QUEST
Explore Time, Lands and Cultures
Social Science
Teacher
Manual
Quest
Social Science Teacher Manual
Acknowledgements
Academic Authors: Jatinder Kaur, Harsimran 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 impression 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: Quest Teacher Manual Social Science 4
ISBN: 978-81-985579-9-5
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
Understanding the world around us is essential for developing rational thinking, social awareness, and responsible citizenship. The Teacher Manual for the Quest series has been carefully designed to support educators in delivering engaging, inquiry-driven, and student-centred lessons for grades 3–5.
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 key social science concepts in an engaging way. It encourages educators to go beyond textbooks, fostering critical thinking, discussion, and real-world connections that enable students to become informed and active members of society.
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 social science concepts but also apply them in meaningful ways. It serves as a comprehensive teaching resource, transforming classrooms into spaces for exploration, inquiry, and discussion.
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 interactive discussions, role-plays, case studies, and creative exercises.to reinforce social science concepts.
Extension Ideas – Thought-provoking discussion questions and real-world connections that encourage deeper learning.
As part of the Quest 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 social science an engaging and practical part of students’ lives. We hope it inspires curiosity, encourages meaningful discussions, and fosters a deeper understanding of society.
Let us nurture the next generation of rational thinkers, responsible citizens, and problem-solvers. Happy teaching!
The World We Live In
Chapter in This Unit
1. The Earth—Our Home
Story in This Unit
Lord Ero and Drakon are planning to destroy the Wisdom Ball, a magical crystal ball that helps the Elder Wizard to govern Avora. Meanwhile, in the Elder Wizard’s office, he tells Conji, Eva and Mel that the Wisdom Ball is made from four rare stones from Earth and is an important asset to Avora.
While they are talking, Drakon casts a dark spell and destroys the Wisdom Ball. Heartbroken, the Elder Wizard is unsure of how to save Avora, when the Elder Robot walks in and suggests that the children must travel to Earth to get the rare stones and restore the Wisdom Ball.
The trio set off to Earth in their spaceship and take a magical book for assistance. Reading the book, they get to know that Earth has many landforms like the tall mountains, flat plains, raised plateaus, the sandy deserts and the water bodies. When the trio realize that the information shared in the book has something to do with their search for the rare stones, its pages start to turn magically and stop at one country on the Earth. Mel checks on her tablet to know more about the place where their spaceship would land.
The Earth—Our Home 1
Learning Outcomes
Students will be able to:
know the proportion of land and water on Earth. explain different landforms on Earth like mountains, valleys, plateaus, plains, and deserts. define different water features like coasts, peninsulas, bays, islands, and rivers.
Let’s Recall
Recap to check if the students know the names of some landforms on Earth. Ask the students to read the poem with their partners using the hand movements given in the Get Set section.
Vocabulary
molten: something that has become liquid-like due to heat
volcano: a mountain with a hole at the top from which molten rock, gases, etc. come out from under the Earth
glacier: a large body of slowly moving ice
valleys: U-shaped or V-shaped lowlands found between mountains and hills pass: narrow, natural gap in mountains
bay: a body of water surrounded on three sides by land
island: a piece of land that is surrounded on all sides by water
Teaching Aids
White chart paper, blue chart paper, green chart paper, glue, scissors, markers; flashcards with description of each landform (fold mountains, volcanic mountains, block mountains, valleys, pass, plateaus, plains, deserts)
Chapter: The Earth—Our Home
Land and Water on Earth
Learning Outcomes
The students will be able to know the proportion of land and water on Earth.
Teaching Aids
White chart paper, blue chart paper, green chart paper, glue, scissors, markers
Activity
Divide the class into groups and instruct the students to sit in their respective groups.
Distribute the material for the activity to all the groups.
Ask the students to cut out a large circle from a white chart paper, representing the Earth.
Guide the students to cut a piece of blue chart paper so as to cover 3/4th part of the circle and a green chart paper cut out to cover the remaining 1/4th part of the circle.
Ask them to label the blue and green parts as water and land, respectively.
Then invite the groups to showcase their completed models of Earth. Encourage the students to explain the division of Earth as land and water and list different landforms (mountains, plateaus, hills, deserts) and water bodies (oceans, seas, lakes, rivers, ponds etc.)
Extension Idea
Ask: Can you list some landforms and water bodies from your surroundings?
Say: Landforms: hills, plains, mountains
Water bodies: pond, lake, or river
Learning Outcomes
The students will be able to explain different landforms on Earth like mountains, valleys, plateaus, plains, and deserts.
Teaching Aids
Flashcards with description of each landform (fold mountains, volcanic mountains, block mountains, valleys, pass, plateaus, plains, deserts)
Activity
Divide the class into groups.
In a bowl, add a mix of flashcards with description and images of different landforms.
Instruct the students to match the description of the landform with its picture.
Assist the students if they need help.
After the activity, explain each landform to reinforce the concepts.
Extension Idea
Ask: Can you think of a place in India that has mountains? What kind of weather mountains have?
Say: Kashmir, Shimla, Kullu-Manali, Ooty (Students can name any). The weather in and around mountains is usually cool in summers and chilly/cold in winters.
Water
Features Quest Page 9
Learning Outcomes
The students will be able to define different water features like coasts, peninsulas, bays, islands, and rivers.
Teaching Aids
Green and blue coloured clay, a cardboard sheet/thermocol sheet
Activity
Divide the class into groups.
On a cardboard, ask each group to make a 3D model using blue and green clay to represent a Peninsula (land surrounded by water on three sides)
Bay (water body surrounded by land on three sides)
Island (land surrounded by water on all sides)
River (flowing through the land)
Coast (where the land meets the sea)
Instruct the students to label each feature.
Once complete, invite each group to showcase their models and explain each feature with examples.
Extension Idea
Ask: Which glaciers are the sources of the rivers Ganga and Yamuna?
Say: The River Ganga originates from the Gangotri Glacier in Uttarakhand, while the River Yamuna originates from the Yamunotri Glacier, also located in Uttarakhand.
Answers
Pause and Answer Page no. 9
1. T
2. F
3. T
4. F
Chapter Checkup
1. Tick the correct answer.
A. Block Mountains
B. Nile
C. Cape
2. Fill in the blanks.
A. sediment
B. Khyber
C. mountain range
D. valleys
3. Match the following.
A. Plateaus → ii. Higher than surrounding land, flat at the top
B. Tributaries → iii. Small rivers that join a main river along the way
C. Bay → i. A water body surrounded by land on three sides
D. Delta → iv. A triangular area formed by distributaries
4. Short answer questions.
A. The Himalayas in Asia, the Alps in Europe.
B. Mount Kilimanjaro in Tanzania, Mount Fuji in Japan.
C. The Sahara Desert in North Africa, the Atacama Desert in South America.
D. A bay
5. Long answer questions.
A.
Seasonal Rivers Perennial Rivers
These rivers are formed from melted snow from the glaciers. These rivers are formed by rainwater.
These rivers have water throughout the year. They do not have water throughout the year. They dry in the summer.
For example- the Ganga, the Yamuna For example - the Godavari and the Krishna
B.
Peninsula Bay
A peninsula is any land that extends into the sea and is surrounded by water on three sides.
6. Picture-based questions.
A. Valley
A bay is a water body that is surrounded by land on three sides.
B. This type of landform is formed between the hills or mountains.
C. Kashmir Valley
HOTS
While travelling from Kashmir to Rajasthan in a car, we will cross the following landforms:
1. Mountains - In Kashmir, we have the Himalayan mountain range which covers tall, snow-covered peaks and valleys.
2. Plains - While travelling downwards towards Rajasthan, we travel through places that are a part of Northern plains.
3. Desert - In Rajasthan, we are in the Thar Desert.
Our Country – India
Chapters in This Unit
2. Knowing India
3. The Northern Mountains
4. The Northern Plains
5. The Great Indian Desert
6. The Southern Plateau
7. The Coastal Plains and Islands
Story in This Unit
Mel, Conji, and Eva are on an exciting journey to find rare stones. One day, while Mel is checking her tablet, the magical book reveals a country called India. The book points to India because it senses one of the rare stones there. Conji, feeling impatient, asks where exactly they need to go. Mel uses the magical map in the book, and it reveals their first destination—the largest desert in India.
Excited by this new clue, the trio heads to the Great Indian Desert. As they fly above the desert, they are amazed by its vast size. When they step out of their spaceship, they feel the dry winds and are surprised by the heat despite the strong breeze. Seeing a sandstorm approaching, they decide to take shelter in their spaceship until the storm passes.
After the storm, Eva casts a spell to try and reveal the location of the rare stone. Finally, the spell works, and the trio discovers the stone’s location. With the rare stone safely in their possession, the group prepares for their next adventure, which, according to the magical book, will take them to the mountains.
Knowing India 2
Learning Outcomes
Students will be able to: identify and locate on the map of India, its geographical features, and neighbouring countries. understand and list the different landforms of India. understand the political divisions of India, including states, union territories, and districts, and learn about the roles of central and state governments.
Let’s Recall
Recap with the students the knowledge on the country India, its location and physical divisions. Ask the students to read the instructions given in the Get Set section and colour the picture.
Vocabulary
administration: running and managing the daily functions of government population: the total number of people living in a country landforms: features on the earth’s surface that make up the terrain
Teaching Aids
Blank political and physical maps of India, coloured pencils; coloured origami sheets (green, purple, brown, yellow, blue), glue
Chapter: Knowing India
Location and Neighbours
Learning Outcomes
Quest Page 18
The students will be able to identify and locate on the map of India, its geographical features, and neighbouring countries.
Teaching Aids
Blank maps of India, coloured pencils
Activity
Provide students with a blank map of India.
Ask them to label the Himalayan ranges, the southern peninsula, and surrounding water bodies (Bay of Bengal, Arabian Sea, Indian Ocean). Also, have them highlight the Indira Point on the map.
Next, ask the students to mark and colour the countries that share borders with India (Afghanistan, Bangladesh, Bhutan, China, Myanmar, Nepal and Pakistan).
Extension Idea
Ask: Why is India called a peninsula?
Say: India is a peninsula because it is surrounded by water on three sides. India is surrounded by the Bay of Bengal in the east, the Arabian Sea in the west and the Indian Ocean in the south.
Physical Features
Learning Outcomes
The students should be able to understand and list the different landforms of India.
Teaching Aids
Blank physical maps of India, coloured origami sheets (green, purple, brown, yellow, blue), glue
Activity
Provide students with a blank physical map of India.
Give them coloured origami sheets and ask them to tear the sheets into small pieces.
Quest Page 18
Guide them to label the six physical divisions: the Great Himalayas, the Northern Plains, the Great Indian Desert, the Coastal Plains, the Southern Plateau, and the Islands.
Ask students to paste the coloured paper bits to represent each division: Brown for the Himalayan Mountains, Green for the Northern Mountains, Purple for the Great Indian Desert, Yellow for the Southern Plateau, Blue for the Coastal Plains, Orange for the islands.
(Note: If the areas are too small for pasting paper, have the students colour those sections instead.)
Extension Idea
Ask: Which physical division of India do you live in?
Say: The Northern Plains (Answer may vary.)
Learning Outcomes
The students will be able to understand the political divisions of India, including states, union territories, and districts, and learn about the roles of central and state governments.
Teaching Aids
Blank political map of India, pencil colours
Activity
Provide students with a blank political map of India.
Hang a political map of India on the class display board or chalkboard.
Ask the students to take help from the map and colour and label the 28 states and 8 union territories.
Have them highlight the Seven Sister States in the northeastern part of India.
Extension Idea
Ask: How do you think the Seven Sister States are connected to the rest of India?
Say: The Seven Sister States are connected to the rest of India through a narrow strip of land called the Siliguri Corridor, also known as the “Chicken’s Neck.”
Answers
Chapter Checkup
1. Tick () the correct answer.
A. Iran B. 28 C. Indian Ocean
2. Fill in the blanks.
A. Seventh
C. Peninsula
3. Write True or False.
B. Bay of Bengal
D. Sri Lanka
A. True B. False C. True D. False
4. Short answer questions.
A. The southernmost tip of India is called Indira Point, and it is located in the Andaman and Nicobar Islands.
B. India has 28 states and 8 union territories.
C. Sri Lanka and Maldives.
5. Long answer questions.
A. India has two levels of government—central and state—to effectively manage such a large and diverse country. The central government makes laws for the whole country and the state government looks after particular states.
B. India is a diverse country because of the following:
a. Cultural Diversity: India has many religions, languages, festivals, and traditions, making it one of the most culturally diverse countries in the world.
b. Geographical Diversity: India has varied landforms, including mountains, plains, plateaus, deserts, and coastal regions, offering rich biodiversity and unique climates.
6. Picture-based questions.
A. Bhutan B. Bangladesh
HOTS
Yes, India should have good relations with its neighbouring countries because:
1. they help countries boost their economy by trading goods like food, medicines, and technology.
2. they prevent conflicts or wars and ensure the safety of people.
3. they can help neighbouring countries share festivals, traditions, and ideas, making life more enjoyable and connected.
The Northern Mountains 3
Learning Outcomes
Students will be able to:
understand the geographical features of the Northern Mountains, including their location, climate, and significance.
identify the three Himalayan ranges and describe their characteristics and significance.
understand the significance of the Himalayas for India.
identify and describe the cultural, geographical, and economic importance of the Himalayan states in India, including their unique lifestyles, traditions, languages, festivals, clothing and tourist attractions.
Let’s Recall
Recap with the students the knowledge on the Himalayas.
Ask the students to read and attempt the question given in the Get Set section.
