ensuring a tight seal around the straws using rubber bands or tape. Label one straw ‘veins’ to represent deoxygenated blood coming into the heart and the other ‘arteries’ to represent oxygenated blood being pumped out. Fill the cup halfway with the coloured water to simulate blood.

Then, gently press down on the balloon, causing the water to move through the straws, simulating the heart’s pumping action. The movement of the water through the veins and arteries straws demonstrates how blood circulates in and out of the heart.

Extension Idea Ask: Why does the heart pump blood to the lungs first before sending it to the rest of the body?

Say: The heart sends blood to the lungs to pick up oxygen and release carbon dioxide. This oxygen-rich blood then travels to the rest of the body.

4

Stomach

Discover Page 10

Learning Outcomes Students will be able to understand the role of stomach in the process of digestion.

Teaching Aids A model or diagram of the digestive system, a plastic bag, vinegar, bread pieces, and labels for each digestive organ (mouth, oesophagus, stomach, small intestine, large intestine)

Activity Divide the students of the class into small groups of 4–5 each and distribute the teaching aids among the groups.

Place small pieces of bread in a clear plastic bag. Ask the students to break the food into small pieces using their hands, like chewing, and add a little water to make it soft, like saliva. Once the food is mashed, have the students push it through a straw to show how food moves from the mouth to the stomach.

Then, put the mashed food into a plastic bag (this represents the stomach) and add some vinegar to show digestive juices. Ask the students to squish the bag gently to simulate the stomach’s mixing action.

After that, pour the food into a large bowl (representing the small intestine) and use a strainer to show how the body takes in nutrients. For the large intestine, move the leftover food to another bowl or keep it in the same one and add water to show how water is absorbed.

Finally, explain how waste is removed from the body.

After the activity, talk with the students about some of the things that keep the digestive system healthy.

Extension Idea Ask: Why does our stomach need digestive juices to break down food?

Say: Digestive juices help to break food into simpler forms that can be absorbed by the blood and provide energy to our body.

Liver

Discover Page 11

Learning Outcomes Students will be able to understand the location and functions of the liver.

Teaching Aids Clay or playdough, craft sticks or toothpicks, red and green construction paper

Activity

Distribute the teaching aids among the students of the class. Ask them to create a 3D model of the liver using clay or playdough. Instruct them to shape the clay into a reddish-brown organ, approximately the size of their hand. Using craft sticks or toothpicks, have them create veins and arteries to represent the liver’s blood vessels.

Cut out shapes from green construction paper to represent the nutrients the liver stores, and attach them to the model.

Cut out a shape from red construction paper to represent the proteins that help with blood clotting, and attach it to the model.

After the activity, discuss the functions of the liver with the students.

Chapter 1 • Parts of Our Body

5

Extension Idea Ask: Why is it important for the liver to clean our blood and store nutrients?

Say: The liver removes harmful substances from our blood, keeping us healthy. It also stores nutrients, like vitamins and minerals, and provides energy to our body when we need it.

Kidneys

Discover Page 12

Learning Outcomes Students will be able to understand the location of the kidneys and their role in our body.

Teaching Aids A sponge, a bowl of water mixed with small particles (e.g., glitter or food colouring), a clean bowl, a small container labelled ‘urine’

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

Start by showing a diagram or model of the human body to highlight the location of the kidneys. Explain their function as blood filters.

Ask the students to dip the sponge into the bowl of “impure blood” (water mixed with glitter or food colouring).

Squeeze the sponge over the clean bowl to show how the kidneys remove waste and return clean blood to the body.

Discuss how the water left in the sponge represents waste that is removed as urine.

Let students take turns performing this demonstration in small groups to reinforce the concept visually and practically.

Extension Idea Ask: What would happen if our kidneys stopped working properly?

Say: If our kidneys stop working, waste and harmful substances would build up in our blood, making us very sick. That is why it is important to drink enough water and eat healthy food to keep our kidneys healthy.

6

Answers Get Set

Page no. 6

Rearrange the letters to form the names of body parts.

legs, eyes, ears and feet are some examples of external organs.

B. The main function of the lungs is the exchange of gases through the process of inhalation and exhalation.

masr

gels

esye

arms

legs

eyes

C. The kidneys filter our blood to remove waste and excess water as urine from our body.

sare

oens

guonte

D. Some of the things that one must follow for proper digestion of food are:

ears

nose

tongue

Pause and Answer

Page no. 9

Name the following.

2. Right ventricle, Left ventricle 3. Vessels

4. Arteries 5. Veins

Pause and Answer

Page no. 11

Circle the correct option in each of the following.

2. Stomach

3. Small intestine

4. Large intestine

Chapter Checkup

1. Tick () the correct answer.

A. Skull

B. Heart

C. Lungs

2. Fill in the blanks.

A. atria C. liver

A. False C. False

B. Heart

C. Stomach D. Kidneys

→ → →

5. Short-answer questions.

Mouth: The digestion process starts at mouth by breaking down of food into small pieces and mixing with saliva.

B. ventricles

B. True

d. Help us breathe c. Pumps blood b. Digests food a. Filter blood

A. External organs are present on the outside of our body. We can see and touch these body parts. Hands,

Chapter 1 • Parts of Our Body

B. Steps involved in the digestion process are:

Stomach: Digestive juices break the food down further.

D. False →

A. The heart and lungs work together to circulate blood.

The heart pumps deoxygenated blood from the body into the right atrium and then to the right ventricle.

The right ventricle sends this blood to the lungs, where carbon dioxide is exchanged for oxygen. The oxygen-rich blood returns to the left atrium and is then pumped to the left ventricle. From there, the oxygenated blood is distributed to the entire body through arteries.

Oesophagus: Swallowed food travels down the food pipe to the stomach.

4. Match the organs with their respective functions.

A. Lungs

Chewing our food properly.

D. Arteries

D. kidneys

3. Write True or False.

Drinking plenty of water.

6. Long-answer questions.

1. Right atrium, Left atrium

1. Mouth

Eating a balanced diet.

Small Intestine: Nutrients from the digested food are absorbed into the blood.

Large Intestine: Water is absorbed, and the remaining waste becomes semi-solid.

Excretion: Waste is eliminated from the body.

C. a. Atria: The two upper chambers of the heart that receive blood. b. Ventricles: The two lower chambers of the heart that pump blood out. c. Arteries: Blood vessels that carry oxygenated blood from the heart to the body. d. Veins: Blood vessels that carry deoxygenated blood back to the heart.

7

7. Picture-based questions.

B. The part labelled as 4 is stomach. It helps in digesting food by breaking it down with digestive juices.

A. Mouth

Challenge (HOTS)

1

Oesophagus

2

Liver Large Intestine

8

Stomach

3

4

6

5 Small Intestine

1. What changes do you notice in your breathing when you run fast?

When running fast, breathing becomes quicker and deeper because the body needs more oxygen to supply energy to the muscles.

2. What would happen if food is not digested properly?

If food is not digested properly, the body will not get the necessary nutrients, leading to weakness, fatigue, and digestive issues like bloating or constipation. Long-term poor digestion can cause serious health problems.

2

Safety and Health

Ways to Stay Healthy

Chapter Headings

CB Page 17

Safety Rules

18

Communicable Diseases

20

Learning Outcomes Students will be able to:

understand the importance of maintaining a healthy lifestyle by eating well, exercising regularly, resting adequately, and thinking positively.

learn how to practice safety in different environments, including home, outdoors, and around fire or water. understand how communicable diseases spread and how to prevent them.

Let’s Recall Recap to check if students know the basic safety rules and follow the good habits.

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

Vocabulary processed food: food that has gone through some steps to be refined, usually in factories dehydration: illness due to drinking very less water

contaminated: made something unfit for use by the addition of unwanted or harmful things diarrhoea: loose and watery motions

fatal: something that can result in death

communicable disease: a disease that spreads from one person or animal to another enteric fever: another name for typhoid

Teaching Aids Cutouts or pictures of various food items (fruits, vegetables, grains, junk food, etc.), two labelled baskets or charts: “Healthy Food” and “Unhealthy Food”; Flashcards with safety scenarios (e.g., crossing a road, handling sharp objects, fire safety), props like a toy knife, matchsticks, and a toy zebra crossing for role-playing; Stickers or markers to represent a “virus”, a hand sanitiser bottle for demonstration

9

Chapter: Safety and Health Ways to Stay Healthy

Discover Page 17

Learning Outcomes

Students will be able to understand the importance of maintaining a healthy lifestyle by eating well, exercising regularly, resting adequately, and thinking positively.

Teaching Aids

Flashcards with images of healthy foods, junk foods, sports activities, restful sleep, and positive thoughts, chart paper and markers for a group activity, printed worksheets with “healthy” and “unhealthy” habits for sorting

Activity

Divide students into four groups. Assign one of the topics to each group: “Eating Healthy Food,” “Exercising Regularly,” “Rest and Sleep,” and “Thinking Positively.”

Provide each group with chart paper and markers. Ask them to draw pictures or write tips related to their topic.

Ask them to include examples, such as “Eat fruits and vegetables,” “Do yoga,” “Sleep for 8 hours,” or “Focus on the good things.”

Once done, each group presents their chart to the class.

Extension Idea

Ask: Why is it important to eat a variety of healthy foods instead of just one type?

Say: Different foods provide different nutrients that our body needs to stay strong and active.

Safety Rules

Discover Page 18

Learning Outcomes

Students will learn how to practice safety in different environments, including home, outdoors, and around fire or water.

Teaching Aids

Flashcards with safety scenarios (e.g., crossing a road, handling sharp objects, fire safety), props like a toy knife, matchsticks, and a toy zebra crossing for role-playing

Activity Show students flashcards with safety scenarios and explain the rules related to each situation. Call students one by one to role-play what to do in the given scenario (e.g., walking on the footpath, not touching a hot pan). The rest of the class evaluates if the action was safe or unsafe.

End the activity by discussing why these safety rules are necessary and how they prevent accidents.

Extension Idea Ask: What safety rule do you follow when you are at home alone?

Say: Always inform an adult where you are and avoid using dangerous tools like knives or matches.

10

Communicable Diseases

Discover Page 20

Learning Outcomes Students will understand how communicable diseases spread and how to prevent them.

Teaching Aids Stickers or markers to represent a “virus”, a hand sanitiser bottle for demonstration

Activity

Select one student to be the “infected person” and give them a sticker or marker to represent the “virus.” Ask the “infected” student to shake hands with others or tag them. Every student tagged becomes “infected” and continues the chain.

Pause and discuss how the “virus” spread quickly. Demonstrate how washing hands or using sanitiser could stop the chain.

Relate this activity to real-life scenarios like the spread of COVID-19 and highlight the importance of hygiene.

Extension Idea

Ask: Why is it important to cover your mouth when coughing or sneezing?

Say: It stops germs from spreading to others.

Chapter 2 • Safety and Health

11

Answers Get Set

Page no. 16

Tick ( ) each good habit that you follow.

I take a bath every day.

I brush my teeth twice daily.

I wash fruit before eating it.

4. Tick ( ) the disease caused by mosquitoes. Circle the disease caused by contaminated food and water.

Tick ( ): malaria, dengue, chikungunya Circle (O): typhoid, cholera 5. Short-answer questions.

A. Three ways to stay healthy: Eat healthy food, exercise regularly, get enough rest.

I comb my hair regularly.

I cut my nails regularly.

I wash my hands before and after eating food.

B. Two safety rules at home: Handle sharp objects carefully, avoid touching electrical appliances with wet hands.

C. Two kitchen safety rules Raman should follow are: Do not play with fire, keep sharp objects out of reach.

D. Two road safety rules Neena must follow are: Look both ways before crossing, use the zebra crossing.

Pause and Answer

Page no. 20

Tick ( ) the safe actions. Cross (×) the unsafe ones. × Keep toys scattered on the floor. × Wear synthetic clothes while cooking.

Eat healthy food.

6. Long-answer questions.

A. They should stay away from water edges, wear life jackets, avoid slippery areas, and follow boating instructions.

B. Mosquito-borne diseases and prevention:

Diseases: Malaria, dengue, chikungunya.

Drink clean water only.

Prevention: Eliminate standing water, use mosquito repellents, sleep under nets, wear long-sleeved clothing.

Chapter Checkup 1. Tick ( ) the correct answer.

7. Picture-based questions.

A. a life jacket

A. No, because it may get contaminated with flies and germs.

B. all of these

C. Eating junk food

B. Isha may fall sick with food-borne diseases like cholera or typhoid.

2. Fill in the blanks.

A. calm

B. knife

C. cross

D. wash

3. Write True or False.

A. True

B. False

C. False

D. True

12

E. Typhoid spreads through contaminated food and water.

Challenge (HOTS) 1. Rain creates stagnant water, which is a breeding ground for mosquitoes.

2. Eliminate standing water, use mosquito repellents and nets.

3

Food We Eat Chapter Headings

CB Page

Journey of Food

25

Nutrients in Food

26

Improving the Nutritional Value of Food

28

Food Preservation

29

Healthy Food Habits

31

Learning Outcomes Students will be able to:

understand the journey of food from farms to tables, including the processes involved. identify the five main nutrients and their importance for the body.

learn how sprouting and fermentation enhance food’s nutritional value. explore different methods of food preservation and their importance.

develop habits to maintain good health through proper eating practices.

Let’s Recall Recap to check if students know about the importance of food for our survival.

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

Vocabulary ploughing: the process of turning the soil using a plough to prepare it for planting crops

fertilisers: substances added to soil to provide essential nutrients that help plants grow

threshing: separating grains from plants

sickle: a tool used to harvest crops

harvesting: cutting ripe crops from the fields

pesticides: chemicals used to kill or control pests

urine: liquid waste produced by our kidneys

nutrients: substances in food that provide us energy, protect us from diseases and help us grow

constipation: a condition in which the stool becomes hard and difficult to pass

roughage: dietary fibre in fruits and vegetables

culture: beliefs, customs, and lifestyle of people

balanced diet: diet containing nutrients in right amounts

preservative: prevents food or products from spoiling

food preservation: the process of preventing food from spoiling

shelf life: the length of time a product remains usable or fit for consumption

Teaching Aids Toy sickles, baskets, and play money, chart paper and markers, printed pictures of food stages, farming, and markets; Food cards with pictures and names of different food items, worksheet, a nutrient chart, clues for each nutrient; Bowls or jars, water, dry chickpeas, clean cloth or paper towel, prepared idli batter, lid of the bowl or jar, worksheets for observations 13

Chapter: Food We Eat Journey of Food

Discover Page 25

Learning Outcomes

Students will be able to understand the journey of food from farms to tables, including the processes involved.

Teaching Aids

Toy sickles, baskets, and play money, chart paper and markers, printed pictures of food stages, farming, and markets

Activity

Divide the class into small groups, assigning each group a specific role in the journey: farmers, vendors, transporters, shopkeepers, and consumers. Provide simple props like toy sickles, baskets, and play money to make the activity engaging.

Each group will act out their assigned role: farmers will demonstrate ploughing, sowing, and harvesting; transporters will deliver food to the markets; vendors and shopkeepers will sell the items; and consumers will purchase and use the food at home.

Once the role play is complete, bring the class together to create a large flowchart showing the entire food journey. Use chart paper and markers to illustrate each step, and students can add printed pictures of farming, transportation, and selling to make the chart visually appealing. Finally, encourage students to share what they learned about the roles of each group in bringing food to their plates.

Extension Idea

Ask: What would happen if one of the steps in the food journey, like farming or transportation, did not take place?

Say: If one step in the food journey is missing, like farming, we would not have crops to eat. If transportation does not happen, the food grown by farmers will not reach the markets or our homes. Each step is important to ensure that food reaches our plates.

Nutrients in Food

Discover Page 26

Learning Outcomes

Students will be able to identify the five main nutrients and their importance for the body.

Teaching Aids

Food cards with pictures and names of different food items, worksheet, a nutrient chart, clues for each nutrient

Activity

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

Prepare five stations in the class, one for each nutrient group, and place food cards and written clues at each station. For example, at the “Carbohydrates” station, a clue might say, “I give energy and am often eaten with curry. What am I?” (Answer: Rice).

Let the students walk around the class visiting each station to identify food items and their corresponding nutrients (carbohydrates, fats, proteins, vitamins, and minerals) by solving clues at different stations. Let them rotate through the stations, read the clues, and match them with the correct food items, writing their answers on a “Nutrient Detective Worksheet.”

14

After completing all stations, gather the class to review the answers together. Use a nutrient chart to explain why each food item belongs to a specific group and emphasise the importance of including all nutrients in a balanced diet.

Extension Idea

Ask: Why is it important to include foods from all nutrient groups in your daily diet?

Say: Each nutrient plays a special role in keeping our body healthy. Carbohydrates give us energy, proteins help us grow, fats store energy, and vitamins and minerals protect us from diseases. Eating all of them keeps us strong and active.

Improving Nutritional Value of Food

Discover Page 28

Learning Outcomes Students will be able to learn how sprouting and fermentation enhance food’s nutritional value.

Teaching Aids Bowls or jars, water, dry chickpeas, clean cloth or paper towel, prepared idli batter, lid of the bowl or jar, worksheets for observations

Activity Divide the class into two groups.

The first group shall focus on sprouting. Give each student of group 1 different grains, pulses, or seeds and instruct them to soak the seeds/pulses in water for sprouting. Instruct them to drain the water the next day, cover the bowl with a clean cloth, and keep it in a warm, dry place in the classroom.

Over the next few days, they should monitor and document the changes in size, shape, and appearance of the sprouts.

The second group shall focus on fermentation. Provide them with a bowl of idli batter and ask them to cover it with lid. Let them keep the bowls in the classroom and observe the fermentation the next day. Ask the students to note down their observations in their worksheets.

After completing the activities, discuss how fermentation and sprouting contribute to better digestion and higher nutrient levels in food.

Extension Idea Ask: Why do we sprout food like chickpeas, and how does it make them healthier?

Say: Sprouting increases the nutritional value of chickpeas by adding more vitamins and making the proteins easier for our body to use. It also makes them softer and easier to digest.

Food Preservation

Discover Page 29

Learning Outcomes Students will be able to explore different methods of food preservation and their importance.

Teaching Aids Chart paper or whiteboard, markers or chalk, printed images of preserved foods (optional)

Chapter 3 • Food We Eat

15

Activity

Divide the class into small groups and assign each group a specific food preservation method. Ask each group to discuss how their assigned method works, what types of food it can preserve, and how it prevents spoilage.

Encourage them to consider whether the method is used for short-term or long-term preservation. After 5–10 minutes of group discussion, invite each group to share their findings with the class. As they share, write down key points on the board or chart paper. Conclude the activity by asking the class which preservation method they think is most effective for keeping food for a long time and to think of examples of foods in their own homes that use these methods.

Extension Idea Ask: Which food preservation method would you use to preserve fruits for the winter and why?”

Say: You could use freezing to preserve fruits for the winter because freezing keeps food at a low temperature, preventing the growth of harmful bacteria and allowing the fruit to be stored for months.

Healthy Food Habits

Discover Page 31

Learning Outcomes Students will be able to develop habits to maintain good health through proper eating practices.

Teaching Aids Whiteboard or chart paper for writing key points, markers or chalk, props for the skits (e.g., soap, water, fruit, vegetables, or plates for role-playing)

Activity Divide the class into small groups and assign each group one of the healthy food habits mentioned.

Ask each group to create a short skit or role-play that demonstrates their assigned habit. For example, one group could demonstrate washing hands before eating, while another group could show how to wash fruits and vegetables properly.

After all groups have performed their skits, encourage a class discussion on how these habits contribute to good health. Conclude the activity by asking the students to think about which habit they find the easiest to follow and which one they might need to work on.

Extension Idea Ask: Why is it important to chew food properly before swallowing, and how does this affect digestion?

Say: Chewing food properly breaks it down into smaller pieces, making it easier for the body to digest and absorb nutrients. This helps in proper digestion and ensures that your body gets all the nutrients from the food.

16

Answers Get Set

Page no. 25

(The answers may vary according to the students.)

Draw a picture of your favourite dish in the box given below.

Write down the names of two food items used to prepare this dish in the space provided.

1. Rice

3. Dry fruits (optional) Page no. 28

Circle the correct answer for each of the following.

1. energy-giving 2. Fats 4. Vitamins Page no. 30

Name two food items that can be preserved by these methods.

1. Refrigeration: curd, fruit, vegetables, and cooked food 2. Dehydration: chips, fish, meat, tomatoes, fruit and spices 3. Sweetening: Apple, Apricot 4. Salting: meat and fish 5. Freezing: peas, corn, and meat

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

A. Preparing the soil B. Pickling

C. It is easier to digest and absorb.

2. Fill in the blanks.

A. Roughage B. Balanced diet C. Fermentation D. Boiling

3. Write True or False.

A. False B. False C. True

D. True Chapter 3 • Food We Eat

C. Sweetening D. Freezing

E. Dehydration

→ → → →

a. Pickles

b. Jams and jellies d. Potato chips e. Corn

B. A diet that contains all the nutrients in the right amounts along with water and roughage is called a balanced diet.

C. Refrigeration slows down the growth of germs, thus keeping food fresh and good for some days.

D. Salting uses salt to preserve food, while pickling involves using vinegar, salt, or oil to preserve food.

3. Protein

Pause and Answer

B. Salting

c. Milk

5. Short-answer questions.

A. Roughage refers to the dietary fibre found in fruit and vegetables. It helps the body to get rid of undigested food and prevents constipation.

2. Vegetables like carrot, peas, onion

Pause and Answer

4. Match the following.

A. Boiling →

6. Long-answer questions.

A. The journey of food starts with preparing the soil for sowing seeds. After sowing, the crops grow, and when ready, they are harvested. The crops are then transported to markets or processing units, where they may be cleaned, packaged, and stored. The grain is then sold in wholesale markets, and purchased by vendors and shopkeepers, who sell them in local markets. Finally, at home, we cook these items.

