5 DISCOVER
The World Around Us
Environmental Science
Teacher Manual
Discover
Environmental
Science Teacher Manual
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 5
ISBN: 978-81-985579-8-8
Published by Uolo EdTech Private Limited
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CIN: U74999DL2017PTC322986
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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!
Our Body Unit 1
Chapters in This Unit
1. Organs and Organ Systems
2. Bones and Muscles
Story in This Unit
The story begins with three friends—Mel, Conji, and Eva—excitedly discussing their summer vacation plans on the planet Avora. They are eager to explore and have fun, though Conji, being his usual lazy self, is already dreaming of sleeping all day.
The next day, as they enjoy the beautiful summer weather, they are surprised by a visit from Elder Robot. He greets them and asks about their vacation plans, then informs them that the Magical Fruit Garden is being cleaned for the summer. He warns them not to enter the garden until the cleanup is complete.
Despite this, Eva accidentally kicks a ball over the fence into the garden. This unexpected event sparks a new game: whoever retrieves the ball first wins. The friends laugh and agree to the challenge.
The story continues with Mel, Conji, and Eva racing to the Magical Fruit Garden. However, Conji, determined to win, slips on a Slimy Wimey fruit and injures his arm.
Concerned, Mel and Eva quickly take him to Elder Wizard, who examines his arm and explains that Conji may have injured his ball-and-socket joint, which allows for shoulder movement. Mel and Eva look confused and upset to see Conji in pain.
Organs and Organ Systems
Learning Outcomes
Students will be able to: differentiate between internal and external organs and about organ systems. learn how food travels through the digestive system and how nutrients are absorbed. explore how the respiratory system helps us breathe and why clean air is essential. learn how blood circulates in the body, delivering oxygen and nutrients to all parts. understand how the excretory system removes waste from the body and maintains water balance. learn how the brain, spinal cord, and nerves control body movements and actions. understand how sense organs help us interact with the world around us.
Let’s Recall
Recap to check if students know the names of different body parts. Ask students to solve the question given in the Get Set section.
Vocabulary
absorption: the process of taking in nutrients from digested food into the bloodstream indigestible: something that cannot be digested contracting: becoming smaller and tighter, often referring to muscle movement inhale: to breathe in air exhale: to breathe out air expelled: forced out or ejected from the body odours: scents or smells detected by the nose umami: a savoury taste, like eggs or mushroom organs: parts of the body that perform specific functions and make up the body’s organ systems
nutrients: substances in food that provide energy and help the body grow and stay healthy
enzymes: proteins that speed up chemical reactions in the body, including digestion
chyme: a thick, liquid mixture of food and digestive juices
trachea: a tube that carries air from the throat to the lungs
bronchi: two tubes that branch off from the trachea (windpipe) and carry air into each lung arteries: blood vessels that carry oxygen-rich blood from the heart to the body parts
veins: blood vessels that carry carbon dioxide-rich blood from the body parts to the heart
reflexes: automatic and quick responses to certain things, controlled by the nervous system
Teaching Aids
Flashcards with pictures of internal and external organs, a human body outline chart, sticky notes, or blank labels; Pre-cut foam sheets, cardboard pieces, or clay representing the digestive system organs (mouth, oesophagus, stomach, small intestine, large intestine, liver, pancreas, and anus), blank labels or sticky notes, zipper bags, crackers, water, clear jar or plastic bottle, straws, pipe cleaners, or funnels, cloth tube or small fabric pieces; Large funnel with paper filters, cardboard tube, branching tubes or pipes, balloons, rubber sheet or cloth, small balls labelled as “oxygen” and “carbon dioxide”, dust-like paper particles, labels, or charts for each station to identify the organ it represents, stopwatch or timer, markers, and sticky notes; Blue and red ribbons/strings, small red and blue paper tokens; A two-litre plastic bottle (cut in half), fine sand, coarse sand, pebbles, and cotton, dirty water (mix water, soil, and small pieces of paper to make it cloudy), a jar or container to collect the filtered water; A large chart paper, a simple maze drawn on the chart, a blindfold, a bell, or buzzer; Magnifying glasses and colourful objects, textured items (sandpaper, soft cloth, sponge, marble, and fur), small jars containing safe scents (flowers, coffee, soap, spices, etc.), bells, shakers, or recordings of different sounds, small pieces of safe-to-eat items (sugar, lemon, salt, etc.), blindfolds for sensory challenges
Chapter: Organs and Organ Systems
Organs Discover Page 7
Learning Outcomes
Students will be able to understand the difference between internal and external organs and about organ systems.
Teaching Aids
Flashcards with pictures of internal and external organs, a human body outline chart, sticky notes, or blank labels
Activity
Distribute the teaching aids to the students and instruct them to work in groups. Show them flashcards of organs such as the brain, lungs, heart, skin, and eyes. Ask them to place each flashcard either inside or outside the human body outline based on whether it is an internal or external organ. Additionally, write the function of each organ on a sticky note or a blank label and paste it near the organ.
Next, on the chart paper, draw large circles and place the cut-outs of the organs that work together to form an organ system. For example, the mouth and stomach can be placed in one circle, while the nose and lungs can be placed in another.
Extension Idea
Ask: Why can we see external organs but not internal ones?
Say: External organs are outside our body, while internal organs are inside and protected by bones and muscles.
Digestive System
Learning Outcomes
Discover Page 7
Students will be able to learn how food travels through the digestive system and how nutrients are absorbed.
Teaching Aids
Pre-cut foam sheets, cardboard pieces, or clay representing the digestive system organs (mouth, oesophagus, stomach, small intestine, large intestine, liver, pancreas, and anus), blank labels or sticky notes, zipper bags, crackers, water, clear jar or plastic bottle, straws, pipe cleaners, or funnels, cloth tube or small fabric pieces
Activity
Divide students into groups and give them pre-cut organ pieces (mouth, stomach, intestines, etc.). Ask them to assemble the digestive system in the correct order and label each organ with sticky notes.
Then, ask them to simulate the working of the digestive system. Crush crackers (food) in a zipper bag, adding water to represent saliva.
Use a straw or pipe cleaner to move the crushed food from the mouth to the stomach.
Transfer the food to a clear jar (stomach) and shake it with more water (digestive juices) to create chyme. Pour the chyme through a funnel or cloth tube to represent the small intestine absorbing nutrients.
Move the remaining mixture into another bag (large intestine) and squeeze it out to simulate waste removal.
Extension Idea
Ask: What would happen if our body did not digest food properly?
Say: The body would not get enough nutrients to stay strong and healthy.
Respiratory System
Learning Outcomes
Discover Page 9
Students will be able to explore how the respiratory system helps us breathe and why clean air is essential.
Teaching Aids
Large funnel with paper filters, cardboard tube, branching tubes or pipes, balloons, rubber sheet or cloth, small balls labelled as “oxygen” and “carbon dioxide”, dust-like paper particles, labels, or charts for each station to identify the organ it represents, stopwatch or timer, markers, and sticky notes
Activity
Set up five stations, each representing an organ: the nose, trachea, bronchi, lungs (including alveoli), and diaphragm. Provide props for each station, such as a large funnel with paper filters for the nose to simulate air filtration, a cardboard tube for the trachea, branching tubes leading to balloon “lungs” for the bronchi, and a rubber sheet or cloth to mimic diaphragm movement.
Divide the class into teams, where each team acts as ‘air particles’ travelling through the respiratory system. At Station 1 (Nose), students remove paper ‘dust particles’ as they pass through the funnel. At Station 2 (Trachea), they carry an ‘oxygen ball’ through the windpipe. At Station 3 (Bronchi), the ball is split between two students representing bronchi. At Station 4 (Lungs), students exchange their ‘oxygen ball’ for a ‘carbon dioxide ball’. Finally, at Station 5 (Diaphragm), they simulate diaphragm movement and exhale the ‘carbon dioxide ball’.
After the activity, discuss the role of each organ and the importance of keeping the respiratory system healthy.
Extension Idea
Ask: Why should we avoid polluted areas?
Say: Polluted air harms our lungs and makes it harder for us to breathe.
Circulatory System
Learning Outcomes
Discover Page 10
Students will be able to learn how blood circulates in the body, delivering oxygen and nutrients to all parts.
Teaching Aids
Blue and red ribbons/strings, small red and blue paper tokens
Activity
Designate one student as the ‘Heart’ at the centre of the room. Use blue and red strings or ribbons to create two pathways: A blue pathway representing deoxygenated blood (veins) leading to the heart. A red pathway representing oxygenated blood (arteries) going from the heart to the rest of the body.
Assign some students as ‘Oxygen’ and others as ‘Nutrients’. These students will carry small red paper tokens. Assign some students as ‘Carbon Dioxide’ or ‘Waste’. These students will carry small blue paper tokens. Assign other students to represent different ‘Body Parts’ where oxygen and nutrients are delivered.
To simulate the circulation process, the ‘Heart’ pumps oxygenated blood (red tokens) along the arteries to the ‘Body Parts’, where oxygen and nutrients are exchanged for carbon dioxide and waste (blue tokens). The blue tokens travel back to the ‘Heart’ through the veins and are sent to the ‘Lungs’ station for oxygenation, where blue tokens are swapped for red. The cycle repeats, demonstrating how the heart, lungs, and blood vessels work together.
After the activity, hold a discussion with the students on the roles of arteries, veins, oxygen, and nutrients in maintaining health.
Extension Idea
Ask: Why do we need the heart to keep pumping blood?
Say: The heart pumps blood to deliver oxygen and nutrients to the body.
Excretory System
Learning Outcomes
Discover Page 11
Students will be able to understand how the excretory system removes waste from the body and maintains water balance.
Teaching Aids
A two-litre plastic bottle (cut in half), fine sand, coarse sand, pebbles, and cotton, dirty water (mix water, soil, and small pieces of paper to make it cloudy), a jar or container to collect the filtered water.
Activity
Cut a two-litre plastic bottle in half and invert the top half into the bottom to create a funnel. Layer the inverted bottle with cotton at the narrow end, followed by fine sand, coarse sand, and pebbles. Prepare dirty water by mixing water with soil and small paper pieces. Slowly pour this into the funnel. Observe as the layers filter the particles, leaving cleaner water at the bottom.
Compare the materials to kidney functions: cotton represents kidney cells trapping impurities, while sand and pebbles mimic filtering waste particles. Discuss how kidneys filter blood to remove waste and excess water, forming urine.
Extension Idea
Ask: Why is it important to drink plenty of water?
Say: Water helps flush out waste, preventing kidney problems.
Nervous System
Learning Outcomes
Discover Page 12
Students will be able to learn how the brain, spinal cord, and nerves control body movements and actions.
Teaching Aids
A large chart paper, a simple maze drawn on the chart, a blindfold, a bell, or buzzer
Activity
Make several two-student teams in the class. Distribute the teaching aids to all the teams.
Draw a simple maze on a large chart paper. Blindfold a student and have them trace their finger through the maze while another student rings a bell or buzzer at random intervals. When the bell rings, the blindfolded student must stop immediately and retrace their path back to the start, demonstrating a reflex action.
After the activity, describe how the nerves in the body detect stimuli (bell sound) and send messages to the brain and spinal cord for processing. Emphasise that reflex actions occur without conscious thought, enabling quick responses to danger.
Extension Idea
Ask: Why do reflex actions happen so quickly?
Say: Reflex actions happen so quickly because they bypass the brain and are controlled by the spinal cord.
Sense Organs Discover Page 12
Learning Outcomes
Students will be able to understand how sense organs help us interact with the world around us.
Teaching Aids
Magnifying glasses and colourful objects, textured items (sandpaper, soft cloth, sponge, marble, and fur), small jars containing safe scents (flowers, coffee, soap, spices, etc.), bells, shakers, or recordings of different sounds, small pieces of safe-to-eat items (sugar, lemon, salt, etc.), blindfolds for sensory challenges.
Activity
Set up five stations, each representing a sense: sight (magnifying glasses and colourful objects), touch (textured items like sandpaper and fur), smell (jars with safe scents like coffee and spices), hearing (bells or sound recordings), and taste (safe items like sugar and lemon). Students rotate through the stations, observing, identifying, and describing their sensory experiences. Include a challenge where blindfolded students guess objects using one sense, such as touch or smell, to deepen their understanding of how the sense organs work.
Extension Idea
Ask: How do our sense organs work together to help us understand the world?
Say: Our sense organs collect information and send it to the brain for processing. Each organ—eyes, ears, nose, tongue, and skin—helps us understand the world by working together.
Answers
Get Set
Page no. 6 S
Pause and Answer
Page no. 8
Mouth �� Oesophagus �� Stomach �� Small intestine �� Large intestine �� Anus
Pause and Answer
Page no. 11
A. Heart �� b. Organ that pumps blood throughout the body
B. Blood �� a. Fluid that carries oxygen and nutrients
C. Arteries �� d. Tubes that carry oxygen-rich blood from the heart
D. Veins �� c. Tubes that carry deoxygenated blood back to the heart
Chapter Checkup
1. Tick () the correct answer.
A. Skin B. Small intestine
C. Brain D. To remove waste
2. Fill in the blanks.
A. heart B. lungs
C. kidneys D. stomach
E. urethra
3. Write True or False.
A. True B. False
C. False D. False
E. True
4. Circle the odd one out.
A. Kidneys B. Heart
C. Small intestine D. Heart
5. Short-answer questions.
A. Incisors - Used for biting food.
Canines - Used for tearing food.
Premolars - Used for grinding and crushing food.
Molars - Used for grinding and crushing food.
B. The small intestine absorbs nutrients from digested food into the bloodstream.
C. Difference between arteries and veins:
Arteries: Carry oxygen-rich blood to all parts of the body.
Veins: Carry the carbon dioxide-rich blood and take it back to the heart.
D. The eyes see the food, the nose smells it, the tongue tastes it, and the skin feels its texture and temperature.
6. Long-answer questions.
A. Journey of food:
Food enters through the mouth, where it is chewed and mixed with saliva.
It moves through the oesophagus to the stomach, where digestive juices break it down further.
In the small intestine, nutrients are absorbed into the blood.
The large intestine absorbs water, and the remaining waste is expelled through the anus.
B. Process of circulation:
The heart pumps oxygen-rich blood to the body through arteries.
Blood delivers oxygen and nutrients to cells and collects waste.
Oxygen-poor blood returns to the heart via veins. The heart sends this blood to the lungs, where carbon dioxide is exchanged for oxygen, restarting the cycle.
C. Importance of the nervous system:
The nervous system controls all activities of the body.
The brain processes information and sends instructions to different parts.
The spinal cord relays messages between the brain and body.
Nerves carry signals to and from the brain, allowing us to think, move, and react.
D. (This is a student-drawn activity. Ensure labels include kidneys, ureters, bladder, and urethra.)
7. Picture-based questions.
A. Lungs
B. The lungs exchange oxygen and carbon dioxide, supplying oxygen to the blood and removing waste gases.
C. Ways to keep lungs healthy: Avoid polluted areas. Keep your surroundings clean and well-ventilated.
Challenge (HOTS)
If we did not have reflexes, we could not react quickly to dangers. This could lead to more injuries.
Bones and Muscles 2
Learning Outcomes
Students will be able to: identify the structure of bones and understand their functions. recognise the human skeleton and its components. differentiate between movable and immovable joints and identify types of movable joints. classify muscles into voluntary, involuntary, and cardiac types and understand their functions.
Let’s Recall
Recap to check if students know how their body structure is formed. Ask students to solve the question given in the Get Set section.
Vocabulary
cushion: to provide support resembles: looks similar to something bone: hard structures, made up of important minerals like calcium and phosphorus, which make up our skeleton skeleton: the framework of bones that makes up the structure of our body cartilage: a flexible, elastic tissue found in various parts of the body, which cushions bones at joints, preventing them from rubbing against each other forelimbs: the arms and hands hindlimbs: the legs and feet tendons: tough bands that connect the muscles and bones
Teaching Aids
Model of a bone, chart of bone structure, chalk/board, real or model bones (if available), straws, and solid sticks; Skeleton chart or model, large chart paper, paper for drawing and cutting (A4 or craft paper), scissors (safety scissors for younger students), markers, pencils, and erasers, glue or adhesive tape, labels or sticky notes for naming bones, reference images or diagrams of the human skeleton; Blank cards, markers, coloured pens, and pencils, pictures of the three types of muscles (voluntary, involuntary, and cardiac) and their functions, chart paper and labels, tape, or pins
Chapter: Bones and Muscles
Bones and Their Structure
Learning Outcomes
Students will be able to identify the structure of bones and understand their functions.
Teaching Aids
Discover Page 17
Model of a bone, chart of bone structure, chalk/board, real or model bones (if available), straws, and solid sticks
Activity
Show students a real bone (or a bone model) and explain its key parts: compact bone, spongy bone, and bone marrow.
Divide the class into small groups and provide each group with a bone model or diagram. Ask them to carefully examine the structure of the bone and label its key parts.
Let students gently press their own arm or leg to feel their bones, particularly in areas where bones are near the surface, like the elbow or shin.
Ask students to predict how bones would feel if they did not have spongy bone inside. Then, let them use a strong, hollow straw (to mimic a bone with spongy bone) and a solid stick (to represent a solid bone).
Ask them to test the strength of both objects by pressing them together. Explain how the spongy bone structure makes bones strong yet lightweight.
Extension Idea
Ask: What would happen if bones did not have spongy bones inside?
Say: Bones would be heavier and less flexible, making movement more difficult and increasing the risk of injury.
The Skeletal System
Learning Outcomes
Students will be able to recognise the human skeleton and its components.
Teaching Aids
Discover Page 18
Skeleton chart or model, large chart paper, paper for drawing and cutting (A4 or craft paper), scissors (safety scissors for younger students), markers, pencils, and erasers, glue or adhesive tape, labels or sticky notes for naming bones, reference images or diagrams of the human skeleton
Activity
Show a skeleton model or chart to explain the major bones and their functions. Instruct students to work in small groups. Distribute the teaching aids among the groups. Guide the students to draw and cut out bones such as the skull, ribcage, spine, and limbs. Ask them to label each bone with its name and function.
Once the bones are ready, let the students assemble them on a large sheet of chart paper or display board, arranging them to form a complete skeleton. Each group then presents their skeleton to the class, explaining the function of the major bones.
Conclude the activity by discussing interesting facts about the human skeleton, such as the femur being the longest bone and the stapes being the smallest.
Extension Idea
Ask: Why do newborn babies have more bones than adults?
Say: Some bones in babies are made of cartilage, which is softer and more flexible. As they grow, some bones fuse together to form stronger, more rigid bones.
Joints and Their Types
Learning Outcomes
Discover Page 21
Students will be able to differentiate between movable and immovable joints and identify types of movable joints.
Teaching Aids
No teaching aids required. This activity can be performed in a classroom setting.
Activity
Select a few students to act out the movements of different types of joints in front of the class. For example, one student can demonstrate the hinge joint by bending and straightening their elbow, another can show the ball-andsocket joint by rotating their shoulder, and a third can represent the pivot joint by moving their neck side to side. After the demonstration, ask the rest of the class to follow the same actions to experience the joint movements themselves.
Discuss how each type of joint works and its importance in daily activities, such as throwing or running.
Extension Idea
Ask: What would happen if your elbows had ball-and-socket joints instead of hinge joints?
Say: Our arms would be able to move in all directions, but it would be harder to maintain stability, and performing controlled movements could be difficult.
Muscles and Their Types
Learning Outcomes
Discover Page 22
Students will be able to classify muscles into voluntary, involuntary, and cardiac types and understand their functions.
Teaching Aids
Blank cards, markers, coloured pens, and pencils, pictures of the three types of muscles (voluntary, involuntary, and cardiac) and their functions, chart paper and labels, tape or pins
Activity
Divide the class into small groups and assign each group one muscle type. Provide the teaching aids to the students and let them create their own flashcards. Each group will make two sets of cards: Action cards with examples of actions related to their assigned muscle type (e.g., “writing” for voluntary muscles) and Muscle type cards with the name of their muscle type. Encourage students to decorate their cards with colourful borders and drawings for better visual appeal.
Once the flashcards are ready, conduct a game called “Muscle Match Mania”.
Create three zones in the classroom labelled Voluntary Zone, Involuntary Zone, and Cardiac Zone. Shuffle the action cards and place them in a basket or box. Let the students, one at a time, pick a random action card and decide which zone it belongs to. They must explain their choice (e.g., “This is ‘running,’ which uses voluntary muscles because I can control this movement.”)
If correct, the card is pinned to the appropriate zone. If not, they can seek help from their peers to explain. To make it competitive, divide the class into teams and award points for correct answers and teamwork.
After the activity, discuss how muscles and tendons work together to create movement, such as bending an arm.
Extension Idea
Ask: Why can’t you control your heart muscles?
Say: Heart muscles are cardiac muscles, which are involuntary and work automatically to keep us alive, without conscious control.
Answers
Get Set
Bones and muscles
Pause and Answer
Page no. 17
Page no. 18
A. Tough outer layer of bone �� c. Compact bone
B. Lighter inner layer of bone �� b. Spongy bone
C. Special material inside bones �� a. Bone marrow
D. It connects muscles to bones �� d. Tendons
Pause and Answer
4. Ribcage protects our heart and lungs. () Chapter Checkup
1. Tick () the correct answer.
A. Brain
C. Lungs and heart
2. Fill in the blanks.
A. 206
C. Bones
3. Write True or False.
A. True
C. False
Page no. 20
B. Vertebral column
D. Femur
B. Phosphorus
D. Bone marrow
B. False
D. True
4. Circle the odd one out.
A. Upper arm B. Cartilage
C. Immovable joint
5. Short-answer questions.
A. It produces red blood cells and stores fat.
B. The bone marrow produces red blood cells.
C. There are 24 ribs that form the ribcage, 12 on each side.
D. The bottom ribs are called floating ribs because they are not attached to the sternum.
E. A ball and socket joint allows movement in all directions.
6. Long-answer questions.
A. A bone is a hard structure made up of minerals like calcium and phosphorus. It has a tough outer layer (compact bone) and a lighter inner layer (spongy bone). Bone marrow inside produces red blood cells.
Parts of a bone
C.
B. Muscles are soft tissues connected to bones by tendons. The three types of muscles are:
Voluntary Muscles: These muscles are also called skeletal muscles. We can control the movement of these muscles. Skeletal muscles are located in the arms, legs, eyes and tongue. These muscles help us move, walk, run, smile, and write.
Involuntary Muscles: These muscles are also called smooth muscles. These muscles work automatically, which means we cannot control them. For example, smooth muscles help us in respiration.
Cardiac Muscles: These muscles are only found in the heart. They help the heart to pump blood.
a. Difference between moveable joints and immovable joints:
Movable joints
These joints allow the movement of the various body parts.
Examples include the joints in elbows, fingers, toes.
Immovable joints
In these joints, the bones are fused together, thereby allowing very little to no movement.
The places where teeth fit into the jaw are immovable.
b. Difference between Hinge joint and Pivot joint: Hinge joint Pivot joint
They allow movement in one direction, similar to how a door opens and closes.
Examples include the joints in elbows, knees, fingers, and toes.
Challenge (HOTS)
This type of joint allows rotational movement.
The joint between your head and neck is a pivot joint.
We could move our jaw in all directions, making speech and eating very difficult.
Our Needs Unit 2
Chapters in This Unit
3. Safety First
4. Food We Eat
5. Cleanliness and Health
Story in This Unit
Elder Robot suddenly enters the Council Room. He asks what happened and if Conji is hurt. Conji says he injured the joint in his right shoulder and it is hurting. Mel explains it is her fault; she kicked the ball too high by mistake, and it went into the Magical Fruit Garden. They were racing to get the ball back. Conji adds that he slipped, and they are both sorry. Elder Robot reminds them he told them the Magical Fruit Garden is being cleaned and no one is allowed there.
Elder Wizard casts a spell. A powerful magic potion appears in front of them. Conji drinks it, and Elder Wizard says it will help him heal faster. Conji thanks Elder Wizard. Elder Wizard tells him to always be careful and keep his safety in mind. They realise Conji slipped on a half-eaten magical fruit that someone must have thrown there.
Elder Robot says this is unethical and that Avora is their home, so they should always keep their surroundings clean. He mentions he noticed the garden was filthy and asked the caretakers to clean it. Elder Robot is also planning a ‘Clean Surroundings’ workshop for the people of Avora. Mel thinks this is a brilliant idea, as people will learn the importance of cleanliness. They agree to spread the word. Elder Wizard also tells Conji that the potion will work, but he needs to eat his energy cubes to recover quickly. Conji jokes about how much he loves eating, and everyone starts laughing. Elder Robot agrees Conji loves to eat but says he should eat healthy food to recover quickly. Finally, Elder Robot tells them all to head back to their rooms. The Trio leaves for their rooms.
Safety First 3
Learning Outcomes
Students will be able to:
understand why following safety rules is essential to avoid accidents and injuries. identify common safety risks at home and learn how to prevent them. learn and follow road safety rules to prevent accidents. learn basic first aid techniques for common injuries like cuts, burns, and sprains.
Let’s Recall
Recap to check if students know the basic safety rules. Ask students to solve the question given in the Get Set section.
Vocabulary
guardian: someone who protects and takes care of another person, especially a child synthetic: made of an artificial material fatal: dangerous, leading to death insulation: the wrapping around electrical wire flammable: substances that catch fire easily administer: to give or apply (usually referring to medication or treatment)
anaesthetic: medication that numbs the skin reducing pain or discomfort
blisters: ‘small, fluid-filled bubbles that form on the skin when it is rubbed, burned, or injured
Teaching Aids
giddy: unsteady
zebra crossing: black and white stripes on road where people can cross the road safely antiseptic: cream or lotion used to keep the wound free from infection
tourniquet: bandage used to stop heavy bleeding dehydration: when the body loses more fluids than it takes in, leading to an imbalance that can cause various health issues
rabies: a disease caused by a dog or animal bite
venom: snake poison
Pictures showing unsafe scenarios, blank sheets of paper, pens, or markers; pictures with safety hazards, toy gas cylinder, leaky pipe prop, toy stove, toy knife, scissors, nail cutter, frayed wires, and bottles labelled “cleaner” or “medicine”, labels, tables for each station, sticky notes, markers, or paper; A large piece of cardboard, chart paper, colourful pens, markers, dice, game coins or small toys; scenario cards with pictures representing each scenario, props like bandage, ice-pack, etc.
Chapter: Safety First
Importance of Safety
Learning Outcomes
Students will understand why following safety rules is essential to avoid accidents and injuries.
Teaching
Aids
Pictures showing unsafe scenarios, blank sheets of paper, pens or markers.
Activity
Discover Page 30
Show students some pictures representing unsafe scenarios. Ask students to look carefully at the picture, find the errors, and write how the situation can be made safe.
Example Scenarios:
1. A child talking to a stranger holding out a candy.
Error: The child is talking to a stranger and accepting candy.
Risk: The stranger might not have good intentions, which could lead to danger.
Solution: The child should say no and move away, informing a trusted adult immediately.
2. A person standing too close to a burning stove wearing synthetic clothes.
Error: The person is standing near flames wearing synthetic clothes.