Vocabulary
elevation: height
parallel: run next to each other with almost the same distance between them
foothills: hills that are located at the bottom of mountains
cold desert: a desert that is covered in snow all year round
handicrafts: decorative objects made by artists using their hands
houseboat: large boats in which people can live
shikara: small colourful boats used for leisure or to sell things on a lake
Teaching Aids
wicker: a natural material that is used to make baskets and furniture
peak: the sharp, pointed top of a mountain mountain range: a chain of mountains
terai: the foothills of the Shiwalik
protected forests: forests that are closely monitored by the government officials, so people cannot cut trees or hunt animals
phiran: long woollen garment
kangri: earthen pot with burning coal carried inside a phiran
A cardboard, clay, cotton, blue woollen yarn, glue; cue cards with phrases related to features of the division of the Himalayas; A4 sheet, oil pastel colours, sketch pens, pictures related to animals, plants, places of tourist attraction found in Himalayas; Chart papers, pictures related to Himalayan states
Chapter: The Northern Mountains
Location and Climate Quest Page 22
Learning Outcomes
The students will be able to understand the geographical features of the Northern Mountains, including their location, climate, and significance.
Teaching Aids
A cardboard, clay, cotton, blue woollen yarn and glue Activity
Divide the class into groups. Distribute the materials to the students.
Instruct them to trace with pencil the northern part of India. The students can take reference from the image of the map given on page 23.
Instruct them to use clay to represent the Himalayas, showing its stretch from Ladakh to Arunachal Pradesh. Further, have them use white cotton to represent snow in the western part and blue woollen yarn to represent rain in the eastern part of the Himalayas.
Once complete, invite the groups to show their models to the class.
Post the activity, display the models in the class.
Extension Idea
Ask: Do you know the third highest peak in the world also lies in the Himalayas? What is its name and its height?
Say: Yes, the third highest peak in the world, Kangchenjunga, lies in the Himalayas. It is located on the border between Nepal and India and has a height of 8,586 metres.
The Three Divisions
Learning Outcomes
Quest Page 23
The students should be able to identify the three Himalayan ranges and describe their characteristics and significance.
Teaching Aids
Cue cards with phrases related to features of the division of the Himalayas Activity
Prepare cue cards for the quiz using the features or associated information related to the divisions of the Himalayas. For example - This part is also known as the ‘terai’ region - Outer Himalayas; this part has the fertile valleys - Middle Himalayas and so on.
Divide the class into 4 teams. Play a quiz using clues from the division of Himalayas. Award five points to the team for each correct answer. The team that has the maximum score, wins the game.
Extension Idea
Ask: How are the Middle Himalayas different from the Outer Himalayas?
Say: The Middle Himalayas are taller and steeper than the Outer Himalayas. They have valleys for farming and popular hill stations, while the Outer Himalayas are lower, have gentle slopes, and are covered with forests.
Importance of the Himalayas
Learning Outcomes
The students will be able to understand the significance of the Himalayas for India.
Teaching Aids
A4 sheet, oil pastel colours, sketch pens, pictures related to animals, plants, places of tourist attraction found in Himalayas
Activity
Before the Activity
Ask the students to research the animals, plants, and places of attraction found in the Himalayas.
Have them collect and bring related pictures to class.
In the class
Provide the necessary materials for creating the poster.
Instruct students to design a poster that highlights the significance of the Himalayas by including pictures of its unique wildlife, plant life, and popular tourist spots.
Go around the class and assist the students if they need help.
Extension Idea
Ask: The Himalayas are home to some rare and endangered species. Can you name some? Say: Snow leopard, red panda, Himalayan tahr. (Answer may vary.)
Life in the Himalayas
Learning Outcomes
Quest Page 25
The students will be able to identify and describe the cultural, geographical, and economic importance of the Himalayan states in India, including their unique lifestyles, traditions, languages, festivals, clothing and tourist attractions.
Teaching Aids
Chart papers, pictures related to Himalayan states, oil pastels, sketch pens, glue
Activity
Divide the class into groups and assign each group a different Himalayan state.
Ask each group to bring information and pictures related to the following features of their assigned state:
Traditional clothes of people
Main occupations of the people
Traditional foods and any famous dishes
Fruits or vegetables the state is known for
Language spoken
In groups, have the students paste this information and pictures on a chart paper. Once completed, invite the students to present their charts to the class.
Extension Idea
Ask: Do you think geographical features of the Himalayas (such as mountains and climate) influence the lifestyle and occupations of the people living there?
Say: The harsh climate and mountainous terrain make agriculture difficult, so many people rely on occupations like farming (growing crops like apples, tea, or rice), animal husbandry (sheep, yaks), and tourism. The cold climate also affects traditional clothing, such as woollen garments.
Answers
Get Set
Page no. 22
I would visit the hills in northern India because I love mountains and the cool weather. The natural beauty, snow-capped peaks, and peaceful environment would be perfect for relaxation. I’d also enjoy visiting hill stations like Shimla or Manali. (Answer may vary.)
Pause and Answer
Page no. 24
1. 2. 3. 4.
Chapter Checkup
1. Tick () the correct answer.
A. Himadri B. Terai
C. West Bengal D. Outer Himalayas
2. Fill in the blanks.
A. Central Asia
B. Arunachal Pradesh
C. Jammu and Kashmir D. Assam
3. Write True or False.
A. True B. False C. False D. True
4. Match the following.
A. Himachal iii. Middle Himalayas
B. Sikkim i. Gangtok
C. Gangotri iv. Uttarakhand
D. Seven Sisters ii. North-eastern states
5. Short answer questions.
A. Himadri (highest) and Shiwalik (lowest)
B. Gangotri (Ganga) and Yamunotri (Yamuna)
C. Sikkim
6. Long answer questions.
A. Four reasons why the Himalayas are important for India: a. They act like a huge wall and protect our borders with other countries.
b. The Himalayas protect India from the cold winds blowing from Central Asia. This prevents India from becoming a cold desert.
c. Many important rivers originate in the Himalayas. These rivers are a source of drinking water and also make the land fertile. Dams built over these rivers provide us with electricity.
d. They help bring monsoons to India. They stop the winds from going further north, which leads to rains in India. (Answer may vary.)
B. The people of Jammu and Kashmir adapt to the cold climate by wearing warm clothes like the phiran and using kangris for warmth. Their main occupations include farming, tourism, and crafting items from wood, silver, and paper mache. The region is known for its beautiful valleys, lakes like Dal Lake, and houseboats. Traditional Kashmiri cuisine includes dishes like Rogan Josh, Yakhni, and kahwa (a type of tea). Festivals like Eid, Shivratri, and Baisakhi are widely celebrated, reflecting their rich cultural diversity.
7. Picture-based questions.
A. The picture shows a houseboat.
B. These houseboats are found in Jammu and Kashmir, particularly in Srinagar.
C. Two lakes in this region are Dal Lake and Wular Lake.
HOTS
The Guardians of India (Answer may vary.) This is because the Himalayas act as a natural shield, protecting India from cold winds and invasions. They are also the source of major rivers, provide fertile soil for agriculture, and are a symbol of cultural and spiritual significance, making them truly guardians of the nation.
The Northern Plains
Learning Outcomes
Students will be able to:
understand the geographical features of the Northern Plains, including their location, climate, and significance. understand how rivers from the Himalayas formed the Northern Plains by depositing alluvial soil, creating tributaries, distributaries, and deltas, making the region fertile.
identify the three main river basins of the Northern Plains and explain their importance in agriculture, settlement, and daily life.
identify and describe the key features of the states in the Northern Plains, including their capitals, important cities, rivers, language, culture, festivals, and agriculture in order to highlight the importance of the Northern Plains.
Let’s Recall
Recap with the students the knowledge on the northern plains of India. Ask the students to attempt the question given in the Get Set section.
Vocabulary
perennial: rivers that flow throughout the year deposit: leave behind sediments: remains folk dances: traditional dance of particular people or area
dialect: a form of language spoken in a particular part Celebrations at Kumbh Mela of a country monument: a building, structure or site that is of historical importance tributaries: rivers or streams that flow into a larger river
Teaching Aids
alluvial: fine sand and silt deposited by the river in the floodplains
distributaries: small streams of water that originate from a river before it flows into the sea delta: a triangular piece of land formed at the mouth of a river
river basin: an area watered by a river and its tributaries
sericulture: rearing of silkworms to produce silk
Blank political map of India, map of India for reference, coloured markers/pens; Wheat flour, chart papers, water, blue, green and brown poster colours; Placards; Chart papers, pictures, colours, glue
Chapter: The Northern Plains
Location and Climate
Learning Outcomes
Quest Page 30
The students will be able to understand the geographical features of the Northern Plains, including their location, climate, and significance.
Teaching Aids
Blank political map of India, map of India for reference, coloured markers/pens
Activity
Provide each student with a blank map of India.
Show them where the Northern Plains are located (south of the Himalayas, stretching from Punjab in the west to Assam in the east).
Instruct the students to use a green colour to shade the area representing the Northern Plains.
Ask them to use a blue colour to label the rivers (Ganga, Yamuna, Brahmaputra) that flow through the Northern Plains.
Finally, have the students label the Northern Plains area clearly, making sure it extends across the marked regions. Walk around the classroom to review their work and assist them if needed.
Extension Idea
Ask: Why do the rivers in plains flow throughout the year?
Say: The rivers in the Northern Plains are formed when the ice melts in the Himalayas, so they flow throughout the year, thus they are also called perennial rivers.
Features
Learning Outcomes
Quest Page 31
The students should be able to understand how rivers from the Himalayas formed the Northern Plains by depositing alluvial soil, creating tributaries, distributaries, and deltas, making the region fertile.
Teaching Aids
Wheat flour, chart papers, water, blue, green and brown poster colours
Activity
Divide the class into groups and provide them with the required materials.
Show a video demonstrating how distributaries form a delta.
Instruct students to mix wheat flour with water to create a paste.
Guide them to shape distributaries and land patches in a triangular pattern to represent a delta.
Have them colour the land patches green and brown to show soil deposition and the distributaries blue to represent water.
Once finished, ask each group to present their model and explain the process to the class.
Extension Idea
Ask: What makes Northern plains fertile?
Say: The Northern Plains are fertile because rivers like the Ganga, Brahmaputra, and Sutlej deposit alluvial soil there. This soil is rich in minerals and perfect for farming.
Divisions
Learning
Outcomes
Quest Page 32
The students will be able to identify the three main river basins of the Northern Plains and explain their importance in agriculture, settlement, and daily life.
Teaching Aids
Chart papers, marker pens to make placards, reference map of India
Activity
Divide the class into three groups and assign each group one river basin—the Sutlej Basin, the Ganga Basin, or the Brahmaputra Basin.
Ask each group to research and present information on their assigned basin, covering - the states it covers, main rivers and their origin, key features of the basin.
Encourage students to prepare a role play to present their information creatively. They can also make placards if needed.
Give them time to practice, then invite each group to enact their role play in front of the class.
Extension Idea
Ask: Which river is part of the Northern Plains but does not originate in India?
Say: Brahmaputra. It originates in Tibet and enters India through Arunachal Pradesh.
Life in Plains and Importance
Learning Outcomes
Quest Page 33
The students will be able to identify and describe the key features of the states in the Northern Plains, including their capitals, important cities, rivers, language, culture, festivals, and agriculture.
Teaching Aids
Chart papers, markers, pictures, colours, glue
Activity
Divide the class into 8 groups, assigning each group one state from the Northern Plains.
Ask each group to research and prepare a creative presentation on their assigned state, covering - capital and major cities, rivers flowing through the state, languages spoken, festivals and cultural aspects (dance, music, etc.), main crops and farming practices, famous places/landmarks.
Provide materials to each group.
Once the students have finished creating, set up a ‘State Exhibition Walk’ in the classroom where each group displays their work.
Rotate groups so that every student visits all the state displays while one or two members from each group explain their presentation.
Conclude with a discussion, highlighting the similarities and differences between the states.
Ask: Which state of Northern Plains is referred to as ‘Granary of India’?
Say: Punjab is called the ‘Granary of India’ because of its fertile land and high production of wheat and rice, which are grown in large quantities due to the presence of rivers like the Sutlej, Ravi, and Beas.
Answers
Get Set
Delhi, Punjab, Patna
Pause and Answer
1. Yamuna
2. Tibet
3. Arunachal Pradesh
Chapter Checkup
1. Tick () the correct answer.
A. Sundarbans B. Kolkata
Page no. 30
Page no. 33
C. Kerala D. Yarlung Tsangpo
2. Fill in the blanks.
A. south B. Sutlej
C. Amritsar D. Guwahati
3. Write True or False.
A. False
B. True
C. True
D. False
4. Match the following.
A. Sandesh → iv. Kolkata
B. Bihu → i. Assam
C. Mineral ore → ii. Jharkhand
D. Brass → iii. Moradabad
5. Short-answer questions.
A. The Ganga Basin, the Sutlej Basin, and the Brahmaputra Basin.
B. Gomti, Kosi (Answer may vary.)
C. Iron, copper, aluminium
D. A river basin is the area of land that is drained by a river and its tributaries.
6. Long-answer questions.
A. The Northern Plains are important because: They are highly fertile, making them ideal for agriculture.
They are densely populated and serve as a major economic and cultural hub in India.
B. In the Northern Plains, summers are extremely hot, so people wear light cotton clothes to stay cool. In contrast, the winters are cold, prompting people to wear woollen clothes to keep warm.
7. Picture-based questions.
A. Assam B. Tea
HOTS
1. Farming: In Uttar Pradesh, the main crops grown are wheat, rice, and sugarcane. In contrast, West Bengal mainly grows rice, jute, and tea.
Culture: In Uttar Pradesh, the culture is influenced by North Indian traditions, with a rich history of festivals like Holi and Diwali. On the other hand, West Bengal has a distinct culture with a focus on Bengali festivals like Durga Puja, along with a rich tradition of arts, literature, and music.
Industries: Uttar Pradesh has a significant presence of textile, sugar, leather, and chemicals industries, while West Bengal is well-known for its jute, tea, and textiles.
2. Raju’s uncle should consider moving to Punjab or Haryana in the Northern Plains.
Reasons:
A. Fertile Soil: These areas are part of the Indo-Gangetic plain and have highly fertile soil that is ideal for growing crops like wheat and rice.
B. Irrigation Facilities: Both states have extensive irrigation systems, especially the canal irrigation from the Sutlej river, which ensures a steady water supply for farming, especially for crops like rice and wheat.