B. Two examples of protein-rich food are pulses and eggs. Proteins are necessary for the growth and repair of the body. That is why they are called body building nutrients.

7. Picture-based questions.

A. Carrot- Vitamins and Minerals

Oil- Fats

B. Vitamins and Minerals- Vitamins and minerals protect us against various diseases. Minerals make our bones and teeth strong.

Fats- They also work as a storehouse of energy and supply it to our body when we do not eat for a long time.

Challenge (HOTS)

Yes, food preservation helps in protecting the environment by reducing food waste. By preserving food for longer periods, we can minimise the amount of food that spoils and is thrown away, thus reducing the environmental impact of food production, transportation, and disposal.

17

Unit

2

Our Needs

Chapters in This Unit 4. A Good House 5. Clothes Story in This Unit Dr Vikram and his team arrive on the mystical planet Avora, where they are warmly welcomed by the Elders and the Avorian people. The Elder Wizard expresses his honour in hosting Dr Vikram, who reciprocates the sentiment while questioning why he was contacted. The Elder Robot explains that Dr Vikram was the only one able to receive their transmissions. The Elder Wizard, noticing their exhaustion from the journey, insists they rest. Conji and the other Avorians lead them to their guest rooms in the Ministry.

As they settle in, Manu is amazed by the magical potions and objects in the rooms, while Dr Vikram notes the similarities between Avorian homes and those on Earth, which he plans to document for his research. Conji informs them that spare clothes have been arranged, but the Avorians themselves do not change outfits in the traditional sense. Eva explains that they wear wizard robes, which they clean magically instead of changing daily. To demonstrate, Conji casts a spell, astonishing Manu and Pihu. Dr Vikram, curious about Avorian customs, asks if they have special attire for different occasions, to which Eva responds that they change their robes only once a year.

18

The conversation shifts to the cultural significance of Avorian clothing, with Conji emphasising that their robes are an essential part of their identity. Mel adds that their wizard hats symbolise the “mountain of knowledge”. Ishaan shares that on Earth, clothing varies greatly by region and occasion. This prompts Pihu to recall a funny memory of Manu dressing as a clown for a school competition, which Ishaan finds amusing. Manu, feeling embarrassed, reminds them that he is present, making everyone burst into laughter.

As the lighthearted moment fades, Conji suggests that their guests get some rest before further discussions. Eva agrees, assuring them that they will reconvene later. With that, the Earthlings prepare to relax, eager to learn more about the fascinating world of Avora.

19

4

A Good House Chapter Headings

CB Page

An Ideal House

38

Types of Houses

39

Temporary Houses

41

Learning Outcomes Students will be able to:

identify and describe the key features of an ideal house.

identify and describe different types of houses, understanding how they are adapted to various environments and needs.

Let’s Recall Recap with the students the knowledge on houses and their types.

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

Vocabulary eco-friendly: good for the environment and helps protect nature

polar regions: coldest places on Earth at the North Pole and the South Pole

ventilation: having a good flow of fresh air in and out of the house igloo: a house made from blocks of snow

stilt house: houses that are built high above the ground on platforms temporary houses: houses designed to be used for a short period

caravan: houses on wheels that can be driven from one place to another

Teaching Aids Pictures of different houses, simple comparative chart template with two columns; Bingo cards, teacher’s list of clues

20

Chapter: A Good House An Ideal House

Discover Page 38

Learning Outcomes

The students will be able to identify and describe the key features of an ideal house.

Teaching Aids

Pictures of different houses, simple comparative chart template with two columns

Activity

Give each student a random picture of a house, ensuring a variety of designs (modern houses, village houses, apartments, huts, etc.). Ask them to carefully observe the house in their picture and compare it to the features of an ideal house that they have learned in class: sunlight, ventilation, sanitation, and greenery.

Provide them with a simple comparative chart template with two columns—one for the features of the house in the picture and one for the features of an ideal house. Instruct them to fill out the chart by noting what features the house has and what it lacks. Encourage them to think critically and suggest improvements.

Once they complete their charts, invite each student to present their findings. Ask guiding questions like, “Does this house have enough windows for ventilation?” or “How can we improve sanitation in this house?” to spark discussion.

Wrap up the activity by emphasising that houses around the world are built differently, but certain features like good air, sunlight, cleanliness, and greenery are essential for a healthy home.

Extension Idea

Ask: If your house didn’t have any windows or doors that opened, what problems would you have?

Say: The air would become stale and stuffy, making it hard to breathe. It might also smell bad. We wouldn’t get any fresh air or sunlight, and it could make us sick.

Types of Houses and Temporary Houses

Discover Page 39

Learning Outcomes

The students should be able to identify and describe different types of houses, understanding how they are adapted to various environments and needs.

Teaching Aids

Bingo cards, teacher’s list of clues

Activity

Distribute a Bingo Card to each student with a 3 × 3 grid. Instead of numbers, fill the boxes with different types of houses, such as kutcha house, pucca house, flat/apartment, igloo, wooden house, mud/clay house, stilt house, caravan, tent, and houseboat. Ensure each student’s card has a mix of different houses in random order.

Explain the rules of the game: You will read out clues describing different types of houses one by one.

Students must carefully listen and mark the correct house on their Bingo card.

Chapter 4 • A Good House

21

The first student to mark a full row, column, or diagonal shouts “Bingo!” and wins.

Begin reading the clues, such as: “This house is made of snow and is found in very cold regions.” (Igloo) “This type of house is built on wooden stilts above water.” (Stilt house) “People who travel from one place to another live in this movable house.” (Caravan) “This house is built with bricks and cement and is strong and permanent.” (Pucca house) Encourage students to stay alert and mark quickly. Once a student gets a Bingo, verify their answers and continue playing until more students win.

Wrap up with a discussion on why different houses are built in different ways based on climate, location, and lifestyle.

Extension Idea

Ask: How do you think the materials used to build houses have changed over time?

Say: Long ago, people used things like mud, wood, and stones because that’s what was available. Now, we use things like bricks, concrete, and steel. We have learned better ways to make strong and safe houses. We also have access to more materials because of technology.

Answers Get Set

Page no. 37

Pause and Answer

Page no. 41

Choose words from the hint box. Label different parts of a house.

1. Igloos

→

b. Polar regions

2. Mud houses

→

d. Hot and dry regions

Hallway

3. Wooden houses

→

a. Cold regions

4. Stilt houses

→

c. Near rivers

Kitchen

STORE

Bedroom Bathroom

BEDROOM

HALLWAY

BATHROOM

STUDY

Chapter Checkup

DINING AREA

KITCHEN

C. Snow blocks

Living room Study Store room

LIVING ROOM

Dining area

Pause and Answer

1. Sunlight

2. ventilators 3. Plants 4. diseases

22

Page no. 39

1. Tick () the correct answer.

A. Ventilation B. Clay house D. Tent

2. Fill in the blanks.

A. tent

B. sunlight

C. ventilation

D. greenery

3. Write True or False.

A. True C. False E. True

B. True D. True

4. Circle the odd one out.

A. Igloo B. Igloo C. Clay house 5. Short-answer questions.

A. Good ventilation for fresh air.

7. Picture-based questions.

A. The house shown in the picture is a houseboat.

B. A houseboat floats on water and can be moved from one place to another.

Sunlight to keep the house bright and germ-free.

B. People use temporary houses like tents when they travel or during camping because they are easy to set up and carry.

C. Plants provide fresh air and oxygen.

Greenery makes the surroundings cool and beautiful.

D. Yes, a stilt house is built on raised wooden poles, so the floodwater cannot enter the living area, keeping her safe.

6. Long-answer questions.

A. I n cold regions, people live in igloos, made of snow to keep them warm.

In hot and dry regions, people build mud houses because mud keeps the house cool.

In rainy or flood-prone areas, people build stilt houses to prevent water from entering their homes.

In cities, people live in apartments and skyscrapers because of limited space.

B. (Answer may vary.)

Feature

Riya’s House (Rajasthan)

Pawan’s House (Dehradun)

Material

Made of mud to Made of brick keep cool and cement

Roof Type

Flat roof to store water

Surroundings Open space with courtyard

Chapter 4 • A Good House

Sloping roof for rain to slide off

It is usually made of wood and has a roof to protect from sun and rain.

C. A houseboat is suitable for regions with lakes, rivers, or backwaters, such as Kerala and Kashmir in India.

It allows people to live on water and is often used for tourism and fishing. Since it floats, it provides a unique living experience while being connected to nature.

Challenge (HOTS)

1. If I were to design a house in a hot and wet region, I would include: A. Sloping Roof – A sloping roof helps rainwater flow down easily, preventing water from collecting on top.

B. Large Windows and Ventilation – Big windows and ventilation allow fresh air to flow in, keeping the house cool and comfortable.

2. Living in a stilt house would change my daily activities in these ways: A. I would use baskets with ropes or pulleys to carry things up and down the stairs easily.

B. I would be careful while playing outside, choosing safe areas away from water.

C. I would walk carefully on the raised platform to avoid falling and use railings for safety.

Tall buildings and roads nearby

23

5

Clothes

Clothes and Fibres

Chapter Headings

CB Page 47

Journey of Cloth: Fibre to Fabric

47

Caring for Clothes

49

Learning Outcomes Students will be able to:

differentiate between natural and artificial fibres, understand their sources, and recognise their uses in everyday life. understand how proper clothing care—washing, drying, ironing, and storing—helps maintain quality and prolong lifespan.

describe the steps involved in transforming natural fibres into fabric, including spinning, weaving, knitting, and finishing.

Let’s Recall Recap with the students the knowledge on different types of clothes we wear.

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

Vocabulary fibres: thread-like structures that are thin, long and flexible natural fibres: fibres that come from plants and animals

artificial fibres: fibres that are made in factories using chemicals spinning: twisting a single thread of fibre to form yarn

weaving: lacing fibres together to make a fabric or a cloth loom: a machine used to weave threads into cloth handlooms: looms that are operated by hand

power-looms: looms that uses electricity to weave fabric faster

knitting: creating fabric by interlocking loops of yarn with needles

Teaching Aids Fabric samples, picture cards of fibre sources, two labelled baskets: Natural Fibres and Artificial Fibres; Chart papers, markers, glue, cotton or wool samples, arrow cutouts, coloured pencils, pictures showing different steps involved in the journey of the fibre to fabric, machinery used; Picture cards showing steps of clothes care

24

Chapter: Clothes Clothes and Fibres

Discover Page 47

Learning Outcomes

The students will be able to differentiate between natural and artificial fibres, understand their sources, and recognise their uses in everyday life.

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.

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.

Journey of Cloth: Fibre to Fabric

Discover Page 47

Learning Outcomes

The students should be able to describe the steps involved in transforming natural fibres into fabric, including spinning, weaving, knitting, and finishing.

Teaching Aids

Chart papers, markers, glue, cotton or wool samples, arrow cutouts, coloured pencils, pictures showing different steps involved in the journey of the fibre to fabric, machinery used

Activity Divide the class into small groups and provide them with materials such as chart paper, pictures, arrow cutouts, cotton or wool samples, and small craft materials to represent machinery. Explain that they will create a flowchart to show the journey of fibre to fabric.

Guide students to arrange the process in sequential steps: 1. Collection of Fibre – Show natural fibres like cotton (from cotton plants) or wool (from sheep).

2. Spinning – Use yarn samples or draw spinning wheels to represent turning fibres into thread.

3. Weaving/Knitting – Illustrate how threads are woven or knitted into fabric using simple drawings or small fabric pieces.

Chapter 5 • Clothes

25

4. Dyeing and Printing – Represent this with coloured fabric samples or drawings of dyeing vats.

5. Stitching into Clothes – Show images of tailors or cutouts of stitched garments.

Encourage students to connect the steps using arrow cutouts to form a clear flowchart. Once completed, each group presents their work, explaining the process in their own words. Display their charts in the classroom to reinforce learning.

Extension Idea Ask: Do you think that the finishing step is important? Why/why not?

Say: The finishing step makes the fabric last longer. It helps the colour to stay, and keeps the fabric from shrinking or getting wrinkled. It makes our clothes look nicer for a longer time.

Caring for Clothes

Discover Page 49

Learning Outcomes The students will be able to understand how proper clothing care—washing, drying, ironing, and storing—helps maintain quality and prolong lifespan.

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.

26

Answers Get Set

Page no. 46

Tick () the images of the clothes that help us stay warm during the winter season.





Pause and Answer

 Page no. 49

1. Spinning

2. Weaving

3. Knitting

Chapter Checkup

1. Tick () the correct answer.

A. Polyester C. Ironing

2. Fill in the blanks.

A. artificial fibre

B. Spinning

C. Special treatment 3. Write True or False.

A. True

B. Nylon

B. True

4. Match the following.

A. Dyeing

→

B. Special treatment

→

C. Hi-tech machines

→

C. False c. The fabric is put into large vessels of hot water with different colours.

b. Helps the fabric look shiny and smooth. a. Help spin the yarn faster.

5. Short-answer questions.

A. Natural fibres (e.g., cotton, silk, wool)

Artificial fibres (e.g., polyester, nylon, rayon)

B. Knitting is a method of making fabric by interlocking loops of yarn using needles. It can be done by hand or machines.

C. The fabric is dipped into large vessels of hot water mixed with dyes. After soaking, it is dried to get the final coloured fabric.

D. Clothes should be stored in a clean, dry and closed space that is free from germs and insects.

To protect woollen and silk clothes, we can place neem leaves, boric powder or naphthalene balls between them.

Chapter 5 • Clothes

6. Long-answer questions.

A. It involves three steps: Dyeing: In this stage, the fabric is put into large vessels of hot water with different colours. The fabric is left and stirred for some time. Later, it is removed and dried.

Printing: Many different designs and patterns are printed on the dyed cloth. First, we choose a design or a pattern. Then, we use special colours and tools to put that design onto the cloth. It’s a bit like stamping or drawing on paper, but we do it on clothes.

Special treatment: The final fabric is then given special treatment. This helps the fabric to look shiny and smooth. This prevents the fabric from shrinking and getting wrinkles. Now, the final fabric is ready and can be cut and stitched into various patterns.

B. The yarn produced through spinning is turned into fabric by weaving it on large machines called looms.

These looms interlace long threads in a criss-cross pattern to create fabric or cloth. While some weavers still use handlooms to weave by hand, most fabric today is produced on power-looms, which are operated using electricity. The fibre is dyed in various colours, either before the fabric is made or after the weaving process.

C. We can protect our clothes from damage by following the steps given below: Wash and store clothes properly after use.

Use mothballs or neem leaves to keep insects away from woolen clothes.

Keep clothes in dry places to prevent mould and bad smell.

7. Picture-based questions.

A. The type of clothing shown in the picture is a woollen cap. It is suitable for winter because it is made of wool, which helps to keep the head warm by trapping body heat and protecting from cold weather.

B. Woollen clothes need special care to keep them in good condition. They should be washed gently with mild detergent, preferably using cold water to avoid shrinking. They should be stored with naphthalene balls or neem leaves to protect them from insects like moths.

Challenge (HOTS)

If we wash all the coloured, white, and special clothes together, the coloured clothes may bleed dye, staining the white and light-coloured clothes. Special fabrics like wool or silk may also get damaged as they require gentle washing.

27

Unit

3

Our Surroundings

Chapters in This Unit 6. Community Services

7. Public and Private Property Story in This Unit After a restful evening, the conversation between the Avorians and their human guests continues. Pihu asks if the Elder Wizard rules all of Avora, to which Eva explains that leadership is shared between the Elder Wizard, who leads the wizards, and Elder Robot, who leads the robots. Manu is fascinated to learn that they work together to maintain peace in Avora. Ishaan compares this to Earth, explaining how municipal corporations in their city, Madhavgarh, make important decisions for the community. Conji is curious if these officials have special powers, and Pihu explains that their power lies in governance and decision-making.

Excited to explore more, the Avorians take their guests on a tour of the Ministry Building, where they visit the Council Room and the Elders’ Offices before arriving at the Magical Library. The humans are in awe of its vast collection of books.

Ishaan wonders how one could find a specific book in such a large library, but Conji demonstrates the magic by calling out the name of a book, which appears before them instantly. The human friends are amazed, and Eva reminds Conji to return the book, emphasising that public property should be respected and shared by everyone.

Suddenly, Dr Vikram appears, looking distressed. He warns that the place is dangerous and urges everyone to leave immediately. Concerned, Conji and Mel ask him what has happened. Eva then notices that Dr Vikram is holding a book, which seems to have revealed something shocking to him. His next words leave everyone tense— he demands to know why no one mentioned Lord Ero. The Avorian trio exchanges worried glances, while their human friends remain confused, sensing that something serious has just been uncovered.

28

6

Community Services

Public Services

Chapter Headings

CB Page 59

Gram Panchayat

59

Municipal Councils & Municipal Corporations

60

Source of Funds

61

Learning Outcomes Students will be able to:

identify different types of public facilities, and recognise their importance in everyday life.

understand what a Gram Panchayat is, who its members are, and the important responsibilities it has in a village. understand the roles and functions of Municipal Councils and Municipal Corporations and their importance in towns and cities.

understand that local government bodies need money to provide public services and that this money comes from taxes paid by people and funds from the government.

Let’s Recall Recap with the students the knowledge on the public services.

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

Vocabulary amenities: things that make a place easy to live in local: of a particular area

fertilisers: material that makes the soil better to grow a good crop

public services: the services that are provided to the people by the government

Gram Panchayat: a local government body that provides public services in villages Panch: the members of the Gram Panchayat Sarpanch: the head of the Gram Panchayat

Municipality: a division of the government that provides public services in towns and cities Mayor: the head of the Municipal Corporation

taxes: money collected from the people by the government to fund public services

Teaching Aids A4 sheet size chart paper, markers, sketch pens, oil pastels; Role cards (Sarpanch, members, villagers), a whiteboard to note decisions, and a simple script or outline for the meeting; Notebook, pencil; Real bills or sample bills, markers 29

Chapter: Community Services Public Services

Discover Page 59

Learning Outcomes

The students will be able to identify different types of public facilities, and recognise their importance in everyday life.

Teaching Aids

A4 sheet size chart paper, markers, sketch pens, oil pastels

Activity

Handout the materials to the students.

Ask the students to draw a poster to show a rough sketch of their locality with 3–4 basic amenities. Ask them to add labels or captions for each amenity.

Guide students to write 1–2 sentences explaining why each amenity is important (e.g., “Streetlights make roads safe at night”).

Students present their posters, describing the amenities and their benefits.

Display the posters in the classroom and discuss the importance of public facilities together.

Extension Idea

Ask: Can you think of a situation where a civic amenity might be missing in your area? What problems could this cause?

Say: (Encourage students to think about their own experiences) For example, if there were no streetlights, it would be difficult to walk or drive safely at night, leading to accidents.

Gram Panchayat

Discover Page 59

Learning Outcomes

The students should be able to understand what a Gram Panchayat is, who its members are, and the important responsibilities it has in a village.

Teaching Aids

Role cards (Sarpanch, members, villagers), a whiteboard to note decisions, and a simple script or outline for the meeting

Activity Split the class into four groups and assign each group a simple scenario (e.g., “The park is dirty and needs cleaning” or “The streetlights are not working”).

In each group, assign roles such as Sarpanch, Panchayat members, and villagers.

Ask each group to plan a short discussion based on their scenario. Provide example sentences or prompts to help them (e.g., “What is the problem?” and “How can we solve it?”).

Each group takes turns acting out their Panchayat meeting. The Sarpanch leads the discussion, and the group works together to decide on a solution.

After all groups have presented, discuss what problems they solved and how teamwork helped in decision-making.

30

Extension Idea Ask: Why is it important to have women members in the Gram Panchayat?

Say: Women members ensure that the needs of women and children are represented and addressed in the village.

Municipal Councils & Municipal Corporations

Discover Page 60

Learning Outcomes The students will be able to understand the roles and functions of Municipal Councils and Municipal Corporations and their importance in towns and cities.

Teaching Aids Notebook, pencil

Activity

Ask students to think of one problem in their neighbourhood, such as broken roads, dirty drinking water, litter in parks or streets, or non-functional streetlights.

Explain the task: They will write a short letter to the Mayor or Chairperson, reporting the issue and requesting action.

Provide a basic letter framework: Share a simple format with blanks for students to fill in, such as: Address the letter to the Mayor or Chairperson.

State the problem clearly.

Request a solution politely.

End with their name.

Guide them through the process: Help students understand how to describe the issue in simple terms and express their request politely.

Extension Idea

Ask: Do you think we should also help take care of public facilities? Why or why not?

Say: Yes, it is our responsibility to take care of public facilities because they are for everyone to use. If we keep them clean and in good condition, they will last longer and help make our community a better place to live.

Source of Funds

Discover Page 61

Learning Outcomes The students should be able to understand that local government bodies need money to provide public services and that this money comes from taxes paid by people and funds from the government.

Teaching Aids Real bills or sample bills, markers

Activity

Prepare the students for this activity by explaining to them that when we buy things (like food, clothes, or toys), we often pay extra money called “tax” on top of the price. This money goes to the government to help pay for public services like schools, hospitals, and roads.

Chapter 6 • Community Services

31

Ask each student to bring in a recent bill (receipt) of something their family has purchased, such as groceries, a meal, or clothing. If any student does not have a bill, they can work in pairs or look at sample bills from the teacher.

Once all the students have their bills, explain the key parts of the bill: Item Name: What was purchased.

Price: How much each item cost.

Total: The final price of everything after adding taxes.

Tax Component: The additional money paid as tax (this could be labelled as “GST”, “VAT”, or just “Tax”).