Risk: Synthetic clothes can catch fire or melt, causing burns.
Solution: Keep a safe distance from flames and wear cotton clothes when cooking.
3. A crowded bus with people pushing to get on.
Error: People are pushing and not waiting their turn.
Risk: Someone might fall and get injured in the chaos.
Solution: Wait patiently in line and board one at a time.
4. A wet floor with a child running across.
Error: The child is running on a wet floor.
Risk: The child could slip and fall, leading to injuries.
Solution: Walk carefully around wet areas and pay attention to warning signs.
Extension Idea
Ask: Why should you stop and look both ways before crossing the road?
Say: To make sure no vehicles are coming, which helps prevent accidents.
Safety at Home
Learning Outcomes
Students will identify common safety risks at home and learn how to prevent them.
Teaching Aids
Discover Page 31
Pictures with safety hazards, toy gas cylinder, leaky pipe prop, toy stove, toy knife, scissors, nail cutter, frayed wires, and bottles labelled “cleaner” or “medicine”, labels, tables for each station, sticky notes, markers, or paper
Activity
Divide the students of the class into five groups. Set up five stations in the classroom, each highlighting a home safety hazard. Assign each group a station. At each station, participants identify dangers and suggest solutions:
1. Kitchen Hazards: Display props like a knife near a counter edge, a towel near a stove, and a puddle labelled “oil”. Task: Spot hazards and recommend solutions (e.g., clean spills, move knives away).
2. Sharp Objects: Show items like scissors and a knife. Task: List safety tips (e.g., handle carefully, avoid distractions).
3. Electrical Appliances: Display frayed wires, wet hands near a socket, or a plugged-in iron. Task: Identify risks and suggest fixes (e.g., replace wires, unplug appliances).
4. Gas Leak and Fire Safety: Use a toy gas cylinder and flammable items. Task: Point out dangers (e.g., leaky pipes) and suggest responses (e.g., evacuate, fix leaks).
5. Chemical Safety: Show bottles labelled “cleaner” or “medicine”. Task: Recommend safe storage and actions for spills or exposure (e.g., store in locked cabinets).
Extension Idea
Ask: Why should you not touch electrical appliances with wet hands? Say: It can cause electric shocks, which can be dangerous.
Safety
on Roads
Learning Outcomes
Students will learn and follow road safety rules to prevent accidents.
Teaching Aids
A large piece of cardboard, colourful pens, markers, dice, game coins or small toys
Activity
Discover Page 34
Instruct students to work in small groups. Distribute the teaching aids among the groups. Ask each group to create a board game with a winding path (like Snakes and Ladders) representing a road. Include spaces with challenges and rewards, such as:
You used the zebra crossing! Move ahead 2 spaces.
You crossed the road without looking both ways. Go back 3 spaces. Prepare question cards with road safety scenarios or trivia (e.g., “What should you do at a red traffic light?”). Provide game pieces (small toys or coins) and a dice.
How to Play:
Each player rolls the dice to move along the board. When landing on a “challenge” space, they must answer a road safety question or resolve a scenario. Correct answers let them move forward; incorrect answers keep them on the same space.
First player to reach the end of the board wins.
Extension Idea
Ask: Suppose you are driving a car. What safety checks should you perform before starting your journey, and why are they important?
Say: Before starting a journey, a driver should check the tires, lights, mirrors, and brakes to ensure the car is safe to drive. This helps prevent accidents and ensures the driver and passengers are protected.
Learning Outcomes
Students will learn basic first aid techniques for common injuries like cuts, burns, and sprains.
Teaching Aids
Scenario cards with pictures representing each scenario, props like bandage, ice-pack, etc.
Activity
Divide the class into small groups. Distribute one “First Aid Scenario Card” to each group. These cards will have situations such as cuts, burns, sprains, nosebleeds, dehydration, and animal bites.
Some examples of scenario cards can be:
A friend gets a small cut on their hand during recess.
You see someone with a burned arm from touching a hot pan.
A classmate twists their ankle while running.
Your friend feels giddy and tired after being in the hot sun for too long.
Each group has 1 minute to discuss and decide the best first aid response. They should explain their steps and why they would take that approach. After each group shares their answer, ask the other groups to rate the response. Did they miss anything? Was the treatment correct?
For added fun, use props like bandages or ice packs, and allow students to demonstrate how to apply first aid in real-time. The team with the most correct and well-explained first aid responses wins a small prize.
Extension Idea
Ask: What are the steps to take if someone is having an allergic reaction to a bee sting?
Say: If someone is stung by a bee, remove the stinger carefully, clean the area, and apply a cold compress to reduce swelling. If the person shows severe symptoms like difficulty breathing, seek medical help immediately.
Answers
Accident: The woman has cut her thumb.
Possible Cause: The woman appears to be chopping vegetables without proper attention or using a sharp knife unsafely, leading to the injury.
Image 2
Accident: A curtain catching fire.
Possible Cause: The child appears to be playing with a lighter or matches near flammable materials, which could easily ignite the curtain.
Image 3
Accident: Electrical shock hazard.
Possible Cause: The image shows a frayed electrical cord plugged into a socket. Exposed wires are a major safety concern and can lead to electric shocks.
Chapter Checkup
1. Tick () the correct answer.
A. Crossing the road while looking at the phone
B. Metal
C. Avoid using electrical devices
D. Storing matches safely
2. Fill in the blanks.
A. chemicals B. zebra crossing
C. first aid D. tourniquet
E anaesthetic
3. Match the following.
A. Faulty electrical appliances �� c. Replace worn insulation
B. Gas leak
C. Fire ��
D. Chemicals
4. Write True or False.
d. Regular check-up of gas appliances
a. Store matches and lighters safely
b. Store them in their original containers
A. True B. False
C. False D. False
E. True
5. Short-answer questions.
A. Look both ways, use a zebra crossing, and follow traffic signals.
B. It can cause electric shocks or fires.
C. Understanding first aid helps us to respond quickly so that we can help ourselves and others in case of an injury or accident.
D. Feeling tired, giddy, or having a headache.
6. Long-answer questions.
A. Some common safety rules to be followed at home: Do not leave appliances unattended.
Handle sharp objects carefully.
Store chemicals safely.
B. First aid to be given in case of a dog bite: Wash the bite.
Apply antiseptic.
Seek medical help to prevent infections like rabies.
7. Picture-based questions.
A. Pratik might burn himself if he spills boiling milk.
B. Avoid reaching over a hot stove; ask an adult for help.
C. Run cold water over the burn, apply a clean bandage, and see a doctor if needed.
Challenge (HOTS)
Apply an ice pack, wrap the ankle with a crepe bandage, and keep it elevated.
Food We Eat 4
Learning Outcomes
Students will be able to: identify different food groups and explain how each group helps the body. list and describe the 5 major nutrients and explain their functions in simple terms. explain what a balanced diet is and why eating a variety of foods is important. identify common diseases and their causes. learn simple rules of healthy eating and food safety.
Let’s Recall
Recap to check if students remember what kinds of food we eat and which are good for our health. Ask students to answer the question given in the Get Set section.
Vocabulary
recovery: getting better after an illness or injury preserved: to keep food safe or in good condition
nutrients: Substances found in food that are necessary for the body to function properly balanced diet: eating a variety of foods in the right amounts to provide the necessary nutrients for the body to function properly
Teaching Aids
deficiency: not having enough of something that our bodies need to stay healthy malnutrition: a condition when a person’s diet does not provide them with the necessary nutrients required for good health
Food item pictures, chart paper, glue sticks, markers; Chart showing nutrient tree, printed “leaf” cutouts, sketch pens; Sample menu template, food pyramid chart; Disease cards (e.g., Kwashiorkor, Rickets, Scurvy), symptom pictures; Chart paper for pledge wall, coloured pens
Chapter: Food We Eat
Food
Groups Discover Page 42
Learning Outcomes
Students will be able to identify different food groups and explain how each group helps the body.
Teaching Aids
Food item pictures, chart paper, glue sticks, markers
Activity
Give students pictures of different food items (or let them draw). Ask them to sort the pictures into 3 food groups: Energy-giving
Bodybuilding
Protective
Let them paste the pictures on a chart paper under each group and present their charts in the class.
Extension Idea
Ask: Can you name one food item from each group that you eat daily?
Say: I eat rice for energy, eggs for building muscles, and an apple to stay healthy.
Components of Food Discover Page 42
Learning Outcomes
Students will be able to list and describe the 5 major nutrients and explain their functions in simple terms.
Teaching Aids
Chart showing nutrient tree, printed “leaf” cutouts, sketch pens.
Activity
Create a “Nutrient Tree” where each branch represents a nutrient. Ask the students to write the name, source, and one use of the nutrient on leaves and stick them on the correct branch.
Let the students present their chart in the class.
Extension Idea
Ask: Which nutrient helps you grow taller and stronger?
Say: Proteins from milk and eggs help my body grow.
Balanced Diet Discover Page 46
Learning Outcomes
Students will be able to explain what a balanced diet is and why eating a variety of foods is important.
Teaching Aids
Sample menu template, food pyramid chart
Activity
Distribute the craft material to the students. Guide them to create a menu card for breakfast, lunch, and dinner that includes at least one item from each food group. Check the menus of different students and compare them.
Extension Idea
Ask: What would you add to your thali to make it balanced?
Say: I will add dal for protein, rice or chapati for carbohydrates, and salad for vitamins to make my meal balanced.
Deficiency Diseases
Learning Outcomes
Students will be able to identify common deficiency diseases and their causes.
Teaching Aids
Disease cards (e.g., Kwashiorkor, Rickets, Scurvy), symptom pictures
Activity
Discover Page 46
Divide the class into groups. Give each group a card with a disease name. Ask them to draw the symptoms and list the nutrient that prevents it.
Let the students discuss their cards in the class.
Extension Idea
Ask: What happens if we do not eat enough Vitamin C?
Say: We might get scurvy and bleeding gums, so I eat oranges and tomatoes!
Healthy Eating Habits
Learning Outcomes
Students will be able to learn simple rules of healthy eating and food safety.
Teaching Aids
Chart paper for pledge wall, coloured pens
Activity
Make a classroom “Healthy Food Pledge wall”. Students write one healthy habit they follow or will start, like washing fruits or avoiding junk food. They can also write their pledges on the slips and paste it on the wall. Let the students volunteer to decorate this pledge wall.
Extension Idea
Ask: What new healthy eating habit will you follow from today?
Say: I will wash my hands before eating and always drink clean water.
Get Set
Two lines on the importance of food in our lives:
Answers
Page no. 41
1. Food gives us energy and helps us grow strong and healthy.
2. It protects us from diseases and keeps us fit.
Pause and Answer
1. Proteins 2. Milk
Page no. 46
3. Fats 4. Oranges, lemons
Pause and Answer
A. Kwashiorkor �� e. Proteins
B. Goiter �� a. Iodine
C. Rickets ��
b. Vitamin D
D. Scurvy �� c. Vitamin C
E. Beriberi �� d. Vitamin B
Chapter Checkup
1. Tick () the correct answer.
Page no. 48
A. Water B. Body-building
C. Vitamins and minerals D. All of these
2. Fill in the blanks.
A. Proteins B. Vitamins
C. Energy D. Scurvy
E. Vitamin B
3. Write True or False.
A. True B. False
C. True D. False
4. Short-answer questions.
A. Deficiency diseases are caused by not including enough nutrients in your diet. Example: Rickets.
B. Washing hands before eating is a healthy habit.
C. Carbohydrates and fats give us energy.
D. I feel stronger and happier when I eat different fruits and vegetables.
5. Long-answer questions.
A. Water helps in digestion, controls temperature, removes waste and keeps skin healthy.
B. Proteins help us grow strong and heal when we get hurt or sick. That is why they are called body-building food.
C. Benefits of healthy eating:
1. It gives us energy and strength to stay active throughout the day.
2. It helps prevent sickness and keeps our body strong.
3. Eating healthy food also improves our mood and helps us concentrate and learn better.
Healthy Habits:
1. We should wash fruits before eating to remove dirt and germs.
2. Eating meals on time helps our body stay in a routine.
3. Avoiding junk food keeps us healthier and prevents many illnesses.
4. Drinking enough water keeps us hydrated.
5. Eating vegetables every day gives our body important vitamins and nutrients.
D. To reduce food waste and help everyone eat well, we should take simple actions:
1. We should not waste food.
2. Share leftovers with others.
3. Donate extra food to those in need.
4. Take only the amount of food you can eat.
6. Picture-based questions.
A. a. Kwashiorkor
B. c. Proteins
C. c. Body-building
Challenge (HOTS)
If we drink too much water every day, our stomach can hurt and our body can get out of balance. Sometimes, it can even make us sick.
Cleanliness and Health 5
Learning Outcomes
Students will be able to:
learn the importance of keeping surroundings clean and understand ways to reduce pollution and manage waste responsibly.
learn about communicable and non-communicable diseases and differentiate between them using relevant examples.
learn how communicable diseases spread, identify different types of germs, and understand preventive measures.
learn about diseases spread by mosquitoes and houseflies, their symptoms, and preventive steps. learn the value of personal hygiene, regular physical activity, and other healthy habits to prevent diseases.
Let’s Recall
Ask students why cleanliness is important and how dirty surroundings can lead to diseases. Ask students to answer the question given in the Get Set section.
Vocabulary
biodegradable: capable of being broken down into harmless products by the action of natural organisms.
non-biodegradable: cannot be broken down by natural organisms and acts as a source of pollution transmit: to send or transfer inherited: passed from parent to child fatal: causing death persist: to continue bacteria: a small organism that can make us sick
Teaching Aids
helminthic: related to or caused by worms contamination: causing a substance to become dirty or harmful communicable diseases: diseases that can be transmitted from an infected person or organism to others
non-communicable diseases: diseases that cannot spread from person to person pathogen: disease-causing micro-organism or germ
Chart paper (green and blue), glue, scissors, printed pictures of waste items, sketch pens; Disease flashcards, two-column chart, markers, tape; Glitter, tissues, soap, water, handwashing steps poster, flashcards of bacteria, virus, fungi, protozoa; Pictures of mosquitoes and houseflies, chart paper, sketch pens, sample prevention posters, waste container cutouts; Star-shaped cutouts, coloured slips, pledge wall chart paper, markers, decorative materials like stickers and borders
Chapter: Cleanliness and Health
Keep Surroundings Clean
Learning
Outcomes
Discover Page 54
Students will be able to learn the importance of keeping their surroundings clean and understand ways to reduce pollution and manage waste responsibly.
Teaching Aids
Chart paper (green and blue), glue, scissors, printed pictures of waste items, dry waste samples (optional), sketch pens
Activity
Let the students work in pairs or small groups. Provide each group with two chart papers or printed cutouts representing two dustbins — green for biodegradable waste and blue for non-biodegradable waste. Give them cutouts or printed pictures of different waste items such as banana peels, plastic bottles, paper scraps, chips wrappers, fruit cores, etc.
Ask the students to carefully observe each item and decide in which dustbin it should go.
Let them paste the item on the correct dustbin. After the activity, allow each group to present their dustbins and explain their choices. This will help students to practically understand how waste should be segregated. Let the students decorate their dustbins and label them clearly. Display the dustbins in the class as a reminder of proper waste disposal.
Extension Idea
Ask: Why should we not throw waste on the road?
Say: Throwing garbage on the road spreads diseases. I always use a dustbin to keep my area clean.
Types of
Diseases
Learning
Outcomes
Discover Page 55
Students will be able to learn about communicable and non-communicable diseases and differentiate between them using relevant examples.
Teaching Aids
Diseases flashcards, two-column chart (for disease types), markers, tape
Activity
Let the students form small groups. Prepare a large chart with two columns titled ‘Communicable Diseases’ and ‘Non-Communicable Diseases’.
Provide each group with flashcards or name slips of different diseases such as cough, diabetes, dengue, heart disease, etc., along with the pictures.
Let the students sort and paste each disease under the correct column on the chart. Once done, allow a few students from each group to explain why they placed a particular disease under a category.
Encourage students to use terms like “spreads from one person to another” or “caused by lifestyle” to support their answers.
Let the chart be displayed on the classroom wall for visual reinforcement throughout the unit.
Extension Idea
Ask: Is cough a communicable or non-communicable disease?
Say: Cough is communicable because it can spread from one person to another.
Communicable Diseases
Learning Outcomes
Students will be able to learn how communicable diseases spread, identify different types of germs, and understand preventive measures.
Teaching Aids
Glitter, tissues, soap, water, hand washing steps poster, flashcards of bacteria, virus, fungi, protozoa
Activity
To help students understand how germs spread and cause communicable diseases, conduct a hands-on demonstration.
Put a small amount of glitter on the palms of one student to represent germs. Ask them to shake hands with a few classmates or touch some commonly used objects like doorknobs, desk surfaces, or pencils.
Now ask the class to observe how the glitter has transferred — just like germs do. Then demonstrate how washing hands with soap removes most of the glitter (germs).
Use this moment to reinforce hygiene habits such as washing hands, covering mouth while coughing/sneezing, and using clean utensils.
Let the students reflect on how simple actions can help stop the spread of diseases.
Extension Idea
Ask: What happens when we do not wash our hands before eating?
Say: Germs on our hands may enter our body and make us sick.
Common Diseases
Learning Outcomes
Students will be able to learn about diseases spread by mosquitoes and houseflies, their symptoms, and preventive steps.
Teaching Aids
Chart paper, colours, sketch pens, pictures of mosquitoes and houseflies, sample prevention posters, waste container cutouts
Activity
Divide the class into two groups. One group will work on diseases spread by mosquitoes, and the other on diseases spread by houseflies.
Let the students research from their books or notes and then create posters. Each poster should contain:
Names of diseases
Germ or insect that spreads it
Common symptoms
Preventive measures
Encourage students to include drawings, slogans, and colourful borders. Sample topics: “Say No to Mosquitoes” or “Cover Your Food to Stay Safe”. After completion, let each group explain their posters to the class.
Let the posters be displayed as part of a Health Week display in school or on a soft board.
Extension Idea
Ask: Why should we not leave water in open containers?
Say: Because mosquitoes breed in stagnant water, which can cause dengue and malaria.
Habits of Good Health
Learning Outcomes
Discover Page 58
Students will be able to learn the value of personal hygiene, regular physical activity, and other healthy habits to prevent diseases.
Teaching Aids
Star-shaped cutouts, markers, chart paper for pledge wall, coloured paper slips, decorative materials like stickers or borders.
Activity
Provide each student with a star-shaped sheet (or have them draw it). Let them write five healthy habits — one in each point of the star — such as:
Brushing twice a day
Drinking enough water
Sleeping early
Eating clean food
Doing regular physical activity
After completing their star, let each student write a personal health pledge on a small coloured slip.
Example: “I will avoid junk food”, “I will wash my hands before eating”.
Create a large chart titled “Healthy Food and Habit Pledge Wall”. Let the students paste their pledges on the wall.
Let a few students volunteer to decorate the pledge wall using drawings, stickers, or colourful borders.
Encourage students to read each other’s pledges and be inspired.
Extension Idea
Ask: What healthy habit will you follow from today?
Say: From today, I will drink more water and cover food properly.
Answers
Pause and Answer Page no. 58
1. Cold, cough 2. Diabetes, heart diseases
3. Malaria, dengue 4. Cholera, amoebic dysentery
Chapter Checkup
1. Tick () the correct option.
A. Cough
B. Pathogen
C. Covering the mouth while sneezing
D. Abdominal pain
E. Drinking enough water
2. Write True or False.
A. True B. True
C. False D. False
E. True
3. Fill in the blanks.
A. Bacteria B. Plastic
C. Vaccinated D. Viruses
E. Oral
4. Short-answer questions.
A. Biodegradable waste can be broken down naturally by microbes. Examples include fruit peels, vegetable waste, and paper.
Non-biodegradable waste does not decompose easily and remains in the environment for a long time. Examples include plastic bottles, glass, and metal cans.
B. The main cause of the spread of communicable diseases is the entry of disease-causing germs or pathogens into our body through air, food, water, or direct contact with infected people.
C. Three ways to prevent diseases are:
Maintain personal and environmental hygiene.
Get vaccinated as advised by the doctor.
Eat clean and properly covered food.
D. Three diseases spread by mosquitoes are:
Malaria Dengue
Chikungunya
5. Long-answer questions.
A. There are four types of germs or pathogens in the environment:
Bacteria: Cause diseases like tuberculosis and whooping cough.
Viruses: Cause diseases like dengue and chicken pox.
Fungi: Cause skin infections such as ringworm and candidiasis.
Protozoa: Cause diseases like malaria and diarrhoea.
These germs can enter the body through contaminated food, water, air, or insect bites and make us sick. Staying clean and healthy helps in preventing their spread.
B. To prevent mosquito-borne diseases:
Do not let water collect in open containers.
Cover water tanks, buckets, and pots.
Use mosquito nets on doors and windows.
Wear full-sleeved clothes.
C. Houseflies spread diseases by sitting on garbage, dirty places, and then on uncovered food. This leads to food contamination.
Cholera: Caused by bacteria; symptoms include vomiting, diarrhoea, and leg cramps.
Amoebic dysentery: Caused by parasites; symptoms include diarrhoea, vomiting, and stomach pain.
These diseases can be prevented by keeping food covered and maintaining cleanliness.
D. To stay healthy, we must follow these good habits:
Keep our body and surroundings clean.
Brush teeth twice a day and maintain oral hygiene.
Drink clean and safe water.
Eat home-cooked and fresh food.
Sleep for at least 8 hours every day.
6. Picture-based questions.
A. Dengue
B. Use mosquito repellents, wear full-sleeved clothes
C. It is important to keep water containers covered to prevent mosquitoes from breeding.
Challenge (HOTS)
She should get the drainage covered and cleaned regularly to stop mosquito breeding. She should spray mosquito repellents and ensure there is no water accumulation around her house.
Land and People Unit 3
Chapters in This Unit
6. Maps and Globes
7. India: Northern Regions
8. India: Southern Regions
9. Climate and Resources of India
10. Agriculture and Industries of India
Story in This Unit
Mel and Conji are doing their holiday homework. Conji is making loud noises while he practices magic spells, and this bothers Mel, who is working on a new gadget. Conji is having trouble with a spell. He shows his book to Mel, and Mel thinks Conji might be saying or writing the spell wrong. Mel suggests that Conji should ask Elder Wizard for help.
Conji agrees, and Mel decides to join him for a break. They both go to Elder Wizard’s office. There, they see a round, blue ball. They ask Elder Wizard what it is. He tells them it is a globe, a model of another planet called Earth. Elder Wizard says that Earth is different from their planet, Avora, because it has many countries and cities. He says his favourite place on Earth is India.
Mel is curious and wants to know why India is so fascinating. Elder Wizard explains that India is a special place with different kinds of land, like tall mountains, flat areas, deserts with sand, high flat lands, and pretty islands.
Mel is very interested in learning more about Earth and India. Elder Wizard tells them that they can find more information in the Magical Library.
Just then, Conji remembers that he actually needs Elder Wizard’s help with his homework. Elder Wizard asks Conji what he needs help with. Then, Mel and Conji go to the Magical Library to learn more about Earth and India.
Maps and Globes
Learning Outcomes
Students will be able to: identify cardinal and intermediate directions and locate them on a map. explain different types of maps, features of maps, such as symbols and colour keys, and their significance. understand the concept of a globe and differentiate between latitudes and longitudes. identify continents and oceans on a globe.
Let’s Recall
Recap with students the general knowledge about the Earth and its shape. Ask students to answer the question given in the Get Set section.
Vocabulary
inaccuracy: errors or mistakes distortion: changes that make something unclear or wrong precisely: exactly or accurately contrast: comparison land masses: large bodies of land cardinal directions: the four main directions— North, South, East, and West
Teaching Aids
intermediate directions: directions between two cardinal points, such as Northeast, Southwest map: a flat representation of the Earth’s surface, usually on paper
atlas: a collection of maps, typically bound together in a book poles: the points on the Earth’s surface where the axis end
Globe, different types of printed maps (political, physical, thematic), flash cards of map elements, chart papers, colour pencils, rulers, scissors, compass rose templates; Compass rose templates, small compasses (optional), printed blank maps, pencils and markers; Printed symbol reference sheet, colour pencils, rulers, blank map templates; Globe, printed globe diagrams, markers; Blank world maps, labelled globe, scissors, glue, crayons
Chapter: Maps and Globes
Cardinal Directions Discover Page 68
Learning Outcomes
Students will be able to identify and differentiate between the four cardinal directions and four intermediate directions.
Teaching Aids
Compass rose templates, small compasses (optional), printed blank maps, pencils and markers
Activity
Introduce the concept of cardinal (N, S, E, W) and intermediate directions (NE, NW, SE, SW) to the students.
Distribute compass rose templates and help students label them. Mark “North” on a classroom wall. Call out directions like “Take 3 steps East, then turn Northwest.” Let students follow the directions.
Ask them to draw a simple map of their route using arrows and labels.
Extension Idea
Ask: Can you think of a situation when knowing directions is helpful?
Say: Directions help us in navigation, like when using maps, compass apps, or giving instructions to reach.
Maps Discover Page 69
Learning Outcomes
Students will be able to explain different types of maps, features of maps, such as symbols and colour keys, and their significance.
Teaching Aids
Printed symbol reference sheet, coloured pencils, rulers, blank map templates
Activity
Begin by showing students examples of common symbols and color keys used on maps. Discuss how colours also convey meaning (e.g., blue for water, green for parks, grey for roads/buildings).
Then, ask students to create a legend with at least 5 symbols and assign each a feature (e.g., bridge, forest). Use their legend to draw a simple map of an imaginary town. It should include roads, buildings, natural features, and other elements. Encourage them to label important features, use a compass rose to show directions, and add a title to their maps.
Once maps are complete, pair up the students. Each student will give their map (and legend) to a partner. The partner will then decode the map, identifying the locations and features using the legend.
Extension Idea
Ask: Why do maps use symbols instead of writing everything?
Say: Maps use symbols to keep things simple and neat. The legend helps us understand what each symbol stands for.
Learning Outcomes
Students will be able to understand the concept of a globe and differentiate between latitudes and longitudes.
Teaching Aids
Globe, printed globe diagrams, markers
Activity
Begin by showing the globe and explain that it is a small model of the Earth. Show how the globe spins (rotates) on its axis — the imaginary line that passes through the North Pole and South Pole.
Introduce the Equator as the imaginary line dividing the Earth into Northern and Southern Hemispheres.
Point out the North Pole, South Pole, and the Prime Meridian (which helps divide East and West Hemispheres). Then, draw horizontal and vertical lines on the whiteboard. Explain that latitudes go around the globe horizontally and help us measure how far north or south a place is. Also, explain that longitudes run vertically and help us measure how far east or west a place is. Show these lines on the globe and how they form a grid.
Extension Idea
Ask: Why do we only see one half of the globe at a time?
Say: A globe is a round model of the Earth. It helps us understand how land and water are spread across the planet.
Continents and Oceans
Learning Outcomes
Students will be able to identify continents and oceans on a globe.