The Great Indian Desert 5
Learning Outcomes
Students will be able to:
describe the climate, vegetation, and geographical features of the Great Indian Desert. identify plants in the Great Indian Desert and their adaptations, understand the role of the Luni River and Indira Gandhi Canal in supporting farming and daily life. describe the lifestyle, culture, food, clothing, and traditions of the people in the Thar Desert. understand the importance of the Thar Desert in India, including its natural resources, cultural significance, and role in energy production.
Let’s Recall
Recap with the students the knowledge on deserts. Ask the students to observe the pictures given in the Get Set section and identify a desert.
Vocabulary
embroidery: patterns made on clothes using colourful threads
exported: sending goods to another country through trade
sandstorms: strong winds that blow in deserts and carry the sand with them
Teaching Aids
sand dunes: small hills of sand
barchans: crescent-shaped sand dunes
seif dunes: long ridge-shaped sand dunes
oasis: a small fertile area in a desert created by underground water coming to the surface
Shoeboxes, paints, clay, or coloured paper, toy plants and animals, labels and markers; Chart papers, pictures of desert plants and animals, glue, markers and pencil colours/crayons; Large chart paper, printed or hand-drawn map of Rajasthan, child-friendly scissors, pictures related to tribes, food, clothing, festivals, music, and famous places; Question cards with questions on importance of Rajasthan
Chapter: The Great Indian Desert
Climate and Features
Learning Outcomes
Quest Page 41
The students will be able to describe the climate, and geographical features of the Great Indian Desert.
Teaching Aids
Shoeboxes, paints, clay, or coloured paper, toy plants and animals, labels and markers
Activity
Divide the class into groups. Provide students with the materials.
Ask them to paint the base with sandy colours (yellow, brown) to represent the desert.
Then, use clay to create sand dunes, barchans, seif dunes, and oasis (use coloured clay or paint the clay brown or golden for sand dunes and blue for water).
Ask the students to further add small toy plants (like cacti) and animals (like camels) to show desert life and label features.
Extension Idea
Ask: Why does the desert get so hot in the day but cool at night?
Say: Sand heats up and cools down very quickly. It’s like how a metal slide gets hot in sun but cools fast in shade.
Vegetation and Water Supply Quest Page 42
Learning Outcomes
The students should be able to identify plants in the Great Indian Desert and their adaptations, understand the role of the Luni River and Indira Gandhi Canal in supporting farming and daily life.
Teaching Aids
Chart papers, pictures of desert plants and animals, glue, markers and pencil colours/crayons
Activity
A day prior to the activity, divide the class into three groups and ask them to research and collect information/ pictures on the assigned topics:
Group 1: Desert plants and their adaptations.
Group 2: Desert animals and how they survive in harsh conditions.
Group 3: Luni River and Indira Gandhi Canal, including the regions they flow through and the crops grown there. Provide materials to the groups.
Encourage the students to sit in their respective groups and present the information collected on their topics on a chart paper using drawings, diagrams, pictures and key points.
Presentation time: Each group will share their work with the class, explaining what they learned.
Appreciate their efforts by acknowledging their teamwork and creativity.
Extension Idea
Ask: What would life be like in the desert without the Indira Gandhi Canal?
Say: Without the Indira Gandhi Canal, life in the desert would be much harder. There would be very little water for drinking, farming, or daily needs. Crops like wheat, jowar, and vegetables would not grow, making it difficult for people to find food. The desert would remain dry and barren, with fewer opportunities for people to live and work in the region.
Life in the Desert
Learning Outcomes
Quest Page 42
The students will be able to describe the lifestyle, culture, food, clothing, and traditions of the people in the Thar Desert.
Teaching Aids
Large chart paper, markers, sketch Pens, crayons, printed or hand-drawn map of Rajasthan, glue, child-friendly scissors, pictures related to tribes, food, clothing, festivals, music, and famous places
Activity
A day prior to the activity, divide the class into groups and assign each group a topic to research and collect pictures on:
Group 1: Tribes
Group 2: Food
Group 3: Traditional clothing
Group 4: Folk dances and music
Group 5: Festivals and celebrations
Group 6: Famous places
Activity Execution (In the Classroom):
Arrange students in a circle and provide a large chart paper.
Draw an outline of the Thar Desert on the chart.
Each group will take turns pasting their collected information and pictures inside the map while explaining what they are adding.
Encourage students to describe the significance of each element they contribute, helping everyone understand different aspects of life in Rajasthan.
Once completed, display the chart on the class bulletin board or wall as a visual representation of Rajasthan’s rich culture and traditions.
Appreciate the students for their efforts and teamwork.
Extension Idea
Ask: Why are camels called the “ships of the desert”?
Say: Camels can travel long distances without water, have padded feet to walk on sand, and are used for transportation.
Learning Outcomes
The students will be able to understand the importance of the Thar Desert in India, including its natural resources, cultural significance, and role in energy production.
Teaching Aids
Question cards with questions on importance of Rajasthan
Activity
Divide the class into teams. Invite one member from each team to select a flash card from the set. Pose the selected question to the entire team and allow them to discuss and answer.
Award 2 points to the team for every correct answer.
Continue the game until all questions have been answered. At the end, the team with the highest score wins.
Some Sample Questions:
What minerals are found in the Thar Desert? (Marble, copper, silver, limestone)
Which National Park in the Thar Desert is home to 120+ species of plants and animals? (Thar Desert National Park)
How does the desert contribute to energy production? (Wind and solar power generation)
Mehrangarh Fort is in which place in the Thar Desert? (Jodhpur)
True or False: The Thar Desert is a natural border between India and China. (False – It borders Pakistan.)
Extension Idea
Ask: What is the historical importance of the Thar Desert?
Say: The Thar Desert has great historical significance as it was home to the Indus Valley Civilization, one of the world’s oldest civilizations. It was an important trade route in ancient times, connecting India with Central Asia and the Middle East. The region was ruled by Rajput kings, who built grand forts, palaces, and temples, many of which are now UNESCO heritage sites. The desert also played a role in India’s history as a natural barrier against invasions.
Get Set
Picture 2
Answers
Page no. 40
Pause and Answer Page no. 42
1. Sand dunes 2. Oasis
3. Thar Desert 4. Luni River
Pause and Answer Page no. 44
1. x 2. x 3.
Chapter Checkup
1. Tick () the correct answer.
A. Aravalli Hills B. Barchan
C. Kalbelia
2. Fill in the blanks.
A. Rajasthan B. camel
C. Jaisalmer D. oasis
3. Write True or False.
A. False B. False
C. False D. False
4. Match the following.
A. Seif → iii. Long ridge-shaped sand dune
B. Urs → i. Festival celebrated in Rajasthan
C. Ker-sangri → iv. Food item in the Thar region
D. Ghagra-choli → ii. Clothes worn by Rajasthani women
5. Short-answer questions.
A. Banjaras are nomadic people in the Thar Desert. They move from place to place in search of food and water, rear animals, and sell handicrafts.
B. The Great Indian Desert or the Thar Desert lies to the west of the Northern Plains, mostly in the Indian state of Rajasthan. To its south, is the Rann of Kachchh, and to the southeast are the Aravalli Hills. This desert even stretches into Pakistan.
C. The Thar Desert receives very little rainfall because the Aravalli Hills block rain clouds from reaching this area.
6. Long-answer questions.
A. Yes, life in the desert is difficult because of following reasons:
a. Extreme Climate – The desert is very hot during the day and cold at night, making survival tough.
b. Scarcity of Water – There is very little rainfall, making it hard to find drinking water and grow crops.
B. The desert sand heats up quickly during the day, making it very hot. At night, the sand loses heat rapidly, causing the temperature to drop, making nights much cooler.
7. Picture-based questions.
A. Oasis B. Desert
C. Babul, Date Palms
HOTS
Similarities:
1. Traditional Clothing – In both regions, people wear traditional clothes suited to the climate. In the Northern Plains, people wear cotton clothes in summer and woollen clothes in winter, while in the Thar Desert, people wear loose, colourful clothes to stay cool.
2. Festivals and Culture – Both regions have rich cultural traditions and celebrate festivals like Diwali, Holi, and Eid with great enthusiasm.
Differences:
1. Climate and Lifestyle – The Northern Plains have a moderate climate with fertile land, making farming easy, while the Thar Desert has an extreme climate with hot days, cold nights, and very little water, making life difficult.
2. Occupation – People in the Northern Plains mainly work as farmers, growing crops like wheat and rice, while people in the Thar Desert are involved in animal rearing, handicrafts, and tourism due to limited farming opportunities.
The Southern Plateau
Learning Outcomes
Students will be able to:
describe the location of the Southern Plateau and identify its geographical features. describe the geographical features, rivers, mineral resources, and key landmarks of the Central Highlands and Deccan Plateau, as well as understand their significance. identify and describe the key features of the states in the Southern Plateau, including their capitals, important cities, rivers, language, culture, festivals, and agriculture. understand the importance of the Southern Plateau in India, including its natural resources, key industries, and agricultural products.
Let’s Recall
Recap with the students the knowledge on plateaus with special reference to the Southern Plateau. Ask the students to match the states that are a part of the Southern Plateau to their capitals to complete the Get Set section given in the book.
Vocabulary
mineral: a material that is naturally found in the Earth
multi-purpose: something that can be used for many different activities
hydroelectricity: electricity that is created using flowing water
Teaching Aids
handicraft: something that is made in the traditional way with hands and not using machines peninsula: land that is surrounded by large bodies of water on three sides
delta: a triangular deposit of rich soil by a river just before it enters the sea
Blank political map of India, map of India for reference, coloured markers/pens; Question cards with questions on features of the Central Highlands and the Deccan Plateau; Chart papers, markers, pictures, colours, glue; A4 sheets
Chapter: The Southern Plateau
Location
Learning Outcomes
Quest Page 48
The students will be able to describe the location of the Southern Plateau and identify its geographical features.
Teaching Aids
Blank political map of India, map of India for reference, coloured markers/pens Activity
Provide each student with a blank map of India.
Using the reference map of India, point out the location of the Southern Plateau. Explain that it lies to the south of the Northern Plains, with the Aravalli Range in the northwest, the Rajmahal Hills in the northeast, the Eastern Ghats in the east and the Western Ghats in the west.
Instruct the students to use a golden/mustard colour to shade the area that represents the Southern Plateau. Ask them to use a blue colour to mark the rivers (Godavari, Krishna and Narmada) that flow through the Southern Plateau.
Finally, have the students mark the Arabian Sea, Indian Ocean, and Bay of Bengal on the map, noting that these water bodies surround the Southern Plateau on three sides. Emphasise that the Southern Plateau is also known as the Peninsular Plateau because it is surrounded by water on three sides.
As students work, walk around the classroom to review their maps and assist with any questions or guidance needed.
Extension Idea
Ask: Which river divides the Southern Plateau into the Central Highlands and the Deccan Plateau?
Say: The Narmada River roughly divides the Southern Plateau into two regions: the Central Highlands in the north and the Deccan Plateau in the south.
The Central Highlands and the Deccan Plateau
Learning Outcomes
Quest Page 49
The students should be able to describe the geographical features, rivers, mineral resources, and key landmarks of the Central Highlands and Deccan Plateau, as well as understand their significance.
Teaching Aids
Question cards with questions on features of the Central Highlands and the Deccan Plateau Activity
Divide the class into teams. Invite one member from each team to select the theme–the Central Highlands or the Deccan Plateau. Pose a question to the entire team from the selected theme and allow them to discuss and answer. Award 2 points to the team for every correct answer.
Continue the game until all questions have been answered. At the end, the team with the highest score wins.
Some Sample Questions:
A major river of Deccan Plateau
Jog falls is located in the state of .
The Deccan Plateau has fertile black soil that is good for growing crops like cotton and sugarcane. (True or False)
This is not in Chota-Nagpur Plateau (Bokaro Steel Plant, Giridh coal mines, Diamond mines in Panna, Sundarbans Delta)
The Deccan Plateau extends from the River to the southern tip of the Indian Peninsula. Where is the Malwa Plateau located? ( Between the Aravalli Range and the Vindhya Range, Between the Eastern Ghats and the Western Ghats, South of the Narmada River, North of the Deccan Plateau).
Extension Idea
Ask: Which soil is found in the Deccan Plateau? What crops grow well in this soil?
Say: Black soil; cotton and sugarcane
Life in the Plateaus Quest Page 51
Learning Outcomes
The students will be able to identify and describe the key features of the states in the Southern Plateau, including their capitals, important cities, rivers, language, culture, festivals, and agriculture.
Teaching Aids
Chart papers, markers, pictures, colours, glue
Activity
Divide the class into 7 groups, assigning each group one state from the Southern Plateau.
Ask each group to research and prepare a creative presentation on their assigned state, covering–capital and major cities, rivers flowing through the state, languages spoken, festivals and cultural aspects (dance, music, etc.), main crops and farming practices, famous places/landmarks.
Provide materials to each group.
Once the students have finished creating, set up a ‘State Exhibition Walk’ in the classroom where each group displays their work.
Rotate groups so that every student visits all the state displays while one or two members from each group explain their presentation.
Conclude with a discussion, highlighting the similarities and differences between the states.
Appreciate the students for their efforts and teamwork.
Extension Idea
Ask: Which state of the Southern Plateau is called the ‘Rice Bowl’ of India and why?
Say: Andhra Pradesh is known as the ‘Rice Bowl of India’ due to the amount of rice it produces.
Learning Outcomes
The students will be able to understand the importance of the Southern Plateau in India, including its natural resources, key industries, and agricultural products.
Teaching Aids
A4 sheets, markers, colours, pictures, colours, glue
Activity
Provide the students with materials.
Ask the students to create a poster that highlights the importance of the Southern Plateau. The poster should include pictures or drawings that represent different elements such as mineral resources, crops, industries, and tourist spots in the region.
Encourage creativity in how they present these elements visually.
Extension Idea
Ask: Name any two tourist spots from this region.
Say: Bandhavgarh National Park (Madhya Pradesh), Mahabalipuram (Tamil Nadu).