Ask the students to circle the tax component on their bill using a marker. If they cannot find the tax on the bill, help them identify it. Show them where the tax is usually listed (it may be on the bottom or in a separate line).

Post the activity, discuss how taxes help pay for services like cleaning streets, building schools, and providing hospitals.

Extension Idea

Ask: Why do we need to pay taxes?

Say: Taxes help the government get money to provide important services like schools, hospitals, and clean roads.

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Answers Get Set

Page no. 58

6. Long-answer questions.

A. Local government bodies are important because they help in the smooth functioning of villages and cities. They provide basic services like water supply, sanitation, healthcare, education, and road maintenance. In villages, Gram Panchayats ensure cleanliness and solve local problems, while Municipal Corporations manage bigger cities by handling waste management, public transport, and infrastructure development.

B. Local government bodies receive funds from various sources, including:

a. Taxes collected from people (such as property tax and water tax).

Chapter Checkup

1. Tick () the correct answer.

A. Municipal Councillors C. 500

B. Sarpanch D. 21

2. Fill in the blanks.

A. Chairperson

B. Municipal Council

C. Sarpanch

D. Gram Panchayat

3. Write True or False.

A. False

B. True

C. True

D. False

4. Match the following.

A. Gram Panchayat

→

d. Village

B. Municipal Corporation

→

c. City

C. Panch

→

a. Members of Gram Panchayat

D. Councillor

→

b.

Members of the Municipal Corporation

5. Short-answer questions.

b. Financial aid from the state and central government.

C. Gram Panchayats are needed because they focus on small villages, whereas Municipal Corporations and Councils manage cities and towns. Since villages have different needs, Gram Panchayats work closely with local people to solve their problems, such as clean water supply, school maintenance, and road repair.

They ensure that rural areas get the attention they need for proper development.

7. Picture-based questions.

A. Picture 1: Road Repair Work

Picture 2: Cleaning Public Spaces

Managing waste collection and disposal.

B. Providing clean drinking water to residents.

C. Municipal Corporations and Municipal Councils get their funds from:

a. Taxes collected from residents (such as property tax, water tax, and vehicle tax). b. Financial grants from the state and central governments.

A. A Sarpanch is the head of a Gram Panchayat. He or she is elected by the members of the village through voting.

Challenge (HOTS)

C. Maintaining clean drinking water in the village.

2. The local government at both the places will perform the following functions:

B. A tax is the money that people pay to the government.

It helps local bodies by providing funds for services like roads, schools, water supply, and sanitation.

Repairing village roads and streetlights.

D. The members of the Municipal Corporation are elected by the people of the city through local elections.

Chapter 6 • Community Services

1. The local government body in Riya’s village would be the Gram Panchayat, while the local government body at Riya’s cousin would be the Municipal Corporation.

a. Maintain roads

b. Provide clean drinking water

c. To provide medical centres and hospitals

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Public and Private Property Chapter Headings

CB Page

Private Property

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Public Property

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Types of Public Property

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Learning Outcomes Students will be able to:

differentiate between private and public property and provide examples of each.

identify and describe various types of public property, and understand the specific rules and responsibilities associated with caring for them.

Let’s Recall Recap with the students the knowledge on public and private property.

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

Vocabulary government: a group of people who are responsible for running the country properly maintained: taken care of

recreational: activities that we do for our enjoyment

heritage: something that is handed down to us from the past

property: anything that belongs to a person, a group of people or the government private property: things that belong to any one person or a group of people public property: things that belong to everyone

tax: money that we give to the government to build and take care of public property

historical monuments: buildings that were built in the past and are important to our history

Teaching Aids Picture cards with names of various objects and places, such as a house, park, bicycle, school, road, toy, and hospital; Posters/images of public places, simple props (toy bus, dustbin), basic costumes, storyboard templates, and cue cards with key phrases about the monuments

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Chapter: Public and Private Property Private Property and Public Property

Discover Page 67

Learning Outcomes

The students will be able to differentiate between private and public property and provide examples of each.

Teaching Aids

Picture cards with names of various objects and places, such as a house, park, bicycle, school, road, toy, and hospital

Activity

Draw two columns on a whiteboard or a large sheet of paper. Label one column “Private Property” and the other “Public Property”. Prepare picture cards or write names of various objects and places, such as a house, park, bicycle, school, road, toy, and hospital.

Begin by briefly explaining the difference between private and public property.

Have students take turns selecting a card and deciding which column it belongs in. Encourage them to explain their reasoning before placing the card. If needed, ask guiding questions like, “Who owns this?” or “Can anyone use this freely?”

Facilitate discussion by allowing classmates to agree, disagree, or add to the explanation. If a student places an item incorrectly, gently correct them by asking more questions or providing additional information.

Conclude the activity with a short discussion about why public property is important for the community and why private property should be respected.

Extension Idea

Ask: Can you think of a way you can personally help take care of public property?

Say: Yes! We can pick up litter in parks, avoid writing on walls, and respect the rules of public places. We can also encourage our friends and family to do the same.

Types of Public Property

Discover Page 67

Learning Outcomes

The students should be able to identify and describe various types of public property, and understand the specific rules and responsibilities associated with caring for them.

Teaching Aids

Posters/images of public places, simple props (toy bus, dustbin), basic costumes, storyboard templates, and cue cards with key phrases about the monuments

Activity

Divide the class into four groups and assign each group a specific public property, such as a park, public transport, school, and historical monument. Explain that their task is to create a short skit demonstrating responsible behaviour as citizens and showing how to take care of public property.

Chapter 7 • Public and Private Property

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Encourage students to brainstorm real-life situations where people might misuse or damage public property and contrast them with responsible actions. Provide examples, such as picking up litter in a park, following traffic rules on the road, keeping school walls clean, or avoid scribbling on the walls of the monuments.

Give students time to plan their skits, create characters, and write dialogues. Walk around to offer guidance, ensuring that their scenarios clearly highlight responsible and irresponsible behaviour and emphasise solutions.

After preparation, have each group perform their skit in front of the class. Encourage classmates to observe and discuss what they learned from each performance. Wrap up the activity with a reflection on why caring for public property is important and how small actions contribute to a better community.

Extension Idea

Ask: Why is it important to preserve historical monuments?

Say: They teach us about our history and the people who lived before us. They are a part of our shared heritage.

Answers Get Set

Page no. 66

Across:

1. BUS

C. A monument is a historical structure built in the past that holds cultural or historical significance. Taj Mahal, Qutub Minar D. Taxes are money collected by the government from people to build and maintain public property. We give taxes to the government.

2. POST OFFICE Down:

6. Long-answer questions.

A. Private Property

2. SCHOOL 3. PARK

Public Property

Chapter Checkup

Belongs to an individual or a group

Belong to everyone

1. Tick () the correct answer.

A. Roads B. Government

Can be used only by the owner

Can be used by the public

Examples: House, Bicycle

Examples: Roads, Hospitals

C. Recreation

D. Tax

2. Fill in the blanks.

A. Monuments

B. public

C. private 3. Write True or False.

A. False C. True 4. Circle the odd one out.

A. Aeroplanes

D. government B. True D. False B. House

D. Post office C. Shoes 5. Short-answer questions.

A. Private property is something that belongs to an individual or a group of people and is not for public use.

B. Parks, Roads

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B. Do not litter in public places.

Use public transport and facilities responsibly.

Report any damage to authorities for repair.

C. Monuments are important because they represent a country’s history and culture. They help us learn about past civilisations and architectural styles.

Monuments also attract tourists, which helps the country’s economy. Preserving monuments keeps our heritage alive for future generations.

7. Picture-based questions.

A. Picture 1 shows a private property. The private property shown is a house.

B. Pictures 2 and 3 show public properties.

Picture 2 shows a post office.

Picture 3 shows a monument (India Gate).

C. Picture 3 shows a monument (India Gate). One thing we should keep in mind while visiting monuments is not to damage or deface them by writing on walls or littering.

Challenge (HOTS)

We can protect monuments from pollution by: 1. Reducing air pollution – Using eco-friendly transport and reducing vehicle emissions.

Chapter 7 • Public and Private Property

2. Keeping surroundings clean – Avoiding littering and properly disposing of waste.

3. Avoiding defacement – Not scribbling or damaging monument walls.

4. Using protective measures – Supporting regular cleaning and maintenance efforts.

5. Raising awareness – Educating others on the importance of preserving historical sites.

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Unit

4

Knowing About Our Past

Chapters in This Unit 8. Monuments of India 9. Great Rulers of India Story in This Unit Dr Vikram, feeling uneasy, finds a book about Dark Magic while exploring Avora’s history. He expresses concern for his children’s safety, especially after learning about Lord Ero, a Dark Wizard who opposes the coexistence of magic and technology. Conji reassures him and takes the group to a historical monument honouring Sir Eric Silvershield, a brave knight who fought against the Dark Wizards to unite wizards and robots. The statue symbolises courage and bravery, reminding Pihu of legendary heroes from their own country.

Despite the inspiring history, Dr Vikram remains worried about Lord Ero’s potential threat. Mel and Conji explain that Lord Ero was once a powerful wizard who turned to Dark Magic for greater power, leading to his banishment from Avora. However, he continues to pose a danger, though the Elders ensure Avora’s protection.

Still unconvinced, Dr Vikram decides to meet the Elders personally to confirm their safety. As he walks towards the Ministry Building, Mel reassures the group that they have nothing to fear, as the Elders will always protect them.

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8

Monuments of India Chapter Headings

CB Page

Monuments and Their Importance

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Famous Monuments of India

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Protecting Our Monuments

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Learning Outcomes Students will be able to:

understand that monuments are historical structures that provide insights into past events, people, and cultures. identify and describe a few famous monuments of India, understanding their historical and cultural significance.

understand the importance of protecting historical monuments and learn practical ways to contribute to their preservation.

Let’s Recall Recap with the students the knowledge on monuments and their significance.

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

Vocabulary architecture: style or design of a building

tradition: a practice that has been going on for many years unique: one of a kind

plague: a highly infectious bacterial disease caused by small animals and fleas intricate: very detailed

chariot: an open vehicle with two to four wheels that was pulled by one or more horses, in ancient times monuments: special structures built to remember an important event or person sculpture: the art of forming solid objects that represent a thing or a person carvings: objects or designs created on the surface of monuments

Teaching Aids A4 sheet, markers, crayons, coloured pencils, reference sketches of some famous monuments; Paper slips with monument names/their pictures; Drawing sheets

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Chapter: Monuments of India Monuments and Their Importance

Discover Page 76

Learning Outcomes

The students will be able to understand that monuments are historical structures that provide insights into past events, people, and cultures.

Teaching Aids

A4 sheet, markers, crayons, coloured pencils, reference sketches of some famous monuments

Activity

Begin by discussing with students how monuments represent India’s rich history, culture, and shared heritage.

Explain that these structures remind us of important events, great leaders, and architectural achievements. Ask students how they feel when they see famous monuments and why these landmarks make them proud of their country.

Next, have students draw a rough sketch and write a few lines about a monument that makes them feel connected to their heritage. They can illustrate a famous monument and describe its significance or write a short paragraph on why it is important to them. Allow students to share their work with the class, fostering a sense of appreciation for India’s diverse history and culture.

Extension Idea

Ask: Why do you think people travel from all over the world to see monuments in India?

Say: They want to see the beautiful architecture, learn about India’s history, and experience the rich culture that these monuments represent.

Famous Monuments of India

Discover Page 77

Learning Outcomes

The students should be able to identify and describe a few famous monuments of India, understanding their historical and cultural significance.

Teaching Aids

Paper slips with monument names/their pictures

Activity

Divide the class into teams. Prepare slips with monument names. A volunteer from each team picks a slip and gives two clues to their team. If the team guesses correctly, they get full points. If they need more clues, they receive fewer points with each additional clue. If they still can’t guess, the question passes to another team, which can earn full points for a correct answer. The team with the most points at the end wins.

Extension Idea

Ask: If you could visit any monument in India, which one would you choose and why?

Say: (Answer will vary.) I would choose to visit the Taj Mahal because of its stunning architecture and historical significance. It is one of the most beautiful monuments in the world and a symbol of love. I would love to see its white marble structure in person and learn more about its history.

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Discover Page 81

Protecting Our Monuments Learning Outcomes

The students will be able to understand the importance of protecting historical monuments and learn practical ways to contribute to their preservation.

Teaching Aids

Drawing sheets, colours, markers

Activity

Provide students with drawing sheets, colours, and other art supplies. Ask them to design posters with creative messages and illustrations that encourage people to protect monuments. They can focus on specific actions like “No Littering”, “Do Not Touch or Deface”, or “Preserve Our Heritage”. Encourage students to use bold colours, catchy slogans, and meaningful visuals. Once completed, have students present their posters and explain their messages to the class, then display the posters in the classroom to spread awareness.

Extension Idea

Ask: What organisations help to protect monuments?

Say: In India, the Archaeological Survey of India (ASI) is a major organisation that works to protect and preserve historical monuments. There are also many other organisations and individuals who contribute to monument preservation.

Answers Get Set

Page no. 76

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Pause and Answer 1. Taj Mahal 2. Charminar

Page no. 79

2. Fill in the blanks.

A. Sardar Vallabhbhai Patel B. Taj Mahal C. Meenakshi Temple 3. Write True or False.

A. True B. False C. True 4. Match the following.

A. Taj Mahal →

b. Agra

3. Red Fort

B. Qutub Minar

→

a. Delhi

Chapter Checkup

C. Gateway of India

→

c. Mumbai

1. Tick () the correct answer.

A. Gol Gumbaz B. Gateway of India C. Hawa Mahal

5. Short-answer questions.

A. The Taj Mahal was built by Shah Jahan in memory of his wife, Mumtaz Mahal.

B. Two famous monuments built by the British are Victoria Memorial and Gateway of India.

C. The Hawa Mahal is also known as the Palace of Winds.

Chapter 8 • Monuments of India

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6. Long-answer questions.

A. The Sun Temple is a famous temple in Konark, Odisha. It is shaped like a giant chariot with wheels.

The temple is known for its beautiful stone carvings and detailed sculptures that show scenes from daily life. It is an amazing example of ancient Indian art and architecture.

B. Some of the ways in which we can protect our monuments are: a. Do not scribble or scratch on the walls of the monument. b. Do not litter and pollute the areas around the monument. c. Do not touch the carvings as they are very old, and touching them might break them. d. Do not make loud noises inside the monuments. e. Do not take pictures where it is not allowed. f. Follow the rules and directions of that place.

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C. Historical monuments give us insights into the past, showcasing the architectural styles, traditions, and significant events of different eras. They help us learn about the lives of rulers, cultural practices, and artistic achievements. Monuments also instil a sense of pride and connection to our heritage, reminding us of India’s rich and diverse history.

7. Picture-based questions.

A. Statue of Unity B. It was built in honour of Sardar Vallabhbhai Patel.

C. It is located in the state of Gujarat.

Challenge (HOTS)

We should protect historical monuments because they are a part of our culture, history, and heritage. They help us learn about the past and allow future generations to do the same. By keeping them clean, not damaging them, and telling others to take care of them, we show respect for our country’s history and help keep these important places safe for the future.

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Great Rulers of India Chapter Headings

CB Page

Akbar

84

Shivaji

85

Ashoka

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Samudragupta

85

Rajaraja Chola

85

Lakshmibai

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Learning Outcomes Students will be able to:

identify and describe the contributions of a few significant rulers in India’s history.

Let’s Recall Recap with the students the knowledge on some significant rulers of India’s history.

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

Vocabulary scholar: a person who has a lot of knowledge in a field administration: managing law and order

Buddhism: name of the religion that follows the teachings of Buddha

military campaigns: large-scale and planned battles usually fought one after the other archery: the skill of using a bow to shoot arrows at a target

Teaching Aids Chart paper (card size cut-outs), pictures of rulers, markers, glue, information about the rulers

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Chapter: Great Rulers of India Akbar, Shivaji, Ashoka, Samudragupta, Rajaraja Chola, Lakshmibai

Discover Page 84

Learning Outcomes

The students will be able to identify and describe the contributions of a few significant rulers in India’s history.

Teaching Aids

Chart paper (card size cut-outs), pictures of rulers, markers, glue, information about the rulers

Activity

Ask students to research famous rulers such as Akbar, Shivaji, Ashoka, Samudragupta, Rajaraja Chola, Lakshmibai. Provide index cards or templates where they can design “trading cards”. Each card should have a picture of the ruler, their name, time period, area they ruled, and a short description of their achievements.

Encourage creativity in designing the cards with colours and decorations. Once completed, students will trade their cards with classmates and take turns sharing interesting facts about their assigned ruler.

Extension Idea

Ask: What qualities do you think a good ruler should have?

Say: (Answers will vary) Good rulers should be fair in their justice, wise, brave, and kind. They should be able to listen to their people and make decisions that benefit everyone.

Answers Get Set

Page no. 84

The Prime Minister of India hoists the Indian flag at the Red Fort in Delhi on Independence Day. The Red Fort was built

by Mughal Emperor Shah Jahan in the 17th century.

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

A. Shivaji B. Buddhism C. Jhansi 2. Fill in the blanks.

A. Ashoka B. Brihadeshwara C. Manikarnika

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3. Write True or False.

A. False B. True C. False 4. Short-answer questions.

A. Rajaraja Chola had control over parts of Sri Lanka, Maldives, and some Southeast Asian regions like Indonesia and Malaysia.

B. Samudragupta was a powerful ruler of the Gupta Empire in ancient India. He was a skilled warrior who won many battles. He expanded his empire by bringing many small kingdoms under his control. He ruled for about 45 years.

5. Long-answer questions.

A. Lakshmibai was the queen of Jhansi, in present-day Uttar Pradesh. Her original name was Manikarnika.

She was a brave leader and learnt to use weapons from a young age. She was skilled in archery and horse riding. She put up a brave resistance against British rule. She died fighting them in the Battle of Gwalior.

B. Ashoka spread Buddhism by building stupas and pillars with inscriptions about Buddhist teachings. He sent missionaries to countries like Sri Lanka, China, and Southeast Asia. He also encouraged people to follow non-violence and compassion.

6. Picture-based questions.

A. Akbar B. Humayun C. Akbar respected all religions.

Chapter 9 • Great Rulers of India

Challenge (HOTS) (Answer may vary.)

If I were the ruler of India for a month, I would bring two key changes: 1. Ensure education for all – I would ensure quality education reaches every child, especially in rural areas, by providing better schools, trained teachers, and free learning resources.

2. Protect the environment against pollution – I would implement strict laws to reduce pollution, promote afforestation, and encourage the use of renewable energy.

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Unit

5

Transport and Communication

Chapters in This Unit 10. The Story of the Wheel 11. Means of Communication Story in This Unit Ishaan, Pihu, and Manu are enjoying their time in the playground, especially the swings. As they talk about fun activities, Manu asks if the people of Avora play video games. Mel excitedly tells them about their Supercomputer Lab, where they can create and play their own 3-D video games. Suddenly, a hologram of the Elder Wizard appears, checking on the safety of the guests. The visitors from Earth are amazed at how people in Avora communicate through holograms.

Conji suggests taking them to the Museum to learn more about Avora, but the Earth children wonder how they will get there without buses or cars. When Pihu explains what these vehicles are, Mel tells them that Avora has different and more exciting ways to travel. Conji and Eva take out their magical broomsticks, preparing for the journey. They invite Ishaan and Pihu to ride with them, while Manu is left wondering how he will travel.

To solve the problem, Mel calls Mr Geebal, who soon arrives on his own magical broomstick. Manu hops on, and together, they all take off towards the Museum. As they soar through the air, Ishaan, Pihu, and Manu are thrilled by the experience, finding Avora’s mode of transport far more exciting than anything they have seen on Earth.

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10 The Story of the Wheel Chapter Headings

CB Page

The Wheel

93

Means of Transportation

94

Learning Outcomes Students will be able to:

explain the basic history of the wheel’s invention and identify its various uses in modern technology. identify and describe the characteristics, advantages, and disadvantages of land, air, and water transportation.

Let’s Recall Recap with the students the knowledge on different modes of transportation.

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

Vocabulary invention: creating something new

spokes: rods that connect the centre of the wheel to its rim generate: to make or produce something extensive: covering a large area

evacuate: to clear a place in case of emergency

affordable: something that costs less enough to buy it

National highways: roads that connect the important cities of different states State highways: roads that connect important towns within a state

Metro trains: fast trains that run in big, busy cities like Delhi and Bengaluru

Teaching Aids Old magazines, newspapers, printed pictures, chart papers, glue, scissors, and markers; A4 paper, and maps of India and the world

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Chapter: The Story of the Wheel The Wheel

Discover Page 93

Learning Outcomes

The students will be able to explain the basic history of the wheel’s invention and identify its various uses in modern technology.

Teaching Aids

Old magazines, newspapers, printed pictures, chart papers, glue, scissors, and markers

Activity

Introduce the concept of wheels and their importance in daily life, discussing their role in vehicles, machines, and other technologies. Divide the class into groups. Provide magazines, newspapers, printed pictures, chart papers, glue, scissors, and markers. Ask students to cut out or draw images showing different uses of wheels, like cars, bicycles, trains, factory machines, and shopping carts. Have them arrange and glue these images on the poster board creatively to form a colourful collage. Once done, students can present their collages and explain how wheels make life easier and more efficient. Display the completed work around the classroom.

Extension Idea

Ask: What are some examples of “wheels” that you might not think of right away?

Say: Gears inside machines, the spinning parts of a windmill, and even the rollers in roller skates are all examples of how the wheel principle is used.

Means of Transportation

Discover Page 94

Learning Outcomes

The students will be able to identify and describe the characteristics, advantages, and disadvantages of land, air, and water transportation.