Teaching Aids
Blank world maps, labelled globe, scissors, glue, crayons
Activity
Introduce continents and oceans using a globe. Show where each one is located.
Distribute blank world map worksheets to each student. Provide pre-cut continent and ocean pieces or allow students to cut them out themselves from coloured sheets.
Ask students to paste each continent and ocean in the correct place on the map. After that, ask them to label each continent and ocean clearly. They can use different colours to shade each continent and ocean. For example, Asia – Yellow, Africa – Green, Pacific Ocean – Blue, etc.
Guide the students to draw a simple compass rose in one corner to show directions (N, S, E, W).
Display finished maps on the classroom board for a “World Showcase” board.
Extension Idea
Ask: Which continent do we live on? Can you name a country from each continent?
Say: We live on the continent of Asia. Here are examples of one country from each of the seven continents:
Continent Example Country
Asia India
Africa Nigeria
North America United States of America
South America Brazil
Antarctica
(No countries, but scientists from many countries work at research stations)
Europe France
Australia
Australia
Get Set
Answers
Page no. 68
Directions from school to home: (Answers may vary)
From the school gate, walk straight past the park. Turn left at the bakery. Go two blocks until you reach the traffic signal. Turn right from there and walk past the grocery store. My house is the second one on the left. It faces east and is near the water tank.
Pause and Answer
1. Cardinal 2. Physical
3. Colour Keys
Chapter Checkup
1. Tick () the correct answer.
A. an atlas
C. 23½°
2. Fill in the blanks.
A. grid
C. poles
3. Write True or False.
A. False
C. True
4. Match the following.
Page no. 71
B. states and Cities
D. Prime Meridian
B. thematic map
D. intermediate directions
B. False
D. True
A. States and Continents → d. Political map
B. Prime Meridian → c. Longitude
C. 23.5 degrees → a. The tilt of Earth’s axis
D. 66.5 degrees north → b. Arctic Circle
5. Short-answer questions.
A. A globe is a round model of the Earth. It shows continents, oceans, and countries as they appear on Earth.
B. Grids are the network formed by the intersection of latitudes and longitudes on a map or globe, used to locate places.
C. Symbols are small pictures or signs used on maps to represent features like cities, rivers, and Mountains. They help make maps easy to read.
D. A colour key explains what different colours on a map represent—like blue for water, brown for mountains, and green for plains.
6. Long-answer questions.
A. There are four major directions: North, South, East, and West. These are known as cardinal directions. In addition to the cardinal directions, there are also intermediate directions that provide more precise guidance. The direction between North and East is called Northeast, and the direction between North and West is called Northwest. Similarly, the direction between South and East is called Southeast, and the direction between South and West is called Southwest.
B. The axis of rotation has two end points called the poles. They are the North Pole and the South Pole. These poles are at the top and bottom of the planet. At the centre, between the two poles, there is an imaginary line that circles the planet. It is called the Equator. It divides the Earth into two equal halves. These halves are called hemispheres. Towards the north is the Northern hemisphere and towards the south is the Southern hemisphere.
7. Picture-based questions.
A. Political Map
B. Sri Lanka
C. The key of the map tells us that the grey lines show the district boundaries within the country, and the red icon that looks like a flower or asterisk shows the location of the country's capital.
Challenge (HOTS)
1. Knowing directions like north, south, east, and west helps us understand how to read and follow a map. It tells us where a place is in relation to another. For example, if we know that our home is north of the school, we can move correctly without getting lost. Directions help in navigation, using a compass, giving instructions, or even following maps on phones or in books.
2. Raghav should use a thematic map that shows sea routes or a world political map with countries and oceans marked clearly. This will help him plan his journey across the seas, see the direction to travel, and identify the location of Europe and India. A globe can also help him understand the shortest curved path (great circle route) between the two places.
India: Northern Regions
Learning Outcomes
Students will be able to: learn about the three ranges of the Himalayas and understand their unique features such as height, snow cover, and location. learn about the location, rivers, soil, and lifestyle in the northern plain. learn about the climate, physical features, and lifestyle of people in the desert.
Let’s Recall
Recap to check if students remember the major physical features of Northern India like the Himalayas, Northern Plains, and the Thar Desert. Ask students to answer the question given in the Get Set section.
Vocabulary
elevation: height parallel: running alongside each other cold desert: a desert that is covered in snow all year round and has no plants inherited: passed from parent to child proximity: closeness
tributaries: rivers that join a large river scanty: very less mountain range: a chain of mountains glacier: a large, slow-moving mass of ice and snow terai: the foothills of Shivalik protected forests: forests that are closely monitored by government officials and people cannot cut down trees or hunt animals
Teaching Aids
alluvial soil: fertile soil deposited by a river in the floodplains
river basin: area watered by a river and its tributaries
distributaries: small streams of water that originate from a river before it flows into the sea deltas: triangular pieces of land formed at the mouth of the river
sand dunes: small hills of sand
oasis: a small fertile area in a desert where underground water comes to the surface nomads: a group of people who do not have a fixed home and keep moving from place to place
Chart paper (green and blue), glue, scissors, printed pictures of waste items, sketch pens; disease flashcards, two-column chart, markers, tape; glitter, tissues, soap, water, handwashing steps poster, flashcards of bacteria, virus, fungi, protozoa; pictures of mosquitoes and houseflies, chart paper, sketch pens, sample prevention posters, waste container cutouts; star-shaped cutouts, coloured slips, pledge wall chart paper, markers, decorative materials like stickers and borders
Chapter: India: Northern Regions
The Himalayas
Learning Outcomes
Discover Page 54
Students will be able to learn about the three ranges of the Himalayas and understand their unique features such as height, snow cover, and location.
Teaching Aids
Chart paper, printed pictures or cutouts of peaks, rivers, towns, yarn, sketch pens, glue stick
Activity
Begin by introducing the Himalayas as the youngest and tallest mountain range in the world. Show a map of northern India to give students a sense of where the ranges are located. Divide students into three groups—one for each range. Distribute the craft materials like chart sections, cutouts, sketch pens, etc. to each group.
Guide each group to paste pictures of peaks, rivers, forests, and towns under their range. Let them write 2–3 facts about that range (e.g., “Himadri has the tallest peaks.”). Ask them to use coloured pens to label various features of the three ranges. They can also use yarn to draw rivers flowing from the mountains. Once finished, assemble the three parts into one large class chart.
Extension Idea
Ask: Which Himalayan range would you like to visit and why?
Say: I would like to visit Himachal because I want to see the beautiful towns like Manali and Darjeeling. [Answer may vary.]
The Northern Plains
Learning Outcomes
Discover Page 55
Students will be able to learn about the location, rivers, soil, and lifestyle in the Northern Plains.
Teaching Aids
India map outlines, pencils, colour pencils, river names, samples of crops grown
Activity
Distribute blank political maps of India to the students. Guide them to mark and shade the Northern Plains region on the map.
Let them label major rivers like Ganga, Yamuna, Brahmaputra, and the states that fall under this region. On the back of the map, let them write 2–3 sentences about why these plains are suitable for farming and human settlements.
Extension Idea
Ask: Why did people settle in the Northern Plains early on?
Say: Because the rivers made the land fertile and good for farming.
Learning Outcomes
Students will be able to learn about the climate, physical features, and lifestyle of people in the desert.
Teaching Aids
Visual aids of deserts, drawing supplies, pictures of Jaisalmer, Bikaner, camels
Activity
Provide drawing sheets and colouring materials to the students.
Let the students draw a desert scene including sand dunes, an oasis, camels, and desert houses. After the drawing, guide them to write 3–4 sentences describing the lifestyle and climate of the desert region. Later, conduct a group discussion in the class on the topic “Life of People in Desert.”
Extension Idea
Ask: Why is the camel called the ship of the desert? Say: Because it can walk easily on sand and survive without water for many days.
Get Set
Answers
Page no. 77
I would choose mountains in Himachal Pradesh for a holiday.
1. I would like to play in the snow and make a snowman.
2. I would love to visit the beautiful hill stations like Manali and Shimla. [Answers may vary].
Pause and Answer Page no. 81
1. False 2. True 3. True
Chapter Checkup
1. Tick () the correct answer.
A. Himadri B. Terai
C. Farming D. Rajasthan
2. Fill in the blanks.
A. Tributary B. Central Asia
C. Yamunotri D. Barchans
3. Write True or False.
A. False B. False
C. True D. True
4. Match the following.
A. Himalaya �� c. Abode of snow
B. Barchans �� a. Sand dune
C. Terai �� d. Shivalik
D. Corbett National Park �� b. Protected forest
5. Short-answer questions.
A. The highest range of the Himalayas is Himadri, and the lowest is Shivalik.
B. The Gangotri and Yamunotri glaciers give birth to the Ganga and Yamuna rivers.
C. The Great Indian Desert is located in the state of Rajasthan, in the north-west of India.
D. A delta is a triangular landform which is formed when river slows down and deposits soil as it flows into the sea.
E. Paper, textile, and leather industries are common in the Northern Plains.
6. Long-answer questions.
A. The Himalayas are very important for India in many ways:
• They protect India from cold winds that blow from Central Asia.
• They bring rain to India by stopping monsoon winds, helping crops grow.
• Many rivers like the Ganga and Yamuna originate from glaciers in the Himalayas.
• These rivers give us water to drink, for farming, and to generate electricity through dams.
• The Himalayas are home to many animals and forests that are useful for humans.
• They also attract tourists due to their beauty and peaceful environment.
B. Life in the Thar Desert is tough due to high heat, low rainfall, and water shortage.
• People live near oasis, where underground water comes to the surface.
• They use camels for travel and transport, as they live without water for days.
• They wear loose cotton clothes and headscarves to protect themselves from sun and sandstorms.
• Many are involved in animal rearing — goats, sheep, and camels.
7. Picture-based questions.
A. The feature shown is an oasis.
B. In some places in the desert, water from below the Earth’s surface comes to the ground, forming an oasis.
C. Camel is used for transport in desert regions.
Challenge (HOTS)
1. I disagree with Shreyas. The Himalayas protect us, bring rivers and rainfall, and support forests and tourism. They prevent India from becoming a cold desert.
2. People in the Northern Plains mainly depend on farming and work in industries due to fertile soil and good water supply. In contrast, desert people live near oases, rear animals, and lead harder lives due to heat and water scarcity.
India: Southern Regions
Learning Outcomes
Students will be able to:
learn about the location, climate, rivers, soil, and occupation in the Southern Plateau. learn about the location, features, major crops, and economic activities of the coastal plains. learn about the two island groups of India and understand their location, climate, and occupations of people.
Let’s Recall
Recap to check if students remember the names of few states in the southern India. Ask students to answer the question given in the Get Set section.
Vocabulary
mineral: a material that is found naturally below the Earth’s surface
Multi-purpose: something that can be used for many different activities
hydroelectricity: electricity that is created by using flowing water
sandbank: a landscape that has a deposit of sand forming a mound in the middle of a water body
pristine: not spoiled plateau: a flat area that is higher than the land surrounding it
coastal plains: narrow strips of land along the sea island: a piece of land that is surrounded by water on all four sides
Teaching Aids
peninsula: a land that is surrounded by water on three sides
seasonal river: a river that does not have water throughout the year
deltas: triangular deposits of sediment formed by the distributaries of a river before flowing into the sea
natural harbour: a landform that is naturally sheltered and has deep enough water to allow ships to dock
port cities: cities that grow around harbours lagoon: a body of water that is separated from the sea by a narrow landform, such as a coral reef or a low sandbank
Map outline of India, coloured pencils, printed images of dams, rivers, crops, and mountains; Chart paper, markers, glue, printed pictures of ports, coconut trees, fishing boats; Cardboard, clay, coloured paper, printed pictures of beaches, boats, marine life
Chapter: India: Southern Regions
The Southern Plateau
Learning Outcomes
Discover Page 88
Students will be able to learn about the location, climate, rivers, soil, and occupation in the Southern Plateau.
Teaching Aids
Map outline of India, coloured pencils, printed images of dams, rivers, crops, and mountains
Activity
Make a physical feature map of the Southern Plateau. Let the students draw and colour the triangular shape of the plateau. Mark the important rivers like the Godavari, Krishna, and Mahanadi. Also label the Central Highlands and Deccan Plateau.
Let the students write 2–3 lines explaining how the rivers of this region are useful for farming, electricity, and daily use.
Extension Idea
Ask: Why do rivers in the Southern Plateau dry up during summers?
Say: Because they are seasonal rivers and depend on rainfall, not melting snow.
The Coastal Plains
Learning Outcomes
Discover Page 90
Students will be able to learn about the location, features, major crops, and economic activities of the coastal plains.
Teaching Aids
Chart paper, markers, glue, printed pictures of ports, coconut trees, and fishing boats
Activity
Divide the class into two groups: Eastern Coastal Plains and Western Coastal Plains. Let each group create a poster showing rivers, crops, ports, and famous cities of their side.
Let the students display the posters and explain why their side is important for farming, fishing, or trading.
Extension Idea
Ask: Why are port cities important for India’s trade?
Say: Because they help in sending and receiving goods to and from different countries.
Learning Outcomes
Students will be able to learn about the two island groups of India and understand their location, climate, and occupations of people.
Teaching Aids
Cardboard, clay, coloured paper, printed pictures of beaches, boats, marine life
Activity
Let the students create a model of the Andaman and Nicobar Islands and Lakshadweep using clay or cardboard. They can label major places like Port Blair and Kavaratti. Let the students present how people live there and how tourism and fishing are important activities.
Extension Idea
Ask: What can we do to keep the islands clean and safe for animals and tourists?
Say: We can avoid throwing garbage and protect marine life by not polluting the water.
Get Set
1. Maharashtra – C. Mumbai
2. Kerala – F. Thiruvananthapuram
3. Telangana – B. Hyderabad
4. Andhra Pradesh – D. Amaravati
5. Tamil Nadu – A. Chennai
6. Karnataka – E. Bengaluru
Pause and Answer
1. Bay of Bengal
2. Deccan Plateau
3. Narmada Valley
Pause and Answer
Answers
Page no. 87
Page no. 90
Page no. 92 1. True 2. False
Chapter Checkup
1. Tick () the correct answer.
A. Black soil B. Aravalli range
C. Arabian Sea D. Bay of Bengal
2. Fill in the blanks.
A. Kanyakumari B. Central Highlands
C. Kavaratti D. Jog Falls
3. Write True or False.
A. False B. True
C. True D. True
4. Short-answer questions.
A. Godavari and Krishna
B. The coastal plains have a humid and moderate climate.
C. Fishing, boatbuilding, and tourism are the main industries on the islands of India.
D. A natural harbour is a naturally sheltered water body where ships can dock. Mumbai and Kochi are examples.
E. Black soil is found in the Deccan Plateau. Cotton and sugarcane are grown in this soil.
5. Long-answer questions.
A. The coastal plains of India are narrow strips of land that lie along the sea. They are of two types: the
western coastal plains and the eastern coastal plains. These two coastal plains meet at Kanyakumari, which is the southernmost tip of the Indian peninsula. The western coastal plains are located between the Western Ghats and the Arabian Sea. They are divided into three parts: the Gujarat coast, the Konkan coast, and the Malabar coast. Some important rivers in the western coastal plains are the Narmada, Sabarmati and the Tapi. Many lagoons are also found here and are called kayals in the native language. The backwaters of Kerala are a famous tourist attraction in this region. The eastern coastal plains are located between the Eastern Ghats and the Bay of Bengal. They are wider than the western coastal plains and are divided into two parts: the Northern Circars and the Coromandel Coast. Rivers like the Mahanadi, Godavari, Krishna, and Kaveri flow through these plains. These regions are known for crops like rice, pepper, ginger, and coconut. Many ports and natural harbours are found in both the coastal plains, such as Mumbai, Kochi, and Visakhapatnam.
B. The rivers of the Southern Plateau are different from the rivers of the Himalayas because they are seasonal. They are not fed by melting snow but depend on rainfall for their water supply. Because of this, they dry up in the summer. These rivers are fast-flowing and form many waterfalls. The Godavari, Krishna, Kaveri and other rivers flow into the Bay of Bengal. The Narmada and Tapi flow into the Arabian Sea. These rivers also help in farming and generating hydroelectricity. Multi-purpose dams have been built on many of these rivers. The Hirakud Dam built over the Mahanadi River is one of the longest dams in India. The rivers of the Deccan Plateau are important because they also form deltas and have very fertile soil where crops like rice are grown.
6. Picture-based questions.
A. Landform: Island
B. Southern-most point: Indira Point Challenge (HOTS)
1. When rivers dry up in summer, people may face water shortage for farming and daily needs.
2. Tourism helps local people by creating jobs in hotels, transport, and shops.
Climate and Resources of India
Learning Outcomes
Students will be able to: learn how altitude, distance from the sea, and distance from the Equator affect the climate of a region. learn about the different types of natural resources of India such as soil, minerals, fuels, forests, and wildlife, and understand their uses and locations.
Let’s Recall
Recap to check if students knows what the word “climate” means and how it is different from weather. Ask students to answer the question given in the Get Set section.
Vocabulary
variation: differences
silt: dust-like materials carried by river water
humus: a dark brown substance that helps in plant growth insecticides: chemicals that kill insects
coniferous trees: the trees that produce cones in the place of flowers aerial roots: the roots that grow upward, away from the soil climate: the average weather condition of a particular region over 30 years or more altitude: the height of a place above the sea level natural resources: useful things we obtain from nature soil: the uppermost layer of Earth’s surface ores: the substances from which minerals are extracted fuel: any material that produces heat or energy upon burning wildlife: the wild animals and birds that live in forests
Teaching Aids
Chart paper, markers, printed pictures of Mussoorie, Delhi, Mumbai, Equator line map; Chart paper, India map outlines, coloured pencils, printed pictures of minerals, trees, animals
Chapter: Climate and Resources of India
Factors Affecting the Climate Change
Learning
Outcomes
Discover Page 97
Students will be able to learn how altitude, distance from the sea, and distance from the Equator affect the climate of a region.
Teaching Aids
Chart paper, markers, printed pictures of Mussoorie, Delhi, Mumbai, Equator line map
Activity
Let the students create a three-column chart titled “Climate Factors”. The columns will be:
1. Factor
2. What it means
3. Example from India
Let the students write about altitude (Mussoorie is cooler than Agra), distance from sea (Mumbai vs Delhi), and distance from Equator (Southern India is warmer).
Extension Idea
Ask: Why is Chennai’s climate moderate but Delhi’s extreme?
Say: Because Chennai is near the sea and Delhi is far away.
Resources of India
Learning
Outcomes
Discover Page 99
Students will be able to learn about the different types of natural resources of India such as soil, minerals, fuels, forests, and wildlife, and understand their uses and locations.
Teaching
Aids
Chart paper, India map outlines, coloured pencils, printed pictures of minerals, trees, animals
Activity
Let the students work in groups and make a large chart titled “Resources of India.” Divide it into five sections:
Soil – Draw a map showing different soil types and write crops grown in each.
Minerals – Create a simple table with mineral name, state where found, and use.
Fuels – Draw or paste pictures of coal and petroleum and write how they help us.
Forests – Use flashcards or pictures to show types of forests and where they are found.
Wildlife – Draw 3 animals or birds found in India and write where they live.
Let the students decorate the chart together and display it in class.
Extension Idea
Ask: Why is it important to use natural resources wisely? What can happen if we overuse or misuse them? Say: We must use natural resources wisely because they can run out. Overusing them can harm animals, forests, and farming. Saving resources helps protect nature and our future.
Get Set
Answers
Page no. 97
Three hill stations in our country that I wish to visit:
Mussoorie, Nainital, Dalhousie [Answer may vary.]
Pause and Answer
1.
3.
Chapter Checkup
1. Tick () the correct answer.
A. Copper
C. Desert soil
2. Fill in the blanks.
A. equator
C. sea
3. Write True or False.
A. True
C. False
4. Circle the odd one out.
A. Coal
C. Teak
5. Short-answer questions.
2.
4.
Page no. 98
B. Alluvial soil
D. Deciduous
B. cooler
D. altitude
B. True
D. True
B. Keekar
D. Clay
A. Minerals are naturally found in rocks, sand, and soil. Ores are the rocks from which minerals are extracted.
B. Coal is used to produce electricity and for cooking. Petroleum is used to produce electricity and run vehicles.
C. Alluvial, Black, Red, Laterite, Desert, and Mountain soils.
D. Three examples of the wildlife found in India: Lions, elephants, tigers
E. Manganese – Odisha, Karnataka, Maharashtra
Aluminium – Odisha, Gujarat, Jharkhand
6. Long-answer questions.
A. Places close to the sea have a moderate climate because the sea breezes cool the land in summer and warm it in winter. For example, Mumbai and Chennai do not get too hot or too cold. On the other hand, places far from the sea, like Delhi and Lucknow, have an extreme climate with very hot summers and very cold winters. The distance from the Equator also affects the climate. Places near the Equator receive direct sunlight and are hotter. Since southern India is closer to the Equator, it has a warmer climate than northern India.
B. Evergreen forests are found in north-eastern India and parts of the Western Ghats. They remain green throughout the year and have trees like ebony and mahogany.
Deciduous forests are found in the Himalayan foothills and central India. These forests have trees like sal and teak which shed their leaves in the dry season.
Tidal forests grow in the delta areas where rivers meet the sea, like the Ganga and Brahmaputra deltas. Sundari trees with aerial roots are found in these forests.
7. Picture-based questions.
A. Evergreen Forest, because the trees shed leaves at different times of the year.
B. Warm and humid with high rainfall
C. Ebony, Mahogany
Challenge (HOTS)
1. India would have a moderate climate if surrounded by oceans on all sides.
2. Different types of soil are better for growing certain crops because each type of soil has different nutrients. For example, black soil is good for cotton.
3. Minerals are used to make things we use every day like steel, utensils, and buildings.
Agriculture and Industries of India
Learning Outcomes
Students will be able to: identify and differentiate between primary, secondary and tertiary economic sectors of India and understand how they are interdependent. identify major food and cash crops grown in India and the states where they are cultivated. differentiate between large-scale, small-scale and cottage industries and identify examples of each type.
Let’s Recall
Recap to check if students know about economic sector. Ask students to read the story given in the Get Set section.
Vocabulary
raw materials: natural resources that are used to make finished products manufacturing: making things in large quantities, usually in factories export: selling goods made in our country to other countries automobile: vehicle hired: recruited and paid to do a job industries: places where raw materials are converted into finished products economic activity: the work done by people to earn money extracting: taking something out from where it is found processing: changing something to make it ready for use, like turning wheat into flour finished products: items that are made and ready to be sold or used food crops: crops grown mainly to feed people cash crops: crops grown mainly for sale and export, rather than for personal use steel plants: large factories where steel is made oil refinery: the factory where crude oil is converted into products, like fuels
Teaching Aids
Name tags, flashcards with sector-specific jobs, simple props like toy logs, paper sheets, delivery box, books or bags, and a large poster titled “From Nature to Us”; A large physical or projected map of India, crop flashcards with names and pictures (rice, wheat, maize, pulses, cotton, sugarcane, tea, spices, etc.), state labels, and string or markers for matching; Three large labels: “Large-scale Industry”, “Small-scale Industry”, “Cottage Industry”; flashcards showing products (steel rod, shirt, handmade pot, mobile phone, candle, sugar, bamboo basket, car, paper); baskets or boxes for sorting; a classroom chart showing industry types and examples
Chapter: Agriculture and Industries of India
Economic Sectors in India
Learning Outcomes
Discover Page 107
Students will be able to identify and differentiate between primary, secondary and tertiary economic sectors of India and understand how they are interdependent.
Teaching Aids
Name tags, flashcards with sector-specific jobs, simple props like toy logs, paper sheets, delivery box, books or bags, and a large poster titled “From Nature to Us”
Activity
Divide the class into three main groups representing the three economic sectors. Assign each group a specific role in the journey of each sector:
Primary Sector Group: Act as forest workers cutting trees for wood. Use toy axes or tree cut-outs. They can explain that they collect raw materials (wood from trees) from nature.
Secondary Sector Group: Act as factory workers turning wood into paper and then into books. They can use folded papers and pretend printing tools. They can explain how raw materials are processed into finished products.
Tertiary Sector Group: Act as delivery workers and shopkeepers. One student pretends to deliver books and another pretends to sell them. They can explain how goods are distributed and services provided to people. Ask each group to prepare a 1-minute skit showing their role in this production and supply chain. As they present, the teacher can draw arrows between the three sectors on the chart to show their connection. After the role-play, lead a short discussion on how the sectors depend on one another to complete the economic cycle.
Extension Idea
Ask: What would happen if the factory stopped working—could people still get books?
Say: No, people would not be able to get books because the factory is responsible for turning wood into paper and printing the books. If the secondary sector does not function, the products from the primary sector cannot be turned into useful goods, and the tertiary sector would have nothing to sell or deliver.
Agriculture
in India Discover Page 107
Learning Outcomes
Students will be able to identify major food and cash crops grown in India and the states where they are cultivated.
Teaching Aids
A large physical or projected map of India, crop flashcards with names and pictures (rice, wheat, maize, pulses, cotton, sugarcane, tea, spices, etc.), state labels, and string or markers for matching
Activity
Divide the class into small groups of 4–5 students. Provide each group with flashcards showing different crops (a mix of food and cash crops) and clues about the regions where they are grown. Display a large map of India
on the board or wall. One by one, groups will come forward, read their crop clue aloud, and place the crop card on the correct state using string or tape. For example:
“I am a staple food grown in West Bengal, Tamil Nadu and Punjab. I grow in water-logged fields.”
Answer: Rice
“I am a crop used to make sugar. I grow in Uttar Pradesh, Karnataka and Maharashtra.”
Answer: Sugarcane
Once all crops are matched to the states, discuss the difference between food crops (grown to eat) and cash crops (grown to sell or export), using examples from the activity.
Extension Idea
Ask: Why do some crops grow only in specific regions of India?
Say: Crops need certain conditions to grow well, such as specific types of soil, rainfall and temperature. For example, tea grows best in the hilly areas with cool weather, like Assam and Kerala. That’s why different crops are grown in different parts of India, depending on the climate and soil.
Learning Outcomes
Students will be able to differentiate between large-scale, small-scale and cottage industries and identify examples of each type.
Teaching Aids
Three large labels: “Large-scale Industry”, “Small-scale Industry”, “Cottage Industry”; flashcards showing products (steel rod, shirt, handmade pot, mobile phone, candle, sugar, bamboo basket, car, paper); baskets or boxes for sorting; a classroom chart showing industry types and examples
Activity
Set up a sorting station in the classroom with three labelled areas or baskets: Large-scale, Small-scale, and Cottage industries. Divide the class into groups and give each group a set of flashcards showing different industrial products.
Let each group read their product card aloud and place it into the correct basket while explaining why it belongs there. For example:
“This is a steel rod used in construction. It is made in big factories using machines.” �� Large-scale Industry
“This is a candle made at home using wax and a mould.” �� Cottage Industry
“These are plastic containers made in a small factory with less workers.” �� Small-scale Industry
After sorting, discuss how industries differ based on the amount of investment, scale of production, number of workers, and place of production. Reinforce examples from the textbook such as steel plants, paper factories, and handwoven cloth.