Get Set
A. Madhya Pradesh → iii. Bhopal
B. Chhattisgarh → v. Raipur
Answers
Page no. 48
C. Maharashtra → i. Mumbai
D. Karnataka → vii. Bengaluru
E. Telangana → iv. Hyderabad
F. Andhra Pradesh → ii. Amaravati
G. Tamil Nadu → vi. Chennai
Pause and Answer
1. 2.
3. x 4. x
Chapter Checkup
1. Tick () the correct answer.
A. Black Soil
C. Marine Drive
2. Fill in the blanks.
A. Andhra Pradesh
C. Jog Falls
3. Short-answer questions.
Page no. 53
B. Andhra Pradesh
B. Nilgiri Hills
D. cotton
A. Krishna River, Mahanadi River
B. Cotton, Rice
C. They help in irrigation of crops. They generate hydroelectricity.
4. Long-answer questions.
A. The three reasons why the Southern Plateau is important are:
a. The Southern Plateau has rich natural resources like minerals (coal, iron, manganese) that contribute to India’s economy.
b. The region has fertile black soil, which is ideal for growing crops such as cotton and sugarcane.
c. The rivers in the Southern Plateau, like the Godavari and Krishna, provide water for irrigation, helping to support agriculture in the region.
B. The rivers of the Southern Plateau, like the Godavari, Krishna, and Mahanadi, are seasonal and flow from west to east. They have smaller basins and form deltas when they reach the sea.
In contrast, the rivers of the Himalayas, like the Indus, Ganges, and Brahmaputra, are larger, have perennial flows, and flow from north to south. They have larger basins and do not form deltas in the same way.
5. Picture-based questions.
A. Bidri
B. Telangana
C. Handicrafts provide employment and income for local artisans. They also promote cultural heritage and attract tourists, which boosts the local economy. Additionally, handicrafts help preserve traditional skills and art forms.
HOTS
When rivers dry up during the summer, people living in the Southern Plateau might face several problems:
1. Water Scarcity: Lack of water for drinking, cooking, and daily needs.
2. Agricultural Issues: Difficulty in irrigating crops, leading to poor harvests and food shortages.
3. Livestock Problems: Animals may suffer due to lack of water and grazing land.
4. Economic Impact: Reduced income from farming and related activities.
5. Health Concerns: Increased risk of waterborne diseases due to reliance on limited and potentially unsafe water sources.
The Coastal Plains and Islands 7
Learning Outcomes
Students will be able to:
describe the location of the Coastal Plains and the Islands and identify their key geographical features. identify and describe the key features of the states that are a part of Eastern and Western Coastal Plains and the Islands, including their capitals, important cities, climate, rivers, language, culture, festivals, and agriculture. understand the importance of the coastal plains and islands in India, including their natural resources, key industries, agricultural products, and environmental significance.
Let’s Recall
Recap with the students the knowledge on the coastal plains and the islands. Ask the students to solve the riddle given in the Get Set section.
Vocabulary
handloom: process of making sarees using a machine that is operated by hands and not by electricity tribal people: people who live in forests and have their own customs and ways of life coastal plains: narrow strips of plain land along the sea on the western and eastern side of India coast: stretch of land along the sea
Teaching Aids
Blank political map of India, map of India for reference, coloured markers/pens; Chart papers, markers, pictures, colours, glue; A4 sheet, colours
Chapter: The Coastal Plains and Islands
Location
Learning Outcomes
Quest Page 57
The students will be able to describe the location of the Coastal Plains and the Islands and identify their key geographical features.
Teaching Aids
Blank political map of India, map of India for reference, coloured markers/pens
Activity
Provide each student with a blank map of India. Using a reference map, guide students to locate and shade the Coastal Plains and Islands of India.
Ask students to use dark blue colour to shade the Western Coastal Plains and the Eastern Coastal Plains on their maps.
Have students mark important rivers that flow through these plainsWestern Coastal Plains: Rivers like Narmada, Sabarmati, and Tapi; Eastern Coastal Plains: Rivers like Mahanadi, Godavari, Krishna, and Kaveri. They can use blue to highlight the rivers.
Point out the two major island groups of India – The Andaman and Nicobar Islands in the Bay of Bengal, dividing them into the Andaman Islands (north) and Nicobar Islands (south); The Lakshadweep Islands in the Arabian Sea.
Ask the students to mark these islands on their maps using a red colour. Also, let the students label the Arabian Sea, Bay of Bengal, and Indian Ocean, which surround the coastal plains on three sides.
As students work, walk around the classroom to help with any questions and ensure they are correctly labelling the features.
Extension Idea
Ask: Which is the southernmost tip of India and where is it located?
Say: Indira Point, Andaman and Nicobar Islands.
Climate and Life
Learning Outcomes
Quest Page 58
The students will be able to identify and describe the key features of the states that are a part of Eastern and Western Coastal Plains and the Islands, including their capitals, important cities, climate, rivers, language, culture, festivals, and agriculture.
Teaching Aids
Chart papers, markers, pictures, colours, glue
Activity
Divide the class into 6 groups, assigning each group one state from the Coastal Plains and the two island groups.
Ask each group to research and prepare a creative presentation on their assigned state/Island, covering – capital and major cities, climate, rivers flowing through the state, languages spoken, festivals and cultural aspects (dance, music, etc.), main crops and farming practices, famous places/landmarks.
Provide materials to each group.
Once the students have finished creating, set up a ‘State Exhibition Walk’ in the classroom where each group displays their work.
Rotate groups so that every student visits all the state displays while one or two members from each group explain their presentation.
Conclude with a discussion, highlighting the similarities and differences between the states and the islands.
Extension Idea
Ask: What crops are grown in the coastal plains of India?
Say: Crops like rice, coconut, and spices are grown in the fertile coastal plains. The warm and wet climate is perfect for farming these crops.
Learning Outcomes
The students will be able to understand the importance of the coastal plains and islands in India, including their natural resources, key industries, agricultural products, and environmental significance.
Teaching Aids
A4 sheet, colours
Activity
Discuss the importance of coastal plains and islands with the students.
Ask them to write a short poem highlighting the significance of these regions.
Encourage them to decorate their paper to match the theme of their poem.
Walk around the room to assist students who need help.
Once they are finished, invite them to share their poems with the class.
Extension Idea
Ask: How do coastal forests help the environment?
Say: Coastal forests help the environment by protecting the land from erosion, providing habitat for animals, and contributing to cleaner air and water.
Answers
Get Set
Page no. 56 Beach
Pause and answer Page no. 58
x
Chapter Checkup
1. Tick () the correct answer.
A. Arabian Sea
C. Kavaratti
2. Fill in the blanks.
A. Kanyakumari
C. Port Blair
3. Write True or False.
A. False
C. True
4. Match the following.
B. Panaji
D. Ahmedabad
B. Malayalam
D. French
B. False
D. False
A. Puducherry → ii. Sri Aurobindo Ashram
B. Odisha → iv. Rath Yatra
C. Lakshadweep → i. Coral Islands
D. Gujarat → iii. Gir Forests
5. Short-answer questions.
A. The coastal plains and islands have a humid and moderate climate as they are close to the sea. The coastal plains experience heavy rainfall.
B. In the North lies the Gujarat coast, the Konkan coast lies in the middle up to Goa, and towards the south lies the Malabar coast, which extends from Goa to Kanyakumari.
C. The coastal plains and islands are important for India in many ways. Some of them are:
Coastal plains have major ports like Mumbai and Chennai, which help in international trade. They support industries like fishing, tourism, and agriculture, which contribute to India’s economy.
D. The Lakshadweep Islands are made up of coral deposits from tiny sea creatures called coral polyps, which form coral reefs over time.
6. Long-answer questions.
A. Fishing is common because the seas provide abundant fish and seafood, which is a major source of income. Many people in these areas depend on fishing for food and trade, and the coastal waters are ideal for this occupation.
B. Fishing provides jobs and food for the local people, making it an essential part of their livelihood. Tourism creates employment in hotels, restaurants, and tour services, helping the economy grow.
7. Picture-based questions.
A. The Andaman and Nicobar Islands
B. Indira Point
C. Cellular Jail is located in Port Blair
HOTS
Tourism in the coastal plains helps businesses and local communities in many ways. Many people get jobs in hotels, restaurants, and travel services. Fishermen and shopkeepers can sell their seafood, handicrafts, and local products to tourists. Tourism also helps the government earn money, which can be used to improve roads, parks, and other facilities. However, too many tourists can sometimes cause pollution and harm the environment, so it is important to keep the beaches and nature clean.
India – Land and Climate
Chapters in This Unit
8. The Climate of India
9. Forests and Wildlife
10. Soils of India
11. Water Resources of India
Story in This Unit
The Trio—Conji, Mel, and Eva—arrive in the Himalayas and are mesmerised by the beautiful forests, mountains, and rivers. As they admire the scenery, they discuss how the climate in the mountains is very different from the desert. Mel becomes fascinated by the lush green trees and reads about how forests naturally grow in the mountains. While exploring, they spot two tents and cautiously approach them. Inside, they meet Dr Vikram and three children—Ishaan, Pihu, and Manu—who are shocked to see them. The Trio introduces themselves as visitors from the planet Avora and explains their mission to find a rare stone.
Suddenly, their magical book opens to reveal a riddle, hinting that the rare stone can be found in a flowing body of water. Pihu quickly realises that the stone must be in a river. Since there are many rivers in the Himalayas, Conji casts a spell to illuminate the correct path. The group follows the glowing trail to the river, where the Trio chants another spell to reveal the stone. A glowing object rises from the water, and they successfully retrieve the rare stone. The children are thrilled, calling it a fun treasure hunt, and everyone celebrates their exciting adventure.
The Climate of India
Learning Outcomes
Students will be able to:
understand the difference between weather and climate, and identify factors that influence the climate of a place.
identify four main seasons and describe the weather, fruits, vegetables, festivals and activities related to each season.
Let’s Recall
Recap with the students the knowledge on the weather and climate. Ask the students to read the poem in the Get Set section.
Vocabulary
decade: a period of ten years moisture: water present in the air in the form of vapour
scanty: very little weather: what the sky and the air are like each day
Teaching Aids
climate: pattern of weather conditions at a place over many decades
season: periods in a year, each with its own type of weather conditions monsoon winds: winds that bring rains to India
Chart papers, strips of paper, markers, glue, colours; Cue cards related to seasons
Chapter: The Climate of India
Weather
and Climate
Learning Outcomes
Quest Page 70
The students will be able to understand the difference between weather and climate, and identify factors that influence the climate of a place.
Teaching Aids
Chart papers, strips of paper, markers, glue, colours
Activity
Divide the class into four groups and assign each group one metropolitan city: Delhi, Mumbai, Kolkata, or Chennai.
Instruct students to research online using weather apps to gather information about:
The climate of their assigned city.
A 7-day weather report for that location (mentioning minimum/maximum temperatures, and weather conditions)
Have each group present their findings on a chart paper, including:
A table displaying the daily weather report for the week.
A summary of the city’s overall climate.
Ask them to compare the short-term weather data with the long-term climate pattern and analyse:
Does the weekly weather align with the expected climate?
Are there any deviations?
Does the location of the place impact the climate and the weather?
Each group will present their findings to the class, discussing their observations and conclusions.
Extension Idea
Ask: Why are places near the equator warmer than places near the poles?
Say: The equator receives direct sunlight all year, making it warmer, while the poles receive slanting sunlight, making them colder.
Seasons of India
Learning Outcomes
Quest Page 72
The students should be able to identify four main seasons and describe the weather, fruits, vegetables, festivals and activities related to each season.
Teaching Aids
Cue cards related to seasons
Activity
Divide the class into teams.
Give clues about a season to one team at a time and let them guess which season it is.
Divide the board into five sections, each labelled with a different season.
As students answer, write key details about each season under the correct section.
After all clues have been given, review the important features of each season with the class.
Extension Idea
Ask: Which season do you enjoy the most and why?
Say: I enjoy spring the most because the weather is neither too hot nor too cold. Flowers bloom everywhere, and trees look fresh and green. I love hearing birds chirping and feeling the gentle breeze. (Answer may vary.)
Answers
Pause and Answer Page no. 71
W
Chapter Checkup
1. Tick () the correct picture.
A. Winter B. Thar Desert
C. Weather
2. Fill in the blanks.
A. Spring B. Monsoon
C. Loo D. moisture
3. Write True or False.
A. False B. False
C. True D. False
4. Match the following.
A. Monsoon → ii. July–September
B. Winter → iii. November–February
C. Summer → i. May–June
5. Short-answer questions.
A. The different seasons in India are:
a. Summer
c. Autumn
e. Spring
b. Monsoon
d. Winter
B. The periods into which a year can be divided, with each period having its own type of weather conditions, are called seasons.
C. Punjab
6. Long-answer questions.
A. The climate of each place depends on many factors. Some of them are:
Location: Places near the equator are warmer, while places near the poles are colder.
Altitude: The higher up we go into the mountains, the colder it gets.
Distance from sea: Places near oceans or seas are neither too hot nor too cold.
B. The Andaman and Nicobar Islands experience warm temperatures throughout the year, with high humidity and heavy rainfall, especially during the monsoon season.
C. Weather is what the sky and the air are like each day, such as sunny, rainy or windy. For example, if it is raining today—that describes the weather today. Climate is the pattern of weather conditions at a place over many decades. For example, it is generally hot and dry in the desert. While it can be rainy on some days in the desert, its climate remains hot and dry most of the year.
7. Picture-based questions.
A. Jammu and Kashmir, Ladakh
B. December to February
HOTS
Kerala would be a better choice for Mani and his friends as Kerala is warm, perfect for escaping the cold, and also it offers beautiful beaches and greenery, ideal for a relaxing trip.
Forests and Wildlife 9
Learning Outcomes
Students will be able to:
understand the importance of forests for humans, animals, and the environment. identify and describe the different types of forests, understand their characteristics, and know the plants and animals that live in each type of forest.
understand the importance of wildlife, the role of national parks and sanctuaries in protection, and name famous national parks in India. learn ways to conserve forests, and be able to describe simple actions individuals and communities can take to protect forests.
Let’s Recall
Recap with the students the knowledge on forests and wildlife.