Teaching Aids

A4 paper, markers, and maps of India and the world

Activity

Split the class into groups and give each group a specific travel scenario like travelling within their city, to another state, or to another country. Provide paper, markers, and maps of India and the world to help them plan. Each group creates a travel itinerary, deciding on the best modes of transportation—like buses, trains, flights, or cars—for different parts of the journey. Ask them to justify their choices based on factors like distance, cost, time, and convenience. Once finished, each group presents their itinerary, explaining why they picked certain transportation methods.

Extension Idea

Ask: Why are roads important, even though we have trains and planes?

Say: Roads connect us to places that trains and planes can’t reach, like small towns and villages. They’re also essential for everyday travel within our cities and for emergency services.

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Answers Get Set

Page no. 92

Search for these words in the puzzle given below.

Helicopter Highways Trucks Wheel

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

A. A rolling log B. Bus

D. Domestic airlines operate within a country, while international airlines connect different countries.

E. Four modes of water transport: Boat, Ship, Ferry, Submarine.

6. Long-answer questions.

A. Early humans created the wheel because they realised it made moving heavy things much easier and faster. They noticed that rolling objects over a log was simpler than dragging them, and later figured out that a slice of the log worked even better. This led to the invention of the first wheel.

B. The two advantages of using trains for long-distance travel compared to other modes like buses or cars are: It is the cheapest means of transport for travelling long distances.

It is faster than road transport.

C. Two types of highways in India: National highways: Connect important cities across different states.

C. Aeroplane 2. Fill in the blanks.

A. Wood and stones

State highways: Connect important towns within a state.

B. National highways

7. Picture-based questions.

A. The types of transport shown in the pictures are:

C. Road and rail

Helicopter (Air transport)

3. Write True or False.

A. True

Scooter (Land transport)

B. True

Sailboat (Water transport)

C. False 4. Match the following.

A. Aeroplane →

c. Flies in the sky

B. Train

→

b. Moves on rail tracks

C. Boat

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a. Moves on water

5. Short-answer questions.

A. Metro trains are fast trains that run in big, busy cities like Delhi and Bengaluru.

B. W heels are used in vehicles for transportation and in machines for smooth movement.

B. The helicopter is used to rescue people during an earthquake because it can quickly reach affected areas, even in difficult terrains.

C. The scooter is suitable for a short ride around your neighbourhood because it is fast, convenient, and easy to navigate on local roads.

Challenge (HOTS)

A boat or a helicopter can be used to rescue people at sea. A boat is useful for nearby rescues, while a helicopter is faster and can reach people in distant or dangerous areas.

C. Road transport is important because it connects cities, towns, and villages, making travel and goods transport easier.

Chapter 10 • The Story of the Wheel

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Means of 11 Communication Chapter Headings

CB Page

Communication

101

Types of Communication

101

Learning Outcomes Students will be able to:

describe different methods of communication, both ancient and modern, and understand their purpose. identify and describe various means of personal communication, understanding their uses and advantages.

identify and describe various methods of mass communication, social media, and understand their uses and reach.

Let’s Recall Recap with the students the knowledge on means of communication.

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

Vocabulary gestures: movements or actions made with parts of the body, especially the hands or arms, to express an idea or feeling

broadcasts: sends out messages to many people at the same time using radios, TVs, or the internet audio-visual: including both images and sound

devices: tools or instruments made to perform a specific function

application: a computer program designed for a specific purpose that users can download on smartphones, smart TVs and other devices with internet

inland letters: a communication method that is used to send letters within India installed: set up for use and service

communities: groups of people who live in the same area or share common interests, values, or goals

GPS: a technology that helps people find locations, as well as share their current location

mass communication: to share information, news or entertainment with many people within a short period of time

published: to make information available to the public, typically in printed or digital form fortnightly: every two weeks

social media: websites and applications that help people to create and share content or to connect with people and make new friends

audio: sounds, such as music, speech, or other sounds that can be heard

Teaching Aids Blank communication timeline worksheets with three sections: ancient, middle, and modern eras, scissors, glue, markers; Pictures of methods of personal communication; Notepad, pencil/pen 50

Chapter: Means of Communication Communication

Discover Page 101

Learning Outcomes

The students will be able to describe different methods of communication, both ancient and modern, and understand their purpose.

Teaching Aids

Blank communication timeline worksheets with three sections: ancient, middle, and modern eras, scissors, glue, markers

Activity

Give each student a worksheet with a blank communication timeline divided into three sections: ancient, middle, and modern eras. Provide printed images of different communication methods like pigeons, messengers, postal letters, telephones, emails, and so on. Ask students to cut out the images and paste them in the correct era on the timeline. Once finished, have students form small groups and present their timelines, explaining the purpose and evolution of each method. Display their work in the classroom for everyone to see.

Extension Idea

Ask: Why is communication important for people?

Say: Communication helps us share our thoughts, feelings, and ideas with others. It helps us build relationships, learn new things, and solve problems.

Types of Communication - Personal Communication

Discover Page 101

Learning Outcomes

The students will be able to identify and describe various means of personal communication, understanding their uses and advantages.

Teaching Aids

Charts, markers, pictures of methods of personal communication, glue

Activity

Divide the class into groups. Assign each group the task of researching and collecting pictures of different personal communication methods used over time (e.g., landline phones, mobile phones, email, etc.).

Give each group materials such as chart paper, markers, and the timeline template.

Ask the groups to create a timeline that shows how communication methods have evolved, starting from the earliest to the most recent.

Once the timelines are ready, have each group present their timeline to the class. Allow the class to ask questions for any clarifications.

Conclude the activity by praising the students for their efforts and the work they’ve done.

Chapter 11 • Means of Communication

51

Extension Idea

Ask: Why might someone still choose to send a letter through the mail instead of sending an email?

Say: Letters can feel more personal and special. They might be preferred for sending important documents or for occasions where a handwritten message is more meaningful.

Types of Communication - Mass Communication

Discover Page 103

Learning Outcomes

The students will be able to identify and describe various methods of mass communication, social media, and understand their uses and reach.

Teaching Aids

Notepad, pencil/pen

Activity

Divide the class into groups and assign each group a topic of social importance, such as increasing air pollution causing respiratory infections, global warming, Water Scarcity and Conservation, The Importance of a Balanced Diet, or any other relevant issue.

Choose a mode of mass communication for each group: one group will prepare a news article for a newspaper, another will create a role-play for radio and television.

Give each group time to prepare their chosen format. They should work on writing, creating visuals, or rehearsing their presentations.

Once the preparations are complete, have each group present their work to the class. Encourage the other groups to ask questions and review the content.

End the activity by appreciating the efforts of all the students and recognising their creativity and teamwork in addressing social issues through various communication methods.

Extension Idea

Ask: Imagine there’s a big news event happening far away. How do you think people would find out about it through mass communication?

Say: People could watch it on TV news, read about it in online news articles or newspapers, or hear about it on the radio. The information is gathered by reporters and then shared through these different mass communication channels.

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Answers Get Set

Page no. 100

I dentify the means of communication and fill in the puzzle with their names.

T

1

E T

2

E

L

E

P

H

O

N

E

E V P

3

O

S

F

R

5

A

T

C

A

R

D

E

W

S

P

A

I D

I

X

O N

6

Pause and Answer 1. Landline 2. Letters 3. Emails 4. smartphone

Chapter Checkup

1. Tick () the correct answer.

A. Letter B. Television C. GPS 2. Fill in the blanks.

A. letter B. smartphone C. newspaper 3. Write True or False.

A. False B. True C. False

Chapter 11 • Means of Communication

b. Contains news articles and information about current events

B. E-mail

→

a. Sends messages and pictures over the internet

C. Radio

→

c. Allows you to listen to music and news broadcasts

5. Short-answer questions.

A. A magazine is a periodical publication containing articles, stories, advertisements, and pictures on various topics.

I

4

4. Match the following.

A. Newspaper →

P

E

R

Page no. 103

B. A fax machine should be connected to a telephone line to send information.

C. Three applications of social media: Facebook, Instagram, Twitter.

D. Three ways a mobile phone helps in communication: Calling, Text messaging, Video calls.

E. Two ways social media applications help us communicate with people worldwide: Instant messaging and video calls.

Sharing pictures, videos, and updates about our lives.

6. Long-answer questions.

A. Personal communication is when information is shared between individuals, often privately, such as through phone calls, text messages, or face-to-face conversations. Mass communication, on the other hand, involves sharing information with large groups of people, such as through newspapers, television, radio, and social media platforms.

B. Students can draw any means of mass communication, like radio, television, newspaper.

C. Two ways social media and messaging apps affect our relationships: Positive: They help us stay connected with friends and family across distances.

53

Negative: Excessive use can lead to less face-to-face interaction and misunderstandings.

D. Radio: Provides only audio commentary, so you listen to live updates without visuals.

TV: Gives both audio and visual coverage, so you can watch the match and see what’s happening live.

7. Picture-based questions.

A. The name of this machine is a fax machine.

B. This machine is a means of personal communication.

It is used for sending and receiving written documents over long distances through telephone lines.

54

C. Two other types of personal communication devices are: smartphone and landline telephone.

Challenge (HOTS)

Social media can share information quickly, but it’s not always reliable because anyone can post without factchecking. It’s important to verify news from trusted and official sources before believing or sharing it.

Unit

6

Living World

Chapters in This Unit 12. Plants Around Us 13. Animal Life

Story in This Unit The children fly over Avora, amazed by its vibrant colours and unique landscape, so different from Earth. They marvel at the high-tech buildings and the multicoloured trees, which Manu imagines must bear delicious fruits. Mel points out the Control Room, where Avora’s servers are carefully maintained by Elder Robot. Conji is surprised to learn that Earth’s trees are mostly green and use chlorophyll to make their own food.

As they continue their journey, the children wonder about Avora’s animals, but Mr Geebal surprises them by revealing that there are no animals on Avora. This shocks the children, as they explain how plants and animals maintain the balance of nature on Earth. Mr Geebal draws a parallel, saying that Avora’s balance comes from the cooperation between robots and wizards, who rely on each other’s abilities.

Suddenly, the group hears screams and notices smoke rising from the direction of the Magical Garden. Mel and Eva grow concerned for the fairies’ safety, and Mr Geebal quickly urges everyone to investigate what’s happening there.

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12 Plants Around Us A Brief About Plants

Chapter Headings

Parts of a Plant

CB Page 112 113

Learning Outcomes Students will be able to:

identify the basic needs of plants and describe how plants benefit humans and the environment through simple activities and observations.

describe different root systems like taproot, fibrous root systems, and explain the basic functions of roots through observation and hands-on activities. classify plants into trees, shrubs, herbs, climbers, and creepers based on their stem characteristics and understand the basic functions of stems. identify the main parts of a leaf, and explain its functions.

identify the basic parts of a flower, understand their functions, and recognise the role of seeds in the growth of new plants.

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

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

Vocabulary uproot: to pull a plant by its roots erect: tall and straight

maturing: process of growing into the adult stage

shoot: the part of the plant that grows above the soil roots: the part of the plant that grows below the soil soil erosion: removal of fertile top layer of soil

bud: a small structure that develops into a flower

pollination: the process by which pollen grains are transferred from stamen to pistil to form seeds germination: the process where seeds grow into a new plant

Teaching Aids Notebook, pencil; Chart paper, strips of paper with definitions, names of plants, pictures of plants with different types of roots, colours, markers, glue; Pictures of trees, shrubs, herbs, climbers and creepers; Card size chart paper cut-outs; Flowers, and seeds

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Chapter: Plants Around Us A Brief About Plants

Discover Page 112

Learning Outcomes

The students will be able to identify the basic needs of plants and describe how plants benefit humans and the environment through simple activities and observations.

Teaching Aids Notebook, pencil

Activity

Begin by explaining to students that many everyday items come from plants—not just food, but clothing, furniture, paper, and even some medicines. Give examples like fruits, vegetables, cotton clothing, wooden furniture, and paper.

Hand out a checklist of plant-based items such as fruits, vegetables, grains, cotton clothing, wooden objects, paper products, and spices. Instruct students to search the classroom, their homes, or a designated area to find as many of these items as possible.

Once students have completed their search, gather everyone to discuss their findings. Ask them to share what they found and identify the plant each item comes from. Encourage them to think about how plants play a vital role in providing materials we use every day. Use this discussion to reinforce the connection between plants and the products we rely on.

Extension Idea

Ask: Can we live without plants? Why or why not?

Say: No, we cannot live without plants. Plants give us the oxygen we breathe, food to eat, and many other things we need. Without plants, we wouldn’t have enough to survive.

Parts of a Plant - Root System

Discover Page 113

Learning Outcomes

The students will be able to describe different root systems like taproot, fibrous root systems, and explain the basic functions of roots through observation and hands-on activities.

Teaching Aids

Chart paper, strips of paper with definitions, names of plants, pictures of plants with different types of roots, colours, markers, glue

Activity Divide the class into small groups and explain that they will explore different types of roots: tap roots, fibrous roots, aerial roots, and modified roots. Prepare materials for each group, including strips of paper labelled with root types, pictures of plants showing examples of each root type, and definition cards describing the characteristics of each root.

Give each group these materials and a large sheet of chart paper. Instruct them to collaborate and carefully match each root type strip with the correct definition and plant picture. Once they’ve made their matches, they should neatly paste the strips, definitions, and pictures on the chart in an organised and creative way.

Encourage them to add their own artistic touches, like drawing arrows or creating sections for each root type.

Chapter 12 • Plants Around Us

57

When the charts are complete, have each group present their work, explaining how they matched the root types, definitions, and examples. Ask them to describe the function and importance of each root type, using their charts as a guide. Finally, display the charts around the classroom as a colourful and informative resource.

Extension Idea Ask: If a plant’s roots are damaged, what might happen to the plant?

Say: The plant might not be able to get enough water and nutrients, so it could wilt and die. Also, it might not be held firmly in the ground, so it could fall over.

Parts of a Plant - Shoot System (Stem)

Discover Page 114

Learning Outcomes The students will be able to classify plants into trees, shrubs, herbs, climbers, and creepers based on their stem characteristics and understand the basic functions of stems.

Teaching Aids Chart paper, glue, markers, colours, pictures of trees, shrubs, herbs, climbers and creepers

Activity

Divide the class into small groups and provide each group with a set of flashcards featuring different types of plants. These flashcards should include the names and pictures of various plants. Explain that their task is to carefully observe and sort these plants into five categories: trees, shrubs, herbs, creepers, and climbers.

Give each group a large sheet of chart paper and ask them to create five sections for each plant type. Once they have sorted the flashcards, they should paste them into the correct sections on the chart. Encourage them to discuss the characteristics of each plant type—like size, stem strength, and growth pattern—to help them decide where each plant belongs.

After completing their charts, have each group present their work to the class. Ask them to explain why they categorised each plant as a tree, shrub, herb, creeper, or climber. Display the finished charts in the classroom as a colourful and informative learning resource.

Extension Idea

Ask: How does a stem help a plant?

Say: A stem helps a plant by holding it up, carrying water and nutrients from the roots to the leaves, and carrying food from the leaves to other parts of the plant.

Parts of a Plant - Shoot System (Leaf)

Discover Page 115

Learning Outcomes The students will be able to identify the main parts of a leaf, and explain its functions.

Teaching Aids Card size chart paper cut-outs, glue, markers, colours

Activity

Ask each student to collect fallen leaves of different shapes and sizes from their surroundings. Have them choose one leaf and carefully paste it onto a card-sized chart paper cut-out. Instruct them to label the different

58

parts of the leaf—like the blade, petiole, veins, and midrib—directly on the card, making sure their labels are clear and neatly written.

Inside the card, ask them to write down the functions of a leaf, such as photosynthesis, transpiration, and gas exchange. Encourage them to explain how each part of the leaf contributes to these functions.

Once finished, invite volunteers to present their work to the class, showing the leaf they’ve labelled and reading the functions they’ve written inside. Finally, display the completed cards around the classroom as a creative and informative showcase.

Extension Idea

Ask: Why do leaves have veins?

Say: Leaf veins are like tiny pipes that carry water and nutrients to the leaf and take away the food the leaf makes. They help keep the leaf strong and healthy.

Parts of a Plant - Shoot System (Flower and Seeds)

Discover Page 116

Learning Outcomes The students will be able to identify the basic parts of a flower, understand their functions, and recognise the role of seeds in the growth of new plants.

Teaching Aids Flowers, seeds

Activity

Ask students to bring a flower and seed from any one plant. Once everyone has their items, have the class sit in a circle. One by one, let each student take a turn to show the flower and seed they’ve brought and talk about them.

Encourage them to describe the parts of the flower—like petals, sepals, stamens, and pistils—and explain the functions of each part, such as attracting pollinators or producing seeds. Then, ask them to discuss the uses of the flower, like decoration, fragrance, or medicinal purposes.

For the seed, have them explain its functions in plant reproduction and growth and also mention the uses of the seed, such as providing food, oil, or planting new crops.

After everyone has shared, discuss the variety of flowers and seeds brought in and highlight their unique features and importance. This activity helps students learn through observation and sharing while appreciating plant diversity.

Extension Idea

Ask: Why do plants produce so many seeds?

Say: Not all seeds will grow into plants. By producing many seeds, plants increase the chances that some will survive and create new plants.

Chapter 12 • Plants Around Us

59

Answers Pause and Answer

Page no. 116

1. Main vein

→

c. thick vein in the centre

2. Side vein

→

d. network of veins emerging from the centre

3. Leaf blade

→

b. flat portion of the leaf

4. Stalk

→

e. connects the stem with the leaf

5. Stomata

→

a. tiny pores under the leaf

A. Leaf blade C. Petals

Fibrous root: A cluster of thin, hair-like roots spreading out from the base of the stem (e.g., wheat, rice).

Aerial root: Roots that grow above the ground to absorb moisture from the air or support the plant (e.g., banyan tree, orchid).

B.

B. Sepal

D. Chlorophyll Stamen

2. Fill in the blanks.

A. soil erosion

Pistil

B. fibrous

C. trunk

D. Herbs

3. Write True or False.

A. True C. True

Sepal

B. True

Petals

D. False

4. Circle the odd one out.

Parts of a flower

A. Rose

Jasmine

Shrubs

Neem

B. Tulsi

Rose

Mint

Herbs

C. Money plant

Green peas

Climbers

Pumpkin

D. Watermelon

Pumpkin

Creepers

Green peas

5. Short-answer questions.

A. Carrot, Radish B. Some plants have aerial roots to absorb moisture from the air and provide support. They help plants like banyan trees and orchids anchor themselves to other surfaces.

C. The stamen (male part) and pistil (female part) help in reproduction. The stamen produces pollen, while the pistil receives the pollen and helps in the formation of seeds.

D. Flowers are used for decoration and making garlands. Some flowers are used to make perfumes and essential oils.

E. The leaf prepares food for the plant through photosynthesis. It uses sunlight, carbon dioxide from the air, and water from the roots to produce food and oxygen.

60

A. Taproot: A single, thick main root that grows deep into the soil with smaller side roots (e.g., carrot, mustard).

Modified root: Roots that change shape to store food or perform special functions (e.g., sweet potato, turnip).

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

6. Long-answer questions.

C. Functions of Leaves:

a. Leaves prepare food for the plant. In this process, leaves use water, minerals, and carbon dioxide to create food with the help of sunlight. Chlorophyll, a green pigment in the leaves, captures the Sunʼs energy, allowing photosynthesis to occur. As a result, leaves release oxygen. This process is called photosynthesis. b.

Leaves also regulate the moisture in and temperature of the plant.

D. The plants are important to us because:

a. Oxygen production: Plants release oxygen during photosynthesis.

b. Food source: Fruits, vegetables, grains, and seeds come from plants. c. Medicinal use: Many plants provide ingredients for medicines. d. Shelter and materials: Trees provide wood for furniture and houses.

e. Environmental benefits: Plants prevent soil erosion, maintain the water cycle, and provide shade.

7. Picture-based questions.

A. Aerial roots

B. a. They provide support to large, heavy trees and help anchor them firmly in the ground.

b. They absorb moisture from the air, especially in humid environments.

C. a. Banyan tree

b. Mangrove tree

Chapter 12 • Plants Around Us

Challenge (HOTS)

1. The plant would not be able to absorb water, minerals, and nutrients from the soil, leading to wilting, poor growth, and eventually the plant’s death. Roots also anchor the plant, so it would lose stability.

2. The flowering plant may not be producing fruits because pollination is not happening. Pollination is the process where pollen from the male part (stamen) is transferred to the female part (pistil) of the same or another flower.

Without this step, the flower cannot turn into fruit.

61

13 Animal Life Chapter Headings

CB Page

Places Where Animals Live

122

Food Habits of Animals

123

Reproduction in Animals

124

Learning Outcomes Students will be able to:

classify animals into terrestrial, aquatic, amphibious, arboreal, and aerial groups based on their habitats and identify key adaptations that allow them to live in those environments. classify animals as herbivores, carnivores, or omnivores based on their food habits and understand how their physical adaptations relate to their diets. classify animals based on the way they reproduce—animals that lay eggs and animals that give birth to young ones and describe basic stages of their life cycles of a bird, frog and an insect.

Let’s Recall Recap with the students the knowledge on animals- their food habits, places where they live, and reproduction.

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

Vocabulary classified: to divide into groups based on common features

nourishment: things like food that are needed to grow and stay healthy incubation: the process of birds sitting on eggs to provide warmth scavengers: animals that eat other dead animals

reproduction: a process by which living beings produce their young ones embryo: the name of the living organism that grows inside the egg mammals: animals which give birth to young ones

Teaching Aids Pictures of various animals from each area of habitat; Flash cards animals and few plants; Cut-outs of stages in the lifestyle of bird, frog and butterfly, stopwatch (optional)

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Chapter: Animal Life Places Where Animals Live

Discover Page 122

Learning Outcomes

The students will be able to classify animals into terrestrial, aquatic, amphibious, arboreal, and aerial groups based on their habitats and identify key adaptations that allow them to live in those environments.