Extension Idea
Ask: How do cottage industries help people in villages?
Say: Cottage industries use local materials and traditional skills. They give people in villages a chance to earn money by making things at home, like baskets, pots and candles. This helps keep traditional crafts alive and supports the rural economy.
Answers
Pause and Answer Page no. 109
1. False 2. True 3. True
Chapter Checkup
1. Tick () the correct answer.
A. Primary sector B. Cotton
C. People’s homes D. Jamshedpur
2. Fill in the blanks.
A. tertiary
C. electronics
3. Write True or False.
A. False
C. False
4. Match the following.
A. Primary sector ��
B. rice
D. large scale
B. True
D. True
b. Farming and fishing
B. Secondary sector �� c. Manufacturing and processing
C. Large-scale industries �� a. Automobile industry
D. Small-scale industries �� d. Leather goods and jewellery making
5. Short-answer questions.
A. The primary sector involves farming and mining.
B. Black pepper – Kerala, Cardamom – Karnataka
C. Cottage industries are small industries run from people’s homes using simple tools. They use local materials and traditional skills. Examples include pottery, candle-making, and weaving.
D. The tertiary sector includes services like education, banking, healthcare and transport. People in this sector help others by providing these services.
6. Long-answer questions.
A. Primary Sector: This sector includes activities that involve extracting and using natural resources. For example, farming, fishing, mining and forestry. People in the primary sector grow crops, catch fish, mine minerals and cut down trees for wood. This sector provides the raw materials for other industries.
Secondary Sector: This sector involves manufacturing and processing. It includes factories and industries that turn raw materials into finished products. For example, turning cotton into clothes, making cars
from metal or producing food items like bread and butter. This sector helps create many everyday items. Tertiary Sector: This sector provides services rather than goods. It includes activities like teaching, healthcare, banking and transportation. People in the tertiary sector offer services that help others, such as doctors treating patients, teachers educating students and bank employees managing money.
B. Industries can be divided into three types, based on their size:
Large-scale Industries: These industries need more money, workers, and big machines. Examples include steel plants and automobile factories. They are set up near raw materials and need steady electricity.
Small-scale Industries: These industries require less money and people and are run with smaller machines. People work in small factories. These factories make things like plastic goods, utensils and clothes.
Cottage Industries: These industries are run at home with simple tools and few people, mostly in villages. They use local materials to make things like cloth, pottery, and candles. They support the environment and help keep traditional skills alive.
C. Industries are essential for the development of a country as they turn raw materials into finished products that people use every day. Cottage industries are helpful because they use local materials and skills, which is better for the environment. They also create jobs and support local communities by keeping traditional crafts alive.
7. Picture-based questions.
A. Secondary sector
B. Large-scale industry
C. Chennai
Challenge (HOTS)
1. Cottage industries might face problems like lack of money, difficulty in getting raw materials and fewer buyers for their products. Since they use simple tools and are run from homes, they may not be able to produce large quantities or compete with bigger factories.
2. Farming provides food for everyone and gives many people jobs in villages. It also supplies raw materials to industries in towns and cities, like cotton for making clothes and sugarcane for making sugar.
Living World Unit 4
Chapters in This Unit
11. Study of Animals
12. Study of Plants
13. Interdependence Among Living Organisms
14. Protecting Plants and Animals
Story in This Unit
Mel and Conji go to the Magical Library, where they see many magical books. Mel uses a spell to find a book about Earth and India. A book floats in front of them, and they start reading it. They see that Earth has plants like those in Avora, but most of them are green. Mel sees some creatures with four legs. Conji says they are called animals, and they live on land and underwater. They learn that plants and animals depend on each other for food, protection, shelter, and to keep nature in balance. Then they flip to the page about India. They read that India has different landscapes like deserts, mountains, and plains. Each place has special plants and animals. Mel thinks Earth is a unique planet and wants to talk about Earth and India for his holiday homework. Elder Robot comes to get a book and asks what they are reading. Conji says they are reading about Earth and India. Just then, Eva runs in and tells them to look outside. They all hear loud noises and someone shouting, “Help!”
Study of Animals
Learning Outcomes
Students will be able to: define the meaning of adaptation and why it is important for animal survival. describe how animals survive in various environments such as land, water, trees, air, hot and cold regions. classify animals as herbivores, carnivores, and omnivores and based on their diet and identify specific adaptations that help them obtain and consume their food. describe how animals protect themselves or catch their prey using special features.
Let’s Recall
Recap to check if students know the names of different types of animals. Ask students to solve the questions given in the Get Set section.
Vocabulary
extinct: something that no longer exists exceptions: those that are different streamlined: a shape which is pointed at the ends and broad in the middle
webbed feet: feet in which toes are joined together by the skin to form a web
immobilise: to stop something from moving habitat: natural surroundings in which an animal can live
adaptations: features that help living organisms to adjust to their environment
Teaching Aids
herbivores: animals that eat only plants
carnivores: animals that eat the flesh of other animals
omnivores: animals that eat both plants and the flesh of other animals
predators: animals that hunt other animals for food
camouflage: the ability of animals to blend in with their surroundings
Animal flashcards, habitat posters, drawing sheets, chart paper, markers, and colored pencils; Cue cards related to animal adaptations, habitats, or specific animals; Flash cards of animals and a few plants; Charts showing camouflage, strong legs, and night vision.
Chapter: Study of Animals
What is Adaptation?
Learning
Outcomes
Discover Page 117
Students will be able to define the meaning of adaptation and why it is important for animal survival.
Teaching Aids
Animal flashcards, habitat posters, drawing sheets, chart paper, markers, and coloured pencils
Activity
Divide the class into small groups of 4–5 students and assign each group a different habitat like desert, polar region, forest, water, or sky. Ask each group to discuss and prepare a short explanation on what adaptation means and how animals survive in their given habitat. They can include examples of animals and describe their special features, such as thick fur, long legs, or webbed feet.
Each group can also make simple drawings or charts to support their presentation. They can then present their work to the class.
After the presentations, students can ask questions and note important points. This activity will help students understand adaptation in a fun and easy way.
Extension Idea
Ask: Can humans help animals adapt to environmental changes? How?
Say: Yes, humans can help animals adapt by protecting their habitats, creating wildlife sanctuaries, and reducing pollution and deforestation.
Adaptation to Habitats
Learning Outcomes
Discover Page 118
Students will be able to describe how animals survive in various environments such as land, water, trees, air, hot and cold regions.
Teaching Aids
Cue cards related to animal adaptations, habitats, or specific animals
Activity
Divide the class into teams and prepare a set of cue cards related to animal adaptations, habitats, or specific animals. For each turn, a teacher or student reads a clue aloud, such as “I have a long neck to reach leaves on tall trees” (Answer: Giraffe) or “I have thick fur and hibernate in winter” (Answer: Bear, Polar Region), “I am ship of the desert, give one of my adaptations that help me survive in the desert” (I have long eyelashes and double eyelids protect my eyes from sand) and so on.
Teams take turns guessing the correct animal, adaptation, or habitat based on the clue. If a team answers correctly, they earn a point. Rotate turns so all students participate. Use pictures or a habitat chart for reference. At the end, discuss the adaptations and their importance for survival.
Extension Idea
Ask: What might happen to aquatic animals if water bodies dry up due to climate change?
Say: If water bodies dry up, aquatic animals like fish, turtles, and dolphins may lose their homes and die. Some may try to move to other water sources, but many cannot survive outside water. This can lead to a decrease in their population or even extinction.
Adaptations for Food
Learning Outcomes
Discover Page 122
Students will be able to classify animals as herbivores, carnivores, and omnivores and based on their diet and identify specific adaptations that help them obtain and consume their food.
Teaching Aids
Flash cards of animals and a 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 three categories: herbivores, carnivores, and omnivores. 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: What would happen if a herbivore started living in a place with only meat to eat?
Say: A herbivore cannot eat or digest meat because its teeth and digestive system are not adapted for it. It would not get the right nutrition and could become weak or even die. Herbivores need plants to survive, just like carnivores need meat.
Adaptations for Hunting and Protection Discover Page 124 Learning Outcomes
Students will be able to describe how animals protect themselves or catch their prey using special features.
Teaching Aids
Flash cards of animals and a few plants
Activity
Conduct a role-play activity called “Wildlife Survival Challenge.” Give each student a card with an animal and its hunting or protection adaptation (e.g., owl – night vision, deer – speed, chameleon – camouflage).
Let one student act out the animal silently, showing how it uses the adaptation. The class guesses the animal, the adaptation, and whether it is for hunting or protection.
After everyone participates, discuss how these adaptations help animals survive in the wild.
Extension Idea
Ask: Why do some animals use camouflage while others use speed or poison to protect themselves?
Say: Different animals live in different habitats and face different threats. Animals like chameleons or grasshoppers use camouflage to hide from predators in forests or grasslands. Others, like deer, use speed to escape quickly. Animals like snakes or scorpions use poison to defend themselves or catch prey. Each adaptation helps the animal survive based on its environment and way of life.
Answers
Get Set Page no. 117
1. On land: Lion, Elephant
2. In water: Dolphin, Fish
3. In trees: Monkey, Squirrel
Pause and Answer Page no. 122
1. The natural surroundings of an animal is called its ( habitat / adaptation).
2. If animals cannot adapt to their habitat, they become ( extinct / endangered).
3. Land animals breathe using their ( gills / lungs).
4. The Camel / Kangaroo rat is called the ship of the desert.
5. The thick layer of fat under the skin of a polar bear is called ( fur / blubber).
6. Animals that live in water are called ( aquatic / terrestrial) animals.
Chapter Checkup
1. Tick () the correct answer.
A. On land B. Green
C. swim well in water D. long and slender legs
E. Penguin
2. Fill in the blanks.
A. streamlined B. blubber
C. hump D. fins
3. Match the following.
A. Polar bear �� b. White fur
B. Fish �� a. Scales
C. Cow �� d. Flat back teeth
D. Penguin �� e. Blubber
E. Heron �� c. Long and slender legs
4. Short-answer questions.
A. An eagle has a strong and sharp beak to tear the flesh of its prey.
B. Hibernation is a deep sleep during winter that helps animals save energy in very cold conditions.
C. A duck has webbed feet that act like paddles to help it swim easily in water.
D. A cow has flat back teeth for grinding plants, while a lion has sharp, pointed teeth for tearing flesh.
5. Long-answer questions.
A. Animals protect themselves from their enemies with special adaptations.
Zebras and deer have strong legs that help them run fast when in danger. Their stripes and spots help them blend in with their surroundings.
Chameleons change their body colour to match their surroundings. This ability to blend in is called camouflage.
Grasshoppers and stick insects also use camouflage to stay hidden.
Porcupines have sharp spines to defend themselves.
Turtles have a shell, which acts like an umbrella, protecting them from predators.
Snakes, spiders, and scorpions use poison to immobilise their prey.
Nocturnal predators like owls, cats, and snakes have well-developed night vision to hunt in the dark.
B. 1. A camel’s long eyelashes and double eyelids protect its eyes from the sand.
2. A camel can close its nostrils to keep sand from getting in.
3. A camel’s long legs keep its body away from the hot sand.
4. A camel stores fat in its hump, which helps it survive without food and water.
5. A camel’s padded feet help it walk easily on the sand.
C. A parrot has a sharp and curved beak that helps it break nuts and fruit and hold onto branches. An eagle’s strong and sharp beak helps it tear the flesh of its prey. A sparrow’s short and thick beak is good for picking up small grains and seeds. A duck has a broad and flat beak that helps it catch fish and insects. The holes in its beak let water escape when it catches small fish.
D. Polar bears have thick fur that protects them from the extreme cold. They have a thick layer of fat under their skin called blubber, which helps keep them warm. Their wide and furry feet make it easier to walk on snow. Polar bears have small ears, which help them lose less body heat and stay warm.
6. Picture-based questions.
A. Grasshopper
B. The grasshopper blends with its surroundings by matching the colour of the leaves. This helps it hide from predators.
C. It can camouflage; an adaptation used for protection.
Challenge (HOTS)
1. Animals that live in cold climates have thick fur and a layer of fat called blubber to keep them warm. These adaptations protect them from the extreme cold. If they didn’t have these features, they would lose body heat, feel very cold, and might not survive in such freezing temperatures.
2. Animals like the Arctic fox change colour to match their surroundings. This is called camouflage. In winter, turning white helps them blend in with snow, making it harder for predators to see them and easier for them to hunt prey without being noticed. This adaptation helps them survive in changing seasons.
3. If a forest turns into a desert, animals may need to adapt to hotter temperatures and less water. They might need features like thick skin, ability to store water or food, and padded feet. If they cannot adapt quickly, they may not survive and could become extinct.
Study of Plants
Learning Outcomes
Students will be able to: describe the life cycle of a plant and classify plants as annual, biennial, or perennial. classify plants based on their habitat and identify adaptations in terrestrial and aquatic plants. describe how insectivorous plants get their nutrients and give examples.
Let’s Recall
Ask students to identify different types of plants they see around them. Ask students to write one unique feature of each plant image given in the Get Set section.
Vocabulary
bloom: to grow and blossom beautifully stalk: main stem glossy: smooth and shiny thrive: to grow strong and healthy habitat: the natural environment in which plants live flower bud: an undeveloped flower that is still growing deciduous trees: trees that lose their leaves in a particular season drip trip: leaves that are oval-shaped and have pointed tips evergreen trees: trees that remain green all year round and do not shed leaves in any season
Teaching Aids
Flashcards of plants (e.g., marigold, carrot, mango), diagrams of the life cycle, real seeds; Cue cards with plant names and pictures (e.g., cactus, banyan, lotus), charts of different habitats; Flashcards or visuals of Venus flytrap and pitcher plant, if possible short video clips
Chapter: Study of Plants
Life Cycle of a Plant
Learning Outcomes
Discover Page 129
Students will be able to describe the life cycle of a plant and classify plants as annual, biennial, or perennial.
Teaching Aids
Flashcards of plants (e.g., marigold, carrot, mango), diagrams of the life cycle, real seeds
Activity
Draw the plant life cycle on the board and explain each stage: seeds �� cotyledon �� seedling �� adult plant �� flower �� seed.
Distribute plant cards and ask students to classify them as annual, biennial, or perennial.
Encourage students to grow a seed at home and observe its changes over two weeks.
Extension Idea
Ask: How does observing the life cycle of a plant teach us patience and care?
Say: Watching a plant grow teaches us to care for living things and understand nature’s process.
Types of Plants
Learning
Outcomes
Discover Page 130
Students will be able to classify plants based on their habitat and identify adaptations in terrestrial and aquatic plants.
Teaching Aids
Cue cards with plant names and pictures (e.g., cactus, banyan, lotus), charts of different habitats
Activity
Divide the class into four groups: mountains, plains, marshy areas, deserts. Direct each group to prepare a small poster with 2–3 plants found in their region, describing features like leaf shape, bark type, or root system.
Ask the students to use terms like cone-shaped, thick stems, breathing roots, or drip tips as described in the book.
After the posters are created, ask each group to present their posters and explain how these features help plants survive in those areas.
Extension Idea
Ask: Why do banyan leaves have pointed tips called drip tips?
Say: Drip tips help water flow off the leaves easily and protect the plant from pests and diseases.
Learning Outcomes
Students will be able to describe how insectivorous plants get their nutrients and give examples.
Teaching Aids
Flashcards or visuals of Venus flytrap and pitcher plant, if possible short video clips Activity
Show images or short video clips of the Venus flytrap and pitcher plant in action.
Ask students to compare how each plant catches insects: Venus flytrap snaps shut its leaves, while the pitcher plant traps insects in liquid.
Students can draw the two insectivorous plants and label their trapping parts.
Discuss why these plants need to eat insects—because they grow in soil that lacks nutrients.
Extension Idea
Ask: Would insectivorous plants grow well in soil with lots of nutrients?
Say: No, because if the soil already has enough nutrients, especially nitrogen, they wouldn’t need to catch insects to survive.
Answers
Get Set Page no. 128
Pine – Has needle-shaped leaves
Lotus – Grows in water and has floating leaves
Cactus – Has spines instead of leaves to reduce water loss
Pause and Answer Page no. 130
Marigold Carrot Rose
Sunflower Potato Neem tree
Wheat Parsley Mango tree
Chapter Checkup
1. Tick () the correct answer.
A. Venus flytrap B. Petals
C. Fir D. Mangroves
2. Fill in the blanks.
A. habitat B. terrestrial
C. deciduous D. evergreen
3. Write True or False.
A. True B. False
C. True D. False
4. Match the following.
A. Sepals �� e. Protect the flower bud
B. Petals �� d. Attracts insect
C. Anther �� b. Holds the pollen
D. Stamen �� a. The male part of the flower
E. Pistil �� c. The female part of the flower
5. Short-answer questions.
A. Deciduous plants shed their leaves in a particular season, while evergreen plants remain green all year round and do not shed their leaves in any season.
B. Two examples of biennial plants are carrot and potato.
C. Insectivorous plants are plants that catch and eat insects to get the nutrients they need.
D. Because the water in marshy areas does not allow air to reach the soil, these roots grow above the ground to help the plant breathe.
E. Desert plants have long roots to go deep into the soil to find a water source.
Long-answer questions.
A. Petals: These are the outermost and colourful parts of the flower. The fragrance and colour of petals attract insects.
Sepals: These are small, leaf-like structures that protect the flower bud before it opens. As the bud opens, the sepals curl back and the flowers bloom.
Stamen: This is the male part of the flower. It has two main parts:
Anther: This is the swollen top part. It holds the pollen which is a yellow powder-like substance.
Filament: It is the thin stalk that holds up the anther.
Pistil: This is the female part of the flower. It has three main parts:
Stigma: It is the sticky top part that catches the pollen.
Ovary: This is the bottom part that contains the ovules. Ovules develop into seeds.
Style: It is the tube that connects the stigma to the ovary.
C. The Venus flytrap plant has leaves that shut like a trap when an insect touches them. Once the insect gets caught, the plant slowly digests it for nutrients. Whereas, the Pitcher Plant has cup-shaped leaves filled with liquid. When an insect sits on the leaves, it slips and falls in. The plant digests the insect.
D. Plants like cacti have thick, fleshy stems that store water. Some desert plants have spines instead of leaves to reduce water loss. Others have long roots that go deep into the soil or wide-spread roots just under the surface to quickly absorb water when it rains.
7. Picture-based questions.
A. Image 1 – Venus flytrap Image 2 – Water lily
B. The Venus flytrap is an insectivorous plant. It has leaves that shut like a trap when an insect touches them. It catches and digests insects to get the nutrients it needs because it grows in soil that lacks enough nutrients.
The water lily is an aquatic plant. It has roots fixed to the bottom of the pond and leaves that float on the water surface. It makes food using sunlight and absorbs water and nutrients from its aquatic environment.
Challenge (HOTS)
B. Annual Plants: These plants complete their life cycle in one year, for example, sunflowers, marigolds and wheat. Annual plants sprout from seeds, grow, flower, produce seeds and then die, all within a single year.
Biennial Plants: These plants take two years to complete their life cycle, for example, carrots, potatoes, and parsley. In the first year, biennial plants grow leaves, stems, and roots, but they do not make flowers. In the second year, they bloom, make seeds and then die.
Perennial Plants: These plants live for many years, for example, roses, mango, and neem trees. Perennial plants keep blooming year after year.
1. A desert plant would face challenges in a marshy area because the soil is too wet and does not allow air to reach the roots. Desert plants are adapted to dry, sandy soil. In a marshy area, its roots may rot and the plant may not get enough air. To survive, it would need to develop breathing roots, like mangroves, which help plants get air in waterlogged soil.
2. If I design a school garden, I would choose mostly terrestrial plants like rose, mango, and neem, because they grow well on land. If the garden has a pond, I would include aquatic plants like lotus and water lily, which have floating leaves and fixed roots. I may also add insectivorous plants like Venus flytrap to make the garden interesting and help students learn how some plants catch insects to get nutrients. These plants would be chosen based on their adaptations and the garden’s environment. [Answer may vary.]
Parts of a flower Stamen
Interdependence Among Living Organism
Learning Outcomes
Students will be able to:
define an ecosystem and understand how living beings and non-living things interact. identify the basic characteristics that define living beings. describe how plants and animals depend on each other for food, oxygen, seed dispersal, shelter, and protection.
Let’s Recall
Recap with the students by revising the difference between living and non-living things. Ask students to classify items as living things or non-living things given in the Get Set section.
Vocabulary
faeces: undigested waste released from the body
aeration: allowing air to pass
humus: dark brown material that makes the soil fertile
gall: a swelling on a plant part
predators: animals that hunt and eat other animals
respiration: the process by which living beings get energy from the food they eat
photosynthesis: the process by which plants prepare their own food
biosphere: a region on the Earth where living organisms are found
herbivores: animals that feed on plants
carnivores: animals that feed on other animals
disperse: scattering, for example carrying seeds to different places
symbiosis: when two or more organisms live together and benefit each other
Teaching Aids
Flashcards showing natural (forest, river) and human-made (aquarium) ecosystems; pictures of living and non-living things; Posters or visuals of living processes (movement, growth, nutrition, respiration, excretion, sensitivity, reproduction); Pictures of food chains, seed dispersal methods, birds nesting, earthworms in soil
Chapter: Interdependence Among Living Organism
Ecosystem
Learning
Outcomes
Discover Page 138
Students will be able to define an ecosystem and understand how living beings and non-living things interact.
Teaching Aids
Flashcards showing natural (forest, river) and human-made (aquarium) ecosystems; pictures of living and non-living things
Activity
Show flashcards to the students and explain them the difference between:
Natural ecosystems (formed by nature, e.g., pond, forest)
Human-made ecosystems (created and maintained by people, e.g., garden, aquarium)
Now, divide the class into small groups of 4–5 students. Give each group a chart paper and assign or let them choose an ecosystem:
Natural: Forest, pond, river, grassland, desert
Human-made: Aquarium, terrarium, rooftop garden, zoo enclosure
Guide each group to paste or draw pictures of living things (plants, animals, insects), add non-living things (rocks, water, sunlight, soil, air), and label each item and draw arrows to show interactions (e.g., “fish breathe oxygen from water,” “plants need sunlight to grow”).
After the chart papers are done, ask each group to write a short explanation (2–3 lines) of how their ecosystem works and present their ecosystem chart to the class.
Extension Idea
Ask: Is an aquarium a natural ecosystem?
Say: No, an aquarium is a human-made ecosystem, while a river or forest is natural.
Characteristics of Living Beings
Learning
Outcomes
Students will be able to identify the basic characteristics that define living beings.
Teaching Aids
Discover Page 138
Posters or visuals of living processes (movement, growth, nutrition, respiration, excretion, sensitivity, reproduction)
Activity
Begin by explaining the basic characteristics of living beings—movement, growth, nutrition, respiration, excretion, sensitivity, and reproduction—using simple examples that students can easily relate to, such as a cat, a plant, or a human. Emphasize that all living beings exhibit all of these characteristics. Once the students understand the concept, ask them to draw a table in their notebooks with the names of the characteristics as column headings. Next, write a mixed list of living and non-living things on the board, such as a dog, a car,
a tree, a robot, a fish, and a rock. Instruct the students to evaluate each item and place a tick under the column if the item shows that characteristic. For example, they may tick ‘movement’ and ‘sensitivity’ for a dog but leave those columns blank for a rock. After the activity, discuss the results as a class to reinforce the understanding that only living things show all seven characteristics.
Extension Idea
Ask: Why does the touch-me-not plant fold its leaves when touched?
Say: Because living beings show sensitivity to changes around them.
Interdependence of Plants and Animals
Learning Outcomes
Discover Page 140
Students will be able to describe how plants and animals depend on each other for food, oxygen, seed dispersal, shelter, and protection.
Teaching Aids
Pictures of food chains, seed dispersal methods, birds nesting, earthworms in soil Activity
Conduct a “Web of Life” activity in the class. Begin by preparing cards with labels such as: Sun, Plants, Trees, Insects, Herbivores (e.g., deer, goat), Carnivores (e.g., tiger, lion), Humans, Birds, Earthworms.
Arrange the students in a circle. Give one student the “Sun” card and a ball of string or yarn. The student holding the “Sun” card will pass the string to someone with the “Plants” card, saying something like: “Plants use sunlight to prepare food.”
The next student connects the string to Herbivores, explaining “Herbivores eat plants for food.”
Continue this process, with students connecting Humans, Birds, Insects, and Earthworms, each time explaining how that living being depends on or helps another. Once all connections are made, pause and observe the web. Explain that this “Web of Life” shows how all living beings are interconnected and interdependent.
Extension Idea
Ask: What would happen if there were no plants left on Earth?
Say: Without plants, animals would not get food or oxygen, and the balance of nature would be lost.
Answers
Get Set Page no. 137
Do it yourself
Pause and Answer Page no. 140
Living beings and non-living things interact with each other
Chapter Checkup
1. Tick () the correct answer.
A. Symbiosis
C. Earthworm
2. Fill in the blanks.
A. ecosystem
C. seeds
3. Write True or False.
A. False
C. True
4. Match the following.
A. non-living things
C. fungus
5. Short-answer questions.
B. Moth
B. light
D. dispersal
B. False
D. False
B. horse
A. An ecosystem includes both living beings and non-living things that interact with one another.
B. Green plants prepare food by photosynthesis. Herbivores depend on plants for food. Carnivores eat herbivores. So, all animals are directly or indirectly dependent on plants.
C. An example of symbiosis is the relationship between ants and fungi. Ants chew leaves into pulp and carry them underground where fungi grow. The ants then feed on the fungi.
D. Animals eat seeds and disperse them through faeces. Some seeds stick to their bodies and fall off in new places.
Example: Squirrels help to disperse seeds by collecting and burying them in the ground.
6. Long-answer questions.
A. Earthworms make burrows in the soil which allows air to pass. They feed on dead and decaying leaves, and their faeces add humus and minerals to the soil. This makes the soil fertile and helps plants grow better.
B. The basic features of living beings are movement, growth, nutrition, respiration, excretion, reproduction, and sensitivity.
Respiration: All living beings breathe. Humans and animals breathe in oxygen and breathe out carbon dioxide. Living beings get energy from the food they eat through a process called respiration. Plants breathe air through their leaves. They use carbon dioxide in the air to prepare their food through a process called photosynthesis. Plants release oxygen during this process.
Reproduction: It is the process by which all living beings produce young ones of their own kind. The young ones have the same characteristics as their parents. Plants reproduce using seeds.
C. Humans depend on plants for food and oxygen. Plants take in carbon dioxide and release oxygen during photosynthesis. If there were no plants, animals and humans would not get oxygen or food, and this would affect all living beings on Earth.
7. Picture-based questions.
A. The green plant prepares its own food using carbon dioxide, water, and sunlight through the process of photosynthesis.
B. The grasshopper directly depends on plants for food as it is a herbivore.
C. The snake indirectly depends on plants because it feeds on the frog, which eats the grasshopper that eats the plant. So, the snake is indirectly dependent on plants for food.