Ask the students to identify the pictures given in the Get Set section and complete their names.
Vocabulary
soil erosion: the washing away of the top layer of the soil by wind or water in the absence of trees medicinal plants: plants whose flowers, seeds, roots, etc. are used to treat diseases
conserve: save
altitude: the height of a place when measured from the sea level
Teaching Aids
endangered: in danger of dying out from the world
wildlife: all the animals, birds, insects and plants that are wild and live in a natural environment
afforestation: planting new trees and creating new forests
reforestation: replanting trees in forests that were cut down or destroyed earlier
Chart papers, marker pens, colours, pictures of plants and animals, green and brown glace papers, glue, child-friendly scissors; Political map of India, pencil colours, reference map of India showing areas under different forests; Flash cards on wildlife sanctuaries, national parks and their locations, reference map of India showing national parks and wildlife sanctuaries; Small saplings or plants, pots, soil, watering cans, gloves and small gardening tools (spades, trowels)
Chapter: Forests and Wildlife
Importance of Forests
Learning
Outcomes
Quest Page 77
The students will be able to understand the importance of forests for humans, animals, and the environment.
Teaching Aids
Chart papers, marker pens, colours, green and brown glace papers, glue, child-friendly scissors
Activity
Divide the class into groups and provide the materials to the students.
On the chart paper, have each group draw the outline of a large tree with a thick trunk and several branches extending outward. Ask them to paste brown paper for the trunk and brown strips to show the branches. Each branch should represent one of the many benefits that forests provide, such as oxygen production, wildlife habitat, climate regulation, water conservation, etc. Let each group member paste one use of the forest on a branch.
Encourage the students to complete the tree by cutting out and pasting leaves using a green glazed sheet. After completing the chart, ask each group to present their tree to the class, explaining what each branch represents and how forests help the environment.
Extension Idea
Ask: Name any two plants that have medicinal uses. Also give their uses.
Say: Tulsi, Neem
Tulsi (Holy Basil) - Known for its ability to boost immunity and relieve stress.
Neem - Has antibacterial, antifungal, and antiviral properties, often used in skincare
Types of Forests
Learning
Outcomes
Quest Page 78
The students should be able to identify and describe the different types of forests, understand their characteristics, and know the plants and animals that live in each type of forest.
Teaching Aids
Political map of India, pencil colours, reference map of India showing areas under different forests
Activity
Divide the class into five groups, with each group assigned a different type of forest.
Provide a map of India to each group and ask them to colour the areas covered by their assigned forest. Once coloured, have the students paste the map in the centre of a large chart paper.
Around the map, instruct the students to write down the features of that forest. Additionally, encourage them to paste pictures of plants and animals found in that forest and label them accordingly.
Once the chart is complete, invite each group to present their work to the class. Afterward, have them display their charts on the board for everyone to see. Ensure the students use different colours to represent the various forests on their maps.
Extension Idea
Ask: Why do forests in the Himalayan region have coniferous trees?
Say: The forests in the Himalayan region have coniferous trees because these trees are adapted to the cold, highaltitude climate. Their needle-shaped leaves help them conserve water and survive in harsh winter conditions.
Wildlife Quest Page 80
Learning Outcomes
The students will be able to understand the importance of wildlife, the role of national parks and sanctuaries in protection, and name famous national parks in India.
Teaching Aids
Flash cards on wildlife sanctuaries, national parks and their locations, reference map of India showing national parks and wildlife sanctuaries
Activity
Divide the class into groups and provide each group with a set of flashcards containing the names of national parks, wildlife sanctuaries and their locations.
Ask the students to sort the flashcards into two categories: National Parks and Wildlife Sanctuaries, and also match each one with its correct location.
Once the groups have completed the sorting, encourage each group to share their answers with the class to review their work.
Extension Idea
Ask: What is the difference between a wildlife sanctuary and a national park?
Say: A wildlife sanctuary is specifically designated to protect animals, while a national park is designed to protect both plants and animals. National parks are also typically larger than sanctuaries.
Conservation Quest Page 81
Learning Outcomes
The students will be able to learn ways to conserve forests, and be able to describe simple actions individuals and communities can take to protect forests.
Teaching Aids
Small saplings or plants, pots, soil, watering cans, gloves and small gardening tools (spades, trowels)
Activity
Set up the gardening area (garden or pots) beforehand. Ensure each student has a sapling, a pot (if using pots), soil, gloves, and the necessary gardening tools.
Show students how to plant a sapling:
Fill the pot with soil up to a certain level (about 3/4 full).
Dig a small hole in the centre, just big enough for the sapling’s roots.
Gently place the sapling in the hole, ensuring the roots are well-spread.
Cover the roots with soil and press gently to secure the sapling in place.
Water the plant lightly but thoroughly to settle the soil around the roots.
Hand out the saplings and gardening tools to each student. Allow each student to follow the steps and plant their own tree or sapling.
Remind students to water their plants regularly and check for proper sunlight.
After all students have planted their saplings, ask them to reflect on how this small action contributes to conserving forests and the environment.
Extension Idea
Ask: How are deforestation, afforestation, and reforestation different? Which of these is used for the conservation of forests?
Say: Deforestation is the process of clearing forests or cutting down trees, often to make way for agriculture or urban development.
Afforestation is the process of planting trees in an area where there were no forests before, to create a new forest.
Reforestation is the process of replanting trees in a deforested area to restore a previous forest.
Reforestation and afforestation are both used for the conservation of forests.
Answers
Get Set
1. LIZARD
2. LION
3. BEAR
4. RABBIT
Pause and Answer
1. Coastal areas
2. Himalayan Mountains
3. Mountain
Chapter Checkup
1. Tick () the correct answer.
A. Oxygen
Page no. 77
4. Match the following.
A. Kaziranga National Park → ii. Assam
B. Jim Corbett National Park → iv. Uttarakhand
C. Ranthambore National Park → i. Rajasthan
D. Sundarban National Park → iii. West Bengal
Page no. 80
B. Protecting trees
C. Mangrove D. Sal
2. Fill in the blanks.
A. Evergreen
B. Uttarakhand
C. coniferous
3. Write True or False.
A. False
B. False
C. True
D. False
5. Short-answer questions.
A. Wildlife sanctuaries are special places where animals and plants are protected from hunting and destruction.
B. We can conserve forests by afforestation and reforestation. Afforestation is planting new trees and creating new forests and Reforestation is replanting trees in forests that were cut down or destroyed earlier.
C. Sundari tree, Rhizophora
6. Long-answer questions.
A. Evergreen forests remain green throughout the year as their trees do not shed all their leaves at the same time. These forests receive high rainfall and are mostly found in the Western Ghats and the Northeast of India. For example - Mahogany, Rosewood.
B. The Chipko Movement was started in Uttarakhand to protect trees from being cut down. Villagers, led by Sundarlal Bahuguna, hugged the trees to stop deforestation. This movement helped spread awareness about the importance of forests and conservation.
7. Picture-based questions.
A. Mountain or coniferous forests
B. These forests are found in cold regions at high altitudes, such as the Himalayan ranges in India.
C. Pine, spruce, deodar
HOTS
1. Promote Eco-Friendly Tourism - Develop the forest into a nature reserve for eco-tourism. Villagers can earn income as guides, run homestays, or sell local crafts, preserving the forest while creating jobs.
2. Build a Smaller Factory on Unused Land - Instead of cutting the forest, identify unused land near the village for a smaller factory. This provides jobs while minimising harm to the forest and wildlife.
Soils of India 10
Learning Outcomes
Students will be able to:
explain the process of soil formation, and recognise its importance for plant growth, food production, and supporting animal life. identify different types of soil and describe their key characteristics. describe soil erosion, its causes and ways to prevent it.
Let’s Recall
Recap with the students the knowledge on soil and its importance. Ask the students to identify the images given in the Get Set section and tick the ones that plants need to grow.
Vocabulary
minerals: they occur naturally below the surface of the earth, like iron, copper, etc.
organic matter: soil made up of things that were once alive, like plants and animals
silt: fine particles of rocks and minerals that are carried by the flowing water of rivers
organic matter: matter that has come from a recently living organism and is capable of decay
cover crops: crops that are grown to cover the soil and hold it in place and not for harvest
terrace farming: farming done on terraces that are carved into mountain slopes
Teaching Aids
embankment: a thick wall of earth built to prevent water from flooding an area
soil: the topmost layer of the earth’s surface soil erosion: a process through which the uppermost layer of the soil (topsoil) is lost from the land
deforestation: cutting down of trees in large numbers to clear a forest
soil conservation: the process of protecting soil from erosion
afforestation: planting trees in large numbers to form a forest
Soil samples, white sheet of paper; Chart papers and marker pens to prepare cards with names of soil types and their features; Drawing paper, crayons, or coloured pencils, pictures related to methods to conserve soil
Chapter: Soils of India
Soil and Its Importance
Learning Outcomes
The students will be able to explain the process of soil formation, and recognise its importance for plant growth, food production, and supporting animal life.
Teaching Aids
Soil samples, white sheet of paper
Activity
Ask students to collect soil samples from near their homes. Instruct them to place a small amount of soil on a white sheet of paper and spread it gently, making sure not to spill it.
Have students carefully observe their soil sample and note what they find in it (such as small rocks, sand, clay, organic matter, etc.).
Ask students to compare their soil sample with their partner’s and observe any differences. Students should write down the differences they notice between the two samples. Once complete, have students share their observations with the class. Compile the observations from the entire class and use them to write a list of the ingredients that make up soil, along with their importance (e.g., sand for texture, clay for water retention, organic matter for nutrients).
Extension Idea
Ask: Why is soil important for plants?
Say: Soil provides plants with water, nutrients, and support. It helps them grow by holding the roots in place and giving them everything they need to stay healthy.
Types of Soil
Learning
Outcomes
The students should be able to identify different types of soil and describe their key characteristics.
Teaching Aids
Chart papers and marker pens to prepare cards with names of soil types and their features
Activity
Prepare cards on different types of soil and their features.
Divide the class into groups of 3–4 students. Give each group a few cards, ensuring they receive at least one feature for each soil type.
Ask them to sort the soils based on their features. Once they have finished, have each group share their answers for review.
Extension Idea
Ask: Which soil is found in the Northern plains?
Say: Alluvial soil
Erosion and Conservation
Learning Outcomes
The students will be able to describe soil erosion, its causes and ways to prevent it.
Teaching Aids
Quest Page 88
Drawing paper, coloured markers, crayons, or coloured pencils, pictures related to methods to conserve soil Activity
Provide the materials to the students.
Ask students to create a colourful poster showing different methods of soil conservation (e.g., planting trees, building terraces, using cover crops).
They can draw pictures or paste pictures to illustrate the methods.
Once done, ask students to present their posters and explain the conservation methods they chose.
Extension Idea
Ask: Why is deforestation a cause of soil erosion?
Say: When trees are cut down, the soil is no longer held in place by the tree roots. This makes it easier for the soil to be washed or blown away.
Get Set Page no. 85
Tick () the images that show something that plants need to grow.
Chapter Checkup
1. Tick () the correct answer. A. Red soil
B. Alluvial soil
C. Rubber
2. Fill in the blanks.
A. Rajasthan
B. Odisha
C. Uttarakhand
D. Gujarat
3. Write True or False.
4. Match the following.
A. Alluvial Soil → iii. Wheat
B. Red Soil → ii. Groundnuts
C. Mountain Soil → i. Pears
D. Black Soil → iv. Cotton
5. Short-answer questions.
A. Soil erosion is the process where the top layer of soil is washed or blown away by wind or water, making it harder for plants to grow.
B. Planting trees and grass to hold the soil in place. Building terraces on hilly areas to slow down water.
C. Alluvial soil is found in areas like the northern plains of India, including states, like Punjab, Uttar Pradesh and Bihar.
6. Long-answer questions.
A. Soil is formed when rocks break down into tiny particles over a long period of time due to natural forces like wind, water, and sunlight. These particles mix with organic material like decaying plants and animals to form soil.
B. Soil conservation is important because soil provides nutrients for plants, helps grow food, and supports ecosystems. If soil is lost due to erosion, it can lead to a lack of food, affecting both plants and animals.
C. Terrace farming involves creating stepped levels on hill slopes to slow down the flow of water. This prevents the soil from being washed away by rainwater, helping to retain the soil and allowing crops to grow.
7. Picture-based questions.
A. Black Soil
B. Black soil is mostly found in Maharashtra, Gujarat and Madhya Pradesh.
C. Cotton, oilseeds
HOTS
If I were a farmer, I would choose different soils for each crop based on their needs:
1. Rice: I would choose alluvial soil because it is rich in nutrients and retains moisture, which is perfect for rice that requires a lot of water to grow.
2. Cotton: I would choose black soil because it is ideal for cotton, as it has good moisture retention and is rich in minerals like calcium and magnesium.
3. Groundnuts: I would choose red soil because it is welldrained, which is important for groundnuts to grow well in warm, dry conditions.
Water Resources of India
Learning Outcomes
Students will be able to:
understand the importance of water for all living beings, its uses, and sources, including groundwater and rainwater collection.
identify and describe different methods of irrigation used in India. identify the main reasons for water shortages in India and understand their impact. explain what rainwater harvesting is, describe its benefits, and suggest ways to implement it.
Let’s Recall
Recap with the students the knowledge on water, its sources and importance for living beings. Ask the students to solve the riddles given in the Get Set section.
Vocabulary
seeps: to flow or leak slowly through small openings or pores
scarcity: being in short supply
reservoir: a large, artificial or natural lake used to store water
conserve: to avoid wasting something and collect it for future use
erosion: the removal of the top layer of soil by natural forces, such as wind, water, or ice or through human activities
Teaching Aids
groundwater: water that exists beneath the Earth’s surface
irrigation: method of providing water to crops in large farm fields
perennial rivers: rivers that flow continuously throughout the year
seasonal rivers: rivers that fill up only during the monsoon season
hydroelectricity: electricity generated from flowing water with the help of dams
A4 sheets, pencil/pen for writing, Coloured pencils; Charts, markers, oil pastels; Placards (if needed for the Role play); Paper, rulers, diagrams of rainwater harvesting systems
Chapter: Water Resources of India
Need and Sources of Water
Learning Outcomes
Quest Page 92
The students will be able to understand the importance of water for all living beings, its uses, and sources, including groundwater and rainwater collection.