Teaching Aids

Pictures of various animals from each area of habitat

Activity

Divide the class into groups and ask each group to bring pictures of animals from different habitats. Collect all the pictures on a table and shuffle them well. Have each group pick a handful of pictures randomly. Instruct them to carefully observe the animals and sort them into five habitat categories: terrestrial (land animals), aquatic (water animals), amphibious (animals that live both on land and in water), arboreal (tree-dwelling animals), and aerial (animals that fly). Once every group finishes sorting, ask them to share their work and explain their choices.

Encourage a discussion to compare answers and clear up any confusion.

Extension Idea

Ask: If an animal can live in multiple habitats, what advantages does that give it?

Say: It gives the animal more options for finding food and shelter. It also helps them survive if conditions change in one habitat.

Food Habits of Animals

Discover Page 123

Learning Outcomes

The students will be able to classify animals as herbivores, carnivores, or omnivores based on their food habits and understand how their physical adaptations relate to their diets.

Teaching Aids

Flash cards animals and few plants

Activity

Divide the class into small groups and provide each group with a set of animal flashcards. Ask students to sort the animals into four categories: herbivores, carnivores, omnivores, and scavengers. Once sorted, guide them to arrange the organisms into different food chains, starting with a producer (plant) and following the correct sequence of consumers.

Encourage groups to create 2–3 different food chains, showing different ecosystems. Once complete, have each group present their food chains, explaining the role of each organism. Discuss how energy flows through the food chain and the importance of each group in maintaining balance in nature.

Extension Idea

Ask: If all the plants disappeared, what would happen to the animals?

Say: Herbivores would have nothing to eat and would die. Then, carnivores that eat herbivores would also have nothing to eat and would die. Omnivores would also suffer greatly. Essentially, the whole food chain would collapse.

Chapter 13 • Animal Life

63

Discover Page 124

Reproduction in Animals Learning Outcomes

The students will be able to classify animals based on the way they reproduce—animals that lay eggs and animals that give birth to young ones and describe basic stages of their life cycles of a bird, frog and an insect.

Teaching Aids

Cut-outs of stages in the lifestyle of bird, frog and butterfly, stopwatch (optional)

Activity

Divide the class into groups and give each group cut-outs showing the different stages in the life cycles of a bird, frog, and butterfly. Explain that their task is to arrange the stages in the correct order for each animal—from birth to adulthood. To make it more exciting, set a time limit and turn it into a friendly competition. Announce the group that completes the task correctly and fastest as the winner. Afterward, discuss the life cycles of these animals, highlighting the differences and similarities between them.

Extension Idea

Ask: Can you name an aerial animal that does not lay eggs but gives birth to young ones?

Say: Bat

Answers Get Set

Page no. 121

Tiger—Carnivore

Pause and Answer

Page no. 123

Circle the odd one out based on the habitat.

1. shark tiger elephant 2. beetle

bat

ants

3. frog

grasshopper

bee

4. horse

monkey

squirrel

5. dolphin

octopus

monkey

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

A. Whale

D. Mammals

64

D. Aerial

3. Write True or False.

A. False

Bear—Omnivore

C. Froglet

B. Caterpillar

C. Terrestrial

Deer—Herbivore

B. Incubation

2. Fill in the blanks.

A. Tadpoles

C. False

B. True D. True

E. False 4. Match the following.

A. Herbivore →

c. Elephant

B. Omnivore

→

b. Bear

C. Carnivore

→

a. Lion

D. Scavenger

→

d. Hyena

5. Short-answer questions.

A. An amphibian is an animal that can live both on land and in water. Examples: Frog, Salamander.

B. A tiger is a carnivore—it eats only meat. A cow is a herbivore—it eats only plants.

C. Animals that lay eggs: Birds, Frogs, Turtles, Snakes.

D. Humans are omnivores because they eat both plantbased foods (like fruits and vegetables) and animalbased foods (like meat and dairy).

6. Long-answer questions.

A.

cocoon

Terrestrial Animals

Aquatic Animals

The animals that live on land are called terrestrial animals.

These animals live in water and are called aquatic animals.

These animals breathe through lungs.

These animals breathe through gills or skin.

pupa

egg

Examples - Dogs, cats, Examples - Fish, camels, horses, elephants etc. whales, crabs, etc.

B. The life cycle of a frog can be studied in the following stages: a. Frogs lay their eggs in water. The eggs are surrounded by a jelly-like substance to protect them. b. Tiny tadpoles emerge when the eggs hatch. They have tails and live in the water. They breathe through gills. c. Tadpoles grow into froglets as they develop legs.

Their tails get shorter. d. Adult Frog: Finally, the froglet’s tail disappears completely, and it becomes an adult frog. Adult frogs can live both in water and on land. They breathe through their lungs.

C. a. The butterfly lays eggs on the leaf of a tree.

adult butterfly

larva (caterpillar)

Life cycle of a butterfly 7. Picture-based questions.

A. Grasshopper B. Sparrow C. Sparrow

Challenge (HOTS)

1. Scavengers are called the cleaners of the environment because they eat dead animals. This helps keep the surroundings clean and prevents bad smells and the spread of diseases.

2. Humans take care of their young by feeding, protecting, and teaching them. Some animals, like cats and birds, also care for their babies, but only for a short time.

Humans look after their children for much longer, helping them grow and learn.

b. The eggs hatch into larvae called caterpillars. c. The caterpillar builds a cocoon around itself to form a pupa. d. The pupa completely changes into a butterfly, it comes out of the cocoon.

Chapter 13 • Animal Life

65

Unit

7

Our Environment

Chapters in This Unit 14. Natural Resources 15. Air 16. Weather and Water 17. Clean Surroundings 18. Environmental Pollution Story in This Unit The group arrives at the Magical Garden, only to find it in a terrible state. Thick smoke fills the air, making it hard to breathe, and the once-vibrant colours of the garden have faded, leaving it lifeless. Everyone is shocked and worried as they realise that the trees and flowers are dying, and the entire garden seems to be choking. Mr Geebal explains that fairies never use fire in the Magical Garden, so this destruction is very unusual.

As they try to understand what’s happening, Mel suspects that Lord Ero might be behind this attack. Ishaan is confused because the garden is protected by powerful fairy magic, but Mr Geebal believes someone has found a way to break those defences. The group realises how serious the situation is, as the Magical Garden is the source of all natural resources for Avora—without it, life would become very difficult, just like life on Earth without clean water, air, and fertile soil.

The group also learns that this attack could be part of a bigger plan. Mel reminds them that Avora’s elections are approaching, and this destruction could damage the Elder Wizard’s reputation. This makes the timing of the attack very suspicious and dangerous. Conji suggests that they should take the matter to the Elders, and they all agree to head to the Council Room to discuss the crisis and find a solution.

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14 Natural Resources Chapter Headings

CB Page

What are Natural Resources?

134

Types of Natural Resources

134

Protecting Our Resources

137

Learning Outcomes Students will be able to:

identify and provide examples of specific renewable resources and non-renewable resources and explain their basic uses. understand the need for protecting our resources and identify practical ways to conserve resources.

Let’s Recall Recap with the students the knowledge on natural resources.

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

Vocabulary deplete: become less and less with usage

turbines: engines that have wheels, which can be spun to produce electricity

exhaust: completely finish the availability of something

judiciously: wisely

replenish: to make full or complete again

renewable resources: natural resources which either cannot be exhausted or are replenished quickly once used

geysers and springs: pools and fountains of hot water that form in nature due to the internal heat of the Earth

non-renewable resources: natural resources that are available in limited quantities and will be exhausted one day

natural resources: naturally occurring useful substances such as wind, sunlight, water, soil

conservation: protection and careful use of something

biomass: the plant and animal material that can be used as a source of energy geothermal energy: the heat energy that is generated by the interiors of Earth

Teaching Aids Chart papers, markers, pictures on uses of renewable and non-renewable resources, glue; A4 sheets, markers, colours, pictures (if needed)

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Chapter: Natural Resources What are Natural Resources? and Types of Natural Resources

Discover Page 134 Learning Outcomes

The students will be able to identify and provide examples of specific renewable resources and non-renewable resources and explain their basic uses.

Teaching Aids

Chart papers, markers, pictures on uses of renewable and non-renewable resources, glue

Activity

Divide the class into two groups—one focusing on renewable natural resources like sunlight, wind, and water, and the other on non-renewable resources like coal, oil, and natural gas. Ask each group to gather pictures from old magazines, newspapers, or printed images to show how these resources are used in daily life.

Encourage the renewable resource group to highlight the benefits and sustainability of their resources. The nonrenewable group can show how their resources are used and discuss their limited availability. Both groups should explore whether non-renewable resources can be replaced with renewable alternatives, like using solar power instead of coal for electricity.

Once the pictures are collected, have each group create a visual display or collage. Ask them to present their work, explaining their findings and sharing ideas on how to shift from non-renewable to renewable resources for a more sustainable future.

Extension Idea

Ask: If we plant more trees, does that mean biomass is unlimited?

Say: While planting trees helps, biomass is still limited. We need to manage forests carefully to ensure they can regrow and provide a sustainable source of energy. Also, we must be careful about how much biomass we burn, as it can still cause pollution.

Protecting Our Resources

Discover Page 137

Learning Outcomes

The students will be able to understand the need for protecting our resources and identify practical ways to conserve resources.

Teaching Aids

A4 sheets, markers, colours, pictures (if needed), glue

Activity

Ask students to bring craft materials like coloured paper, markers, glue, and magazines for pictures. Begin by discussing different natural resources like water, air, soil, and energy, and why conserving them is important.

Brainstorm simple conservation methods like turning off lights when not needed, saving water, recycling, planting trees, and avoiding plastic use.

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Divide the class into small groups and assign each group one or more resources to focus on. Instruct them to create a colourful and creative poster showing ways to conserve their assigned resource using drawings, pictures, and slogans.

Once finished, have each group present their poster to the class, explaining their ideas and why conservation matters. Display the posters around the classroom to reinforce the message of resource conservation.

Extension Idea

Ask: What are some things your family can do at home to help protect resources?

Say: Some examples are recycling, composting food scraps, turning off lights, using less water, and buying products made from recycled materials.

Answers Get Set Geothermal Renewable

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Pause and Answer

Page no. 137

1. Non-renewable resources 3. Natural gas 4. Petroleum

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

A. Roads B. Renewable C. Crude oil

C. metals 3. Write True or False.

A. True C. False Chapter 14 • Natural Resources

Plants

Buildings

B. Coal

Petroleum

Minerals

Sun

C. Wind

Animal waste

Water

Coal

5. Short-answer questions.

A. Natural resources are important because they provide essential materials for survival, like water, air, food, and energy. They also support economic development and maintain environmental balance.

B. Students can draw any five things, like utensils, door handles, water pipes, tools, and keys.

C. We should conserve electricity to save non-renewable resources like coal and gas, reduce pollution, and lower energy costs.

6. Long-answer questions.

A. Biomass means material from plants and animals that can be used to generate fuel. Things like wood, and plant and animal waste (biofuel), can be burnt to generate heat. This heat energy can be further used to power vehicles or generate electricity. Biomass as a resource can run out if we use it without being careful. For example, cutting down too many trees can quickly exhaust the area of a precious resource like wood. However, efficient replanting of trees can quickly replenish their numbers and provide us with wood again.

2. Coal

2. Fill in the blanks.

A. Conservation

4. Circle the odd one out.

A. Water Wind

B. non-renewable D. Biofuel B. False D. False

B. Water has been used as a renewable resource for thousands of years. It not only supports life, but has also been used to generate mechanical and electrical energy. Moving water, in rivers and streams, has been used to turn wheels. These wheels, or mills, have been used for generations to crush grains into powder. In more recent times, 69

mills and dams have been used to generate electricity. Sea waves are also a renewable resource as they too can be used to generate electricity in the same way as rivers.

C. Renewable resources (like wind, solar, and water) are replenished quickly and don’t deplete easily. These resources also cause minimum or no pollution, thereby giving us clean energy. Non-renewable resources (like coal, petroleum, and minerals) exist in limited quantities and take millions of years to form.

These resources cause pollution.

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7. Picture-based questions.

A. Coal B. Coal is used as a fuel to produce electricity and heat.

C. It is a non-renewable resource.

Challenge (HOTS)

1. If the Earth stopped getting sunlight, plants wouldn’t be able to make food, temperatures would drop drastically, and life on Earth would eventually not survive.

2. We are asked to conserve water because even though it’s renewable, the amount of clean, usable water is limited and can run short due to overuse and pollution.

15 Air Air Around Us

Chapter Headings

CB Page 140

Properties of Air

141

Moving Air

143

Importance of Air

144

Learning Outcomes Students will be able to:

identify the main components of air and describe their uses.

explore the properties of air (occupies space, has mass, exerts pressure).

explain how air circulation causes wind, and describe the processes of sea breeze and land breeze.

understand the importance of air in daily life by exploring how it helps in breathing, burning, carrying warmth, and transmitting information.

Let’s Recall Recap with the students the knowledge on air, its composition and uses.

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

Vocabulary inflate: to become filled with air

deflate: to let the air out of something; the opposite of inflate air: the mixture of gases that surrounds our planet wind: fast moving air

breeze: a gentler wind

sea breeze: cool air moving from the sea to the land

land breeze: cool air moving from the land to the sea

atmosphere: the layer of gases that surrounds the Earth

photosynthesis: the process by which plants make their food vibration: a rapid back-and-forth motion that creates waves

Teaching Aids Circular cut-outs, coloured origami sheets, coloured markers, glue, notebook; Plastic bottle, spoon, balloons, glass of water, and straws; Cut-outs of land, sea, arrows

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Chapter: Air Air Around Us

Discover Page 140

Learning Outcomes

The students will be able to identify the main components of air and describe their uses.

Teaching Aids

Circular cut-outs, coloured origami sheets, coloured markers, glue, notebook

Activity

Begin by explaining the composition of air, highlighting the percentages of nitrogen, oxygen, and other gases.

Provide students with circular cut-outs and coloured origami sheets, along with coloured markers. Share the percentage breakdown of air: approximately 78% nitrogen, 21% oxygen, and 1% other gases. Using the image given in the CB on page 141 as a reference, ask the students to cut out different coloured sheets to represent the percentages of nitrogen, oxygen, and other gases. Then, ask them to paste the circle in their notebooks and label it appropriately. After completing the activity, encourage them to present their work and explain their understanding of the composition of air.

Extension Idea

Ask: What would happen if there was too much carbon dioxide in the air?

Say: Too much carbon dioxide can trap heat in the atmosphere, causing the Earth to get warmer (global warming).

It can also make it harder for us to breathe.

Properties of Air

Discover Page 141

Learning Outcomes

The students will be able to explore the properties of air (occupies space, has mass, exerts pressure).

Teaching Aids

Plastic bottle, spoon, balloons, glass of water, and straws

Activity Divide the class into three groups, each exploring a different property of air.

Group 1: Give this group a plastic bottle and a balloon. Ask them to place the balloon inside the bottle and try to blow it up. They will notice the balloon does not inflate easily because the bottle is already filled with air.

Group 2: Provide two balloons—one inflated and one empty—and a ruler. Have students tie both balloons to the ends of the ruler. The side with the inflated balloon will tilt down, showing that air has weight.

Group 3: Give this group a glass of water and a straw. Ask the students to insert the straw into the water, cover the top with their finger, and lift it out. The water stays inside the straw because air pressure prevents it from falling.

After completing the experiments, have them present their findings. Discuss real-life applications, such as how tyres stay inflated, how drinking through a straw works, and how airplanes fly.

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Extension Idea Ask: What would happen if air had no weight or pressure?

Say: If air had no weight, objects like balloons and tyres would not stay inflated. Without air pressure, we would not be able to drink through a straw, airplanes could not fly, and weather patterns would be disrupted. Air’s weight and pressure are essential for many everyday activities and natural processes.

Moving Air

Discover Page 143

Learning Outcomes The students will be able to explain how air circulation causes wind, and describe the processes of sea breeze and land breeze.

Teaching Aids Cut-outs of land, sea, arrows, glue, notebook

Activity

Begin by preparing cutouts of land, sea, and arrows indicating air movement. Ensure that students have glue and notebooks ready.

Start by briefly explaining the concepts of land breeze and sea breeze, highlighting how temperature differences between land and water cause air movement. Distribute the cutouts to each student or group.

Instruct students to arrange the cutouts to depict both land breeze and sea breeze correctly. Encourage them to think about how warm air rises and cooler air moves in to replace it. Guide them to place the arrows accordingly, showing airflow direction for each phenomenon.

Once they have arranged the elements, ask them to paste them in their notebooks. Move around the classroom to observe their progress. Randomly call out the names of students to show their work to the class and explain the movement of air during land and sea breeze.

Extension Idea

Ask: Are breeze, gale and storm different? Explain.

Say: A breeze is a gentle wind. It’s characterised by light movement of air.

A gale is a strong wind, significantly more powerful than a breeze.

A storm involves very strong winds, often accompanied by other severe weather conditions like heavy rain, thunder, and lightning.

Importance of Air

Discover Page 144

Learning Outcomes The students will be able to understand the importance of air in daily life by exploring how it helps in breathing, burning, carrying warmth, and transmitting information.

Teaching Aids Straw, stopwatch, small candle, glass jar, matchbox, bottle, rolled strip of paper, matchbox, hair dryer, hand fan, paper cups, string

Chapter 15 • Air

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Activity

Set up four workstations around the classroom, each demonstrating experiments to show the importance of air: breathing, burning, warmth, and carrying information. Have students rotate through each station to experience the activities firsthand.

Workstation 1 (Air for Breathing): Students breathe through a straw for one minute, then without it, to feel the difference. Discuss why air is essential for breathing.

Workstation 2 (Air for Burning): Conduct two small experiments: Candle and Jar: Light a small candle and cover it with a glass jar. Observe how the flame goes out when the air is cut off.

Burning Paper in a Bottle: Light a rolled paper strip and drop it into a glass bottle. Watch how the flame dims and goes out as the oxygen inside gets used up.

Discuss why air (specifically oxygen) is necessary for burning.

Workstation 3 (Air Carries Warmth): Use a hair dryer for warm air and a hand fan for cool air. Students feel the difference and discuss how air changes temperature.

Workstation 4 (Air Carries Information): Use string telephones (paper cups and string) to talk and listen. Discuss how air helps carry sound and other signals.

After all groups have rotated through the stations, the class will come together to share observations and discuss why air is essential for life and how it impacts our daily activities.

Extension Idea

Ask: Why do we feel tired when we hold our breath for too long?

Say: Because our body needs oxygen from the air to produce energy.

Answers Get Set

1. WIND

3. BREEZE

Pause and Answer 1. Gases

3. Oxygen

5. Pressure

Page no. 140 2. BREATHE 4. OXYGEN

Page no. 143 2. Space

4. Carbon dioxide

Chapter Checkup

1. Tick (✓) the correct answer.

A. Oxygen

B. Hydrogen C. Oxygen

D. The force exerted by air on everything around it.

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2. Fill in the blanks.

A. nitrogen

B. carbon dioxide

C. oxygen

D. argon

3. Write True or False.

A. True

B. False

C. False

D. True

4. Fill in the chart with the names of the gases.

Gas present in most amount Gas present in the least amount NITROGEN

OXYGEN

5. Short-answer questions.

CARBON DIOXIDE

A. A sea breeze is the cool wind that blows from the sea to the land during the day because the land heats up faster than the water.

B. A balloon expands when you blow air into it because air takes up space and pushes against the sides of the balloon.

C. We feel cooler at the beach during the day because of the sea breeze, where cooler air from the sea moves toward the warmer land.

D. Air is called a mixture because it is made up of different gases like nitrogen, oxygen, carbon dioxide, and others.

C. Two ways air is important for us:

B reathing: We need air, especially oxygen, to survive.

B urning: Air provides oxygen, which is necessary for fires to burn.

D. Composition of air

E. An inflated balloon is heavier than a deflated balloon because air has weight.

Oxygen

6. Long-answer questions.

A.

Sea Breeze

Land breeze

The wind blows from the sea towards the land.

The wind blows from the land towards the sea.

Blows during the day.

Blows at night.

B. We can conduct the following experiment to show that air has weight.

Materials Required: Two balloons, a piece of string, a ruler or long stick (wooden or steel) and a needle or a pin.

Process: Tie a string to the centre of a ruler to create a balance.

Hang this from a support so it can balance freely.

Inflate both balloons to the same size and tie them off with strings of equal length.

Tie the balloons to two ends of the ruler.

Allow the balance to be steady. Check that both balloons are at the same level.

Prick one balloon with a pin to deflate it.

Observe how the inflated balloon tips downwards.

Conclusion: This experiment shows that air has weight as heavy things move downwards on a balance.

Chapter 15 • Air

Nitrogen

Other gases: Argon Carbon dioxide Water vapour Hydrogen Helium

Composition of air

7. Picture-based questions.

A. The burning candle goes out when the jar is inverted over it because the flame uses up the oxygen inside the jar, and without oxygen, it cannot keep burning.

B. This experiment shows that air is needed for burning, specifically the oxygen in the air.

Challenge (HOTS)

Life on Earth would become difficult because the air wouldn’t be balanced.

People and animals need oxygen to breathe and stay alive. If there’s less oxygen, we would feel tired and weak.

Too much carbon dioxide in the air can be harmful to plants and animals.

Plants need some carbon dioxide to make their food, but too much of it can affect their growth.

More carbon dioxide traps heat, which can make the Earth hotter and change the weather.