Challenge (HOTS)
1. Plants take in carbon dioxide and release oxygen. If plants are cut down, there would be more carbon dioxide and less oxygen in the air, disturbing the balance.
2. To know if a new kind of animal is a living being, I would check if it shows the features of living beings: movement, growth, reproduction, respiration, excretion, nutrition, and sensitivity. By observing how it moves, breathes, eats, and responds, I can learn how it interacts with its surroundings.
Protecting Plants and Animals
Learning Outcomes
Students will be able to:
learn about how plants and animals depend on their environment and how balance is maintained through biotic and abiotic components.
learn about how human actions such as pollution and deforestation disturb the balance in nature. learn how humans can protect nature by saving forests, wildlife, and supporting tribal communities. learn about the role of organisations like WWF and Centre for Wildlife Studies in protecting nature.
Let’s Recall
Recap to check if students remember the names of some things in the environment that both plants and animals need to survive.
Ask students to answer the question given in the Get Set section.
Vocabulary
environment: the surroundings of plants and animals, including air, water and land biotic components: living things in our environment like plants, animals and microorganisms abiotic components: non-living things in our environment like water, air, soil and sunlight pollution: introduction of harmful substances into our environment
deforestation: large-scale cutting down of trees
erosion (here: soil): when soil becomes loose and easily gets washed away by wind or water extinct: when no more living members of the particular plant and animal species are present on earth organisation: a group of people who work towards a specific goal endangered: on the verge of becoming extinct
habitat: the place where a plant or animal grows and lives
biodiversity: a variety of life, including plants and animals, in a particular place
sanctuary: a place where animals can live in their natural habitat
conservation: the protection of animals and their natural habitats
Teaching Aids
A sample ecosystem chart, coloured pencils, flashcards of biotic/abiotic examples; Chart paper, sketch pens, examples of pollution (photos or drawings), story from the textbook; Printed images of Jadav Payeng, tribal pictures, simple role-play items; Logos of WWF and CWS, pictures of endangered animals like panda, tiger, and rhino
Chapter: Protecting Plants and Animals
Balance in Nature
Learning Outcomes
Discover Page 147
Students will be able to learn about how plants and animals depend on their environment and how balance is maintained through biotic and abiotic components.
Teaching Aids
A sample ecosystem chart, coloured pencils, flashcards of biotic/abiotic examples
Activity
Let the students draw a colourful scene showing different components of the environment. Ask them to include at least three biotic components (like trees, animals, birds) and three abiotic components (like water, air, sunlight, and soil).
Let the students label each item as “biotic” or “abiotic” in their drawing. Once the drawings are complete, let 3–4 students come forward and explain how the living things in their drawing use the non-living things to survive.
Let the students also write a sentence below the drawing, such as:
“Plants need sunlight and water to grow.”
“Animals need clean air and shelter.”
Extension Idea
Ask: What would happen if there were no plants?
Say: Without plants, animals would not get food or oxygen, and the balance in nature would break.
Activities Disturbing the Balance
Learning
Outcomes
Students will be able to learn about how human actions such as pollution and deforestation disturb the balance in nature.
Teaching Aids
Chart paper, sketch pens, examples of pollution (photos or drawings), story from the textbook
Activity
Let the students make a two-part chart or drawing titled “Before and After Human Impact.”
On the left side, they should draw a clean and healthy environment showing trees, animals, clean rivers, birds, and happy people.
On the right side, they should show the impact of pollution and deforestation — like factories releasing smoke, dirty rivers, fallen trees, and animals without homes.
After the drawing, let the students write two differences between the two pictures, such as:
“In the first picture, the forest is full of animals. In the second, the forest is cut down.”
“In the first picture, the air is clean. In the second, there is smoke and garbage.”
Encourage a class discussion where students talk about how such changes affect plants, animals, and humans.
Extension Idea
Ask: How does cutting trees affect animals?
Say: Trees are homes to many animals. Without trees, they lose their shelter and food.
Human Actions to Protect Nature
Learning
Outcomes
Students will be able to learn how humans can protect nature by saving forests, wildlife, and supporting tribal communities.
Teaching Aids
Printed images of Jadav Payeng, tribal pictures, simple role-play items
Activity
Divide the class into 3–4 small groups and assign each group one topic — like “Saving Forests”, “Protecting Animals”, “Helping Tribes”, or “Planting Trees”.
Let each group prepare a short skit or presentation (2–3 minutes) where they act as nature heroes. They can create paper badges, wear green or brown colours, and make props like cardboard trees, animal masks, or posters.
Each group should present:
1. The problem (e.g., cutting trees, hunting animals)
2. What are they doing to solve it?
3. Why is it important for nature?
Extension Idea
Ask: Who is known as the Forest Man of India?
Say: Jadav Payeng, who planted trees and turned a barren land into a forest.
Organisations that Protect Forest and Wildlife
Learning Outcomes
Students will be able to learn about the role of organisations like WWF and Centre for Wildlife Studies in protecting nature.
Teaching Aids
Logos of WWF and CWS, pictures of endangered animals like panda, tiger, rhino Activity
Let the students create an awareness poster or campaign board titled “Protect Wildlife, Protect Life!”
They can draw or paste logos of organisations like WWF or Centre for Wildlife Studies, and write short slogans like:
“Say No to Animal Hunting”
“Protect Forests, Save Tribes”
“Be a Friend to Nature”
They can also include one endangered animal (e.g., panda, polar bear, tiger), and write: Where is it found?
Why is it endangered?
What can humans do to protect it?
Once all posters are ready, create a “Wildlife Wall” in class and let students present their posters one by one.
Extension Idea
Ask: What kind of animals does WWF help protect?
Say: WWF works to protect endangered animals like pandas, tigers, and polar bears.
Answers
Get Set
Do it yourself
Pause and Answer
1. living
3. Deforestation
5. habitat
Chapter Checkup
1. Tick () the correct answer.
A. All of these
C. Planting more trees
E. All of these
2. Fill in the blanks.
A. deforestation
C. abiotic
3. Write True or False.
A. False
C. True
E. True
4. Short-answer questions.
2. non-living
Page no. 146
Page no. 148
4. environment
B. Plants
D. WWF
B. animals
D. biotic
B. True
D. False
A. Deforestation refers to the cutting down of trees on a large scale.
B. National Parks protect animals and their homes.
C. We can help to protect nature by planting trees and not wasting water.
D. World Wide Fund
E. Biotic components need abiotic ones for food, shelter, and survival.
F. Jim Corbett National Park (Uttarakhand), Periyar Wildlife Sanctuary (Kerala)
5. Long-answer questions.
A. Forests are one of the most important parts of our environment. They act like the lungs of the Earth by cleaning the air and giving us oxygen to breathe. They also provide shelter and food to many plants, animals, and birds. Forests help hold the soil together with their roots and prevent soil erosion. When we cut down too many trees, it harms not only the animals living there but also the environment around us. Many tribes in India, like the Baiga and Jarawa, depend on forests for their homes, food, and daily needs. Protecting forests also means protecting the lives and traditions of these people. That is why we must plant more trees, stop cutting forests unnecessarily, and protect them for a better future.
B. One way to protect wildlife is by stopping hunting. Hunting animals for food or pleasure has led to many species becoming extinct. Wildlife protection is important to maintain biodiversity and environmental balance.
Another way to protect wildlife is by setting up National Parks and Wildlife Sanctuaries. These are protected areas where animals live safely in their natural homes. For example, Jim Corbett National Park in Uttarakhand is known for Bengal tigers. Ranthambore in Rajasthan has tigers and crocodiles. Kaziranga in Assam has the largest population of the Indian one-horned rhinoceros. Such places help in wildlife conservation.
C. The environment can be divided into two components: biotic and abiotic.
Biotic components are living things in our environment, like plants, animals and microorganisms. These living things depend on each other for food, shelter and survival.
Abiotic components are non-living things like water, air, soil and sunlight. These are essential for the survival of biotic components. For example, plants need sunlight and water to grow, and animals need clean air to breathe.
Both biotic and abiotic components are important to keep the balance in nature.
D. Pollution is the introduction of harmful substances into our environment, making it dirty and unhealthy. Pollution affects air, water and soil — all of which are essential for the survival of living things.
Factories and vehicles produce smoke and cause air pollution. Waste water from homes and factories pollutes rivers and lakes, causing water pollution. Pollution of soil happens when chemicals and waste are dumped on land.
When pollution increases, plants, animals and even humans find it difficult to live. It disturbs the balance in nature and makes the environment unsafe.
E. The WWF is an international organisation that helps people understand why it is important to protect wildlife. They teach us to care for our environment by focusing on saving endangered animals like pandas, tigers and polar bears.
The WWF also works to protect forests and oceans. They help raise awareness and encourage people to support wildlife protection. Organisations like the WWF play an important role in conservation and keeping the planet safe for all living beings.
6. Match the following.
A. Biotic Component �� b. Plants
B. Abiotic Component �� a. Water
C. National Park �� c. Protects wildlife
D. Pollution �� d. Factories and vehicles
E. Habitat �� e. Home of plants and animals
7. Picture-based questions.
A. Garbage and dirty water in the river.
B. It pollutes water, harms animals and causes diseases.
C. Stop dumping waste, clean the river, and spread awareness.
Challenge (HOTS)
1. Without water, animals and plants in the pond would die. Rocks would stay, but life would stop.
2. Plant more trees, stop dumping waste, and use public transport to reduce pollution.
Our Environment Unit 5
Chapters in This Unit
15. Natural Calamities
16. Study of Plants
Story in This Unit
In the land of Avora, something strange and scary happens. Eva hears a weird sound, and then she sees lots of thick smoke and dust covering the whole place. It makes it hard for everyone to breathe. The Elder Wizard and Ms. Idea are also very worried.
At first, they do not know what is causing all this smoke and dust. The Elder Wizard thinks it might be something like an earthquake. Earthquakes are big, powerful events in nature that can hurt people and damage things. Avora had earthquakes a long time ago.
The Elder Wizard tries to use his magic to make the smoke go away. He says a spell, but it does not work. Everyone is surprised.
Then, the Elders figure out the problem is even worse than they thought. It is not something natural; it is from very strong Dark Magic. That is why the Wizard’s spell did not work. The smoke gets thicker, and everyone coughs. They need to find a way to stay safe. So, the Elder Wizard uses his magic again to make a shield. This shield will protect them from the smoke and dust for a little while. Then, they realize it is not a natural disaster. It is caused by powerful Dark Magic from Lord Ero! The smoke gets worse, and everyone needs protection.
The characters are worried because the smoke and dust will hurt their world, everything around them, and all the things they get from nature. They decide they have to do something to stop Lord Ero.
They know the shield won’t last very long. So, they need to find a way to save Avora from Lord Ero. Conji remembers that they were reading about Earth and a country called India, and how they had to protect themselves too.
Mel, Conji, and Eva hurry to the Magical Library to look for something that can help them.
Natural Calamities
Learning Outcomes
Students will be able to: define natural calamities and identify their basic characteristics. learn steps to stay safe during any natural disaster and how to help others. identify ways to help during natural disasters and understand the role of different organisations.
Let’s Recall
Recap to check if students know the names of various natural resources. Ask students to discuss the question given in the Get Set section.
Vocabulary
mild: gentle; not severe sturdy: strong tremors: shaking erupt: break out suddenly cloudburst: a sudden violent rainstorm epidemics: diseases occurring in a community at the same time evacuation: safe escape famine: extreme scarcity of food malnutrition: lack of proper nutrients
rescue: to save something or someone from a difficult situation heartbreaking: very upsetting aftermath: after effects
Teaching Aids
rehabilitating: restoring a situation or person to the state they were before earthquake: the sudden shaking of the Earth’s crust
Richter scale: a tool that measures the strength of earthquakes
seismograph: a machine that records the movement of the ground during an earthquake. volcanoes: mountains that can erupt with hot, melted liquid
lava: hot, melted rock that comes out of a volcano tsunami: a huge ocean wave caused by an underwater earthquake or volcano
afforestation: the process of planting trees to create a forest
Printed or digital information about different natural calamities, chart papers and markers for visuals, simple props like microphones (can be made from paper), weather maps, or cue cards; Chart paper, sketch pens, printed safety symbols, school layout map (optional), and stickers for emergency items (e.g., hospital, telephone, food, shelter, water drop, Red Cross); Chart papers, markers, and coloured pencils for creating posters, printed information about NGOs and government disaster management efforts, news articles or videos on disaster relief efforts
Chapter: Natural Calamities
Types of Calamities
Learning
Outcomes
Students will be able to define natural calamities and identify their basic characteristics.
Teaching Aids
Discover Page 158
Printed or digital information about different natural calamities, chart papers and markers for visuals, simple props like microphones (can be made from paper), weather maps, or cue cards
Activity
Divide the class into small groups of 4–5 students. Assign each group a different natural calamity, such as earthquakes, volcanoes, tsunamis, floods and droughts.
Each group will prepare a mock TV news report covering their assigned calamity. Their report should include:
Basic facts about the calamity (what it is, causes, and effects).
Safety measures to be taken before, during, and after the calamity.
Students should write a short script, keeping it clear and informative. They can include different roles such as a news anchor, a field reporter, and an eyewitness.
Encourage groups to create simple props like microphones, maps, or weather charts to make their presentation more engaging.
Each group will present a 2-minute news report in front of the class.
After each presentation, the rest of the class will take notes and ask follow-up questions to reinforce understanding.
Extension Idea
Ask: Why is it important for people to be aware of safety measures before a natural calamity occurs?
Say: Being aware of safety measures helps people prepare in advance, reducing damage, preventing injuries, and ensuring a quicker response to emergencies.
Dealing with a Calamity Discover Page 163
Learning Outcomes
Students will be able to learn steps to stay safe during any natural disaster and how to help others.
Teaching Aids
Chart paper, sketch pens, printed safety symbols, school layout map (optional), and stickers for emergency items (e.g., hospital, telephone, food, shelter, water drop, Red Cross)
Activity
Divide the class into small groups and give each group a blank chart paper. Ask them to imagine their school is located in an area where a major flood has occurred. Their task is to create an emergency response plan for the school. They must think about where students will take shelter, how food and water will be arranged, how they will contact parents, and who will help the injured. Each group will draw or write their plan on the chart and assign roles like first aid helper, communicator, and safety leader.
Once done, let each group present their plan to the class, explaining how their team will keep everyone safe during the calamity.
Extension Idea
Ask: What are some things we should always keep ready at home or school in case of a flood?
Say: Emergency kits with water, food, torch, medicines, and a contact list can save lives during any disaster.
Reaching Out
Learning Outcomes
Discover Page 163
Students will be able to identify ways to help during natural disasters and understand the role of different organisations.
Teaching Aids
Chart papers, markers, and coloured pencils for creating posters, printed information about NGOs and government disaster management efforts, news articles or videos on disaster relief efforts
Activity
Divide the class into three groups and assign each group a different aspect of disaster relief:
Group 1: Government’s role in disaster management (early warning systems, evacuation plans).
Group 2: NGOs and their contributions (Red Cross, WHO, UNICEF).
Group 3: How individuals and communities can help disaster victims (donations, spreading awareness). Each group will create a relief plan explaining how they would help if a disaster struck a nearby town. Their plan should include:
Ways to spread awareness about the disaster.
Immediate help needed (food, shelter, medical aid).
Long-term solutions to support the affected people. Groups should present their plans creatively through posters, short skits, or speeches. After all presentations, conduct a class discussion on how students can contribute to disaster relief efforts in real life.
Extension Idea
Ask: How can students contribute to disaster relief efforts in their own communities?
Say: Students can raise awareness, organise donation drives, volunteer with local organisations, and educate others about safety measures.
Answers
Get Set
Page no. 158
Yes, I have seen a big storm from my window. It made me feel scared because the wind was very strong, and the trees were shaking. I stayed inside and listened to the rain.
(Note: This answer should be shared by the student based on personal experience, as directed.)
Pause and Answer
Page no. 162
Chapter Checkup
1. Tick () the correct answer.
A. Tsunami B. Seismometer
C. UNICEF
2. Fill in the blanks.
A. earthquake
D. Lava and ash
B. extinct
C. floods D. famine
3. Match the following.
A. Drought �� b. the extreme scarcity of rain
B. Tsunami �� d. huge ocean waves due to an underwater earthquake
C. Earthquake �� e. the violent shaking of the ground
D. Flood �� c. the overflow of water everywhere
E. Volcano �� a. throws out lava and ash
4. Write True and False.
A. False
C. True
5. Short-answer questions.
B. False
D. True
A. The intensity of an earthquake is measured on the Richter scale. A value of 1–3 on the Richter scale indicates a mild earthquake while anything above 7 is considered extremely powerful.
B. Active volcano, dormant volcano and extinct volcano.
C. A drought occurs when there is not enough rain for a long time.
D. Tsunamis can flood coastal areas, destroying homes, buildings and roads. The sudden impact of a tsunami can cause many people to lose their lives or sustain injuries.
6. Long-answer questions.
A. Volcanoes are mountains that erupt with a hot, melted liquid called lava. A volcanic eruption happens when lava bursts out from a volcano. The ash, dust and gases from a volcanic eruption can make it hard to see and breathe. Lava can flow down the sides of a volcano, burning and destroying everything that comes in its path.
B. To prevent floods, plant more trees on riverbanks; check dams at regular intervals, and store drinking
water, food and other essentials. To prevent drought, we should plant more trees, use rainwater-harvesting techniques and implement water conservation projects in states that are prone to droughts.
C. We should help people who are affected by natural calamities by donating clothes, money, food, and medicines to help them rebuild their lives. Governments invest in advanced technologies to detect natural disasters early. The Red Cross Society provides medical relief to victims and helps them in rehabilitating themselves.
D. This is a report from a coastal area affected by a tsunami. Huge waves flooded homes, roads and buildings. Many people were injured and rescue teams are helping. I advise everyone to quickly move to higher ground and follow emergency instructions. Stay calm and listen to local authorities for updates.
7. Picture-based questions.
A. Earthquake
B. After-effects of an earthquake:
Buildings and houses can crack and roads can split apart.
Electric or gas fires can break out, causing damage to life and property.
C. Safety measures to be followed during an earthquake: Drop to the ground, take cover under a sturdy table or desk, and hold on until the shaking stops. Move away from windows, glass, and anything that can fall.
Challenge (HOTS)
1. Earthquakes can cause the ground to crack, buildings to collapse and fires to break out due to gas leaks. They mainly affect the land and structures. Floods, on the other hand, cover land with water, damage crops, destroy homes, and cause the spread of diseases. So, earthquakes shake and break the land, while floods cover and soak it.
2. The best approach is to teach people safety steps and make emergency plans in advance. Using warning systems like sirens and messages helps people move to safe places quickly. Practicing drills in schools and homes also prepares everyone. When people know what to do and where to go, they stay calm and safe during calamities.
Pollution 16
Learning Outcomes
Students will be able to: learn what pollution is, what pollutants are, and identify the four main types of pollution. learn about the causes, effects, and prevention of air pollution. learn about the causes and effects of land pollution and ways to prevent it. learn how water pollution is caused and its impact on human health and aquatic life. learn what causes noise pollution, its effects on health, and how to control it.
Let’s Recall
Recap to check if students remember the names of different types of pollution they have seen around them. Ask students to answer the question given in the Get Set section.
Vocabulary
littering: carelessly leaving or dropping garbage in public spaces instead of disposing of it properly.
faulty: not working honking: to make a loud noise (here; by using horns in vehicles)
sleeplessness: inability to sleep deafness: inability to hear properly fatigue: tiredness
Teaching Aids
global warming: the increase in the temperature of the Earth due to the trapping of heat by gases such as carbon dioxide pollution: the addition of harmful substances into the environment pollutants: harmful substances that have a negative effect on the environment
afforestation: planting of trees and plants
deforestation: cutting down trees and forests
Pre-drawn circular templates, crayons, pictures of different types of pollution (optional), safety scissors; Images of factories, cars, forest fires, and posters showing clean vs. polluted air; Old newspapers, empty boxes, plastic bottles, cartons, and other waste material; Images of oil spills, garbage in rivers, and clean water vs polluted water; Flashcards of loudspeakers, traffic noise, construction sites, and decibel meter images
Chapter: Pollution
Pollution and Its Types Discover Page 168
Learning Outcomes
Students will be able to learn what pollution is, what pollutants are, and identify the four main types of pollution.
Teaching Aids
Pre-drawn circular templates, crayons, pictures of different types of pollution (optional), safety scissors
Activity
Let the students make a “Pollution Wheel”. Give each student a circular chart divided into four sections. Each section will represent one type of pollution: Air, Water, Land, and Noise.
Ask them to draw one picture in each part showing what causes that pollution (e.g., smoke for air, trash in water, loudspeakers for noise, plastic on land). Under each picture, let them write one line explaining it.
For example:
“Air Pollution — caused by burning fossil fuels”
“Water Pollution — caused by dumping waste in rivers”
Let a few students show their wheels to the class and describe one type of pollution. Hang all wheels in the classroom as a Pollution Awareness display.
Extension Idea
Ask: What do you think is the most harmful type of pollution for human health?
Say: All types of pollution are harmful, but air and water pollution can directly cause serious diseases in people. Air Pollution
Discover Page 169
Learning Outcomes
Students will be able to learn about the causes, effects, and prevention of air pollution.
Teaching Aids
Images of factories, cars, forest fires, and posters showing clean vs. polluted air
Activity
Let the students create a foldable chart titled “Air Pollution What, Why, and How to Prevent.”
Divide the paper into three sections:
What is Air Pollution?: Let students write a short definition with a drawing (e.g., smoke, gases).
Causes and Effects: Include points like burning fossil fuels, factories, and effects like global warming and acid rain.
Prevention: Students write or draw things like planting trees, using public transport, and not burning garbage. Let a few students come forward to explain one section of their chart.
Extension Idea
Ask: What can we do at home to reduce air pollution?
Say: We can avoid burning waste and save electricity.
Land Pollution Discover Page 170
Learning Outcomes
Students will be able to learn about the causes and effects of land pollution and ways to prevent it.
Teaching Aids
Old newspapers, empty boxes, plastic bottles, cartons, and other waste material Activity
Let the students bring old waste materials from home like newspapers, empty boxes, plastic bottles, or cartons. In class, guide them to create something useful from these — like pencil stands, small pots, paper bags or dustbins. Let them decorate their item and label it with a message such as “Best out of Waste” or “I reused to reduce land pollution!”
After the activity, let the students present their item to the class and explain what waste material they used and how it helps reduce land pollution.
Finally, create a class display of all the items under the title: “My Clean Land Project”.
Extension Idea
Ask: Why should we use separate bins for different waste?
Say: It helps in proper disposal and recycling of waste.
Water Pollution
Learning Outcomes
Discover Page 172
Students will be able to learn how water pollution is caused and its impact on human health and aquatic life.
Teaching Aids
Images of oil spills, garbage in rivers, and clean water vs. polluted water Activity
Let the students take an A4 sheet and draw two river scenes side by side — one clean and one polluted. In the clean river, they should show fish swimming, people using water carefully, and no trash around. In the polluted river, they can draw garbage floating, oil spills, and dead fish.
Then let students write three lines below the drawing:
1 One cause of water pollution.
2. One effect on humans or aquatic animals.
3. One way they can help stop it.
After the activity, explain the difference between clean and polluted water bodies to the students and encourage them to protect water in real life.
Extension Idea
Ask: What small steps can we take at home to stop water pollution?
Say: We should not waste water and must not throw garbage near water bodies.
Learning Outcomes
Students will be able to learn what causes noise pollution, its effects on health, and how to control it.
Teaching Aids
Flashcards of loudspeakers, traffic noise, construction sites, and decibel meter images
Activity
Let the students make a “Noise Alert Poster” in pairs. Give them chart paper and ask them to choose a place where they often hear noise — like a road, school, or home. Let them draw pictures of the noise sources they know (like loudspeakers, honking cars, or TV at high volume).
Ask them to write:
1. Three sources of noise at that place.
2. One sentence on how that noise affects people.
3. Two ideas to reduce that noise.
4. A catchy slogan like: “Say No to Noise” or “Lower the Volume, Raise the Peace”.
After everyone finishes, let the pairs present their posters to the class and stick them on the wall titled “Noise-Free Zone”.
Extension Idea
Ask: What can you do when someone is playing loud music at night? Say: We can request them politely to lower the volume.
Answers
Get Set
Page no. 168
Look at the pictures. Put a tick () against the images that show actions which are good for the environment.
Pause and Answer
1. air pollution
3. global warming
Chapter Checkup
1. Tick () the correct answer.
A. burning of fossil fuels
C. recycling
Page no. 173
2. deforestation
4. oil spills
B. cholera
D. the honking of vehicles
2. Fill in the blanks.
A. pollution
B. acid
C. biodegradable D. noise
3. Write True and False.
A. True
C. True
4. Match the following.
B. False
D. True
A. Air pollution �� c. Asthma, lung cancer, bronchitis
B. Land pollution �� d. Soil-borne diseases, skin allergies
C. Water pollution �� b. Cholera, typhoid, dysentery
D. Noise pollution �� a. Fatigue, stress, irritation
5. Short-answer questions.
A. Pollution is the addition of harmful substances into the environment. Pollutants are the harmful substances that have a negative effect on the environment.
B. Water pollution affects aquatic life by reducing oxygen levels and causing death of aquatic animals and plants.
C. It causes soil-borne diseases, cancer and skin allergies in humans.
D. Global warming is the increase in the Earth’s temperature due to gases like carbon dioxide and methane trapping heat.
E. We should avoid unnecessary honking and keep volume of devices low.
6. Long-answer questions.
A. Air pollution is caused when harmful gases or toxic particles are released into the air. Factories, power plants, and vehicles release smoke and harmful gases. Burning fossil fuels like coal and petrol adds gases like carbon dioxide, methane and carbon monoxide into the environment. Natural events like volcanic eruptions and forest fires also cause air pollution.
Air pollution causes global warming, ozone layer depletion, acid rain, and diseases like asthma and lung cancer. Indoor air pollution is also caused by paints, chemicals and chalk dust.
To control air pollution, we should plant more trees, use public transport, avoid burning garbage, and use electricity and fuel wisely.
B. Land pollution is caused when land or soil is contaminated by harmful substances like plastic, e-waste, and chemicals. Deforestation causes soil erosion as roots do not hold soil. Throwing nonrecyclable waste and using too much fertiliser or pesticide also pollutes land.
It affects plants, animals, and humans. Polluted soil harms crops and spreads diseases. It also damages
nature’s beauty. Land pollution can be reduced by recycling, reusing, using organic manure, and proper waste disposal in separate bins
C. Water pollution is caused when waste and chemicals enter water bodies. Washing clothes, bathing in rivers, throwing garbage and oil spills are main causes.
Polluted water causes diseases like cholera and typhoid. Oil spills reduce oxygen in water and harm aquatic life. To stop water pollution, we should treat waste before releasing it and use water wisely at home.
D. Noise pollution is caused by loudspeakers, traffic horns, machines, and construction. Even strong winds or barking dogs can cause it.