Teaching Aids
A4 sheets, pencil/pen for writing, coloured pencils
Activity
Begin by asking students: Why is water important to us?
Where do we get water from?
What happens if there is no water?
Discuss sources of water like rain, rivers, lakes, groundwater, and ponds.
Next, tell students they will write a short story from the perspective of a water drop. Provide a starting prompt to guide them:
“I am a little drop of water. I started my journey in a big river. One day, the sun warmed me, and I went up into the sky…”
Inform the students that their story should include- journey of the water drop (e.g., from a river to clouds, then back as rain), how it helps plants, animals, and humans, sources of water it passes through (rain, lakes, groundwater, etc., a message about the importance of saving water.
Give students 15–20 minutes to write their story. They can illustrate their story with drawings.
Once they have completed writing, ask the students to read their stories aloud. Discuss the key messages in each story.
Extension Idea
Ask: If all the water on Earth is in the oceans, why can’t we drink it?
Say: Ocean water is salty. Our bodies can’t handle that much salt. We need fresh water to drink.
Means of Irrigation
Learning Outcomes
Quest Page 93
The students should be able to identify and describe different methods of irrigation used in India.
Teaching Aids
Charts, markers, pencil colours/oil pastels
Activity
Begin with a brief recap of the different irrigation methods: river water, wells and tube wells, canals, tanks and ponds, and dams.
Discuss the importance of irrigation in agriculture and how different methods are suited to various geographical and climatic conditions.
Divide the class into small groups, assigning each group a specific irrigation method to research. Provide each group with resources such as textbooks, articles, or access to approved websites for their research.
Instruct each group to gather information on their assigned irrigation method, focussing on: How does the method work?
Regions in India where it is commonly used.
Advantages and disadvantages of the method.
Encourage students to prepare a brief presentation, incorporating visual aids like drawings or diagrams to illustrate their method.
When they are done, invite each group to present their findings to the class. Ensure that other groups listen carefully and ask relevant questions.
Extension Idea
Ask: Why might a farmer choose a tube well over a traditional well?
Say: A tube well can access deeper groundwater, providing a more reliable water source, especially in areas where the water table is low.
Shortage of Water
Learning Outcomes
Quest Page 95
The students will be able to identify the main reasons for water shortages in India and understand their impact.
Teaching Aids
Placards (if needed for the Role play)
Activity
Divide the class into groups of 4–5 students.
Ask the students to choose a scenario such as, a leaky tap, polluted river, deforested area, overpopulated area to show reasons of water shortage.
Encourage the students to decide different roles for different group members. For example, in the “Leaky Tap” scenario, they might have someone playing the person who doesn’t care about the leak, someone playing the person who fixes it, and someone playing a narrator.
Allow some time to the students to develop a script that is short & simple, focussing on showing the cause of the water shortage in their chosen scenario and then showing a solution or prevention measure.
Once they are ready, invite the group turn by turn to perform. After each performance, the class will briefly discuss what they learned about the causes of water shortage and the solutions presented.
Extension Idea
Ask: How does cutting down trees lead to less rainfall?
Say: Trees release water vapour into the air through a process called transpiration, which helps in cloud formation and eventually leads to rainfall. Cutting down trees reduces this process, leading to less rainfall.
Rainwater Harvesting
Learning Outcomes
Quest Page 95
The students will be able to explain what rainwater harvesting is, describe its benefits, and suggest ways to implement it.
Teaching Aids
Paper, pencils, rulers, diagrams of rainwater harvesting systems
Activity
Discuss the different components of a rainwater harvesting system (roof, gutters, pipes, filter, storage tank).
Ask students to draw a design for a rainwater harvesting system for their own home.
Encourage them to label the different parts of their design and explain how it works.
Extension Idea
Ask: How does rainwater harvesting help during dry seasons?
Say: It allows us to store water collected during the rainy season and use it when there is less rainfall.
Answers
Get Set Page no. 92
1. River
2. Pond
3. Well Pause and Answer Page no. 94
1. Canal
2. Krishna
3. Dams Chapter Checkup
1. Tick () the correct answer.
A. Three-fourths B. Groundwater
C. Tube wells D. Krishna
2. Fill in the blanks.
A. Canals
B. perennial river
C. Dams
D. hydroelectricity
3. Write True or False.
A. True B. False
C. True D. True
4. Match the following.
A. Mettur Dam → iv. Tamil Nadu
B. Hirakud Dam → iii. Odisha
C. Farakka Barrage → i. West Bengal
D. Bhakra Dam → ii. Himachal Pradesh
5. Short-answer questions.
A. A perennial river is a river that has water flowing in it throughout the year. Examples: Ganga, Brahmaputra.
B. A tube well is a deep well from which groundwater is drawn using a pump. It is commonly used for irrigation in India.
6. Long-answer questions.
A. Rainwater harvesting helps collect and store rainwater, which seeps into the ground and replenishes groundwater levels. This method prevents water scarcity, especially in dry areas, by ensuring that underground water sources do not dry up.
B. The three causes of shortage of water are: Wasting Water: People sometimes leave taps running, thereby wasting water.
Pollution: Dirty water from factories can make clean water unsafe for use.
Cutting Trees: Trees help to bring rain, thus, cutting them down can reduce rainfall and water supply.
7. Picture-based questions.
A. Pond
B. This serves as a good source of water during the dry season, when there is scarcity of water. Also, these are helpful in places where it is difficult to dig wells.
HOTS
If I were Sara, I would encourage my family and community to adopt rainwater harvesting by telling them the benefits and uses of rainwater harvesting, like
1. The collected rainwater can be filtered and boiled and used for drinking.
2. It can also be used for gardening and washing.
India - Resources and Industries Unit
Chapters in This Unit
12. Mineral Resources of India
13. Agriculture and Livestock
14. Industries
Story in This Unit
Manu enquires the Trio about the next location according to the magical book. So, Eva consults the book for their next destination, and it presents them with a riddle hinting at a place where tall plants grow, golden grains are harvested, and green stalks abound. Dr Vikram interprets this as a reference to wheat fields, explaining that in India, skilled farmers cultivate various crops, including wheat, which is a staple food.
Facing uncertainty about which specific wheat field to visit, Manu suggests that Eva use a magic spell to guide them. However, the spell doesn’t work, and Conji points out that their magic requires proximity to the intended location. As the group ponders their next move, the magical book’s pages begin to flutter, indicating it might offer further guidance.
Mineral Resources of India
Learning Outcomes
Students will be able to:
identify different types of minerals (metallic and non-metallic), understand how they are obtained, and recognise their uses in everyday life.
identify the major regions in India where metallic and non-metallic minerals are found and understand the connection between these minerals and the industries in those regions.
explain why it’s important to conserve exhaustible mineral resources (like fossil fuels) and suggest ways to use renewable energy sources.
Let’s Recall
Recap with the students the knowledge on water, its sources and importance for living beings. Ask the students to solve the riddles given in the Get Set section.
Vocabulary
mineral ores: a mix of minerals and other materials, like rocks and mud found below the surface of the Earth
exhaustible: something that is finished once it is used
inexhaustible: something that does not get over after it is used
solar energy: energy from the sun
minerals: natural substances that are found in the Earth
Teaching Aids
metals: made from minerals and can be used to make many things, like cars and machines
mineral fuels: minerals that are used to produce energy, such as coal and petroleum
oil refinery: a factory where crude oil is converted into products like petroleum and diesel
oilfield: an area with many wells from which oil is extracted
Flash cards showing a variety of household items, like coins, iron nails, scissors, plastic bottle, artificial jewellery piece, and so on; Political map of India, marker, coloured pencils, reference map of India (similar to one given on page-105); A4 paper, markers, coloured pencils, and images from magazines or printed materials
Chapter: Mineral Resources of India
Metals and Non-metals
Learning Outcomes
Quest Page 103
The students will be able to identify different types of minerals (metallic and non-metallic), understand how they are obtained, and recognise their uses in everyday life.
Teaching Aids
Flash cards showing a variety of household items, like coins, iron nails, scissors, plastic bottle, artificial jewellery piece, and so on
Activity
Divide the class into small groups, each consisting of 3–4 students. Provide each group with a set of flashcards. Each flashcard should display the name or image of a material (e.g., coin, nail, piece of jewellery, iron, plastic, copper, wood and so on).
Instruct each group to examine their flashcards and sort them into two categories: metals and non-metals.
Once they are done, ask each group to show how they sorted their cards into metals and non-metals.
Encourage them to explain why they placed each card in its category.
Extension Idea
Ask: Is diamond a metal or a non-metal?
Say: Diamonds are made of carbon atoms, which are non-metallic elements.
Distribution of Metallic and Non-metallic Minerals in India
Learning
Outcomes
The students should be able to identify the major regions in India where metallic and non-metallic minerals are found and understand the connection between these minerals and the industries in those regions.
Teaching Aids
Political map of India, marker, coloured pencils, reference map of India (similar to one given on page-105)
Activity
Provide blank political maps of India to the class.
Display a reference map showing the distribution of minerals across India for students to view.
Instruct students to use the reference map to locate and mark two places in India where each of the following minerals are found:- Iron, Coal, Gold, Copper, Aluminium, Petroleum.
As students work on marking their maps, walk around the classroom to observe their progress. Offer assistance and clarification to ensure accurate placement of mineral locations.
Once students have completed their maps, invite them to share the locations they have marked for each mineral.
Extension Idea
Ask: Some minerals are more valuable than others. Why?
Say: Because they are rarer, more useful, or in higher demand.
Conservation Quest Page 105
Learning Outcomes
The students will be able to explain why it’s important to conserve exhaustible mineral resources (like fossil fuels) and suggest ways to use renewable energy sources.
Teaching Aids
Poster paper, markers, coloured pencils, and images from magazines or printed materials
Activity
Begin with a brief discussion on natural resources, distinguishing between exhaustible and inexhaustible resources.
Emphasise on the importance of conserving non-renewable resources due to their finite nature and the environmental impact of their extraction and use.
Provide students with the materials.
Instruct students to design a visually appealing poster that includes images or drawings depicting the uses of renewable resources, captions or short descriptions explaining each use, and a section suggesting ways to conserve non-renewable mineral resources, such as- using energy-efficient appliances, carpooling or using public transportation to reduce fuel consumption, recycling metals to minimise the need for new mining.
Once the posters are complete, have each student present their work to the class, explaining the uses of renewable resources they’ve depicted and their suggestions for conserving non-renewable resources.
Extension Idea
Ask: Why is it important to use renewable energy sources?
Say: They are replenished naturally, so they won’t run out, and they produce less pollution.
Get Set
Answers
Page no. 102
Which of the following are made in factories? Put a tick () under those items.
Chapter Checkup
1. Tick () the correct answer.
A. Limestone B. Karnataka
C. Wind energy D. Oilfield
2. Fill in the blanks.
A. Dhanbad B. bauxite
C. Natural D. electrical
3. Match the following.
A. Iron ore → Jharkhand, Odisha
B. Copper → Jharkhand, Rajasthan
C. Bauxite → Jharkhand, Odisha
D. Crude oil → Assam
4. Short-answer questions.
A. The two types of minerals are metallic and non-metallic.
B. Natural gas is found in Mumbai High and Digboi.
C. Bridges and automobiles are made using iron.
5. Long-answer questions.
A. Minerals are finite and non-renewable resources that take millions of years to form. Overexploitation can lead to their depletion, causing economic and environmental challenges. Conserving minerals ensures their availability for future generations and reduces environmental degradation associated with mining activities.
B. To extract crude oil, people drill deep into the Earth, using oil wells. These wells bring the oil to the surface. Once crude oil is collected, it goes to the oil refineries. At the refineries, crude oil is cleaned and processed to make useful products like petrol, diesel and kerosene.
C. Compressed Natural Gas (CNG) burns cleaner than diesel, producing fewer harmful emissions such as particulate matter and nitrogen oxides. This results in improved air quality and reduces health risks like respiratory problems and cardiovascular diseases among the population.
6. Picture-based questions.
A. Gold, Metallic mineral
B. Karnataka, Andhra Pradesh
HOTS
Different minerals are found in different places because they form under specific geological conditions. These conditions (like temperature, pressure, and the presence of certain elements) vary across India due to its diverse geological history. So, the minerals that can form in a particular area depend on what happened there geologically millions of years ago.
Agriculture and Livestock
Learning Outcomes
Students will be able to:
list India’s main food crops, the states where they are grown, conditions needed for their growth, and understand their importance.
list India’s main cash crops, the states where they are grown, conditions needed for their growth, and understand their importance. define horticulture, identify examples of horticultural crops in India, and understand their importance. describe the various uses of livestock, explain what mixed farming is, and understand its benefits. explain the Green Revolution, and describe its key components, and understand its impact on India’s food production.
Let’s Recall
Recap with the students the knowledge on the food and cash crops. Ask the students to identify the pictures in the Get Set section and name them.
Vocabulary
manure: animal dung used to make the soil fertile
high-yield: high output of crop fertilisers: chemicals that help plants grow healthier and faster
agriculture: the practice of growing crops to provide food
Teaching Aids
livestock: animals like cows that are raised by farmers for various agricultural purposes
food crops: crops grown to provide food
cash crops: crops mainly grown to be sold for profit rather than for personal use
horticulture: the practice of growing fruits, vegetables and flowers
Large map of India, coloured markers or crayons, pictures of different food crops (rice, wheat, pulses, millets); Flash cards with names of cash crops, states and climatic conditions; Flash cards of horticulture crops and place they are grown; Chart papers, pictures related to traditional and modern methods of farming, including quality of seeds, irrigation methods, and agricultural machinery, coloured pencils
Chapter: Agriculture and Livestock
Main Food Crops
Learning
Outcomes
Quest Page 110
The students will be able to list India’s main food crops, the states where they are grown, conditions needed for their growth, and understand their importance.