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16 Weather and Water Chapter Headings

CB Page

The Weather Report

149

Sun and Weather

150

Water and Weather

151

Water Circulation

152

Learning Outcomes Students will be able to:

define weather and seasons, explain how weather is reported, and describe how weather and seasons influence daily life.

explain how the sun’s position affects temperature and describe how this relates to daily temperature changes. define evaporation and condensation, explain how they affect weather, and describe the factors that influence evaporation. describe the water cycle, including the processes of evaporation, condensation, precipitation, and collection, and explain how water changes state during this cycle.

Let’s Recall Recap with the students the knowledge on different modes of transportation.

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

Vocabulary humidity: the amount of water vapour present in the air

evaporation: the change of water into water vapour upon heating

disrupt: to stop something from happening normally

water cycle: circulation of water due to evaporation, precipitation and condensation

phenomenon: something that is observed to happen

condensation: the change of gas into liquid on cooling

weather: the conditions of air, temperature and humidity of a place at a particular time

precipitation: falling of water on the ground from the clouds as rain, snow or hail

Teaching Aids A4 sheet, pencil, ruler, coursebook; Flashlight, two pieces of paper, pencil; Small bowls, normal and cold water, water bottle, measuring cup; Drawing paper, coloured pencils or markers, labels for the water cycle stages (evaporation, condensation, precipitation, collection)

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Chapter: Weather and Water The Weather Report

Discover Page 149

Learning Outcomes

The students will be able to define weather and seasons, explain how weather is reported, and describe how weather and seasons influence daily life.

Teaching Aids

A4 sheet, pencil, ruler, coursebook

Activity

Provide students with a reference image from page 150 of their coursebook, showing different weather symbols.

Explain how these symbols represent various weather conditions like sunny, cloudy, and rainy. Encourage the students to research more symbols and share in class.

Give each student a sheet to record the daily weather for a week. Ask them to observe the sky, temperature, and any weather changes each day. They should use the correct symbols to represent the weather and note any significant observations.

Encourage students to discuss their findings at the end of the week, comparing their reports with classmates.

Guide them in identifying patterns in the weather and discussing how it might affect daily activities. Display some of the reports in the classroom for everyone to see.

Extension Idea

Ask: How do seasons affect the food we eat?

Say: Seasons affect the growth of crops, so we often eat different fruits and vegetables depending on the season.

Sun and Weather

Discover Page 150

Learning Outcomes

The students will be able to explain how the sun’s position affects temperature and describe how this relates to daily temperature changes.

Teaching Aids

Flashlight, two pieces of paper, pencil

Activity

Divide the class into groups and give each group a flashlight and two pieces of paper. Instruct them to shine the flashlight directly onto one flat piece of paper, observe the intensity of the light, and trace the circle it creates.

Then, have them tilt the second piece of paper and shine the flashlight at an angle, tracing the new path of light. Explain that this is similar to the sun at noon (direct light) versus the morning or evening (angled light).

The direct light is concentrated and makes it hotter, while the angled light spreads over a larger area, making it cooler. Walk around the room, check progress, and encourage discussion on how this helps explain daily temperature changes.

Chapter 16 • Weather and Water

77

Extension Idea

Ask: If you were designing a house to stay cool in a hot climate, how would you use your knowledge about the sun’s path?

Say: I will design the house with large windows facing north or south (in the Northern Hemisphere) to avoid direct afternoon sun. I would also include awnings or overhangs to shade the windows during the hottest part of the day.

Planting trees around the house would also provide shade.

Water and Weather

Discover Page 151

Learning Outcomes

The students will be able to define evaporation and condensation, explain how they affect weather, and describe the factors that influence evaporation.

Teaching Aids

Small bowls, normal and cold water, water bottle, measuring cup

Activity

Take the class to the school playground and divide them into two groups. Give each group two small bowls of water and a measuring cup. Ask the students to measure a fixed amount of water and pour the same quantity into both bowls. Instruct them to place one bowl in a sunny area and the other in a shaded area. After 24 hours, have the students carefully pour the remaining water from each bowl back into the measuring cup and measure it again. Ask them to compare the water levels and discuss why the water in the sunny spot evaporates faster.

Back in the classroom, take a cold water bottle from the refrigerator and place it on a table. Ask students to watch closely and observe the tiny water droplets forming on the outside of the bottle. Encourage them to think and explain why this happens, guiding them to understand the process of condensation.

Extension Idea

Ask: Why does it feel more humid on a rainy day?

Say: On a rainy day, there is more water vapour in the air, which makes the humidity higher.

Water Circulation- Water Cycle

Discover Page 152

Learning Outcomes

The students will be able to describe the water cycle, including the processes of evaporation, condensation, precipitation, and collection, and explain how water changes state during this cycle.

Teaching Aids

Drawing paper, coloured pencils or markers, labels for the water cycle stages (evaporation, condensation, precipitation, collection)

Activity

Instruct the students to draw a diagram of the water cycle, labelling each stage.

Ask them to use arrows to show the movement of water.

Once complete, encourage the students to share their work with the class. Post the activity, display the sheets on the class bulletin board.

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Extension Idea

Ask: If all the water on Earth is part of the water cycle, why don’t we run out of water?

Say: The water cycle is a continuous process. Water is constantly being evaporated, condensed, and precipitated, so it is recycled and reused. While the form of the water changes, the amount of water remains relatively constant.

Water Circulation- Types of Precipitation

Discover Page 153

Learning Outcomes

The students will be able to define precipitation and describe its different forms, including rain, snow, and hail.

Teaching Aids

Coloured paper, markers, glue, colours

Activity

Give each student blue sheets of paper and ask them to cut out cloud shapes. Show them the weather symbols from page 153 and explain what each one represents (rain, snow, hail). Instruct students to draw or paste these symbols on their paper clouds to show different types of precipitation. Once done, ask them to paste their completed symbols in their notebooks and write a short description of each type of weather.

Extension Idea

Ask: How is snow different from hail even though both are frozen?

Say: Snow forms when water vapour in the air freezes into soft ice crystals. Hail forms when raindrops freeze into hard balls of ice during storms.

Answers Get Set

Page no. 149

Cherry is going on a trip to the mountains. The weather will be cold there.

Circle the things that Cherry should pack for such weather conditions.

1. Tick () the correct answer.

A. Condensation B. Hail C. Cold D. Precipitation

Pause and Answer

Page no. 151

1. Summers – Hot and dry weather, clear and sunny skies 2. Winters – Cold temperatures, foggy or chilly winds 3. Rainy/Monsoon – Heavy rainfall, cloudy and humid weather

Pause and Answer

Page no. 152

1. True

2. True

3. False

4. True

Chapter 16 • Weather and Water

Chapter Checkup

2. Fill in the blanks.

A. Evaporation B. weather conditions C. Humidity D. water cycle 3. Write True or False.

A. False C. True

B. False D. True

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4. Match the following.

A. Rain → a. Precipitation in the form of water droplets B. Snow

→

c. Freezing of water droplets in clouds

C. Hail

→

b. Freezing of pouring raindrops

5. Short-answer questions.

A. Checking weather reports helps us plan our day, like carrying an umbrella if it’s going to rain.

B. Factors affecting evaporation: temperature, wind speed, humidity, and surface area.

C. In nature, evaporation and condensation occurs continuously. The Sun’s heat causes water from lakes, rivers, oceans to evaporate, turning it into water vapour. This vapour then condenses and falls back to Earth as rain or snow. This repeating process is called the water cycle. Evaporation, condensation and precipitation are the three main steps in the water cycle.

The water

The heat from

vapour then

the Sun causes

condenses

the water in the

into water.

C. Evenings feel cooler than afternoons because the Sun’s heat decreases and the air temperature drops.

It results in

D. Three processes in the water cycle: Evaporation, Condensation, and Precipitation.

and snow.

water bodies to evaporate. This

precipitation

water turns into

such as rain

water vapour and rises to

Water cycle

6. Long-answer questions.

A. There are three main forms of precipitation—rain, snow and hail.

7. Picture-based questions.

A. A: Evaporation

Rain—Rain refers to the falling of water from the clouds in the form of water droplets.

C: Precipitation (or Rain)

Snow—The cold air around the clouds causes the freezing of water droplets, turning them into snowflakes. Snowfall can be seen in winters at places which are higher up in the mountains or closer to the polar region.

B. Water evaporates faster from water bodies that are spread over a large surface area such as lakes, rivers, seas and oceans.

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form clouds.

B: Condensation B. The Water Cycle C. A (Evaporation)

Challenge (HOTS)

In winter, deserts usually get very little precipitation, but when they do, it’s mostly rain. However, in colder deserts or higher elevations, snow can sometimes fall if temperatures drop low enough. Hail is rare but can also happen during strong winter storms.

17 Clean Surroundings Chapter Headings

CB Page

What is a Waste?

157

Disposal of Waste

158

Types of Waste

158

Management of Waste

160

Learning Outcomes Students will be able to:

understand how everyday actions contribute to waste and to practice responsible waste management, similar to how Shravani and her father learned about proper waste disposal. differentiate between biodegradable and non-biodegradable waste, provide examples of each, and understand the process of composting and its benefits.

understand the importance of proper waste disposal, explain the meaning of 3Rs and apply it in their daily lives.

Let’s Recall Recap with the students the knowledge on waste management.

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

Vocabulary dumpyard: big outdoor area where garbage trucks bring all the waste to be piled up

non-biodegradable waste: waste that does not rot and mix with soil

landfill: place where garbage is buried under the ground

reduce: using less of something

reuse: using things again instead of throwing them away

segregate: to separate things into different groups based on their type

recycle: turning old things into new things

biodegradable waste: waste that breaks down and mixes with soil

Teaching Aids Waste Tracking Sheets (with categories for avoidable, reusable, and disposal waste), examples of waste items (pictures or real objects), pictures of dustbins and dumpyards, A4 sheets and art supplies for presentations; Paper, markers, or coloured pencils, pictures or drawings of each stage; Metal cans, poster paper (green and blue), glue sticks, decorative materials for bins, pictures of waste materials (bio-degradable, non-biodegradable)

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Chapter: Clean Surroundings What is a Waste? and Disposal of Waste

Discover Page 157

Learning Outcomes

The students will be able to understand how everyday actions contribute to waste and to practice responsible waste management.

Teaching Aids

Waste Tracking Sheets (with categories for avoidable, reusable, and disposal waste), examples of waste items (pictures or real objects), pictures of dustbins and dumpyards, A4 sheets and art supplies for presentations

Activity

For one week, students will become “Waste Detectives” and track the waste they create at home and school—like food scraps, wrappers, and paper.

They will categorise waste as: Avoidable Waste: Items that could have been avoided.

Reusable Waste: Items that can be used again (like paper used on both sides).

Disposal Waste: Items that must be thrown away.

Each day, students will write down how they reduced, reused, or properly disposed of waste—like “I put my banana peel in the compost bin” or “I used both sides of my notebook paper”.

At the end of the week, they’ll share their findings and discuss: What type of waste they created most.

What challenges they faced and how they helped keep their surroundings clean.

Finally, students will create an A4 sheet presentation with their waste tracking, action plans, and drawings of how they managed waste responsibly.

Extension Idea

Ask: If the garbage truck in Shravani’s neighbourhood had been working, and they didn’t have to go to the dumpyard, what would be some ways that Shravani and her family could still reduce the amount of garbage they created?

Say: They could have reduced the amount of garbage they created by composting, recycling, buying products with less packaging, using reusable items, repair and reuse.

Types of Waste Learning Outcomes

Discover Page 158

The students will be able to differentiate between biodegradable and non-biodegradable waste, provide examples of each, and understand the process of composting and its benefits.

Teaching Aids

Paper, markers, or coloured pencils, pictures or drawings of each stage

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Activity

Explain the compost life cycle and how food waste turns into compost, which becomes fertiliser to help plants grow.

Students will draw and label each stage in the cycle, using arrows to show the process.

Once completed, discuss the benefits of composting, like reducing waste and helping plants grow healthy.

Extension Idea

Ask: What happens to waste that is not disposed of properly?

Say: It can clog drains, pollute water and land, attract pests, and release harmful gases if burned or left in landfills.

Management of Waste

Discover Page 160

Learning Outcomes

The students will be able to understand the importance of proper waste disposal, explain the meaning of 3Rs and apply it in their daily lives.

Teaching Aids

Metal cans, poster paper (green and blue), glue sticks, decorative materials for bins, pictures of waste materials (bio-degradable, non-biodegradable)

Activity

Divide students into groups and provide them with materials for the activity.

Cover the bins – Ask each group to wrap one metal can with green paper (for biodegradable waste) and another with blue paper (for non-biodegradable waste). Let them decorate their bins creatively.

Sort the waste – Give students pictures of different waste items. They must decide whether each item is biodegradable or non-biodegradable and place it in the correct bin.

Present their work – Each group will explain how they sorted the waste and why each item belongs in its bin.

Display the bins – Arrange the decorated bins in the classroom to reinforce the lesson on waste segregation.

Extension Idea

Ask: What happens to waste that is not disposed of properly?

Say: It can clog drains, pollute water and land, attract pests, and release harmful gases if burned or left in landfills.

Chapter 17 • Clean Surroundings

83

Answers Get Set

Page no. 157

They become waste.

It goes to trash cans, landfills, recycling centres, or sometimes, unfortunately, it litters the environment.

Pause and Answer

Page no. 160

Biodegradable Things

Non-biodegradable Things

Fruit peels

Plastic bottles

Eggshells

Candy wrappers

Fish bones

Metal cans

Leftover food

Glass jars

Vegetable peels

E-waste

1. Tick () the correct answer.

A. Fruit peels

Reuse: This means using things again instead of throwing them away. For example, you can use an old jar to store different things or give your old books and clothes to people who can reuse them.

B. Plastic bottle C. It saves energy 2. Fill in the blanks.

A. Fruit

Recycle: This means turning old things into new things. For example, paper and things made of plastic and glass can be recycled to make new items.

B. biodegradable

C. Benefits of Recycling

C. Non-biodegradable

Saves Natural Resources: Recycling helps us to use old things to make new things. For example, if we recycle paper; it results in less cutting down of trees.

D. Reuse B. False D. True Leaves

Old phone

B. Scrap metal

Petroleum

Human excreta

Broken glass

C. Reduce

Reuse

Recycle

Create waste

5. Short-answer questions.

A. Waste should be disposed of in covered dustbins and dumpyards.

B. Biodegradable waste, like fruit peels and paper, breaks down and mixes with the soil.

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6. Long-answer questions.

A. The waste that rots, breaks down, and finally mixes with the soil, is called biodegradable waste.

Examples - All food waste like vegetable and fruit peels, seeds, fish/chicken/mutton bones and egg shells, paper, human and animal excreta and garden waste like dry leaves, broken branches and flowers.

B. Reduce: This means using less of something so we create less waste. For example, if you bring a reusable water bottle instead of buying a new one each time, you are reducing waste.

Chapter Checkup

4. Circle the odd one out.

A. Paper Fish bones

Turn them into plant pots or decorative items.

Scrap metal, plastic items, broken glass, discarded electronic items like an old computer/laptop, mobile phone and television.

Dry leaves

C. False

D. Use them for storage (like spices, cookies, or craft supplies).

Non-biodegradable waste does not rot and mix with the soil. Some examples of non-biodegradable waste are:

Paper

3. Write True or False.

A. True

C. Composting turns biodegradable waste into manure.

Reduces Pollution: When we recycle, we create less waste that goes into landfills or gets burned.

This helps keep our air, water, and soil cleaner and healthier.

Saves Energy: Making new products from recycled materials often uses less energy than making them from new materials. This helps save energy and reduces pollution from power plants.

Helps Wildlife: Recycling helps keep our environment clean, which protects animals and plants. Less waste means safer homes for wildlife.

Drawbacks of Recycling Although recycling is a method of waste management, it can harm the environment in several ways. Some major disadvantages of recycling are mentioned below.

When paper is recycled, it requires a lot of chemicals, energy and water.

Recycling paper releases harmful pollutants into the air and water, thereby damaging the environment.

The process of recycling is time-consuming as it requires a lot of time to sort out different materials.

7. Picture-based questions.

A. Image A shows biodegradable waste—fruit and vegetable peels, leftover food, and natural waste that can easily break down and decompose.

Image B shows non-biodegradable waste—electronic devices like phones, chargers, and wires, which do not break down naturally and can harm the environment if not disposed of properly.

Chapter 17 • Clean Surroundings

B. Image A can be converted into compost because it consists of organic, biodegradable materials like fruit and vegetable scraps that decompose and turn into nutrient-rich fertiliser for plants.

Challenge (HOTS)

Food scraps like banana peels and apple cores in your compost bin because they are biodegradable. They break down naturally and turn into nutrient-rich compost that helps plants grow strong and healthy. Compost improves the soil, keeps it moist, and adds important vitamins for the plants.

Plastic wrappers, on the other hand, should never go in the compost bin because they are non-biodegradable. They do not break down and can stay in the soil for years. If left in the soil, they block water and air from reaching plant roots and may release harmful chemicals. This can damage your plants and pollute the environment. Always recycle plastic properly and keep it out of your garden.

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Environmental 18 Pollution Chapter Headings

CB Page

Water Pollution

167

Air Pollution

168

Land Pollution

170

Learning Outcomes Students will be able to: explain the causes and effects of water pollution and identify actions they can take to prevent it. explain the causes and effects of air pollution and suggest ways to reduce it. describe causes, effects and ways to reduce land pollution.

Let’s Recall Recap with the students the knowledge on types of environmental pollution.

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

Vocabulary pollutants: substances that contaminate the environment, causing harm to living organisms landfills: places where garbage and waste are buried under the ground

biodegradable: a material that can be broken down naturally by living organisms into simpler substances asthma: a condition that affects the lungs, causing difficulty in breathing emissions: (here) harmful gases released into the air

mining: process of taking out valuable minerals from the Earth

recycling: the act of converting waste materials into reusable materials pollution: addition of harmful substances to the environment sewage: waste water from homes and buildings

pesticides: chemicals used to kill insects that harm plants fertiliser: a substance added to soil to help plants grow aquatic: related to water

compost: substance made by breaking down plant and food waste into natural fertiliser to help plants grow

Teaching Aids Placards (optional) if the students require for their role play; A4 sheets, coloured pencils/oil pastels; Chart paper, marker pens, glue, pictures related to causes, effects and prevention of land pollution

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Chapter: Environmental Pollution Water Pollution

Discover Page 167

Learning Outcomes The students will be able to list causes, effects 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: Why do sea animals like turtles and fish suffer from plastic waste in the ocean?

Say: They often mistake plastic for food and eat it, which can block their stomachs and lead to death. Some also get trapped in plastic waste and cannot escape.

Air Pollution

Discover Page 168

Learning Outcomes The students will be able to explain the causes and effects of air pollution and suggest ways to reduce it.

Teaching Aids A4 sheets, coloured pencils/oil pastels

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.

Chapter 18 • Environmental Pollution

87

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.

Discover Page 170

Land Pollution Learning Outcomes The students will be able to describe causes, effects and ways to reduce land pollution.

Teaching Aids Chart paper, colours, marker pens, glue, pictures related to causes, effects and prevention of land pollution

Activity Divide the class into groups to work together on the activity.

Provide materials such as chart paper, markers, glue, and old magazines for pictures.

Guide students to create a chart that highlights the causes, effects, and prevention of land pollution.

Encourage creativity by having them paste pictures, draw illustrations, and use bold headings to make their charts engaging.

Once complete, invite each group to present their chart to the class, explaining their key points. Afterward, they will display their charts in their classroom

Extension Idea Ask: Why is throwing plastic waste on the ground a big problem?

Say: Plastic does not decompose for hundreds of years. It stays in the soil, harms animals that may eat it, and makes the environment dirty.

Answers Pause and Answer

Page no. 169

2. Fill in the blanks.

1. Deforestation

A. Pollution

3. Air pollution

C. Deforestation

2. Pollution

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

A. Industrial waste

B. Using public transport C. Polluted drinking water D. Planting trees 88

B. trees D. Recycling 3. Write True or False.

A. True

B. False C. False D. True

4. Match the following.

D. Three ways to reduce air pollution at home: b. Source of water pollution

Use public transport or bicycles instead of cars.

→

d. Reduce air pollution

Plant more trees around your home.

C. Burning coal

→

a. Air pollution

D. Mining

→

c. Land pollution

A. Industrial waste

→

B. Trees

5. Short-answer questions.

A. P ollution is the presence of harmful substances in the environment. Pollutants are the substances that cause pollution, like smoke, plastic waste, and chemicals.

B. L and pollution happens when waste like plastic, chemicals, and garbage pollute the soil, making it harmful for plants, animals, and people.

C. T hree ways to reduce water pollution: Avoid throwing garbage in water bodies.

Reduce the use of chemical fertilisers.

Avoid burning leaves and garbage.

7. Picture-based questions.

A. T hings polluting the river water in the picture: Plastic bottles and wrappers.

Other garbage and waste materials.

B. Two ways pollution affects the ducks in the river: Contaminated water can harm their health and cause diseases.

Ducks might accidentally eat plastic or get tangled in waste.

C. Stop throwing garbage and plastic into the river.

Organise community clean-up drives and use dustbins properly.

D. Two ways river pollution affects people living nearby:

Treat industrial waste before releasing it into

Polluted water can lead to diseases like cholera

D. D eforestation reduces the number of trees, which absorb carbon dioxide. With fewer trees, more

The bad smell and dirty environment lower the

water sources.

pollution stays in the air, increasing air pollution.

E. Two effects of air pollution: Breathing problems like asthma.

Harm to animals and plants due to toxic air.

6. Long-answer questions.

A. Factory waste and pollution: Air pollution: Smoke from chimneys pollutes the air.

Water pollution: Chemicals released into rivers pollute water.

Land pollution: Solid waste dumped on land makes the soil toxic.

B. Effects of water pollution:

On animals: Polluted water harms fish and other aquatic creatures, sometimes killing them.