It leads to stress, sleeplessness, hearing loss, and high blood pressure. People feel tired and irritated. To prevent noise pollution, we should avoid honking, lower the volume of devices, and turn off machines when not in use.
E. If I were a river, I would feel sad to see people throw garbage and dirty water into me. I would get polluted and sick. The fish and plants living in me would die. My water would become dirty, and people would stop using me. I would feel happy if people kept me clean and respected me.
7. Picture-based questions.
A. Water pollution
B. Throwing waste and oil spills
C. Yes, it causes death of aquatic animals by reducing oxygen.
Challenge (HOTS)
1. Cutting forests disturbs animal homes and increases pollution.
2. If we keep polluting, future generations may not have clean air, water, or land to live on.
Peeping Into Past
Chapters in This Unit
17. British Rule in India
18. Our Struggle for Freedom
Story in This Unit
In the Magical Library, three friends are trying to learn about India’s past. They want to find answers to a big problem happening on their own planet. Two wise leaders, the Elder Robot and the Elder Wizard, visit them. They are worried and want to help. They give the friends a special tool called the Universe Scope. This tool shows them real-time pictures and stories from India’s history.
The friends use the Universe Scope and see a scene where some children are getting ready to give a presentation about India’s freedom struggle. One child is hungry and another thinks the topic is boring. But they soon understand that it is very important to learn how people fought bravely for India’s freedom.
The scene shows how hard life was during British rule. People suffered a lot, but they did not give up. Social reformers and freedom fighters made many sacrifices to help India become free.
The friends in the magical library talk about how India became independent. They think about their own fight against a bad person named Lord Ero. They see how brave and united India’s freedom fighters were.
This inspires them to start a similar movement on their planet, Avora. They decide that wizards and robots must work together to win. The friends feel strong and ready to take action.
British Rule in India
Learning Outcomes
Students will be able to:
learn how and why foreign traders including the British came to India, and what made India attractive for trade.
learn how the British East India Company expanded its control over India through battles and treaties. learn how the British exploited Indian farmers, workers, and traders through unfair taxes and trade policies. learn what caused the Revolt of 1857, who took part, and what were its effects.
Let’s Recall
Recap to check if students remember why we celebrate 15 August every year. Ask students to answer the question given in the Get Set section.
Vocabulary
resources: things that people need and use, like water, food, and materials.
traders: people who buy and sell goods organisation: a group of people who work together for a common purpose
conflict: a fight or disagreement
heir: one who receives the right to rule and property from an ancestor
indigo: a tropical plant which was widely grown and used as a source of dark blue dye
sepoy: an Indian soldier serving in the British army
Teaching Aids
suppressed: to stop something from happening or to keep something from being known treaties: agreements between countries to stop fighting or to work together
independence: the state of being free from outside control; self-governing doctrine: a belief or set of beliefs held and taught by a group
annex: to take control of a territory or place and add it to a country revolt: rise up in rebellion
diwani: the right to collect revenue
Timeline strip, sketch pens, pictures of ships/spices, world map; Map of India, printed pictures of Robert Clive and Nawab Siraj-ud-Daulah, chart paper; Images of farmers, traders, and factory workers from that time; Printed or hand-drawn pictures, coloured paper, chart board
Chapter: British Rule in India
The Coming of the British
Learning Outcomes
Discover Page 181
Students will be able to learn why foreign traders came to India and how the British East India Company began.
Teaching Aids
Timeline strip, sketch pens, pictures of ships/spices, world map
Activity
Let the students create a “Trade Trail Timeline” on a strip of chart paper. Divide the timeline into 4 parts — Portuguese, Dutch, French, and British. Let them mark:
Who came first (e.g., Vasco da Gama in 1498)
What they traded (spices, cotton, silk, pearls)
Where they set up trading posts (like Goa, Surat, Chennai)
Let students decorate their timeline with small drawings of ships, spices, and ports. Each student can also write a sentence:
“Traders came to India because it was rich in resources.”
Then, display all timelines under the heading: “Why They Came” to help students remember why foreign countries came to India.
Extension Idea
Ask: Why do you think India was called a land of riches?
Say: Because of its valuable spices, textiles, pearls and other resources.
Expansion of the British Rule
Learning Outcomes
Discover Page 183
Students will be able to learn how the British expanded their power in India through wars and treaties.
Teaching Aids
Map of India, printed pictures of Robert Clive and Nawab Siraj-ud-Daulah, chart paper
Activity
Let students work in pairs to create a mini “Battle Fact File” for the Battle of Plassey or Battle of Buxar. They can divide a sheet into:
When and where the battle took place
Who fought the battle
Why it was fought
Who won
What changed after the battle
They can also draw the flag of the British or sketch a sword or fort for decoration. After completing the files, students can come forward to explain their fact file in short.
Extension Idea
Ask: Why was Bengal so important for the British?
Say: Because it was rich in resources and trade opportunities.
Exploitation Under the British Rule
Learning
Outcomes
Students will be able to learn how British rule affected farmers, traders, and workers in India.
Teaching Aids
Images of farmers, traders, and factory workers from that time
Activity
Let students draw a Before and After British Rule chart. Divide the chart into two columns: Before British Rule:
Indian weavers made beautiful textiles
Farmers grew food crops
Indian traders sold goods in other countries
During British Rule:
British forced farmers to grow indigo
British goods were given more importance
Indian traders lost their business
Discover Page 185
Let them draw small icons (e.g., weaving loom, ship, indigo plant) and write a short slogan below: “British Rule changed India’s economy.”
After completing, let a few students explain one change they feel was most harmful.
Extension Idea
Ask: Why did many Indian workers lose their jobs under British rule?
Say: Because British goods were cheaper, and local industries were shut down.
First War of Independence
Learning
Outcomes
Students will be able to learn about the Revolt of 1857, its causes, leaders, and impact.
Teaching Aids
Printed or hand-drawn pictures, coloured paper, chart board
Activity
Discover Page 185
Let the class create a large wall display called “Brave Heroes of 1857”. Divide students into small groups and assign each group one leader from the revolt:
Rani Lakshmibai
Mangal Pandey
Nana Saheb
Tantya Tope
Begum Hazrat Mahal
Each group can:
draw or paste a picture of their leader write 3–4 sentences on what they did during the revolt mention the region they fought from write one quote or short slogan (e.g., “Khoob ladi mardaani...”)
Once done, pin all group work on a wall. This will help students remember India’s heroes and their courage.
Extension Idea
Ask: What was the immediate reason for the revolt of 1857?
Say: The use of cartridges greased with cow and pig fat.
Get Set
Answers
Page no. 181
1. Mahatma Gandhi 2. Bhagat Singh
Pause and Answer
1. False 2. True
3. False
Chapter Checkup
1. Tick () the correct answer.
A. 1612
B. Battle of Plassey
C. Introduction of the Enfield rifle
D. Mangal Pandey
2. Fill in the blanks.
A. traders
C. Lord Dalhousie
3. Write True and False.
A. False
C. False
4. Match the following.
Page no. 184
B. Plassey
D. Independence
B. True
D. False
A. Battle of Plassey �� d 1757
B. Nawab of Bengal �� c. Siraj-ud-Daulah
C. Doctrine of Lapse �� b. Lord Dalhousie
D. Revolt of 1857 �� a. First War of Independence
5. Short-answer questions.
A. The goal of the British East India Company in India was to trade, especially in spices and textiles.
B. The Battle of Plassey marked the beginning of British control over Bengal.
C. The Mughal Emperor ruling India when the East India Company arrived was Aurangzeb.
D. The ruler of Bengal during the Battle of Plassey was Nawab Siraj-ud-Daulah.
6. Long-answer questions.
A. India was known as a land of riches. It had valuable resources like spices, cotton, silk, pearls, and precious stones. These goods were in high demand in European countries. People from Portugal, Holland, France, and England came to India to trade. They wanted to set up trading posts so they could buy and sell these goods easily. The British East India Company got permission from Indian rulers to start trading and slowly became more powerful. India’s location and wealth made it a popular place for foreign traders.
B. The British believed that if Indian rulers and people were not united, they would not be able to fight back. So, they started the policy of Divide and Rule. Under this, they created conflicts between rulers and between different communities in India. The British supported one side and made the others weak. This way, they gained power slowly and ruled the country without much opposition. It was a clever trick to keep Indians under control.
C. The Subsidiary Alliance was a policy started by Lord Wellesley. Under this rule, Indian rulers had to keep British soldiers in their kingdoms and pay for their maintenance. If they could not pay, they had to give land to the British. This made Indian rulers weak and dependent. They lost their freedom to make decisions. The British promised to protect them, but actually took away their control. Many Indian states like Hyderabad and Awadh came under British control through this policy.
7. Picture-based questions.
A. Madras (Chennai), Bombay (Mumbai), and Calcutta (Kolkata)
B. These places were close to the sea, which made it easy for trade and transport.
C. Doctrine of Lapse and Subsidiary Alliance Challenge (HOTS)
1. The British used policies like Doctrine of Lapse and Divide and Rule to gain more land and control. These policies made Indian rulers weak and dependent.
2. If the First War of Independence had been successful, India might have become free earlier and Indian rulers could have continued to rule.
Our Struggle for Freedom 18
Learning Outcomes
Students will be able to:
describe how the feeling of Indian nationalism grew and how social reformers influenced people to unite against British rule.
describe the formation of the Indian National Congress and the difference in approach of the Moderates and Extremists.
identify key events and movements in India’s freedom struggle and understand their impact on the British rule and Indian society.
understand the significance of India’s independence in 1947 and the emotional and social impact of the Partition.
Let’s Recall
Recap to check if students know the meaning of freedom. Ask students to read the poem given in the Get Set section.
Vocabulary
marginalised: someone or something not considered important or equal with other people or things
gradual: happening slowly over time defying: refusing to obey or go against something unfair: not treating everyone the same; not right or just
massacre: an act of killing many helpless people cooperate: to work together with others to do something
Teaching Aids
widespread: happening over a large area or among many people
determination: deciding to do something and not giving up, no matter how hard it is thinkers: a person who considers important subjects or produces new ideas
reformers: people who fought injustices and tried to improve society
Purna Swaraj: complete self-rule boycott: avoid
Information sheets about the reformers, simple props or costumes; Role cards (Gokhale, Naoroji, Tilak, Lajpat Rai), group tags, chart paper for points; Timeline strips with event names and years, leader cards, chart paper, and markers; India-Pakistan outline map, coloured pencils, diary-entry worksheets or plain paper, images of independence celebrations and refugee migration, chart paper for display
Chapter: Our Struggle for Freedom
Rise of Indian Nationalism
Learning Outcomes
Discover Page 191
Students will be able to describe how the feeling of Indian nationalism grew and how social reformers influenced people to unite against British rule.
Teaching Aids
Information sheets about the reformers, simple props or costumes
Activity
Assign each student the role of a social reformer, such as Swami Dayanand Saraswati, Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, or Swami Vivekananda. Ask students to research their assigned reformer, focusing on their contributions, the social issues they fought against, and the impact of their work.
Give students time to prepare a short speech in the first person, as if they were the reformer themselves. Encourage them to dress up or use simple props to enhance their presentation. Each student can then deliver their speech to the class, explaining their reformer’s beliefs and how they worked to bring about change.
Conclude with a class discussion on how these reformers shaped Indian society and what lessons can be learned from their work today.
Extension Idea
Ask: How did education help the social reformers in their work?
Say: Education gave them knowledge, understanding, and the ability to communicate their ideas effectively. It helped them challenge existing beliefs and advocate for change.
Formation of INC
Learning Outcomes
Discover Page 192
Students will be able to learn about the formation of the Indian National Congress and the difference in approach between the Moderates and Extremists.
Teaching Aids
Role cards (Gokhale, Naoroji, Tilak, Lajpat Rai), group tags, chart paper for points
Activity
Divide the class into two groups: Moderates and Extremists. Give each group leader name tags and brief role descriptions.
Group 1: Moderates – Believed in gradual changes and working within the British system through peaceful means like petitions, speeches, and discussions.
Group 2: Extremists – Believed in quicker, more forceful action such as protests, boycotts, and public demonstrations to demand independence.
Each group will receive role cards with key leaders’ names, such as:
Moderates: Dadabhai Naoroji, S.N. Bannerjee, Gopal Krishna Gokhale
Extremists: Bal Gangadhar Tilak, Bipin Chandra Pal, Lala Lajpat Rai
Ask students to prepare arguments based on:
What methods did their group use?
Why did they believe their way was more effective?
What were some results of their efforts?
Each group can prepare and share a 2-minute speech stating their methods and why they believed their way was right. After both groups present, hold a short class discussion to compare the two.
Extension Idea
Ask: How did both groups support the same goal in different ways?
Say: Even with different methods, both groups worked toward the same goal—India’s independence—and helped build a strong national movement.
Struggle for Freedom
Learning Outcomes
Students will be able to identify key events and movements in India’s freedom struggle and understand their impact on the British rule and Indian society.
Teaching Aids
Timeline strips with event names and years, leader cards, chart paper, and markers Activity
Create a class timeline of major freedom movements. Divide the class into small groups and assign each group one of the following events:
Rowlatt Act
Jallianwala Bagh Massacre
Non-Cooperation Movement
Civil Disobedience Movement
Salt March
Each group will prepare a brief presentation with three points:
What happened?
Who led it?
What was its result?
After presenting, each group can stick their event card on a wall timeline in the correct order. Guide the class in connecting these events to show how they built momentum towards independence.
Extension Idea
Ask: Why did Gandhi choose peaceful protests like marches and boycotts?
Say: Gandhi believed that using non-violence showed strength and could unite more people to fight for justice.
Learning Outcomes
Students will be able to understand the significance of India’s independence in 1947 and the emotional and social impact of the Partition.
Teaching Aids
India-Pakistan outline map, coloured pencils, diary-entry worksheets or plain paper, images of independence celebrations and refugee migration, chart paper for display
Activity
Begin with a short discussion: “India got independence on 15 August 1947. But at the same time, the country was divided into India and Pakistan. This is called the Partition.”
Show pictures or a map to help students understand the separation of India and Pakistan. Then ask students to imagine they are a child living during that time. Some families were celebrating independence, while others were sad because they had to leave their homes due to Partition.
Distribute worksheets or paper. Ask students to write a short diary entry (5–6 lines) or draw a scene that reflects their feelings as a child on the day of Independence. Encourage them to choose either side: someone who is celebrating the freedom of the country or someone who is sad about leaving their home due to partition.
Give them 15 minutes to complete the task. After that, select some of the students to read their entries aloud.
Display the drawings and entries on a “Freedom & Partition Reflection Wall” in the classroom.
Extension Idea
Ask: Why did people have both joy and sorrow on the same day of Independence?
Say: Independence gave India freedom, but Partition also caused many families to leave their homes and loved ones. It was a day of great pride for the nation, but also a time of pain and separation for many people.
Answers
Pause and Answer Page no. 193 1. Indian National Congress
Moderates
Rights and Freedom
1. Tick () the correct answer.
A. To help Indians get more rights and a say in their own country
B. Civil Disobedience Movement
C. Subhas Chandra Bose
D. Rowlatt Act
2. Fill in the blanks.
A. 1885 B. A.O. Hume
C. Bombay (Mumbai) D. W.C. Bonnerjee
3. Write True and False.
A. True B. False
C. True D. False
4. Match the following.
A. Extremists �� d Purna Swaraj
B. Hindustan Republican Association �� c. 1924
C. Jallianwala Bagh Massacre �� b. Amritsar
D. Rowlatt Act �� a. Arrest without trial
5. Short-answer questions.
A. On April 13, 1919, British soldiers opened fire on Indians in a peaceful gathering protesting against the Rowlatt Act in Jallianwala Bagh, Amritsar.
B. Lal Bal Pal refers to Lala Lajpat Rai, Bal Gangadhar Tilak, and Bipin Chandra Pal—leaders of the Extremist group who believed in stronger actions for change.
C. Two leaders of the Moderate group were Dadabhai Naoroji and Gopal Krishna Gokhale.
D. The Rowlatt Act (1919) gave the British government the power to arrest and put any person in jail without trial. Indians felt it was unfair and incorrect.
E. The Indian National Army (INA) was started by Subhas Chandra Bose to help India gain independence from British rule.
6. Long-answer questions.
A. The Non-Cooperation Movement (1920–22) was led by Mahatma Gandhi. This movement encouraged Indians to refuse to cooperate with British authorities.
People boycotted British goods, schools and services to show their discontent and demanded independence.
Many people, from all walks of life, joined the movement, showing their desire for freedom and justice.
B. The Quit India Movement (1942) was a major push for complete independence from British rule. Gandhi and other leaders asked the British to “Quit India” and leave the country immediately. This movement led to widespread protests and arrests, and it showed the strong determination of the Indian people to gain independence.
C. During British rule, people faced harsh policies and unfair treatment. This awareness was influenced by thinkers who came up with ideas to improve society and reformers who acted on these ideas.
Social reformers like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Dayanand Saraswati and Swami Vivekananda worked to improve education and women’s rights.
They fought against harmful practices like Sati, child marriage, the caste system and the treatment of marginalised communities. They helped people understand their rights and united them against injustices. They are called social reformers because they identified problems and worked to make society better for everyone.
7. Picture-based questions.
A. This is a statue of Subhas Chandra Bose.
B. Subhas Chandra Bose was a strong leader who wanted to fight for freedom in a different way. He believed that India needed a powerful army to fight the British. In 1942, he started the Indian National Army (INA) with the help of Indian soldiers in Britishcontrolled areas during World War II.
C. He believed that India needed a powerful army to gain independence from British rule.
Challenge (HOTS)
1. In the late 1800s and early 1900s, many Indians were unhappy with British rule and wanted more control over their country. This feeling of pride and the desire for freedom from British rule is called Indian nationalism. People became aware of their rights and started fighting against injustices. This awareness was influenced by thinkers who came up with ideas to improve society and reformers who acted on these ideas. The Revolt of 1857 made people realise they could fight the British. The unfair treatment and harsh policies of the British led people to unite and demand independence.
2. Indian leaders formed groups like the Indian National Congress to fight for their rights and independence. They held meetings, organised protests and demanded equal rights and fair treatment. The INC brought together leaders and people from across the country to work for a common goal. It marked the beginning of a strong movement for Indian independence, helping people from different backgrounds come together to fight for freedom.
How It Works Unit 7
Chapters in This Unit
19. Simple Machines
20. Force, Work and Energy
21. Materials and Their Properties
22. Light
Story in This Unit
The Trio—three smart and brave friends—want to save their planet from Lord Ero, who is spreading dark magic. Because of this, the air is full of smoke and dust. People are coughing, and the sky is turning grey.
Mel has an idea. “Let’s build a machine that can suck the smoke and dust from the air!” she says. She tells Elder Robot, who is wise and helpful. He smiles and says, “That is a wonderful idea, Mel. Let us build it together.”
The team decides to go to the Warehouse to collect the materials they need. Elder Robot explains that they must use the ideas of simple machines, force, work, and energy to make the machine work well. Mel adds, “The materials must be strong so the machine doesn’t break.”
They open a tablet and draw the design. The machine will have a big vacuum and a strong motor to pull in the dirty air and clean it. Everyone works hard. They build the parts, fix the wires, and test the motor. It takes time, but they don’t give up.
After many hours of work, the machine is ready. They turn it on, and it starts sucking the smoke and dust from the air. Slowly, the sky becomes clearer. People start to breathe better, and the planet begins to look clean again.
The Trio and Elder Robot are happy. They feel proud because they used teamwork and science to help others. They know that when people work together, they can solve big problems.
Simple Machines
Learning Outcomes
Students will be able to: describe how machines help us in daily life by reducing effort and saving time and energy. identify, observe, and classify the six types of simple machines.
Let’s Recall
Recap to check if students can name some machines. Ask students to answer the questions given in the Get Set section.
Vocabulary
boulder: a big rock grip: hold tightly ridges: raised parts or edges groove: a cut on a metal rod to hold something load: the heavy object you want to move effort: the force applied on one end of the lever fulcrum: a point on which the lever pivots or rotates threads: the spiral ridges that wrap around the screw pitch: the distance between the threads of the screws
Teaching Aids
Everyday tools (e.g., scissors, rolling pin, bottle opener), image flashcards (machine vs. non-machine tasks), worksheets; Models or real-life examples (scissors, nutcracker, bottle opener, tweezers, rolling pin, toy car, pulley toy), chart paper with lever classification table (Class I, II, III), picture cards of simple machines
Chapter: Simple Machines
Importance of Machines in Our Lives
Learning Outcomes
Discover Page 202
Students will be able to describe how machines help us in daily life by reducing effort and saving time and energy.
Teaching Aids
Everyday tools (e.g., scissors, rolling pin, bottle opener), image flashcards (machine vs. non-machine tasks), worksheets
Activity
Begin by asking a simple question to students: Imagine you are living 200 years ago. You want to cut fruit or lift a heavy rock. How would you do it? Let students share answers. Guide them to think of using teeth, hands, or feet as mentioned in the textbook.
Show flashcards of daily tasks:
Lifting water vs. using a pulley
Walking vs. riding a bicycle
Cutting with teeth vs. using a knife
Grinding by hand vs. mixer grinder
Ask students: “Which is easier and why?” Give out the “Then and Now” worksheet:
Column A: Old method (e.g., cutting fruit with teeth)
Column B: Machine-aided method (e.g., cutting with a knife)
Guide the students to match the columns and write how the machine makes it easier. Bring a small tool (e.g., can opener, peeler, rolling pin) and show how it reduces effort.
Extension Idea
Ask: Do you think using machines for everything is always a good idea? Can it ever be harmful? Say: Using machines makes our work easier, but depending on them too much can sometimes be harmful. If we use machines for every small task, we may stop using our body and become lazy or unhealthy. For example, always using a lift instead of stairs.
Simple Machines and Their Types
Learning Outcomes
Students will be able to identify, observe, and classify the six types of simple machines.
Teaching
Aids
Discover Page 203
Models or real-life machines (scissors, nutcracker, bottle opener, tweezers, rolling pin, toy car, pulley toy), chart paper with lever classification table (Class I, II, III), picture cards of simple machines
Activity
Show the pictures of a few tools to the students and ask them how they work. Divide students into 6 groups, each assigned a type of simple machine:
Group 1: Lever
Group 2: Inclined Plane
Group 3: Wheel & Axle
Group 4: Wedge
Group 5: Screw
Group 6: Pulley
Give each group some objects or pictures to explore. Ask:
“What is the tool called?”
“What work does it do?”
“How does it make the task easier?”
Explain the three classes of levers and their differences. Distribute pictures of common levers (e.g., scissors, wheelbarrow, broom, tweezers, nutcracker). Ask students to classify each tool by pasting it under the correct heading on a large wall chart:
Class I Lever: Fulcrum in the middle (seesaw, scissors)
Class II Lever: Load in the middle (wheelbarrow, nutcracker)
Class III Lever: Effort in the middle (broom, tweezers)
Conclude by asking each group to share one simple machine they explored and explain how it helps reduce effort.
Extension Idea
Ask: Why do you think a simple invention like the wheel is considered one of the greatest inventions in human history?
Say: The wheel is one of the greatest inventions because it made moving heavy things easier and faster. It helped people transport goods and travel with less effort. Today, many tools and machines like carts, fans, and pulleys still use the wheel-and-axle system. This simple invention greatly improved daily life.
Get Set
Answers
Page no. 202
Look at the images given below. Tick () the images in which machines are used to make the task easier.
Pause and Answer
Page no. 205
Class I Levers Class II Levers Class III Levers Seesaw Wheelbarrow Broom Scissors Nut cracker Fishing rod Hammer (used to pull nails) Bottle opener Tweezers
Chapter Checkup
1. Tick () the correct answer.
A. Lever B. Pulley
C. To cut or split things D. Class I
2. Fill in the blanks.
A. fulcrum B. Effort
C. Pulleys D. Screw
3. Match the following.
A. Lever �� e Seesaw
B. Pulley �� d. Flagpole
C. Inclined Plane �� a. Ramp
D. Wedge �� b. Knife
E. Screw �� c. Pen caps
4. Write True and False.
A. True B. True
C. False D. False
5. Short-answer questions.
A. They make work easier by reducing the effort, saving time, and helping us do tasks more efficiently.
B. Pulleys change the direction of force and allow us to lift heavy loads using less effort.
C. By applying force to the wide end of the wedge, the sharp edge cuts or splits an object.
D. A screw holds things together by turning into materials with its spiral threads.
6. Long-answer questions.
A. Levers are classified into three types based on the position of the fulcrum, load, and effort. Let us learn about them.
1. Class I lever: It is also known as a lever of first order. In this lever, the fulcrum lies in the middle, with the load and effort on either side. A seesaw, and a pair of scissors, are two examples of class I levers.
2. Class II lever: It is also known as the lever of the second order. In this lever, the load is located between the effort and the fulcrum. The wheelbarrow and bottle opener are two examples of class II levers.
3. Class III lever: It is also known as a lever of the third order. In this lever, the effort is between the load and the fulcrum. For example, when you squeeze the tweezers’ handles, the effort you apply is between the fulcrum and the load, allowing you to grip small objects at the tips. Brooms and fishing rods are two more examples of class III levers.
Fulcrum
Seesaw
Fulcrum
Class I lever
Wheelbarrow
Fulcrum
Class II lever
Fulcrum
B. Definitions:
a. Effort: the force applied on one end of the lever
b. Load: the heavy object you want to move
c. Fulcrum: a point on which the lever pivots or rotates
d. Threads: the spiral ridges that wrap around the screw
e. Pitch: The distance between the threads of the screw
7. Picture-based questions.
A. Wedge
B. A wedge is formed when two inclined planes are joined back-to-back. When you apply force to the wide end of a wedge, it drives the pointed end into an object. This makes it easier to split, cut, or lift that thing. An axe is an example of a wedge.
Challenge (HOTS)
1. When you are rowing a boat, the oar acts as a Class I lever. In this type of lever, the fulcrum is in the middle, with the effort and the load on either side. While rowing, the part of the oar that rests on the side of the boat acts as the fulcrum. The rower applies effort by pulling on the handle of the oar, and the blade of the oar pushes against the water, which is the load. This setup helps the rower move the boat forward by applying force in one direction while the load moves in the opposite direction, making the work easier.
Force, Work and Energy
Learning Outcomes
Students will be able to: identify and describe the different effects of force on objects (motion, speed, direction, shape). identify and describe the types of forces and provide real-world examples of each. define work in scientific terms and differentiate between situations where work is done and not done, based on the movement of an object in the direction of the applied force. differentiate between renewable and non-renewable energy resources, understand their environmental impact, and identify examples of each.
Let’s Recall
Recap with the students the knowledge on force and energy. Ask the students to attempt the question given in the Get Set section.