Teaching Aids
Large map of India, coloured markers or crayons, pictures of different food crops (rice, wheat, pulses, millets)
Activity
Divide the class into small groups. Each group is assigned one or two major food crops. Using the information provided, groups colour the regions on the map where their assigned crops are primarily grown.
They can also paste or draw pictures of the crops in the appropriate regions. Each group presents their map to the class, explaining where their crops are grown and why (connecting it to climate and water needs).
Extension Idea
Ask: Why are pulses important in our diet?
Say: They are a good source of proteins.
Main Cash Crops
Learning
Outcomes
Quest Page 111
The students should be able to list India’s main cash crops, the states where they are grown, conditions needed for their growth, and understand their importance.
Teaching Aids
Flash cards with names of cash crops, states and climatic conditions
Activity
Prepare cards with the names of crops (e.g., cotton, tea, coffee, jute) and cards with states and growing conditions (e.g., Assam – cool and rainy, Gujarat – warm climate).
Divide students into small groups and give them a set of cards. Ask them to match the crop with the correct state and growing conditions. Discuss the answers as a class.
Extension Idea
Ask: Why are cash crops important for farmers?
Say: Cash crops are important because farmers grow them to sell and earn money, which helps them support their families and improve their lives.
Learning Outcomes
The students will be able to define horticulture, identify examples of horticultural crops in India, and understand their importance.
Teaching Aids
Flash cards of horticulture crops and place they are grown
Activity
Divide the class into four teams. Take turns presenting a flashcard to each team, asking them to either identify the horticulture crop depicted and name the place where it is grown, or read the name of the place on the flashcard and guess the horticulture crop cultivated there.
After the activity, engage in a discussion about various horticulture crops and their respective growing regions.
Extension Idea
Ask: If you could grow any horticultural crop, what would it be and why?
Say: I would grow strawberries because they are my favourite fruit, and I like the idea of picking them fresh from my garden. (Answer may vary.)
Livestock
Learning Outcomes
Quest Page 113
The students will be able to describe the various uses of livestock, explain what mixed farming is, and understand its benefits.
Teaching Aids
No material required
Activity
Locate a nearby farm that practices mixed farming and has a variety of livestock. Ensure the farm is equipped to handle educational visits and can provide informative demonstrations.
Ensure that the farm can demonstrate the various uses of livestock as outlined in the sub-topic.
Brief the students on what to expect during the visit. Provide them with a list of observations to make and questions to consider, such as the different roles of each animal and the benefits of mixed farming.
Encourage students to engage with the farm staff, ask questions, and participate in hands-on activities where possible. This could include feeding animals, observing milking processes, or assisting in simple farm chores.
After the trip, facilitate a classroom discussion where students can share their experiences and reflect on the various ways livestock contribute to agriculture and daily life.
Extension Idea
Ask: What is mixed farming, and why is it beneficial?
Say: Mixed farming is when farmers grow crops and rear animals on the same farm. It is beneficial because animals provide manure for crops, and crops can be used to feed the animals, creating a balanced system.
Learning Outcomes
The students will be able to explain the Green Revolution, and describe its key components, and understand its impact on India’s food production.
Teaching Aids
Chart papers, pictures related to traditional and modern methods of farming, including quality of seeds, irrigation methods, and agricultural machinery, coloured pencils, markers
Activity
Divide the class into groups. Ask the students to research and bring pictures on the traditional and modern methods of farming, including quality of seeds, irrigation methods, and agricultural machinery.
Instruct them to divide their chart into two halves and label them as traditional and modern methods. Ask them to draw or paste pictures representing the tools, methods, and characteristics of each farming style (traditional and modern). Provide examples if needed.
Once the visuals are done, have students add short captions to explain each picture. Then, guide them to create a “Green Revolution Impact” section highlighting both positive and negative effects. Have each group present their poster to the class. Encourage discussion about the changes brought by the Green Revolution and its long-term consequences.
Extension Idea
Ask: Is there any negative impact of the Green Revolution?
Say: Yes, while the Green Revolution significantly increased agricultural production in India, it also led to several negative impacts:
The intensive use of chemical fertilisers and pesticides polluted waterways and harmed beneficial insects and wildlife.
Over-irrigation practices led to soil degradation and depletion of groundwater levels.
The focus on high-yielding varieties of wheat and rice led to a decline in the cultivation of indigenous crops like millets and traditional rice varieties, causing a loss of biodiversity.
Get Set
1. Rice
2. Chapati
3. Dosa
Pause and Answer
1. Tea
2. Cotton
3. Rice
Chapter Checkup
1. Tick () the correct answer.
A. Millets
C. Oilseeds
2. Fill in the blanks.
A. mixed farming
C. manure
3. Match the following.
Answers
Page no. 109
Page no. 112
B. Himachal Pradesh
D. High-yield seeds
B. Wool
D. Jute
A. Millets → ii. Require a dry climate to grow
B. Mustard → iv. Produces oil that can be used for cooking
C. Wheat → i. Staple food in northern India
D. Jute → iii. Used to make bags
4. Short-answer questions.
A. Rice - West Bengal, Tamil Nadu, Assam and Punjab
Wheat - Uttar Pradesh, Punjab, Haryana
Pulses - Madhya Pradesh, Maharashtra
B. Cotton - Gujarat, Maharashtra and Andhra Pradesh
Tea - Assam and West Bengal
Coffee - Karnataka, Kerala and Tamil Nadu
C. Food crops provide food for people. Rice, wheat, millets and pulses are the main food crops grown in India. Cash crops are grown mainly to be sold for profit rather than for personal use. In India, the main cash crops are cotton, sugarcane, oilseeds, spices, coffee and tea.
D. Horticulture is the branch of agriculture that deals with the cultivation of fruits, vegetables, and flowers.
5. Long-answer questions.
A. Agriculture is important for our country because
a. Employment: Agriculture provides livelihood to a significant portion of the population, especially in rural areas.
b. Food Security: It ensures the availability of food grains and other essential commodities for the nation’s sustenance.
c. Economic Contribution: Agriculture contributes to the national income and supports industries like textiles and food processing.
B. The three ways in which the ‘Green Revolution’ benefitted India are:
a. Increased Production: Introduction of highyielding varieties of seeds led to a substantial increase in food grain production.
b. Self-Sufficiency: India became self-sufficient in staple foods like wheat and rice, reducing dependence on imports.
c. Technological Advancement: Adoption of modern farming techniques, including the use of fertilisers and irrigation methods, improved agricultural efficiency.
6. Picture-based questions.
A. Horticulture
B. Himachal Pradesh, Jammu and Kashmir
HOTS
The two benefits of mixed farming are:
Animal manure can be used as fertiliser for the crops, enriching the soil naturally.
Crops can provide food for the animals, reducing the need to buy animal feed.
Learning Outcomes
Students will be able to: identify and explain the key factors that influence the location of an industry. identify and differentiate between large-scale, small-scale, and cottage industries, understanding the basic characteristics of each type.
Let’s Recall
Recap with the students the knowledge on the industries. Ask the students to solve the word search given in the Get Set section.
Vocabulary
capital: the money used to build, run, and grow a business handicrafts: decorative and daily-use objects made by hand industry: a group of businesses that makes specific goods or provides specific services agro-based industries: industries that use crops as raw materials mineral-based industries: industries that use minerals as raw material oil refineries: industries that convert crude oil into usable products like petrol, diesel and oil
Teaching Aids
Flashcards with industry names and raw materials; Chart paper, cards with product names (e.g., Cars, Handwoven Scarves, Biscuits, Steel, Pottery, Furniture, Handmade Jewellery, Paper Bags, Cement, Toys, Handmade Candles, Soap, Shoes, Clothes), marker pens
Chapter: Industries
Location of an Industry Quest
Learning Outcomes
The students will be able to identify and explain the key factors that influence the location of an industry.
Teaching Aids
Flashcards with industry names and raw materials
Activity
Write different industries on one set of cards (e.g., Sugar Factory, Paper Mill, Cement Factory) and raw materials on another set (e.g., Sugarcane, Wood, Limestone).
Have the students work in pairs and match each industry with the raw material it needs.
Walk around the room to review the work of students and correct them if necessary.
Post the activity, discuss why these industries are located near their raw materials.
Extension Idea
Ask: If you wanted to start a new industry in your town, what kind of industry would it be? Where would you set it up and why?
Say: (Answer may vary.) If I wanted to start a new industry in my town, I would set up a bakery industry because people love to eat fresh bread, cakes, and biscuits. I would choose a location near a market so that customers can easily buy the products. It should also be near roads for easy transportation of raw materials like flour and sugar.
Types of Industries Quest
Learning Outcomes
The students should be able to identify and differentiate between large-scale, small-scale, and cottage industries, understanding the basic characteristics of each type.
Teaching Aids
Chart paper, cards with product names (e.g., Cars, Handwoven Scarves, Biscuits, Steel, Pottery, Furniture, Handmade Jewellery, Paper Bags, Cement, Toys, Handmade Candles, Soap, Shoes, Clothes), Three category labels, marker pens
Activity
Divide students into small groups. Give each group a set of product cards.
Ask each group to read the product names on their cards and discuss to decide under which industry type each product belongs.
Ask the students to divide the chart paper into three parts and place the category labels (Large Scale, Small Scale, or Cottage Industry).
After sorting, let each group paste the cards under the correct industry type.
Once they are done, invite each group to share their chart papers with the class. Have them explain why a product belongs to a certain industry type.
Idea
Ask: Which type of industry do you think is most common in your neighbourhood?
Say: (Answer may vary.) The most common type of industry in a neighbourhood depends on where the student lives.
In cities, small scale industries like bakeries, furniture shops, and garment businesses are common. In villages, cottage industries such as pottery, handloom weaving, and basket-making are more common. In industrial areas, large scale industries like automobile factories or steel plants may be found.
Get Set Page no. 117
Find and circle the following words in this grid.
1. Factory
Machine
Worker
Product
Pause and Answer Page no. 119
4. Match the following.
A. Kolkata → ii. Textile industry
B. Bokaro → iv. Steel industry
C. Jamnagar → i. Oil refinery
D. Nashik → iii. Aircraft industry
5. Short-answer questions.
A. Industries need power to run machines, so they are located in places where electricity is easily available.
B. Aircraft manufacturing would need the most capital because making airplanes requires expensive materials, advanced technology, and large factories.
C. Industries are often located near raw materials to reduce transport costs, but some are also set up near markets to sell products easily.
6. Long-answer questions.
A. Large-Scale Industry Small-Scale Industry
Chapter Checkup
1. Tick () the correct answer.
A. Cottage
C. Visakhapatnam
2. Fill in the blanks.
A. raw materials
Steel
steel C. cottage
3. Write True or False. A. False
False
Automobile
True
True
Requires a large amount of capital (money). Requires less capital.
Uses big machines and many workers. Uses fewer machines and workers.
Produces goods in large quantities. Produces goods in limited quantities.
B. The location of an industry depends on many factors, such as:
a. Capital, or money: Without money, industries cannot be set up or run.
b. Availability of raw materials: Industries are located near places where the required raw materials can be found easily. For example, steel industries are set up in areas where iron is found. Textile industries are set up in areas where cotton is grown.
c. Energy supply: Industries need power to run machines, so they are located in places where electricity is easily available.
d. Transportation: Industries need to transport their raw materials and send out finished goods, so they are usually set up near roads, railways or ports.
e. Workers: Industries need workers, so they are often located where it is easy to find workers.
7. Picture-based questions.
A. Handicrafts B. Cottage Industries
HOTS
1. Two Reasons why the large-scale industries are important:
A. They produce some essential goods in large quantities: Large-scale industries make essential products like steel, cars, and cement, which are needed for building houses, roads, and machines.
B. They provide jobs to many people: These industries create employment for thousands of workers, helping families earn a living and supporting the economy.
2. Cottage industries are important because they help keep traditional skills alive, such as pottery, weaving, and handicrafts. Cottage industries also use local raw materials and require low investment, making them an affordable way for families to earn a living.
Transport and Communication Unit 5
Chapters in This Unit
15. Transport
16. Means of Communication
Story in This Unit
The group, including Dr Vikram, Eva, Manu, Ishaan, Mel, Conji, and Pihu, come across a riddle in a magical book. The riddle describes a place where golden grains are widely grown near the Ganga River, and where rivers meet, hinting at a state that produces a lot of wheat. Ishaan recalls from his general knowledge class that Uttar Pradesh has the largest wheat production in India, which Dr Vikram praises him for. The group decides to embark on their journey, but they can’t agree on the best mode of transportation. Pihu suggests taking a train, Manu argues for a bus due to the distance to the railway station, and Eva seems confused by the different travel options. Dr Vikram explains that these are all common ways to travel on Earth.
In contrast, Conji shares that in Avora, where they are headed, wizards travel on broomsticks and robots fly, making the Earth modes of transport sound much more mundane. Mel, eager to help Avora, suggests they travel in their spaceship, and everyone rushes toward it to start their journey.
Once on the spaceship, they receive a video call from the Elders of Avora. Mel greets them, and the Elders share that Avora is in bad shape, requiring urgent help. Eva informs them that they have already found two stones and are now on their way to the third. The group introduces their new friends to the Elders, and the Elder Robot urges them to hurry up as time is of the essence. With this new urgency, the group prepares to continue their mission to help Avora.
Transport 15
Learning Outcomes
Students will be able to:
identify and describe the importance of roadways and railways as forms of land transport in India. identify and describe the importance of water transport, including different types of ships and the significance of ports and inland waterways in India.
identify and describe the advantages and uses of air transport, including its speed, accessibility to difficult terrains, role in disaster relief, and importance for transporting goods and mail.
Let’s Recall
Recap with the students the knowledge on need for transport and different types of transport- land, air and water.
Ask the students to solve the riddle given in the Get Set section.