On humans: Drinking polluted water can cause diseases like cholera and stomach infections.

C. I mportance of recycling paper and plastic: Recycling

and skin infections. quality of life.

Challenge (HOTS)

1. If we did not reduce land pollution: Soil would become contaminated, making it harder to grow healthy crops.

Garbage buildup would attract pests and spread diseases.

Natural habitats for animals would be destroyed.

The environment would look dirty and unpleasant.

2. If we all stopped using plastic: We would reduce pollution and protect wildlife from plastic waste.

The air, water, and soil would be cleaner and healthier.

We would use eco-friendly alternatives like cloth bags, glass jars, and metal containers.

It would encourage creativity and innovation in finding sustainable materials.

saves natural resources, reduces pollution, and keeps waste out of landfills, protecting the environment.

Chapter 18 • Environmental Pollution

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Unit

8

Land and People

Chapters in This Unit 19. Locating Places 20. Our Country India 21. Our Earth Story in This Unit The Elders and Dr Vikram gather in the Council Room, clearly tense over the state of the Magical Garden. The Elder Wizard confirms the severity of the attack, which is rapidly destroying the garden’s natural resources—air, plants, flowers, soil, magical crystals, and other vital materials. Elder Robot reveals a large map of Avora, showing important locations that will soon be affected due to the lack of resources from the garden. The group agrees that protecting these locations and restoring the Magical Garden’s powers is essential for Avora’s survival.

Conji expresses concern for the fairies, but the Elder Wizard reassures everyone that they escaped safely, though they remain frightened. Elder Robot notes this fear is dangerous, especially with elections approaching. The Elder Wizard prioritises the safety of Avorians and has instructed the fairies to begin restoring the garden. Mel suspects the attack is Lord Ero’s strategy to create chaos and influence the election results, but the group remains determined not to let fear sway them.

Meanwhile, in Lord Ero’s dungeon, he and his follower Drakon celebrate their plan’s success. They believe the attack on the Magical Garden will cause Avora’s citizens to lose faith in the Elder Wizard’s leadership. Lord Ero hopes the fear and confusion will lead people to blame the current leader for not protecting Avora, strengthening his own position and claim to power. Confident in their strategy, the two villains revel in their anticipated victory.

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19 Locating Places Locating a Place

Chapter Headings

CB Page 181

Map

181

Learning Outcomes

Students will be able to: understand how knowing the location of a place helps us navigate and explore our surroundings using maps and directions. identify and understand the different types of maps and their uses.

understand the use and importance of map elements like the title, directions, symbols, and legend in reading and interpreting maps.

Let’s Recall

Recap with the students the knowledge on maps.

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

Vocabulary navigate: find your way around locate: find something

atlas: an atlas is a book filled with maps. It shows different places on Earth, like countries, cities, rivers and mountains, helping us learn about the world

landforms: things that occur naturally in the environment, like mountains and rivers

political map: a type of map that shows the boundaries of countries, states and cities, as well as important places like capital cities

surroundings: the places around you satellites: machines sent into space to orbit the Earth and take pictures or send information back to Earth

physical map: a type of map that shows natural features like mountains, rivers, lakes and oceans

digital: something that is available in devices that use the internet

thematic map: a map that displays information about a particular theme or topic digital map: a map that is viewed on a digital device like a phone or computer

real-time: happening at the present moment

route: the way or path one takes to go from one place to another

direction: an indication leading towards a particular place or a point

satellite images: pictures of the Earth taken from space by satellites

compass rose: a symbol on a map that shows the four cardinal direction

icons: small pictures or symbols used to represent different things on a map

legend: the part of the map that explains what all the symbols in the map mean

puzzle: a game or problem to solve

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Teaching Aids

Printed imaginary zoo maps, pencils, and direction cards; Flash cards with different information (e.g., population, rivers, climate, cities, roads, etc.); Compass, directional clue cards (e.g., “Take 3 steps North, then 2 steps East”), small objects for “treasure hunt” (stickers, erasers, tokens), blank classroom map outline, coloured pencils or markers, symbol chart (examples of common map symbols like trees, rivers, houses), paper for students to draw their own classroom map, pre-made map with various symbols, blank legend/key template, cut-out symbol cards or stickers, glue stick

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Chapter: Locating Places Locating a Place

Discover Page 181

Learning Outcomes

The students will be able to understand how knowing the location of a place helps us navigate and explore our surroundings using maps and directions.

Teaching Aids

Printed imaginary zoo maps, pencils, and direction cards

Activity

Give students a simple, colourful map of an imaginary zoo. The map should include symbols for different animal enclosures (like lions, elephants, and birds), snack stands, gift shops, rest areas, and exits. Start by explaining the map’s elements—title, symbols, directions, and the legend—so students understand how to read it.

Next, hand out direction cards with clues like, “Find the lion’s enclosure. Now go three blocks west and one block south. Where are you now?” or “Start at the entrance and go two blocks east and one block north. What place is this?”

Encourage students to work in pairs and take turns reading the clues and following directions. Walk around the room, offering support and asking questions like, “Which direction are you moving in?” or “What symbol shows the snack stand?”

After the activity, bring the class together to discuss how the map helped them find their way and why knowing directions and map symbols is important.

Extension Idea

Ask: Why is it important to know the location of places around you?

Say: Knowing locations helps us find places easily, stay safe, and explore new areas without getting lost.

Types of Maps

Discover Page 181

Learning Outcomes

The students will be able to identify and understand the different types of maps and their uses.

Teaching Aids Flash cards with different information (e.g., population, rivers, climate, cities, roads, etc.)

Activity

Prepare flash cards with different types of information that can be represented on various types of maps.

Split the class into small groups.

Ask the students that you will show flash cards with different types of information on them.

Each group will take turns answering which type of map (e.g., political, physical, climatic, thematic, resource) would best represent the information on the flash card.

The group with the most correct answers wins the challenge.

After the activity, review the types of maps and the correct answers to each flash card. Discuss why each map type is suited for the specific information.

Chapter 19 • Locating Places

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Extension Idea

Ask: What are digital maps? How are they used?

Say: Digital maps are virtual representations of geographic areas, created using data from satellite images, GPS, and geographic information systems (GIS). They provide detailed, interactive visuals of locations, including roads, landmarks, terrain, and more.

They’re used for navigation (like GPS apps), urban planning, disaster management, tracking deliveries, and analysing geographic data for research or business. Digital maps also help in location-based services, like finding nearby restaurants or weather updates.

Elements of a Map

Discover Page 183

Learning Outcomes The students will be able to understand the use and importance of map elements like the title, directions, symbols, and legend in reading and interpreting maps.

Teaching Aids Compass, directional clue cards (e.g., “Take 3 steps North, then 2 steps East”), small objects for “treasure hunt” (stickers, erasers, tokens), blank classroom map outline, coloured pencils or markers, symbol chart (examples of common map symbols like trees, rivers, houses), paper for students to draw their own classroom map, premade map with various symbols, blank legend/key template, cut-out symbol cards or stickers, glue stick

Activity Set up three workstations around the classroom, each focussed on a different element of a map: directions, symbols, and legend. Students will rotate through each station to engage in hands-on activities and discuss what they learn.

Workstation 1 (Directions): Activity: Students will use a compass to practice identifying cardinal directions (North, South, East, West) and intermediate directions (NE, NW, SE, SW). They’ll follow a set of clues to find hidden “treasures” around the classroom using directional instructions.

Workstation 2 (Symbols): Activity: Students will look at a simple classroom map with different symbols (like a star for the teacher’s desk, a circle for the reading corner, etc.). They’ll then create their own map of the classroom using symbols for key areas and objects.

Workstation 3 (Legend/Key): Activity: Students will match map symbols to their meanings by creating a map legend. They’ll be given a set of symbols and a blank “key” and will decide what each symbol represents. Then they’ll use the legend to interpret a simple map.

At the end of the rotations, bring the class together to review what they learned and discuss how these map elements work together to help us navigate and understand maps better.

Extension Idea Ask: How do you think a map would look if we didn't use symbols, and how might that affect its clarity?

Say: Without symbols, maps would need to have long descriptions for each feature, making them crowded and harder to read. This would reduce the map's clarity.

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Answers Get Set

Page no. 180

B. A compass rose shows the main directions (North, South, East, West) and helps us understand how to navigate a map.

C. Digital maps help us find locations, plan routes, get real-time updates, and see satellite images.

D. A political map shows boundaries of countries, states, and cities. It also shows capitals and other important places.

E. (Answer may vary.)

Pause and Answer

Page no. 183

1. Physical map → c. Shows natural features like mountains, rivers, and lakes.

2. Political map → a. Shows countries, states, and cities.

3. Thematic map → b. Shows specific information like climate or population.

Chapter Checkup

1. Tick () the correct answer.

A. Maps available online

B. Northeast

C. The map symbols

6. Long-answer questions.

A. A physical map shows natural features like mountains, rivers, and lakes. It helps us understand the geography of an area. A political map shows boundaries of countries, states, and cities. It focuses on human-made divisions and locations.

B. Maps have several important elements:

2. Fill in the blanks.

A. compass rose

B. Title

C. symbols 3. Write True or False.

A. False

B. True

C. False 4. Match the following.

A. Route

→

c. The way to get from one place to another

B. Legend

→

a. The part of a map that explains the symbols

C. Cardinal directions →

b. North, south, east, and west

5. Short-answer questions.

A. A physical map shows natural/physical features like mountains, rivers, lakes, and forests.

Chapter 19 • Locating Places

Title: Tells what the map is about.

Directions: A direction is an indication leading towards a particular place or a point. Directions are shown on a map to help you know which way is which. Most maps have a symbol called a compass rose that points to the four cardinal directions: north (N), south (S), east (E) and west (W).

Symbols: Symbols are small pictures or icons on a map that represent different things. For example, a little tent might show where a campsite is, a star might show the location of a capital city and a line might represent a road. These symbols make it easier to read a map.

Legend: The legend, or key, is where the map explains what all the symbols mean. For example, if you see a little tree symbol on the map, the legend will tell you that this symbol represents a forest. If you see a blue line, the legend might tell you it represents a river. The 95

legend helps you understand what every symbol on the map stands for.

C. A legend helps us understand the meaning of the symbols on a map. For example, if a map shows a blue line and a green triangle, the legend will tell us that the blue line represents a river and the green triangle stands for a mountain. Without a legend, it would be hard to read and understand the map.

7. Picture-based questions.

A. 4 towns B. 2 towns C. 1 town D. Map of Towns and Natural Landmarks (Answer may vary.)

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Challenge (HOTS)

1. Knowing directions like north, south, east, and west is important because it helps us find our way and avoid getting lost. It also helps us understand where places are in relation to each other—like knowing which way to go to reach a friend’s house, a park, or a new city.

2. Without maps, life would be very confusing. We would not know how to get to new places, plan trips, or find important locations like hospitals, schools, or stores.

Maps help us explore the world and stay on the right path.

20 Our Country India Chapter Headings

CB Page

Physical Features of India

191

Northern India

191

Central and Southern India

194

Learning Outcomes Students will be able to:

understand and list the different landforms of India.

describe the three main geographical regions of northern India - the Great Himalayas, Northern Plains, and Thar Desert. describe the features of the Southern Plateau.

describe the location of the Coastal Plains and the Islands and identify their key geographical features.

Let’s Recall Recap with the students the knowledge on the physical features of India.

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

Vocabulary landforms: formations which occur naturally over the earth like mountains, rivers, etc.

perennial: something available throughout the year

biodiversity: different types of plants and animals found in a region

Shivalik: is the lowest range of the Himalayas

prone: to be regularly affected by something

Himachal: lies to the south of the greater Himalayas

densely: in large numbers

Terrace farming: the process of growing crops on the sides of hills or mountains by planting on the hill slope which looks like steps

sediments: materials deposited by rivers, winds, rain, etc.

Thar Desert: a large, arid region located in the northwestern part of India

arid: a region with less rains and dry weather pristine: clean and fresh, as if new

peninsula: a piece of land surrounded by water on three sides

Himadri: is the northernmost and the highest mountain range of the Himalayas

plateau: mountains with a flat region in the middle

glacier: a large piece of ice which floats or moves down a valley or mountain

coastal plains: narrow areas of plains near a sea or ocean

97

Teaching Aids Blank physical maps of India, coloured origami sheets (green, purple, brown, yellow, blue), glue; Cue cards with phrases related to features of the Great Himalayas, Northern Plains, and Thar Desert; Political map of India, pencil colours, reference map of India

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Chapter: Our Country India Physical Features of India

Discover Page 191

Learning Outcomes

The students should be able to understand and list the different landforms of India.

Teaching Aids

Blank physical maps of India, coloured origami sheets (green, purple, brown, yellow, blue), glue

Activity

Provide students with a blank physical map of India.

Give them coloured origami sheets and ask them to tear the sheets into small pieces.

Guide them to label the six physical divisions: the Great Himalayas, the Northern Plains, the Great Indian Desert, the Coastal Plains, the Southern Plateau, and the Islands.

Ask students to paste the coloured paper bits to represent each division: Brown for the Himalayan Mountains, Green for the Northern Mountains, Purple for the Great Indian Desert, Yellow for the Southern Plateau, Blue for the Coastal plains, Orange for the islands.

(Note: If the areas are too small for pasting paper, have the students colour those sections instead.)

Extension Idea

Ask: Which physical division of India do you live in?

Say: The Northern Plains (Answer may vary.)

Northern India

Discover Page 191

Learning Outcomes

The students will be able to describe the three main geographical regions of northern India - the Great Himalayas, Northern Plains, and Thar Desert.

Teaching Aids

Cue cards with phrases related to features of the Great Himalayas, Northern Plains, and Thar Desert

Activity

Prepare cue cards with clues related to the features of the Great Himalayas, Northern Plains, and Thar Desert.

For example: Region with highest peaks in the world – Great Himalayas Area is known for its fertile soil and rivers – Northern Plains India’s largest desert – Thar Desert Tallest mountain peak in India - Kanchenjunga Part of Himalayas that are home to hill stations - Himachal One major crop grown in the Northern plains - Wheat Ship of the desert - Camel

Chapter 20 • Our Country India

99

States covered by the Thar desert - Rajasthan and some parts of Gujarat And so on………….

Divide the class into 4 teams.

Take turns reading the clues from the cue cards and keep track of the scores on the scoreboard.

Award 5 points to the team for each correct answer. If a team is unable to answer the question, pass it to the next team. Award 3 points for each passed question answered correctly.

The team with the highest score at the end of the game wins!

Extension Idea

Ask: Why do many people live in the Northern Plains compared to the Thar Desert?

Say: The Northern Plains have fertile soil, plenty of water, and a good climate for farming, while the Thar Desert is dry, hot, and has limited resources, making life harder.

Central and Southern India - Central Highlands and Deccan Plateau

Discover Page 194

Learning Outcomes

The students will be able to describe 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.

Central and Southern India - Coastal Plains and Islands Learning Outcomes

Discover Page 195

The students will be able to describe the location of the Coastal Plains and the Islands and identify their key geographical features.

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Teaching Aids

Blank political map of India, map of India for reference, coloured markers/pens

Activity

Provide each student with a blank map of India. Using a reference map, guide students to locate and shade the Coastal Plains and Islands of India.

Ask students to use dark blue colour to shade the Western Coastal Plains and the Eastern Coastal Plains on their maps.

Have students mark important rivers that flow through these plains Western Coastal Plains: Rivers like Narmada, Sabarmati, and Tapi; Eastern Coastal Plains: Rivers like Mahanadi, Godavari, Krishna, and Kaveri. They can use blue to highlight the rivers.

Point out the two major island groups of India - The Andaman and Nicobar Islands in the Bay of Bengal, dividing them into the Andaman Islands (north) and Nicobar Islands (south); The Lakshadweep Islands in the Arabian Sea. Ask the students to mark these islands on their maps using a red colour. Also, let the students label the Arabian Sea, Bay of Bengal, and Indian Ocean, which surround the coastal plains on three sides.

As students work, walk around the classroom to help with any questions and ensure they are correctly labelling the features.

Extension Idea

Ask: Is the southernmost tip of the Indian mainland and southernmost tip of India the same? Give reasons for your answer.

Say: No, the southernmost tip of the Indian mainland and the southernmost tip of India are not the same. The southernmost tip of the Indian mainland is Kanyakumari (Cape Comorin) which is located in the state of Tamil Nadu, where the Arabian Sea, Bay of Bengal, and the Indian Ocean meet, while the southernmost tip of India is Indira Point, which is located in the Nicobar Islands, specifically on Great Nicobar Island, and is part of the Andaman and Nicobar Islands in the Bay of Bengal.

Reason: Indira Point is further south than Kanyakumari, making it the true southernmost point of the entire country.

Answers Pause and Answer

Page no. 193

1. Himadri or the Greater Himalayas 2. Shivalik or the Outer Himalayas 3. Gangetic Plains

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

A. Farming B. Rajasthan C. Tropic of Cancer

D. Kanyakumari

2. Fill in the blanks.

A. Mt Everest

B. Bay of Bengal

C. Northern Plains

D. eastern coast

Chapter 20 • Our Country India

3. Write True of False.

A. False C. False

B. True D. False

4. Match the following.

A. Andaman and Nicobar Islands B. Lakshadweep Islands

→ →

d. Port Blair c. Kavaratti

C. Aravali hills

→

a. Central Highlands

D. Deccan Plateau

→

e. Minerals

E. Thar Desert

→

b. Camels

5. Short-answer questions.

A. Shimla, Manali, Dalhousie, Dharamshala (Answer may vary.)

101

B. The Northern Plains are often referred to as the “food bowl of India” because it produces a large amount of the country’s food grains. This is because of its fertile soil, abundant water supply from rivers like the Ganges, and suitable climate that makes it ideal for growing wheat, rice, and other crops.

grown. Coconut trees are also common in the coastal plains. The plains also have rich sea resources like fish and seafood. So, fish farming and sea trading are important activities in this region. Many ports are developed along the coastal plains. They play an important role in national and international trade.

C. C amels can travel long distances without water, withstand extreme desert heat, and carry heavy loads—making them perfect for desert transportation.

Islands - These are smaller areas of land that are surrounded by water on all sides. Southern India has mainly two island groups: The Andaman and Nicobar Islands and the Lakshadweep Islands. The Lakshadweep Islands are a group of 36 beautiful islands. Kavaratti is the capital city of this island.

The traditional occupation in these islands includes fishing and coconut cultivation. These islands have beautiful landscapes and they attract many tourists from all around the world. The Andaman and Nicobar Islands are situated on the eastern coast of India.

There are over 572 islands in total, out of which 550 islands are in the Andaman group and 22 islands are in the Nicobar group. The capital city is Port Blair.

D. T he main crops grown in the Deccan Plateau region are rice, cotton, coffee, tea, and oil seeds.

E. The Andaman and Nicobar Islands have a tropical climate, characterised by hot and humid weather with heavy rainfall.

6. Long-answer questions.

A. The Himalayan region is thinly populated because of the harsh climate, extreme cold, heavy snowfall, and difficult terrain. This makes it hard for people to live there. Agricultural opportunities are limited, and infrastructure like roads and hospitals is scarce.

B. The major regions of the southern part of India include- Central Highlands, Deccan Plateau, Coastal Plains, Islands.

Central Highlands - The central highlands are surrounded by the Aravali range in the northwest and Vindhya range in the south. The central highlands include the Aravali hills, the Malwa plateau and the Chota Nagpur Plateau. These highlands are located mainly in the central part of India.

Deccan Plateau - The Deccan Plateau lies below the Central Highlands and is bordered by the Western Ghats in the west, the Eastern Ghats in the east, and the Vindhya – Satpura in the north. The region is known for its rich soil, minerals and diverse landscapes. It also has reserves of coal, iron, and mica. The region experiences low rainfall due to which the climate remains hot and dry. The main crops grown here are rice, cotton, coffee, tea, and oil seeds.

Coastal Plains- The narrow areas of plain between the southern plateau and the sea coasts are called the coastal plains. The Western Coastal Plain lies between the Western Ghats and the Arabian Sea. The Eastern Coastal Plain lies between the Eastern Ghats and the Bay of Bengal. Both meet at Kanyakumari which is the southernmost tip of mainland India. Crops such as rice, pepper, ginger, cardamon and spices are

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7. Picture-based questions.

A. Shimla is located in the Himachal Himalayan region (also known as the Lesser Himalayas).

B. a. Manali b. Dalhousie C. Pine, Deodar (Cedar), Oak

Challenge (HOTS)

If the Aravalli range were the highest range in the world instead of the Himalayas, it would significantly affect the climate of the Northern Plains, the Thar Desert, and the surrounding regions. This would lead to a complete shift in climate patterns, agriculture, and vegetation in these regions.

Northern Plains: The Northern Plains would receive less rainfall because the Aravalli range runs southwest to northeast, unlike the Himalayas which block the moist monsoon winds. Without the Himalayas’ barrier, the monsoon winds would pass without bringing much rain.

Thar Desert: The Thar Desert would likely be more fertile and greener since the towering Aravalli range would block and trap more moisture, increasing rainfall in this region.

Himalayan Region: Without the Himalayas, the cold winds from Central Asia would flow freely into the Indian subcontinent, leading to harsher winters and a much colder climate in Northern India.

21 Our Earth Chapter Headings

CB Page

Location of the Earth

200

Shape of the Earth

201

Movements of the Earth

201

Learning Outcomes Students will be able to:

describe the Earth’s unique characteristics that support life, including the presence of liquid water, its position in the solar system, and the atmosphere. describe the shape of the Earth.

describe the movements of the Earth on its axis and around the sun.

Let’s Recall Recap with the students the knowledge on our planet Earth, its shape and movements.