Vocabulary
stationary: not moving orbit: a fixed curved path conserving: saving sustainable: able to maintain reliance: dependence reliable: able to be trusted force: a push or a pull that can make something move
Teaching Aids
friction: a force that is opposite to the applied force, gradually cancelling it out drilling rigs: machines that create holes in the ground to extract natural resources
turbines: machines that spin to generate electricity
biogas: a renewable energy source made from the breakdown of organic waste
Toy cars, blocks, balls, string, small boxes, marbles, tray or cardboard box with raised edges, rulers or cardboard pieces, playdough or modelling clay, sponges, soft foam balls, a smooth inclined plane (a board propped up on books), stopwatch (optional); Feather, coin, paper, ladder or chair (with supervision), small buckets, soft balls or beanbags, markers for start and finish lines, smooth table, carpet, sandpaper, towel, magnets, paper clips, nails, wooden blocks, plastic toys; Small boxes of different weights, flat surface (floor or table), books, blocks, small weights, toy cars with strings, other pullable toys, board, books to create an inclined plane; A4 sheet, coloured pencils, markers, pictures of renewable and non-renewable resources (if needed).
Chapter: Force, Work and Energy
Learning Outcomes
Students will be able to identify and describe the different effects of force on objects (motion, speed, direction, shape).
Teaching Aids
Toy cars, blocks, balls, string, small boxes, marbles, tray or cardboard box with raised edges, rulers or cardboard pieces, playdough or modelling clay, sponges, soft foam balls, a smooth inclined plane (a board propped up on books), stopwatch (optional)
Activity
Divide the class into four groups, each demonstrating one effect of force: movement, direction change, shape change, and speed variation.
Group 1 can experiment with pushing and pulling different objects (toy cars, balls, blocks) to observe how they start, stop, slow down, or speed up.
Group 2 can roll marbles on a tray and use rulers or cardboard pieces to change their direction, testing different angles and forces.
Group 3 can apply force to materials like playdough and sponges by squeezing, pressing, and rolling to observe shape changes.
Group 4 can release toy cars down an inclined plane and apply different amounts of force to see how it affects speed.
After completing their tasks, each group will present their findings to the class.
Conclude with a discussion on how force influences objects in various ways.
Extension Idea
Ask: Can you think of a time when a force changes the shape of something permanently?
Say: Yes, when you crumple a piece of paper, or when a blacksmith hammers hot metal into a new shape. The force applied changes the object’s shape, and it does not return to its original form.
Force: Types of Force
Learning Outcomes
Discover Page 212
Students will be able to identify and describe the types of forces and provide real-world examples of each.
Teaching Aids
Ball, feather, coin, paper, ladder or chair (with supervision), small buckets, soft balls or beanbags, markers for start and finish lines, toy cars, smooth table, carpet, sandpaper, towel, inclined plane, magnets, paper clips, nails, coins, wooden blocks, and plastic toys
Activity
Set up four workstations around the classroom, each demonstrating a different type of force: muscular force, magnetic force, gravitational force, and friction. Students can rotate through each station to experience the activities firsthand.
Workstation 1 (Muscular Force): Students can lift different objects of varying weights (books, water bottles, bags) and observe how their muscles apply force to move them. They can discuss how muscular force is needed to lift and carry objects.
Workstation 2 (Magnetic Force): Students can use magnets to test which objects (paper clips, nails, coins, wooden blocks, plastic toys) are attracted to them. They can discuss how magnetic force works and which materials are affected by it.
Workstation 3 (Gravity): Students can drop various objects (ball, feather, coin, paper) from the same height and observe how gravity pulls them toward the ground. They can discuss why some objects fall faster than others.
Workstation 4 (Friction): Students can release toy cars down an inclined plane placed on different surfaces (smooth, rough, carpeted) and observe how friction affects movement. They can discuss how friction can slow down or speed up objects.
After all groups have rotated through the stations, the class can come together to share observations and discuss how these forces impact daily life.
Extension Idea
Ask: If you push a heavy box and a light box with the same amount of muscular force, which one will move more easily? Why?
Say: The light box will move more easily. This is because the heavy box has more mass, and it takes more force to overcome its inertia (resistance to change in motion). The same amount of muscular force has a greater effect on the lighter object.
Work Discover Page 214
Learning Outcomes
Students should be able to define work in scientific terms and differentiate between situations where work is done and not done, based on the movement of an object in the direction of the applied force.
Teaching Aids
Small boxes of different weights, flat surface (floor or table), books, blocks, small weights, toy cars with strings, other pullable toys, board, books to create an inclined plane.
Activity
Divide the class into four groups, each stationed at a different area to explore how force is used to do work. Students can rotate through each station to experience different ways work is done.
Station 1: Students can push small boxes across the floor and observe that work is done when the box moves. They can then push against a wall and discuss why no work is done when there is no movement.
Station 2: Students can lift various objects (books, blocks, small weights) onto a table and observe that work is done when the object moves upward. They can then hold an object still in the air and discuss why no work is done in this case.
Station 3: Students can pull toy cars using strings and observe that work is done when the toy moves. They can then attempt to pull an object that does not move and discuss why no work is done in that situation.
Station 4: Students can lift a toy car directly onto a table and then use an inclined plane to push it up to the same height. They can compare the effort needed and discuss how inclined planes make work easier by reducing the force required but increasing the distance.
After rotating through all stations, students can share their observations and discuss how force is needed to do work in daily life.
Extension Idea
Ask: If you hold a heavy bag of groceries for a long time, are you doing work on the bag? Why or why not?
Say: No, you are not doing work in the scientific sense. Even though you feel tired, the bag is not moving. Work is only done when an object moves in the direction of the force applied.
Energy Discover Page 215
Learning Outcomes
Students will be able to differentiate between renewable and non-renewable energy resources, understand their environmental impact, and identify examples of each.
Teaching Aids
A4 sheet, coloured pencils, markers, pictures of renewable and non-renewable resources (if needed)
Activity
Provide each student with A4 sheets, markers, coloured pencils, and optional cut-out pictures. Explain the importance of conserving energy and discuss simple ways to save it, such as turning off lights, walking instead of driving, and recycling. Instruct students to create their own posters illustrating different energy conservation methods using drawings, slogans, and real-life examples. Once completed, allow volunteers to present their posters to the class. Display the posters around the classroom to reinforce the message of energy conservation.
Extension Idea
Ask: How can we reduce our reliance on non-renewable energy resources?
Say: We can reduce our reliance by using renewable energy sources, conserving energy, improving energy efficiency, and developing new technologies that use sustainable energy.
Get Set
Answers
Page no. 211
Tick () the images which show the object moving after being pushed.
Pause and Answer
Page no. 214
1. Image 1 (Horse pulling a cart): This shows muscular force being used to pull and move the cart.
2. Image 2 (Apple falling from a tree): This shows gravitational force pulling the apple downward, causing movement.
3. Image 3 (Magnet attracting another magnet): This shows magnetic force causing objects to move.
Chapter Checkup
1. Tick () the correct answer.
A. Pushing a door
B. You lift a box from the floor
C. The Sun
D. Muscular force
2. Fill in the blanks.
A. magnets B. gravitational
C. non-renewable D. renewable
3. Match the following.
A. Solar energy �� e. Sun
B. Wind energy �� d. Wind
C. Hydro energy �� c. Moving water
D. Geothermal energy �� b. Heat from inside the Earth’s surface
E. Bio-energy �� a. Organic waste
4. Write True and False.
A. False
C. True
5. Short-answer questions.
B. False
D. True
A. Work is said to be done when a force is applied to an object, and the object moves in the direction of the applied force.
B. Friction is a force that occurs when two surfaces touch and rub against each other. It opposes motion and makes it harder to move objects.
C. Wind turbines are machines that convert the energy of the wind into electrical energy.
D. Petroleum is found deep underground, usually under the seabed, and is extracted using drilling rigs.
E. Geothermal energy provides a steady supply of heat and electricity because it does not depend on weather conditions.
6. Long-answer questions.
A. There are different types of forces:
Muscular Force is the force that is generated when we use our muscles. Our muscles contract and relax to produce this force, which allows us to perform various activities like lifting, pushing, pulling and moving objects. Horses and bulls use muscular force to pull a cart.
Magnetic force is the force exerted by magnets. This force can mainly attract objects made of iron. When you bring a magnet close to iron paper clips, you will observe that the paper clips will be attracted to the magnet and stick to it.
Gravitational force is the force with which the Earth pulls objects towards itself. Gravity enables us to stay on the ground so that we don’t float away. Gravity helps everything stay in its place.
Frictional force is a force that occurs when two surfaces touch and rub against each other. When you push a box across the floor, the frictional force between the box and the floor opposes the motion of the box, making it harder to push.
B. Non-renewable sources of energy are available in limited quantities, so we should use them with care and not waste them. It is our responsibility to make sure that future generations should also be able to take advantage of these energy resources.
Here are some steps we can take to conserve them:
Turn off electrical appliances when not in use.
Use recyclable materials like paper and glass wherever you can.
Share rides with friends or use public transport instead of using personal vehicles.
Educate people around you about conserving resources.
C. Energy resources can be broadly categorised into the following two types:
Non-renewable energy resources
Renewable energy resources
Non-renewable resources are available in limited quantities in nature and hence these can run out. Such energy resources will eventually be depleted one day if not used wisely. Coal and petroleum are examples of non-renewable energy resources.
Renewable resources are available in abundance in nature and can be renewed. Examples of renewable resources include sunlight, wind and water.
7. Picture-based questions.
A. The image shows wind mills. Wind energy is the form of energy obtained.
B. It is a renewable energy resource. Wind energy is a clean source of energy and is available in abundance in nature. It is sustainable and does not pollute the air or water.
C. One advantage of using wind energy is that wind mills convert the energy of the wind into electrical energy without causing pollution.
Challenge (HOTS)
1. You can make a toy car move faster by pushing it harder. But a stronger push does not always work if there is too much friction, a rough surface, or the car is heavy.
2. Saving energy is important because sources like coal and petrol can run out and cause pollution. Using less energy helps keep the Earth clean—for example, by using public transport to save fuel and reduce pollution.
Materials and Their Properties
Learning Outcomes
Students will be able to:
understand that everything around them is made of matter, which has mass and occupies space. identify and describe the physical properties of matter such as colour, texture, smell, taste, density, and solubility.
describe that all matter is made of atoms and molecules, and every substance has its own unique structure. identify and describe the three states of matter (solid, liquid, and gas) and their properties. describe how matter changes states through heating and cooling.
Let’s Recall
Recap to check if students can identify various objects as solids or liquids. Ask the students to read the poem and attempt the question given in the Get Set section.
Vocabulary
texture: the way that something feels when you touch it
lustre: soft glow
unique: one of a kind definite: unlikely to change compressed: to make something fill less space than usual
transition: a change from one state or form to another
Teaching Aids
volume: the amount of space that an object occupies mass: the measure of the amount of matter in an object
soluble substances: substances that can dissolve in a liquid insoluble substances: substances that cannot dissolve in a liquid atom: the smallest unit of matter molecules: tiny particles that make up matter
Small objects like chalk, rubber, pencil, spoon, balloon; Real-life objects (cotton, sponge, sandpaper, salt, sugar, lemon), transparent water cups, wooden and iron blocks of the same size, worksheet; Sugar and salt grains, magnifying glass, diagrams of atoms and molecules, picture of powdered vs whole particles, worksheets with atom/molecule diagrams; Chart paper, Styrofoam balls, markers, glue, pictures of examples for solid, liquid and gaseous states of matter; Ice cubes, a pan, a glass of water, and a candle
Chapter: Materials and Their Properties
Introduction
Learning Outcomes
Discover Page 223
Students will be able to understand that everything around them is made of matter, which has mass and occupies space.
Teaching Aids
Small objects like chalk, rubber, pencil, spoon, balloon
Activity
Ask students to look around the classroom and identify five different objects (e.g., desk, eraser, water bottle, chart paper, duster). Ask them, “Do these things take up space? Can you feel their weight?”
Explain that all the objects they listed are made of matter.
After this, distribute small items (chalk, rubber, pencil, spoon, balloon) to pairs or groups. Ask them to observe and describe each object’s material (e.g., metal, plastic, rubber), colour, size, shape, and texture.
Ask them the following questions:
What is this object made of?
How do you know?
Does it take up space? Is it heavy or light?
Reinforce that all objects around us are made of matter, whether solid, liquid, or gas.
Extension Idea
Ask: Is air matter? Why or why not?
Say: Yes, air is matter. Even though we cannot see it, it occupies space (we can feel it when the wind blows) and has mass (a balloon filled with air weighs more than an empty balloon).
Properties of Matter
Learning Outcomes
Discover Page 223
Students will be able to identify and describe the physical properties of matter such as colour, texture, smell, taste, density, and solubility.
Teaching Aids
Real-life objects (cotton, sponge, sandpaper, salt, sugar, lemon), transparent water cups, wooden and iron blocks of the same size, and worksheet
Activity
1. Divide the class into small groups.
2. For each group, provide the following materials: Soft vs. Rough – cotton ball vs. sandpaper
Smell – lemon peel vs. chalk
Taste (teacher-led) – sugar vs. salt
Colour and Look – red apple, chalk, sponge
Density Test – wooden cube and iron block of the same size
3. Give each group a Property Observation Worksheet with columns: Material Colour Texture Smell Taste Light or Heavy?
4. Ask:
“Which materials feel rough? Which feel soft?”
“Which has a smell?”
“What do you think is heavier—wood or iron?”
5. Let students observe and record.
Extension Idea
Ask: If two objects look the same size but one is heavier, why do you think that is?
Say: That is because of density—some objects have more tightly packed particles.
Composition of Matter
Learning Outcomes
Page 224
Students will be able to describe that all matter is made of atoms and molecules, and every substance has its own unique structure.
Teaching Aids
Sugar and salt grains, magnifying glass, diagrams of atoms and molecules, picture of powdered vs whole particles, worksheets with atom/molecule diagrams
Activity
Divide the class into four groups.
Distribute small samples of sugar and salt on trays.
Give each group a magnifying glass and ask them to observe closely.
Ask:
Do sugar and salt crystals look the same?
Can you still break them into smaller pieces?
Show or draw an image of atoms and molecules on the board.
Explain to the students that what they are seeing are tiny crystals made of many molecules, and each molecule is made of atoms. These atoms are so small we cannot see them—even with a magnifying glass!
Let students draw the crystal of sugar, zoomed-in: molecules, zoomed-in again: atoms and label the parts.
Extension Idea
Ask: Why cannot we see atoms with our eyes?
Say: Because atoms are extremely small. They are even smaller than dust or the powdered sugar we can see. Our eyes cannot see such small things. Scientists use powerful special tools called microscopes to see atoms.
Learning Outcomes
Students will be able to identify and describe the three states of matter (solid, liquid, and gas) and their properties.
Teaching Aids
Chart paper, Styrofoam balls, markers, glue, pictures of examples for solid, liquid, and gaseous states of matter
Activity
Divide the class into three groups, assigning each group one form of matter: solid, liquid, or gas. Provide each group with chart paper, Styrofoam balls, glue, labels, and markers. Instruct the groups to use the Styrofoam balls to represent molecules and arrange them according to the characteristics of their assigned form of matter.
For solids, molecules should be close together and tightly packed.
For liquids, they should be more spread out but still close.
For gases, they should be far apart.
Ask the groups to paste labels that highlight the general properties of their form of matter, such as shape, volume, and molecule movement. Have them also paste pictures of examples of their assigned form of matter.
Once the groups are done, allow each group to present their chart, explaining the arrangement and properties of the molecules in their form of matter. After the presentations, display the completed charts on the bulletin board for the class to refer to.
Extension Idea
Ask: Can all substances exist in all three states of matter?
Say: Yes, theoretically, all substances can exist in all three states, but the temperatures at which they change states vary greatly. For example, water can be ice (solid), liquid water, or steam (gas), but iron only becomes liquid or gas at very high temperatures.
Change of State
Learning Outcomes
Students will be able to describe how matter changes states through heating and cooling.
Teaching Aids
Ice cubes, a pan, a glass of water, and a candle
Activity
Show students an ice cube and ask them to describe its properties. Place the ice cube on a plate and allow it to melt, explaining that this process is called melting, where a solid turns into a liquid due to heat. Next, pour water into a pan and heat it until it starts boiling. As steam rises, explain that this is evaporation, where a liquid changes into a gas when heated.
Encourage students to reflect on real-life examples, such as wet clothes drying in the sun (evaporation). After the activity, discuss how heating makes molecules move faster, while cooling slows them down, leading to these changes in states of matter.
Extension Idea
Ask: When water turns into steam, is it still the same water?”
Say: Yes, it is still the same water. It has only changed its form from liquid to gas. This is called a physical change, where the matter stays the same but its state changes.
Answers
Get Set
Page no. 222
Water Rain Snow Ice Steam
Pause and Answer
Page no. 225
1. space, mass 2. solid, liquid, gas
3. texture 4. soluble
5. atom
Chapter Checkup
1. Tick () the correct answer.
A. colour B. rough
C. water D. atoms
E. Liquefied Petroleum Gas
2. Fill in the blanks.
A. insoluble B. unique
C. tightly D. compressed
E. salt
3. Write True or False.
A. True B. False
C. True D. True
E. False
4. Match the following.
A. Sugar �� e. Soluble in water
B. Clay �� a. Can be moulded
C. Liquids �� d. Can flow easily
D. Gases �� c. Particles are spread far apart
E. Matter �� b. Everything around us
5. Short-answer questions.
A. Even though some materials are the same size, they may not weigh the same. That is due to density. The particles inside the heavier object are more densely packed.
B. An atom is the smallest unit of matter
C. Solids have a definite shape and volume. The atoms in a solid are tightly packed together in a fixed arrangement. This gives them a fixed shape.
D. No, because a liquid has no definite shape. Liquids flow and can change their shape to match the container they are in. Therefore, a container is required to hand over a liquid to someone.
E. Changes in states occur when matter transitions from one state to another due to changes in temperature or pressure.
6. Long-answer questions.
A. Solubility is the ability of a substance to dissolve in water or another liquid. Some substances dissolve in liquid like sugar, salt, vinegar, while others do not like sand and chalk powder. Materials that dissolve in water are called soluble substances. Whereas, materials that do not dissolve in water are called insoluble substances.
B. The three states of matter are solids, liquids, and gases.
Arrangement of molecules in a solid.
Arrangemnet of molecules in a liquid
C. Five properties of matter are:
Arrangement of molecules in a gas.
Colour: We identify things around us based on their colour. For example, a cherry is red and a ripe banana is yellow.
Looks: When we look at objects around us, we notice their size, shape and appearance.
Feel (Texture): The feel or texture of an object describes how it feels when you touch it.
Smell: This distinct scent helps us recognise and differentiate between them.
Taste: Different things can have different tastes.
7. Picture-based questions.
A. Solid
C. Gas
Challenge (HOTS)
B. Liquid
D. Evaporation
1. Some materials will float and others will sink depending on their density. Even though some materials are the same size, they may not weigh the same. That is due to density. The particles inside the heavier object are more densely packed. So, the metal will likely sink, while wood and some plastics may float because they are less dense than water.
2. The balloon will become smaller or shrink.
This is because gases can be compressed. When the temperature decreases, the gas particles inside the balloon move less and come closer together.
As a result, the gas takes up less space, and the balloon appears to shrink.
Learning Outcomes
Students will be able to:
describe how light allows us to see objects by reflecting off them and reaching our eyes. classify materials into transparent, translucent, and opaque based on how much light passes through them.
describe what a lens is, and identify its use in spectacles, microscopes, cameras, and telescopes. explain how microscopes help us see tiny organisms or objects that cannot be seen with the naked eye.
Let’s Recall
Recap to check if students know how objects are seen with the help of light. Ask the students to solve the riddle given in the Get Set section.
Vocabulary
decode: to interpret or understand the meaning of something microbiology: the study of microorganisms forensic: related to the investigation of crime transparent: materials that allow light to pass through them translucent: materials that allow only some light to pass through them opaque: materials that do not allow any light to pass through them lens: a piece of transparent glass or plastic with at least one curved surface microorganisms: tiny living organisms invisible to the naked eye
Teaching Aids
Torch, different classroom objects: a book, water bottle, ball, pencil; Torch or flashlight, real-life material samples – glass, clean plastic sheet, tinted glass, tracing paper, designed glass, wood, steel plate, book, worksheet; Pair of spectacles, magnifying glass, chart or photos showing a microscope, camera, telescope, smartphone, binoculars, photo of contact lens or video clip; Picture or model of a microscope, chart showing microorganisms or cells, image of a scientist using a microscope, real items: a leaf, a thread, or onion skin (to show what we can/cannot see)
Chapter: Light
Light Helps Us to See Things
Learning Outcomes
Discover Page 231
Students will be able to describe how light allows us to see objects by reflecting off them and reaching our eyes.
Teaching Aids
Torch, different classroom objects: a book, water bottle, ball, pencil
Activity
Begin the activity by turning off all the lights in the classroom for about 30 to 60 seconds. Ensure the room is as dark as possible by minimising any strong sunlight entering. Once the room is dark, engage the students by asking them simple guiding questions: “Can you see the board?” “Can you see your friend?” Allow them to respond, and if needed, guide them to the answer: “No, because there is no light.”
Next, switch on a torch and point it at a book. Ask the students, “Now can you see the book?” They will likely respond “Yes.” Continue by moving the torch’s beam to other nearby objects such as a pencil or a water bottle. Each time, ask, “What changed when the light hit this object?” and “What do you think is happening to the light?” Encourage students to observe carefully and share their thoughts.
Then explain: “When the torchlight hits an object, it bounces off the surface and enters our eyes. This is how we are able to see things. Light needs to reflect off objects and reach our eyes for us to see them.”
Extension Idea
Ask: Do you think we could see anything in space without sunlight? Why or why not?
Say: No, we cannot see anything in space without sunlight. This is because light is needed to see things. In space, when sunlight is not present, objects do not reflect light into our eyes, so we cannot see them. We only see the Moon and stars because sunlight reflects off them or they produce their own light.
Transparent, Translucent and Opaque Materials
Learning Outcomes
Discover Page 232
Students will be able to classify materials into transparent, translucent, and opaque based on how much light passes through them.
Teaching Aids
Torch or flashlight, Real-life material samples-glass, clean plastic sheet, tinted glass, tracing paper, designed glass, wood, steel plate, book, worksheet
Activity
Show some materials to the students and ask them to observe how light behaves with different materials and group them as transparent, translucent, or opaque.
Hold up each material (glass, plastic sheet, tinted glass, tracing paper, designed glass, wood, steel plate, book) one by one. Shine a torch through each item onto a wall or paper.
Ask:
Can we see clearly through it?
Can we see a little?
Can we not see at all?
Have students observe and fill in a simple table like this:
Material Light Passes Through Type of Material
Glass Fully
Tinted Glass Partially
Transparent
Translucent
Wood No Opaque
End by asking:
“What are materials called that let all light through?” (Transparent)
“Some light?” (Translucent)
“No light?” (Opaque)
Extension Idea
Ask: Can we see clearly through tracing paper? Why or why not?
Say: No, we cannot see clearly through tracing paper because it is translucent and allows only some light to pass through it.
Lenses and Their Uses
Learning Outcomes
Students will be able to describe what a lens is, and identify its use in spectacles, microscopes, cameras, and telescopes.
Teaching Aids
Pair of spectacles, magnifying glass, chart or photos showing a microscope, camera, telescope, smartphone, binoculars, photo of contact lens or video clip
Activity
Show the students a pair of spectacles and ask whether they have seen or used one before. Point to the centre of the frame and guide them to identify the material—glass or lens. Explain that this is called a lens, a special piece of transparent material that helps people see better.
Display other examples or images, such as contact lenses, microscopes, cameras, binoculars, and telescopes. Encourage students to think about where they have seen these objects and how lenses help in each case. Invite them to share if someone at home uses any of these tools.
Conclude by explaining that a lens is a piece of transparent glass or plastic with at least one curved surface. It is used in many devices to help us see things clearly or from a distance.
Extension Idea
Ask: Talk to a friend or someone who wears spectacles or lenses and ask them how they are helpful. Say: Lenses help us see clearly by focusing light into our eyes.
Learning Outcomes
Students will be able to explain how microscopes help us see tiny organisms or objects that cannot be seen with the naked eye.
Teaching Aids
Picture or model of a microscope, chart showing microorganisms or cells, image of a scientist using a microscope, real items: a leaf, a thread, or onion skin (to show what we can/cannot see)
Activity
Begin by asking students whether they can see everything around them with just their eyes. Allow them to respond, then guide them to understand that some things—like germs or cells—are too tiny to be seen without special tools.
Show a picture of a microscope and explain that it is a special instrument used to see very small things. Share that the word microscope comes from Greek—micro means small, and skopian means to look or see.
Hold up a thread or a piece of onion peel and ask students if they can see any fine lines or tiny parts in it.
Encourage them to think about whether a scientist might be able to see what is inside it.
Show an image of a cell or bacteria as seen under a microscope to help them visualise.
Explain that microscopes are used by scientists to study the structure of plant and animal bodies, observe microorganisms, and assist in medical and crime investigations.
Extension Idea
Ask: Why is a microscope important for scientists and doctors?
Say: A microscope is important for scientists and doctors because it helps them see tiny things that cannot be seen with the naked eye. It is used to study microorganisms, plant and animal cells, and helps in medical investigations and crime-solving. Without a microscope, they would not be able to find small details that are important for health and research.
Get Set
Light
Answers
Page no. 231
Pause and Answer Page no. 233
Transparent Translucent Opaque
Glass Tinted car window Stone
Spectacles Sunglasses Wooden door
Light bulb Leaf Book
Chapter Checkup
1. Tick () the correct answer.
A. Brick B. Tinted glass
C. Microscope D. Transparent
2. Fill in the blanks.
A. light
C. microscope
3. Write True and False.
A. True
B. opaque
D. camera
B. True
C. False D. False
4. Circle the odd one out.
A. Tracing paper B. Cellophane
C. Lens
5. Short-answer questions.
A. Translucent materials allow only some light to pass through them, while transparent materials allow light to pass through them completely.
B. We cannot see through an opaque material because these materials do not allow light to pass through them.
C. Lenses are used in peepholes. They help us see who is outside before opening the door.
D. Three uses of lenses are:
i. Lenses help us see better through spectacles and contact lenses.
ii. They are used in cameras to capture images.
iii. They are used in microscopes to study tiny objects.
6. Long-answer questions.
A. Light falls on an object and bounces off it in all directions. The bounced-back light enters our eyes, and we see the object. Our eyes send signals to the brain, which decodes the information to detect the location, shape, size and movement of the object we are looking at.
B. Materials and objects around us can be grouped into three categories—transparent, translucent, and opaque.
Transparent Materials: These materials allow light to pass through them completely. We can see through them. Glass, water, air and cellophane paper are some examples of transparent materials.
Translucent Materials: These materials allow only some light to pass through them. We cannot see through them clearly. Tinted glass, designed glass and tracing paper are some examples of translucent materials.
Opaque Materials: These materials do not allow light to pass through them. We cannot see through them at all. Wood, steel, and brick are some examples of opaque materials.
7. Picture-based questions.
A. Microscope B. Zacharias Janssen
C. Two uses of a microphone are:
i. To see microorganisms and plant or animal cells that cannot be seen by the naked eye.
ii. To help in medical and forensic investigations.