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

Vocabulary landscapes: areas of land that has a particular quality or appearance

rotation: movement of the Earth on its axis

atmosphere: the layer of air surrounding the Earth

revolution: movement of the Earth around the Sun

stationary: not moving

orbit: a fixed path in which the Earth moves around the Sun

axis: an imaginary line that goes through the centre of the Earth

seasons: weather conditions that stay the same for three or more months

Teaching Aids White chart paper, blue chart paper, green chart paper, glue, scissors, markers; Modelling clay; Flashcards with questions on movements of the Earth

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Chapter: Our Earth Location of the Earth

Discover Page 200

Learning Outcomes

The students will be able to describe the Earth’s unique characteristics that support life, including the presence of liquid water, its position in the solar system, and the atmosphere.

Teaching Aids

White chart paper, blue chart paper, green chart paper, glue, scissors, markers

Activity

Divide the class into groups and instruct the students to sit in their respective groups.

Distribute the material for the activity to all the groups.

Ask the students to cut out a large circle from a white chart paper, representing the Earth.

Guide the students to cut a piece of blue chart paper so as to cover 3/4th part of the circle and a green chart paper cut out to cover the remaining 1/4th part of the circle.

Ask them to label the blue and green parts as water and land, respectively.

Then invite the groups to showcase their completed models of Earth. Encourage the students to explain the division of Earth as land and water and list different landforms (mountains, plateaus, hills, deserts) and water bodies (oceans, seas, lakes, rivers, ponds, etc.).

Extension Idea

Ask: How does the distance from the Sun help the Earth support life?

Say: The Earth is at the ideal distance from the Sun, making it neither too hot nor too cold, with a temperature perfect for supporting life.

Shape of the Earth

Discover Page 201

Learning Outcomes

The students will be able to describe the shape of the Earth.

Teaching Aids Modelling clay

Activity

Instruct the students to form small groups and distribute the materials to each student. Ask them to create a model of the Earth based on their understanding. Once they finish, have them describe the shape of the Earth.

Guide them to ensure their model represents a spherical shape, slightly flattened at the top and bottom.

Extension Idea

Ask: What is a ‘geoid’?

Say: ‘Geoid’ is something that is earth-shaped, i.e. the true shape of the Earth—not a perfect sphere or an oval, but a slightly bulging, wavy surface.

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Movement of the Earth

Discover Page 201

Learning Outcomes The students will 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.

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: If Earth stopped rotating, what would happen to day and night?

Say: One side of Earth would always face the Sun and have constant daylight, while the other side would be in permanent darkness. It would be extremely hot on one side and extremely cold on the other.

Chapter 21 • Our Earth

105

Answers Pause and Answer

Page no. 201

1. Earth

2. Atmosphere

3. Third

4. 150 million km

Chapter Checkup

1. Tick () the correct answer.

A. 1/4th B. Air 2. Fill in the blanks.

A. Axis C. Orbit

C. 150 million km

D. Rotation C. False

4. Match the following.

A. The movement of the Earth on its axis

D. True

→ d. Rotation

B. The duration of one rotation

→ b. 1 day

C. The movement of the Earth around the Sun

→

D. The duration of one revolution

→ a. 1 year

c. Revolution

5. Short-answer questions.

A. a. Axis of the Earth: It is an imaginary tilted line around which the Earth rotates from west to east, causing day and night. b. Orbit: It is the fixed elliptical path the Earth follows as it revolves around the Sun. B. We do not feel the rotation of the Earth because it rotates at a constant speed and everything, including the air, moves along with it.

C. Seasons are caused by the Earth’s revolution around the Sun and the tilt of its axis, which changes the angle and amount of sunlight different parts of the Earth receive throughout the year.

6. Long-answer questions.

A. Difference between rotation and revolution: a. Movement: Rotation is the spinning of the Earth on its axis, while revolution is the Earth’s movement around the Sun in an orbit.

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B. The Earth is neither perfectly flat nor perfectly round; its actual shape is an oblate spheroid— slightly flattened at the poles and bulging at the equator due to its rotation. This shape has been confirmed through satellite images and observations from space.

C. The Earth’s rotation causes day and night. As the Earth spins on its tilted axis, the side facing the Sun experiences day, while the opposite side remains in darkness, experiencing night.

B. Oblate spheroid

3. Write True or False.

A. False B. False

b. Duration: Rotation takes 24 hours (1 day), while revolution takes 365¼ days (1 year).

Occurrence of day and night 7. Picture-based questions.

A. The part of the Earth that is facing the Sun has day.

B. The part of the Earth that is away from the Sun has night.

C. The axis is the imaginary line around which the Earth spins.

Challenge (HOTS)

1. If the Earth stopped revolving around the Sun, seasons would no longer change—one part of the Earth would stay in constant summer, and another in constant winter, leading to extreme climate conditions.

2. If the Earth took twice as long to complete one rotation, days and nights would last 48 hours instead of 24— resulting in longer, hotter days and longer, colder nights, making life much harder to sustain.

Unit

9

The Citizens of India

Chapters in This Unit 22. Indian Elections Story in This Unit It’s Election Day in Avora, and everyone is busy preparing. Mel helps set up the electronic voting booths, while Conji and Eva send emails encouraging people to vote. Mel shows his electronic ID, which confirms their identity before voting, and the others compare it to the Voter ID cards used in India. Dr Vikram explains that India is the largest democracy on Earth, where citizens over the age of 18 vote to elect their representatives. In Avora, however, everyone can vote, which excites Manu and Ishaan, who look forward to voting when they turn 18.

As the elections begin, there’s a sense of tension, and everyone hopes Elder Wizard’s efforts to maintain peace and order will be recognised. Elder Wizard is running against Ms Idea in the elections, and Mr Time thanks the citizens of Avora for coming out to vote, reminding them of the importance of making the right choice for their future.

Once voting is done, everyone gathers in the streets, eagerly waiting for the results.

As the election results are about to be announced in Avora, Elder Wizard and Ms Idea take the stage for their closing speeches. The Elder Wizard speaks about unity, love, and the power of combining magic and technology, while Ms Idea begins her speech—but suddenly, the sky turns dark, and the evil Lord Ero and Drakon appear. A fierce battle begins as they attack with dark magic, but Elder Wizard and Ms Idea stand strong. With the power of all the elements, the Elder Wizard casts a powerful spell, defeating Lord Ero and Drakon and bringing peace back to Avora.

As the sky clears and celebrations begin, Mr Time announces the election results— Elder Wizard wins with a major lead of 1000 votes. Ms Idea congratulates him, and the people cheer for their new leader and their victory over evil. With the Dark Magic gone, the Magical Garden is also restored to its beauty. As the human visitors prepare to return to Earth, they thank their Avorian friends and promise to stay connected, leaving on their spaceship as Avora celebrates peace and unity.

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22 Indian Elections India—The Largest Democracy

Chapter Headings

CB Page 212

Union of India

212

The Parliament

212

Elections in India

213

Learning Outcomes

Students will be able to: define democracy, explain how leaders are chosen in India through elections, and understand the concept of representation. describe the structure of the Union of India, differentiate between state and central governments, and explain the basic functions of the Indian Parliament (Lok Sabha and Rajya Sabha).

explain the importance of elections in India, describe the role of the Election Commission, understand the use of EVMs, and recognise the importance of Voter ID cards.

Let’s Recall

Recap with the students the knowledge on different forms of government in India.

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

Vocabulary welfare: to do good in terms of health and well-being

Parliament: the supreme legislative body of India

secret ballot system: a system of voting where the identity of the voter or the person who has been voted for is not disclosed

voter ID card: an identity card given to the eligible voters

democracy: a system of government where people choose their leaders by voting

Election Commission of India: an independent body that conducts elections in India

Teaching Aids

A bowl or basket, slips of paper; Cue cards with phrases related to the Union of India and the Parliament; Cardboard, chartpaper, self photo, glue, marker or pens, coloured paper or bottle caps for buttons, colours

108

Chapter: Indian Elections India—The Largest Democracy

Discover Page 212

Learning Outcomes

The students will be able to define democracy, explain how leaders are chosen in India through elections, and understand the concept of representation.

Teaching Aids

A bowl or basket, slips of paper

Activity

Begin by explaining to students that in a democracy, people vote to make decisions together. Tell them they’ll practice this by voting on a class decision, like choosing between two activities (e.g., a drawing session or a storytelling session). Write the two options on the board and ask students to think about their choice. Hand out small slips of paper and ask each student to write their preferred option. Collect the slips in a box or basket, mix them up, and then count the votes in front of the class. Announce the option with the most votes as the final decision. Afterward, discuss how this process reflects how real elections work and why voting is important in making fair decisions.

Extension Idea

Ask: Why do you think it’s important to keep your vote a secret?

Say: It’s important because it protects you from being pressured or treated unfairly because of who you voted for. It allows you to freely choose who you think is the best leader.

Union of India and The Parliament

Discover Page 212

Learning Outcomes

The students will be able to describe the structure of the Union of India, differentiate between state and central governments, and explain the basic functions of the Indian Parliament (Lok Sabha and Rajya Sabha).

Teaching Aids Cue cards with phrases related to the Union of India and the Parliament

Activity

Prepare cue cards with clues related to the features of the Union of India and the Parliament. For example: Total number of states in India – 28

Total number of union territories in India – 8

The elected government that takes care of all the people of India – Central Government Government responsible for running a state – State Government

The two houses of the Parliament of India – Lok Sabha and Rajya Sabha

House of Parliament where members are elected by the people – Lok Sabha Another name for Lok Sabha – Lower House And so on ………….

Chapter 22 • Indian Elections

109

Divide the class into 4 teams. Take turns reading the clues from the cue cards and keep track of the scores on the scoreboard. Award 5 points to the team for each correct answer. If a team is unable to answer the question, pass it to the next team. Award 3 points for each passed question answered correctly. The team with the highest score at the end of the game wins!

Extension Idea

Ask: Why is it important for the Lok Sabha members to be elected by the people?

Say: It ensures that the laws made in Parliament reflect the wishes of the people. It gives the people a voice in how their country is governed.

Elections in India

Discover Page 213

Learning Outcomes The students will be able to explain the importance of elections in India, describe the role of the Election Commission, understand the use of EVMs, and recognise the importance of Voter ID cards.

Teaching Aids Cardboard, chartpaper, self photo, glue, marker or pens, coloured paper or bottle caps for buttons, colours

Activity Divide the class into small groups of 4–5 students. Show the class a sample of a real Voter ID card and take a few minutes to explain the information on it—like the name, photo, voter ID number, date of birth or age, address, and gender. Make sure everyone understands why each piece of information is important. Once that’s done, ask each student to replicate the details from the sample Voter ID card onto their own mock card. Provide materials to the students. Ask them to write their name, create a fake ID number, add their address and other details, and bring in a small photo of themselves to attach.

Now, provide each group with some materials like cardboard, paper, markers, and (if available) small buttons or bottle caps. Their task is to design and construct a mock Electronic Voting Machine (EVM). The EVM should have five “buttons”—these can be drawn on paper, made from bottle caps, or created in any creative way. Next to each button, the students should use a unique symbol to represent each group member—like a star, circle, triangle, flower, or heart. Make sure they clearly label the symbols so it’s easy to identify which symbol belongs to which “candidate”.

Once the EVMs and voter ID cards are ready, have each group present their EVM to the class and show off their mock voter ID cards. After the presentations, lead a group discussion about how EVMs and Voter ID cards work together in real elections.

Extension Idea Ask: What might happen if people didn't vote?

Say: The government might not represent the wishes of the people. People would lose their chance to choose their leaders and make their voices heard.

110

Answers Get Set Democracy Election Government

Page no. 211 W

D

E

M

O

C

F

G

E

O

T

E

R

T

P

E

W

Parliament

Welfare

T

L

U

A

K

Union Voting

I

F

R E

L

C I

U

H

D

G

G

W

A

O

T

I

R

L

O

A

O

T

P

B. The Supreme Court of India is located in New Delhi.

T

C. All citizens of India who are 18 years or older can vote in elections.

D. The Chief Election Commissioner of India is the head of the Election Commission of India.

N

F

T

H

L

N

C

N

L

O

A

N

M

1. Prime Minister

D

B

L

N

Pause and Answer

N

K

Y

R

R

V

I

E

R

A. The two houses of the Parliament of India are Lok Sabha and Rajya Sabha.

W

E

P

G

O

E

T

A

S

N

S

L

M

T

L

O

B

A

H

A

Y

I

W

S

O

V

R

Y

N

G

C

P

O

R

A

T

C

N

R

Q E

A

O

Y

E

A R

W

E

N

T

L

V

R L

U I

Page no. 213 2. Government

3. Rajya Sabha

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

A. Central government

B. Issues Voter ID cards

C. Lok Sabha

D. Voter ID Card

2. Fill in the blanks.

A. Democracy

B. 28

C. Lok Sabha

D. New Delhi

3. Write True or False.

A. False

B. True

C. False

D. False

4. Match the following.

A. Lok Sabha

→ d. Lower House

B. Voter ID Card

→ c. Needed to vote

C. State Election Commission → b. Conducts elections for Gram Panchayats D. Parliament

Chapter 22 • Indian Elections

→ a. Where laws are made

5. Short-answer questions.

6. Long-answer questions.

A. The Election Commission is important for elections because it ensures that elections are free, fair, and conducted in an orderly manner. It sets rules for campaigning, monitors voting processes, and makes sure every eligible citizen can vote without any pressure or unfair influence.

B. Electronic Voting Machines (EVMs) help in conducting elections by making the voting process faster, more efficient, and more accurate. They reduce the chances of human error and prevent issues like invalid or tampered votes, ensuring that results are calculated quickly and transparently.

7. Picture-based questions.

A. Voter ID card (Election Photo Identity Card) B. It is used during elections for voting to confirm the identity of the voter.

C. Indian citizens who are 18 years or older are eligible to receive this card.

Challenge (HOTS)

The Election Commission of India issues Voter ID cards only to eligible voters to maintain fair and transparent elections.

It helps confirm the voter’s identity, ensures that only legitimate citizens above 18 years vote, and prevents illegal voting or duplication.

111

Assessment Answer Keys Assessment – 1 Read the story. Answer the questions given below.

1. Answer: B. To protect against flooding during heavy rainfall.

2. Answer: A. It kept the house warm.

3. Answer: Priya needs to switch to cotton clothes in Assam because they are light and breathable, helping her stay cool in the hot and humid weather. To take care of her woollen clothes, she should wash them gently, dry them properly, and store them in a cool, dry place with moth repellents.

4. Answer: Priya can take care of her health by drinking plenty of water to stay hydrated, wearing light cotton clothes to stay cool, and eating fresh fruits and vegetables to boost her immunity in the new climate.

Assessment – 2 Read this magazine article. Answer the questions given below.

1. Answer: C. Chemical waste

2. Answer: B. It is filled with plastic and trash 3. Answer: If pollution in the Yamuna River continues, people may face a shortage of clean drinking water, and many could suffer from waterborne diseases like cholera and dysentery.

4. Answer: To reduce pollution, factories should treat their waste before releasing it into the river, and people should stop throwing plastic and trash into water bodies.

Assessment – 3 Read about Tara’s travels. Answer the questions given below.

1. Answer: C. Mountain

2. Answer: B. Hot sand and sand dunes 3. Answer: The water for rivers like the Ganga and Yamuna comes from the melting snow and glaciers of the Himalayas.

4. Answer: Tara would face challenges like a lack of water, extreme heat, and poor soil in the desert. She could grow drought-resistant plants and set up irrigation systems to help trees survive.

112

Element Answer Keys Chapter 2

Think and Tell Page no. 41 In my region, houses are commonly built using bricks, cement, wood, and metal. Some houses also have tiled or thatched roofs.

Think and Tell Page no. 18 If I do not sleep well at night, I feel tired, lazy, and sometimes grumpy in the morning. It is hard to focus in class, and I might feel sleepy during the day.

Do and Learn Page no. 19 Important Helpline Numbers: Fire: 101—Used in case of fire emergencies.

Ambulance: 102 / 108—Used when medical help is needed.

Police: 100—Used for safety and security when there’s danger or crime.

Children’s Helpline: 1098—Used when a child needs help, protection, or support.

Discuss!

Page no. 20 During COVID-19, wearing masks and using sanitiser were important to stop the spread of the virus. Masks helped prevent germs from spreading through the air, and sanitisers killed germs on our hands. These rules kept people safe and healthy.

Chapter 5

Do and Learn Type of Cloth

Feature

City Houses

Material Used

Mud, wood, thatch, clay

Bricks, cement, glass, steel

Roof Type

Sloping or thatched roof

Flat concrete roof

Surrounding

Open fields, trees

Roads, buildings

Space

More open space

Limited space

Desing

Simple and traditional

Modern and stylish

Cotton

Sweater

Wool

Raincoat

Plastic/Nylon

Jeans

Denim (Cotton)

Jacket

Leather or Polyester

Think and Tell Page no. 61 If I were the mayor, I would introduce more clean drinking water facilities and better public transport to help people travel easily.

Chapter 7

Think and Tell Page no. 67 In my classroom, I see desks, chairs, a board, books, and bags. The board and desks are public property because everyone uses them. My bag and books are private property because they belong to me.

Discuss!

Page no. 69 Using public transport saves time because buses and trains carry many people at once. It also helps the environment by reducing air pollution from too many cars.

Page no. 40

Village Houses

T-shirt

Chapter 6

Discuss!

Page no. 26 If there were no wholesale markets, farmers would find it difficult to sell their crops. They might have to sell directly to people, which could be hard and take a lot of time. Prices might also be higher for buyers.

Think and Tell Page no. 30 My parents store food in different ways. They keep dry foods like rice and flour in airtight containers to keep them fresh.

Fruits and vegetables are kept in the fridge to stop them from spoiling. Some foods, like pickles, are preserved with salt or oil.

Do and Learn Comparison of Village and City Houses:

Material

Discuss!

Page no. 50 I can help my parents store clothes by folding them neatly and keeping them in cupboards. I can also help by sorting clothes into summer and winter wear, so they are easy to find.

Chapter 3

Chapter 4

Page no. 47

Chapter 8

Do and Learn Seven Wonders of the World: 1. Great Wall of China—China 2. Taj Mahal—India 3. Christ the Redeemer—Brazil 4. Machu Picchu—Peru 5. Chichen Itza—Mexico 113

Page no. 77

6. Roman Colosseum—Italy 7. Petra—Jordan

Think and Tell Page no. 151 Wet clothes dry faster on a dry, windy day because the wind carries away the moisture. On a rainy day, the air is already full of water, so clothes take longer to dry.

Do and Learn Page no. 152 Observation: After a few hours, the wide bowl will have less water.

Chapter 10

Think and Tell Page no. 93 Without wheels, life would be difficult. We would have to walk everywhere, and carrying heavy things would be hard.

Bicycles, cars, and buses would not exist, making travel slow.

Discuss!

Page no. 95 Metro trains run on electricity, which does not cause air pollution. Cars and buses that use petrol and diesel release smoke that pollutes the air. So, metro trains help keep the air clean.

Reason: More surface area in the bowl leads to faster evaporation compared to the tall glass.

Chapter 17

Think and Tell Page no. 159 Vegetable peels, eggshells, and leftover food can be used for compost because they turn into natural fertiliser. Plastic bottles and wrappers should be thrown away properly because they do not rot. Sorting waste helps keep the environment clean.

Discuss!

Page no. 161 In 4 years, a person would use: Cloth bags: 4 years × 365 days = 1,460 bags

Chapter 11

Think and Tell Page no. 105 Without the internet and social media, we would not be able to send messages quickly or learn new things online. We would have to depend on books, newspapers, and letters for information and communication.

Plastic bags: 4 years × 365 days ÷ 2 = 730 bags Using cloth bags is better because they last longer and do not create as much waste.

Chapter 13

Think and Tell Page no. 124 Yes, scavengers are carnivores because they eat the remains of dead animals. Examples are vultures and hyenas.

Chapter 18

Chapter 14

Think and Tell Page no. 168 Clean water is important because it keeps us healthy. Dirty water can make people and animals sick.

Discuss!

Page no. 171 Seeing litter in my neighbourhood makes me feel bad because it looks dirty and can spread diseases. We can all help by throwing garbage in bins and cleaning the area together.

Think and Tell Page no. 136 Two things made of iron in my home are the iron gate and cooking pans.

Chapter 15

Think and Tell Page no. 143 If we keep blowing air into a balloon, it will burst because the air inside will push against the balloon’s walls too much.

Discuss!

Page no. 145 Air is needed for burning. If we understand this, we can stay safe by keeping flammable things away from fire and knowing how to put out a fire using water or sand.

Chapter 19

Think and Tell Page no. 183 Digital maps are better than paper maps because they can show real-time locations and directions. They also help us find places quickly.

Chapter 16

Chapter 20

Do and Learn Page no. 151 Weather Report Observation: Temperature: Shown in degrees Celsius (°C) or Fahrenheit (°F) Humidity: Percentage of moisture in the air (%) Wind Speed: Measured in km/h or m/s Weather Signs: Sunny Rainy Cloudy Windy

Discuss!

Page no. 193 The Northern Plains are densely populated because they have good soil for farming, many rivers for water, and cities with jobs and schools.

Chapter 21

Think and Tell Page no. 200 We need heat and light from the Sun to stay warm and see things. The Sun helps plants grow, which gives us food and oxygen.

114

Chapter 22

Rajya Sabha (Council of States): This is the upper house, with a maximum of 250 members. Currently, it has 245 members: 233 elected by the states and union territories, and 12 nominated by the President of India.

Do and Learn Page no. 213 The Indian Parliament consists of two houses: Lok Sabha (House of the People): This is the lower house, comprising 543 members who are directly elected by the citizens of India.

115

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

4

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.

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ISBN 978-81-985579-6-4

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