Challenge (HOTS)
1. We should use slightly tinted glass in vehicles. It helps to reduce glare from sunlight and keeps the inside of the vehicle cooler. However, the glass should not be too dark, because very dark glass can reduce visibility and is not safe, especially while driving at night or in poor lighting. So, tinted glass is useful, but it should be used in moderation for both comfort and safety.
The Citizens of India
Chapters in This Unit
23. Formation of the Indian Union
24. The Indian Constitution
Story in This Unit
The Trio and Elder Robot are working hard to build a machine to clean the air on their planet, Avora. Smoke and dust caused by Lord Ero’s dark magic are making people sick, and trees are dying. Elder Wizard sends a message asking them to hurry. The Trio knows they must act fast.
Elder Robot says they need rules and laws to stop Lord Ero. Conji remembers learning about the Constitution of India. He explains that the Constitution has all the rules and laws written down. It also tells the rights and duties of citizens. Mel asks what happens if someone breaks the law. Conji explains that in India, judges called the judiciary decide the punishment. The robot is happy to learn that this system is fair and clear.
The children decide that Avora also needs a Constitution. It will help all Avorians know their rules, rights, and duties. Elder Robot likes the idea and says he will suggest it in the meeting of the Elders.
At the same time, the team finally finishes building their machine! It has a big vacuum and a strong motor to clean the air. They all cheer with joy. Elder Robot says they should not waste any time and quickly take the machine outside.
Formation of the Indian Union 23
Learning Outcomes
Students will be able to:
describe how India formed a new government after independence and became a Union of States. explain why a government is needed and how it helps manage a country. define the roles and structure of the Central Government. describe how elections are held and why they are important in a democracy. define the roles of the state government and how it functions. explain what Union Territories are and how they are governed.
describe how Municipal Corporations and Gram Panchayats manage local areas. describe the court system and how justice is provided in the country.
Let’s Recall
Recap to check if students know that after India became independent, who took the decisions for the country. Ask students to read the story and answer the questions given in the Get Set section.
Vocabulary
laws: rules made by government to keep people safe and orderly. resolving: solving Indian union: all Indian states and Union Territories together government: system managing a country’s affairs
Teaching Aids
Lok sabha: lower house of Parliament, elected by the people
Rajya sabha: upper house of Parliament, elected by state legislatures elections: process where people vote to choose leaders judiciary: system of courts
Role tags, problem cards, group badges; Role cards, class bell, placards with “Rules” and “No Rules”; Tree template chart, cut-out labels, colour pens; Ballot slips, box, role tags: candidate, counting officer, voters; Flowchart template, state map, role tags; Flowchart template, state map, role tags; Chart paper, village/city pictures, glue, scissors; Pyramid drawing sheet, scale image, simple court terms
Chapter: Formation of the Indian Union
Forming a New Government
Learning
Outcomes
Discover Page 244
Students will be able to describe how India formed a new government after independence and became a Union of States.
Teaching Aids
Role tags, problem cards, group badges
Activity
Let the students imagine that their class is like a newly independent country. Divide them into 3 groups – one for Central Government, one for State Government, and one for Union Territories.
Assign each group a situation (like: “school is dirty”, “classroom needs repairs”) and let the students decide how their group (or “government”) would solve it.
They can then present:
Who will take the decision
Who will carry it out
How it will help everyone
Finally, discuss how India also formed a government to take care of the entire country after independence.
Extension Idea
Ask: Can one part of the government take all decisions alone?
Say: All levels of government work together to run the country.
Need of Government
Learning Outcomes
Discover Page 244
Students will be able to describe why a government is needed and how it helps manage a country.
Teaching Aids
Role cards, class bell, placards with “Rules” and “No Rules”
Activity
Let the class act out two short scenes.
Scene 1: A classroom without any monitor or teacher — students shouting, fighting, nobody listening.
Scene 2: A classroom with a monitor, students following rules, things going smoothly.
After each act, pause and ask:
What did you feel in each situation?
Which one felt safe and fair?
Then, connect this with real life — discuss how a government works like a monitor or teacher in the country to maintain peace, fairness, and order.
Extension Idea
Ask: What happens when no one is there to make rules?
Say: If there is no one to make rules, there will be too much chaos and confusion. Government keeps everything organised by making rules and laws in the country.
Central Government
Learning Outcomes
Students will be able to define the roles and structure of the Central Government.
Teaching Aids
Tree template chart, cut-out labels, and colour pens
Activity
Discover Page 244
Let students draw a large “Government Tree” with roots, trunk, and branches. Let the students label the tree as follows:
Roots = Constitution
Trunk = Parliament
Branches = Lok Sabha, Rajya Sabha, President, Prime Minister
Ask them to write a short function on each branch, for example:
“Lok Sabha: Makes laws”
“President: Head of the country”
“Prime Minister: Runs the government”
Let the students share their trees and explain how all parts are connected like a real tree — strong and united.
Extension Idea
Ask: Who makes laws for the entire country?
Say: The Parliament, which is part of the Central Government.
Elections
Learning Outcomes
Students will be able to describe how elections are held and why they are important in a democracy.
Teaching Aids
Ballot slips, box, role tags: candidate, counting officer, voters
Activity
Conduct a mock election in class for “Best Monitor”.
Nominate 2–3 candidates who will give a short speech. All students can vote using slips and a ballot box. One student acts as counting officer. Once the winner is announced, hold a discussion: Was it fair?
Did everyone get to choose?
What if someone was forced to vote?
This will help students understand how voting gives people the power to choose their leaders.
Extension Idea
Ask: Why do we need elections?
Say: We need elections to choose our leaders in a fair way.
State Government
Learning Outcomes
Students will be able to describe the roles of the state government and how it functions.
Teaching Aids
Flowchart template, state map, and role tags
Activity
Discover Page 246
Divide the class into small groups and let each group create a flowchart of the State government. Ask them to include:
Governor (appointed by the President)
Chief Minister (elected by the people)
Council of Ministers
State Legislative Assembly (MLAs)
Ask students to write one job for each, like:
“CM runs the state”, “MLAs make laws”, “Governor signs laws”.
Then, let groups act out a mini drama where the CM and MLAs decide to build a park in their state. Show how decisions move from discussion to action.
Extension Idea
Ask: Who is the elected head of a state?
Say: The Chief Minister.
Union Territories
Learning Outcomes
Students will be able to describe what Union Territories are and how they are governed.
Teaching Aids
Indian political map, info cards, and slips with UT names
Activity
Make a Union Territories Game Box.
Discover Page 247
Write names of all UTs on slips (like Delhi, Lakshadweep, Andaman & Nicobar, and so on). Let each student pick a slip, locate it on an Indian political map, and then fill a mini info card with the following information:
Name of UT
Capital
Who governs it (Administrator or Lieutenant Governor)
Paste their info cards on a class chart titled: “India’s Union Territories”. Then discuss how they are directly managed by the Central Government.
Extension Idea
Ask: Who governs Union Territories?
Say: The Central Government through an administrator.
Local Governing Body
Learning Outcomes
Discover Page 247
Students will be able to describe how Municipal Corporations and Gram Panchayats manage local areas.
Teaching Aids
Chart paper, village/city pictures, glue, and scissors
Activity
Let students divide a chart into two columns:
Left: Village – Gram Panchayat
Right: City – Municipal Corporation
Under each column, let them draw or paste images showing real work: Fixing roads Cleaning drains Setting up street lights Then let them discuss which one works in their own area. Let them end the activity by writing: “Clean neighbourhoods are everyone’s duty.”
Extension Idea
Ask: Who helps in keeping our streets clean?
Say: The local governing body.
Judiciary in India
Learning Outcomes
Discover Page 248
Students will be able to describe about the court system and how justice is provided in the country.
Teaching Aids
Pyramid drawing sheet, picture of a scale
Activity
Let students create a “Justice Pyramid” showing three levels: Base: District Court Middle: High Court Top: Supreme Court On each level, write who goes there and why (e.g., “District Court: for local problems”).
Draw or paste the picture of a balance scale on top with the title: “Fairness for All”
Then conduct a small role-play where a student complains that his/her notebook was stolen. Let others act as judges, lawyers, and witnesses to understand how decisions are made fairly.
Extension Idea
Ask: What is the highest court in India?
Say: The Supreme Court.
Get Set
Answers
Page no. 243
Ravi and Sana’s classroom window was broken. The class teacher reported it to the principal. The principal discussed the issue with the teacher, decided what to do, and then called the carpenter to get the window fixed. This shows that decisions were made by the principal to keep the students safe. [Answer may vary.]
Pause and Answer
A. False B. True
C. True
Chapter Checkup
1. Tick () the correct answer.
A. Parliamentary
B. President
C. Lok Sabha
Page no. 246
D. Ensure laws are followed and justice is served
2. Fill in the blanks.
A. Prime Minister B. Lok Sabha
C. Supreme Court D. Union Territories
3. Write True and False.
A. True B. False
C. False D. False
4. Match the following.
A. Lok Sabha �� b House of the People
B. Rajya Sabha �� a. Council of States
C. Prime Minister �� d. Leader of the government
D. Governor �� c. Head of a state
5. Short-answer questions.
A. The central government runs the whole country and makes laws, takes decisions and provides services to all citizens.
B. Members of the Lok Sabha are elected directly by the people of India who are 18 years or above.
C. The Governor of a state is appointed by the President of India.
D. The Municipal Corporation provides clean water, builds roads, maintains parks and ensures basic needs in big cities.
6. Long-answer questions.
A. The judiciary in India ensures that the laws of the country are followed and that everyone gets justice. It is an important part of the government and works independently. The judiciary protects the rights of the citizens and punishes those who break the law.
There are three levels of courts in India. The District and Session Courts are at the district level and handle local cases. The High Courts are the highest courts in every state and deal with more serious matters. The Supreme Court is the highest court in the country. It takes care of cases that are very important for the whole country.
The courts make sure that no one is above the law and that justice is given to all people fairly. If someone is not happy with the decision of a lower court, they can appeal in a higher court. This system helps protect the freedom and rights of the people in the country.
B. The Gram Panchayat takes care of the people living in a village. All adults living in the village elect the members of the Gram Panchayat. The elected members then vote to elect one of the members as the head. He or she is known as the Pradhan or Sarpanch.
The Gram Panchayat runs the village by keeping the village clean, building roads and street lights, providing clean drinking water, and building schools and health centres, supporting farmers and small industries and resolving disagreements between people.
7. Picture-based questions.
A. The building is the Supreme Court of India.
B. It is located in New Delhi.
C. The Chief Justice of India is its head.
Challenge (HOTS)
1. We will approach the local government — the Municipal Corporation — to fix the drainage and clean the area.
The Indian Constitution
Story in This Unit
The Trio, Elder Robot, and Elder Wizard take the smoke vacuum machine outside to clean the dirty air on their planet, Avora. The sky is dark, full of smoke and dust, making it hard to see. Elder Wizard is happy they arrived in time. Elder Robot tells him that the machine is ready. He casts a spell, “ELECTRISIO!”, to start it. The machine makes a loud noise and begins sucking in all the smoke and dust. Slowly, the air clears, and sunlight returns. The Trio is happy to see the sky bright again and talks about bringing the trees and plants back to life. Just when Elder Wizard is about to cast a spell to help nature grow, the sky turns dark again. Lord Ero appears and laughs, saying they cannot save Avora so easily. He casts a powerful spell, “TORNADO TEMPESTUS!”, and a giant tornado starts spinning toward the group. Everyone is scared and unsure of what to do. Elder Wizard quickly reacts. He casts a protection spell: “Tornadus Defendo, barrier of might, create a shield to protect us from the fright!” A shining shield forms around them and blocks the tornado. Then he says another spell, “Tornadus Vanish, storm subside, calm the winds, cease the ride!” The tornado slowly fades away. Lord Ero becomes angry and attacks with another spell, “DESTRUCTO!” Elder Wizard blocks it using “REPELIO!” A fierce magical battle begins between the two powerful wizards. They throw spells like “BLASTO!” and “DESTRUCTO!” at each other. Finally, Elder Wizard finds the right moment and traps Lord Ero using the spell “ENTRAPIO!” He is caught inside a magical bubble. When asked what to do next, Elder Wizard says that Lord Ero must be sent to the darkness of the Void for harming the planet. He casts one final spell and sends Lord Ero away forever. Everyone is relieved and thankful. Avora is safe again because of their bravery, teamwork, and quick thinking.
Learning Outcomes
Students will be able to:
describe how the Indian Constitution was formed and who were its key makers. describe which parts of the Indian Constitution were borrowed from other countries. describe the main values written in the Preamble of the Constitution. learn the purpose of Directive Principles and how they help people. learn the six Fundamental Rights given to citizens of India. describe the duties every citizen must follow. learn the names and meanings of different national symbols of India.
Let’s Recall
Recap to check if students know the names of two things they think a country needs to run properly. Ask students to answer the question given in the Get Set section.
Vocabulary
citizens: people who live in a country equality: everyone is treated the same and has the same rights and opportunities expression: expressing one’s thoughts or feelings exploitation: the unfair use of someone or something for personal gain remedies: the method to recover or make something right heritage: the traditions, achievements and beliefs that are part of the history of a group of people spokes: rods in a wheel connecting to the centre constitution: a set of fundamental laws and principles that outlines how a country is governed fundamental rights: the basic rights of every citizen of the country directive principles: guidelines in a country’s constitution that inform government policies
Teaching Aids
Timeline template, leader images, chart paper; World map, chart paper, sketch pens; Preamble printouts, highlighters, Preamble meaning sheet; Pictures, glue, chart paper; Circular paper plates, sketch pens, divider scale; Paper strips, markers, string or tape; Cutouts of national symbols, glue, and display board
Chapter: The Indian Constitution
Forming of the Constitution of India
Learning Outcomes
Discover Page 254
Students will be able to describe how the Indian Constitution was formed and who were its key makers.
Teaching Aids
Timeline template, leader images, and chart paper
Activity
Let the students prepare a timeline poster showing: 1946: Formation of the Constituent Assembly Chairperson: Dr. Rajendra Prasad Dr. B.R. Ambedkar as Chairman of Drafting Committee
26 November 1949: Constitution adopted
26 January 1950: Came into effect Paste pictures and write the title: “Journey of Our Constitution”.
Extension Idea
Ask: Who was the chief architect of the Constitution?
Say: Dr. B.R. Ambedkar
The Preamble
Learning Outcomes
Students will be able to describe the main values written in the Preamble of the Constitution.
Teaching Aids
Preamble printouts, highlighters, Preamble meaning sheet
Activity
Give each student a printout of the Preamble. Let them colour and underline these words: Sovereign Socialist Secular Democratic Republic
Discover Page 255
Then ask them to write one sentence for each word in their own words taking help from the book.
Extension Idea
Ask: What does the Preamble tell us?
Say: It tells us the values on which our country stands.
The Borrowed Aspects
Learning Outcomes
Students will be able to describe which parts of the Indian Constitution were borrowed from other countries.
Teaching Aids
World map, chart paper, sketch pens
Activity
Let the students make a “Borrowed Ideas Web”.
In the center, write “Indian Constitution” and draw arrows to:
UK: Parliamentary System
USA: Fundamental Rights
Ireland: Directive Principles
Germany: Emergency Powers
Write each country’s contribution in a bubble, and decorate with small flags.
Extension Idea
Ask: Why do you think we took ideas from other countries?
Say: We took ideas from other countries because they had useful systems that helped us build a better Constitution.
Directives Principles of State Policy
Learning Outcomes
Students will be able to learn the purpose of Directive Principles and how they help people.
Teaching Aids
Pictures, glue, and chart paper
Activity
Let students make a chart with four pictures:
1. Child in school �� Education for all
2. Hospital �� Welfare of people
3. Factory with men and women �� Equal pay
4. Family receiving help �� Support for weaker groups
Below the chart, write: “Directive Principles Guide the Government”.
After the activity, discuss the importance of these directive principles in our country.
Extension Idea
Ask: Do the people follow Directive Principles?
Say: No, the government follows them while making policies.
Learning Outcomes
Students will be able to learn the six Fundamental Rights given to citizens of India.
Teaching Aids
Circular paper plates, sketch pens, and a divider scale Activity
Let students create a “Rights Wheel”. Divide a circular paper plate into 6 equal parts, and in each, write one right:
Equality
Freedom Against Exploitation
Freedom of Religion
Cultural and Educational
Constitutional Remedies
Write one example or situation under each. Display the wheels on the class wall.
Extension Idea
Ask: Why are these rights important?
Say: Because they help every person live with dignity and freedom.
Fundamental Duties Discover Page 257
Learning Outcomes
Students will be able to describe the duties every citizen must follow.
Teaching Aids
Paper strips, markers, string or tapes
Activity
Let each student pick one Fundamental Duty from the book and write it on a coloured paper strip. E.g., “Respect the national symbols”, “Help keep the environment clean”, etc.
Combine all strips to form a paper chain called “Our Duty Garland” and hang it in class.
Let the students take a pledge to observe their fundamental duties.
Extension Idea
Ask: Do rights and duties go together?
Say: Yes, we must follow our duties to enjoy our rights.
Learning Outcomes
Students will be able to learn how Municipal Corporations and Gram Panchayats manage local areas.
Teaching Aids
Cutouts of national symbols, glue, and display board Activity
Let students create a collage of the following pictures titled “Pride of Our Nation”: National Flag Anthem Emblem Animal Bird Flower
They must write what each symbol represents under the picture, taking help from the book.
Extension Idea
Ask: Why do we need National Symbols?
Say: They help in building pride and unity in the country.
Answers
Get Set Page no. 253
Rules for Classroom:
Raise Your Hand to Speak: Always raise your hand before speaking during class discussions.
Keep the Classroom Clean: Do not litter; use dustbins to keep the class clean.
Be Punctual: Always arrive in class on time and complete your homework before deadlines.
Duties for Students:
Class Monitor: Maintain discipline in the class and help the teacher with daily routines.
Blackboard Monitor: Keep the board clean and ready for lessons.
Eco Club Helper: Remind classmates to water class plants and turn off lights/fans when not in use.
Pause and Answer
Page no. 257
1. Chairman 2. 26 November 1949
3. Soul 4. British
Chapter Checkup
1. Tick () the correct answer.
A. President B. 6
C. 14 years D. American
2. Fill in the blanks.
A. Dr Rajendra Prasad B. equality
C. President D. Tiger
3. Write True and False.
A. True B. True
C. False D. True
4. Match the following.
A. National Flag �� saffron, white and green
B. Directive Principles �� guidelines for the government
C. National Emblem �� Satyameva Jayate
D. Independent country �� sovereign
5. Short-answer questions.
A. It is the introduction to the Constitution that expresses the goals and values of India.
B. It allows people to protect their culture and get education freely.
C. It means India is free to make its own decisions and not ruled by any other country.
D. Truth Alone Triumphs
E. On currency, passports, government documents, and public buildings
6. Long-answer questions.
A. The Indian Constitution gives six Fundamental Rights to all its citizens. These rights help people to live freely and with dignity. Here are three important ones:
1. Right to Equality
This right says that everyone is equal in the eyes of the law. No one can be treated unfairly because of their religion, caste, gender, or background. It helps to remove discrimination from society and gives equal chances to everyone.
2. Right to Freedom
Every citizen has the freedom to speak, write, and express their thoughts. They can choose their job, live anywhere in India, and follow any religion. This right helps people live independently and make their own choices.
3. Right against Exploitation
This right protects people from being forced to work unfairly. Child labour is banned. No one can make others work without pay or treat them badly. It helps protect the weaker sections of society from being used unfairly.
B. The Directive Principles are a set of instructions or guidelines given to the government in the Constitution. They are not laws, but they help the government make policies that are good for the people.
Here are four Directive Principles:
1. The government should provide proper living conditions to all citizens, like clean water, food, and shelter.
2. Every man and woman should be given a chance to work and earn a living.
3. Children up to the age of 14 should be given free and compulsory education.
4. The government must take care of the weaker sections of society like Scheduled Castes and Tribes.
C. Along with rights, the Constitution also tells us our duties as responsible citizens. These are called Fundamental Duties. By following these, we help our country grow and stay united.
Some important duties are:
Follow the Constitution and obey its rules. It is the supreme law of our country.
Respect the National Flag and National Anthem. They are symbols of our nation and unity.
Protect public property and our environment. We must keep our surroundings clean and not damage public things like parks or monuments.
Stay united and treat all fellow Indians as equals.We must not fight over caste, religion, or language.
Defend the country and be ready to serve it when needed.
Parents must make sure their children between 6 and 14 years get education.
If we all follow our duties honestly, we can make India a better and stronger nation.
7. Picture-based questions.
A. This is the National Emblem of India.
B. It appears on all Indian currency, official government documents, passports, and other important official papers.
C. The words written on it are “Satyameva Jayate”, which means “Truth Alone Triumphs”.
Challenge (HOTS)
1. The Directive Principles guide the government to work for the welfare of the people, like ensuring proper living conditions and education. The Fundamental Duties remind citizens to be responsible and contribute to the country, like respecting the national flag and keeping the environment clean.
Together, they help in building a fair and responsible society where both the government and citizens do their part.
Assessment Answer Keys
Assessment – 1
Read the story. Answer the questions below.
1. Answer: B. Eyes
2. Answer: B. It allowed him to smell the flowers.
3. Answer: If Ravi could not hear the birds, his ears were not working properly. This would change his experience because he would miss the pleasant sounds of the birds singing, making his visit to the park less enjoyable and quiet.
4. Answer: If Ravi lost his sense of touch, he would not be able to feel the cool breeze or the soft petals of the flower. This would make his experience less complete. Losing one sense can change how we enjoy things, as each sense helps us understand and enjoy the world better.
Assessment – 2
Read the story. Answer the questions below.
1. Answer: C. Clear glass
2. Answer: C. It allows in some light but people cannot see in.
3. Answer: Rahul would choose a translucent material like wax paper for the lampshade because it lets some light pass through, creating a soft glow without being too bright.
4. Answer: It is important because it helps us choose the right materials for things like windows, curtains, or lamps, depending on how much light or privacy we need.
Assessment – 3
Read the story. Answer the questions below.
1. Answer: B. Cleaning the streets and fixing water pipes
2. Answer: B. To solve problems caused by heavy rains and dirty water
3. Answer: The voters should keep in mind the following things:
Voters should think about which leaders have real plans to solve local problems like flooding and dirty water.
They should consider if the candidates are honest and care about the health and safety of the town.
They should check if the leaders have experience and can work well with other governments.
4. Answer: Suggestions:
I would request extra funds from the State and Central Governments to support the town during the emergency. I would ask the community to help through volunteer programs and look for companies or groups that can donate supplies or services.
Chapter 1
Discuss!
Element Answer Keys
Chapter
8
Page no. 10
Deforestation will reduce oxygen in the air, which will make breathing difficult and affect our health.
Think and Tell
Think and Tell
Page no. 11
It is important to remove waste from our body to stay clean and healthy.
Chapter 2
Think and Tell
Page no. 90
The Southern Plateau is rocky and hot, while the Northern Plains are flat and good for farming.
Discuss!
Page no. 18
Milk, curd, cheese, and green vegetables help make our bones strong.
Discuss!
We move our lower jaw, and it has a hinge joint.
Chapter 3
Discuss!
Page no. 91
Trade brings goods and money and helps India grow stronger.
Chapter 9
Think and Tell
Page no. 100 Forests give us oxygen, wood, and shelter for animals.
Discuss!
Page no. 22
Page no. 35
It is important to keep a wound clean and cover it to prevent infection.
Think and Tell
Page no. 101
The Chipko Movement was to save trees, and it teaches us to protect nature.
Chapter
10
Discuss!
Page no. 36
Wearing a cap in summer protects us from heat and sunlight.
Chapter 5
Discuss!
Page no. 110
Yes, I can turn my painting or craft hobby into a cottage industry.
Chapter
11
Think and Tell
Page no. 55
Separating waste helps manage garbage better; biodegradable waste can be used to make compost.
Think and Tell
Page no. 58
Cutting nails removes dirt and germs and keeps us safe from infections.
Chapter 6
Think and Tell
Page no. 69
We use different maps to show important details clearly and avoid confusion.
Chapter 7
Discuss!
Page no. 78
People in the Himalayas wear woollen clothes and eat hot food to stay warm.
Think and Tell
Page no. 81
If rivers dry up, there will be no water for drinking or farming.
Page no. 119
Camels store water, which helps them live in deserts where water is scarce.
Discuss!
Page no. 121
Dolphins and whales breathe with lungs and come up to the surface for air.
Chapter 12
Think and Tell
Page no. 132
Evergreen trees make the park green all year and help the environment.
Discuss!
Page no. 133
No, because insectivorous plants grow better in soil with fewer nutrients.
Chapter 13
Discuss!
Page no. 139
Yes, we should avoid sitting under plants at night because they release carbon dioxide.
Think and Tell
Page no. 141
Insects visit flowers for nectar and help in pollination.
Chapter 14
Think and Tell
Page no. 148
If there were no plants, there would be no oxygen, food, or life on Earth.
Discuss!
Chapter 20
Think and Tell
Page no. 150
We need National Parks to protect wild animals and forests.
Chapter 15
Think and Tell
Page no. 214
The ball stops on the lawn because of friction with the ground.
Discuss!
Page no. 214
Both are doing work, but pushing the car takes more force.
Think and Tell
Page no. 161
In a flood, I would move to a safe place and call for help.
Discuss!
Page no. 216
If we use all non-renewable energy, we will run out of fuel and electricity.
Discuss!
Page no. 163
Diseases spread during natural calamities because food and water become dirty.
Chapter 16
Think and Tell
Page no. 217
Using wind energy can reduce air pollution and help keep the city clean.
Chapter 21
Discuss!
Page no. 170
Acid rain can damage buildings by slowly wearing them down.
Discuss!
Page no. 225
Sand, rice, cotton, and tea look and feel different in texture and shape.
Think and Tell
Page no. 171
Yes, using different dustbins helps recycle waste and keep the environment clean.
Chapter 17
Think and Tell
Page no. 226
An empty LPG cylinder is easier to carry because it is lighter.
Chapter 22
Discuss!
Page no. 182
Railways and roads helped trade but also helped the British control India.
Discuss!
Page no.
232
Frosted glass is useful in bathrooms and offices for privacy and light.
Chapter 23
Page no. 185
If the Mughal Empire had stayed strong, the East India Company would not have taken control.
Chapter 18
Think and Tell
Page no. 194
People boycotted British goods to support Indian products and fight for freedom.
Discuss!
Page no. 195
I would be inspired by brave leaders and help by spreading messages or joining protests.
Chapter 19
Think and Tell
Page no. 204
A wheelbarrow is an example of a Class II lever used in daily life.
Discuss!
Page no. 205
If wheels were rectangular, transport would be slow and difficult.
Discuss!
Page no. 245
The President is the head of the country, and the Prime Minister runs the government.
Chapter 24
Think and Tell
Page no. 258
We can protect the environment by planting trees, saving water, and not littering.
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.
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 978-81-985579-8-8