Vocabulary
economic activities: activities related to production, buying and selling of goods
navigable: deep and wide enough for boats or ships to sail safely
national highways: roads that connect states with each other across India
state highways: roads that link important cities, towns and districts within the state and surrounding areas
passenger trains: they focus on the comfort and basic facilities for passengers
Teaching Aids
goods trains: trains that transport only goods over long distances
local trains: trains that connect different places within the city and some neighbouring areas
cruise ships: large ships that carry passengers and have many modern facilities
inland waterways: rivers, canals and lakes that are navigable
Placards labelled as Railways and Roadways; Political maps of India, marker pens, reference map of India; Blank sheets, coloured pencils, printed pictures of different planes and places
Chapter: Transport
Land
Transport Quest Page 130
Learning Outcomes
The students will be able to identify and describe the importance of roadways and railways as forms of land transport in India.
Teaching Aids
Placards labelled “Railways” and “Roadways”
Activity
Divide the class into two groups—Railway Team and Roadway Team. Each team discusses and writes down three advantages and three disadvantages (if any) of their transport type. (Give them 10 minutes.)
Invite a volunteer from each team to present their points confidently. The class listens, asks questions, and discusses which transport type is better for different situations. Summarise the key differences using a chart comparing railways and roadways.
Extension Idea
Ask: Have you travelled by train? Share details. Say: (Answer may vary.) Yes, I travelled by train during my summer vacation. I went from Delhi to Jaipur on an express train. The journey was comfortable, and I loved watching the scenery from the window. The train had sleeping berths, and vendors came selling snacks. It was a fun and exciting experience!”
Water Transport
Learning Outcomes
The students should be able to identify and describe the importance of water transport, including different types of ships and the significance of ports and inland waterways in India.
Teaching Aids
Political maps of India, marker pens, reference map of India
Activity
Provide each student with a map of India. Show a reference map and name key ports on the western and eastern coasts. Ask students to locate and label ports like Kandla, Jawaharlal Nehru, Kochi, Mormugao (west coast) and Chennai, Paradip, Haldia, Visakhapatnam (east coast).
Walk around, check their work, and assist if needed.
Once done, review the maps as a class and discuss why ports are important.
Extension Idea
Ask: Why is water transport often cheaper than other forms of transport?
Say: Ships can carry very large amounts of cargo at once, which makes it more efficient and less expensive per unit compared to trucks or airplanes.
Air
Transport Quest Page 132
Learning Outcomes
The students will be able to identify and describe the advantages and uses of air transport, including its speed, accessibility to difficult terrains, role in disaster relief, and importance for transporting goods and mail.
Teaching Aids
Blank sheets, coloured pencils, printed pictures of different planes and places
Activity
Ask students to imagine their dream trip by plane—it could be to a famous city, a beach, or the mountains.
Provide them with paper and colours to either write a short story about their trip or create a drawing. They can also add pictures to make their work more creative.
Encourage students to include details of the journey, such as the scene at the airport, the view from the plane, and what they would do at their destination.
Once finished, invite students to present their dream trips to the class. Encourage them to describe their journey in detail, sharing what excited them the most!
Extension Idea
Ask: Even though it’s more expensive, when is air transport really important?
Say: Air transport is crucial when speed is essential, such as during medical emergencies, disaster relief, or when transporting urgent goods like medicine or important documents.
Answers
Get Set Page no. 129
An Airplane
Pause and Answer Page no. 132
Chapter Checkup
1. Tick () the correct answer.
A. Water transport B. Air transport
C. Helicopters
2. Fill in the blanks.
A. Mumbai B. Electric cars
C. national highways D. state highways
3. Write True or False.
A. False B. False
C. False D. False
4. Short-answer questions.
A. Ganga River and Brahmaputra River
B. Delhi, Mumbai, Kolkata, and Chennai
C. The invention of the wheel made travelling easier.
5. Long-answer questions.
A. India has different types of trains that serve different purposes.
a. Passenger trains: These trains carry people from one place to another and provide comfort for travellers.
b. Goods trains: These trains are used to transport goods such as coal, food, and raw materials over long distances.
B. Different types of transport help people travel quickly and safely. Some places like mountains and remote areas need air or road transport, while big cities use metros and buses for daily travel. Trains and trucks help move goods between cities, making trade and business easier.
6. Picture-based questions.
A. i, ii
B i- Yacht
Abilities
a. Designed specifically for navigation on water, making it ideal for crossing rivers, lakes, and coastal areas.
b. Can travel at a decent speed, faster than rowing or sailing in many cases, allowing for relatively quick travel across water.
Limitations
a. Cannot travel on land, requiring other transportation for journeys that continue on land.
b. Compared to larger ships, motorboats have limited space, restricting the amount of cargo or passengers they can carry.
ii–Car
Abilities
a. Cars are designed for travelling on roads, making them ideal for the land portion of the journey to the faraway city.
b. Cars can travel at moderate to high speeds, allowing for relatively quick travel over land.
Limitations
a. Water travel: Cannot travel on water, making it useless for crossing the river.
b. Road dependence: Requires roads to travel effectively.
HOTS
Flights are delayed during bad weather to ensure the safety of passengers and crew. Poor weather conditions like strong winds, heavy rain, or fog can make it dangerous for planes to take off, land, or navigate in the air.
Safety is the top priority: It’s better to be delayed than to risk an unsafe flight, as the weather can change unexpectedly, and the risk of accidents increases.
Crew and aircraft readiness: Delaying allows pilots to thoroughly assess the situation and ensure the aircraft is safe for flight, protecting everyone on board.
Means of Communication
Learning Outcomes
Students will be able to:
define communication, differentiate between personal and mass communication, and identify various methods of each type, understanding their uses and reach. identify and describe various means of personal communication, understanding their uses and advantages. identify and describe various methods of mass communication, social media, and understand their uses and reach. define social media, identify common social media platforms, understand their basic functions and recognise the importance of online safety and responsible social media use.
Let’s Recall
Recap with the students the knowledge on different means of communication. Ask the students to read the story in the Get Set section and attempt the question.
Vocabulary
money order: a special document which we can send to someone through post and they can get money in exchange for it
convenient: easy to use
masses: a large number of people
global: related to the whole world
communication: the way in which we share or exchange our ideas, thoughts, feelings and information with others
personal communication: communication between two people
mass communication: communication between a large number of people
Teaching Aids
Slips with short messages, whiteboard, markers; Charts, pictures of methods of personal communication, glue; Notepad, pencil/pen; Drawing sheets, coloured pencils, sketch pens, printed reference images of social media logos
Chapter: Means of Communication
Meaning and Types of Communication
Learning Outcomes
The students will be able to define communication, differentiate between personal and mass communication, and identify various methods of each type, understanding their uses and reach.
Teaching Aids
Slips with short messages, whiteboard/chart paper, markers
Activity
Divide the class into 4 teams, each sitting in a circle.
Select one member from each team and have them choose a folded slip containing a message. The chosen person opens the slip and quietly listens as you read the message to them. They then whisper the message to the next person, who passes it along in the same way, continuing until the last person in the circle. The final person writes the message on the board. The team that relays the message most accurately and quickly, wins. After the activity, discuss how this demonstrates how information can change or become distorted as it travels through different communication methods.
Extension Idea
Ask: Which means of communication is most suitable to give information to people during a natural disaster like a flood or earthquake?
Say: Mass communication. By showing on television or broadcasting through radio, the information can reach maximum people.
Methods of Personal Communication
Learning Outcomes
The students should be able to identify and describe various means of personal communication, understanding their uses and advantages.
Teaching Aids
Charts, markers, pictures of methods of personal communication, glue
Activity
Divide the class into groups. Assign each group the task of researching and collecting pictures of different personal communication methods used over time (e.g., landline phones, mobile phones, email, etc.).
Give each group materials such as chart paper, markers, and the timeline template.
Ask the groups to create a timeline that shows how communication methods have evolved, starting from the earliest to the most recent.
Once the timelines are ready, have each group present their timeline to the class. Allow the class to ask questions for any clarifications.
Conclude the activity by praising the students for their efforts and the work they’ve done.
Extension Idea
Ask: Why might someone still choose to send a letter through the mail instead of sending an email?
Say: Letters can feel more personal and special. They might be preferred for sending important documents or for occasions where a handwritten message is more meaningful.
Methods of Mass Communication
Learning Outcomes
Quest Page 138
The students will be able to identify and describe various methods of mass communication, social media, and understand their uses and reach.
Teaching Aids
Notepad, pencil/pen Activity
Divide the class into groups and assign each group a topic of social importance, such as increasing air pollution causing respiratory infections, global warming, Water Scarcity and Conservation, The Importance of a Balanced Diet, or any other relevant issue.
Choose a mode of mass communication for each group: one group will prepare a news article for a newspaper; another will create a role-play for radio and television.
Give each group time to prepare their chosen format. They should work on writing, creating visuals, or rehearsing their presentations.
Once the preparations are complete, have each group present their work to the class. Encourage the other groups to ask questions and review the content.
End the activity by appreciating the efforts of all the students and recognising their creativity and teamwork in addressing social issues through various communication methods.
Extension Idea
Ask: Imagine there’s a big news event happening far away. How do you think people would find out about it through mass communication?
Say: People could watch it on TV news, read about it in online news articles or newspapers, or hear about it on the radio. The information is gathered by reporters and then shared through these different mass communication channels.
Social Media
Learning Outcomes
Quest Page 139
The students will be able to define social media, identify common social media platforms, understand their basic functions and recognise the importance of online safety and responsible social media use.
Teaching Aids
Drawing sheets, coloured pencils, sketch pens, printed reference images of social media logos
Activity
Begin by discussing what social media is and how people use it to communicate, share pictures, and watch videos.
Show students different social media logos (Instagram, Meta, YouTube, etc.) and ask if they recognise them. Provide students with drawing materials and ask them to pick one social media platform to draw its logo. If time allows, they can draw multiple logos or decorate them creatively. Once the drawings are complete, have students present their logos to the class.
Ask questions like:
What does this logo represent?
Have you seen this app before?
What do people use this app for?
To conclude, summarise how social media helps people stay connected and display the students’ artwork in the classroom as a fun and colourful learning aid.
Extension Idea
Ask: Why is it important to be careful about what you share online?
Say: It is important to be careful about what you share online because information shared online can be seen by many people, even strangers. It’s important to protect your personal information and avoid sharing anything that could be harmful or embarrassing.
Answers
Get Set Page no. 136
1. Landline Phone
2. Postcard
3. I use mobile phone for communication
Chapter Checkup
1. Tick () the correct answer.
A. Newspaper
B. Meta
C. Email
2. Fill in the blanks.
A. Email
B. Telephone
C. Newspapers
3. Write True or False.
A. False
C. True
False
False
4. Match the following.
A. Email → iv. Sends messages quickly over the internet
B. Newspaper → iii. Spreads news to many people at once
C. Smartphone → i. Modern version of cell phones
D. Satellite → ii. Sends television signals to Earth
5. Short-answer questions.
A. Satellite communication is a method of communication that uses satellites in space to send and receive signals, often used for television broadcasting, internet, and phone services.
B. The purpose of an email is to send electronic messages over the internet, allowing people to communicate quickly and efficiently.
C. Social media refers to online platforms that allow people to create, share, and exchange content, such as Facebook, Instagram, Twitter, and TikTok.
6. Long-answer questions.
A. Personal communication is when information is shared between individuals, often privately, such as through phone calls, text messages, or face-to-face conversations. Mass communication, on the other hand, involves sharing information with large groups of people, such as through newspapers, television, radio, and social media platforms.
B. Social media is a way to connect and share ideas with others using the internet. Some examples of social media platforms are Instagram, Meta and YouTube. They allow people to post pictures, videos and messages. Friends and family can comment on, like, and share things with each other on these platforms.
7. Picture-based questions.
A. Satellite
B. Satellites have greatly improved television as a means of mass communication by enabling the transmission
of TV signals over long distances, reaching audiences worldwide. They allow for real-time broadcasting, such as live news coverage, global events, and entertainment, making information accessible to people across different countries and regions. Satellites also support cable and satellite TV services, providing more channels and better picture quality.
HOTS
Fast and Easy Communication – Social media helps us talk to friends and family quickly, no matter where they live. We can send messages, pictures, and videos instantly.
Sharing with Many People – We can share our thoughts, photos, and news with many people at once. Friends and family can like, comment, and reply, making conversations more fun and interactive.
How India is Governed
Chapters in This Unit
17. Our Government
18. Our Rights and Duties
Story in This Unit
Dr Vikram and the children are on an exciting adventure in a spaceship along with the Trio, heading to Uttar Pradesh to find a rare stone. Manu asks why the Wisdom Ball is important for Avora, and Mel explains that it helps the Elders govern and maintain order. Eva adds that the Elders create rules to ensure peace between wizards and robots, while Ishaan explains that Earth doesn’t have Elders but instead has a government and a Constitution to guide the country.
Once they land near a wheat field beside the Ganga River, Pihu worries about how they will find the rare stone in such a vast field. Eva reassures her, and with a spell, the group sees a glowing light leading them to the stone. Conji uses a magical spell to bring the stone to them, and they are thrilled to have found it.
However, Eva reminds everyone that there is still another rare stone to find for Avora. The wind blows, and the magical book opens again, revealing a new clue pointing to Delhi. Conji asks Dr Vikram how far it is, and he assures them it’s not too far. The group prepares to continue their journey, eager to find the next stone and help save Avora.
Our Government
Learning Outcomes
Students will be able to:
understand the role of the central government, its leaders, and its three main parts: the Legislature, Executive, and Judiciary.
explain the role and functions of the state government, and differentiate it from the central government. explain the role of local government in villages, towns, and cities, and describe their basic functions.
Let’s Recall
Recap with the students the knowledge on the types of government in India. Ask the students to identify the national images given in the Get Set section.
Vocabulary
cabinet ministers: important ministers who form a team with the prime minister government: a group of people who run the country, make laws and ensure everyone follows them to keep things organised
central government: takes care of the whole country
state government: takes care of a particular state
local government: takes care of small areas like villages, towns and cities
Teaching Aids
Strips of paper for labels, marker pens, glue; Chart papers, pencil, child-friendly scissors, compass to draw circles, strips of paper, marker pens; Index cards with different community problems, placards for roles
Chapter: Our Government
Central
Government Quest Page 146
Learning Outcomes
The students will be able to understand the role of the central government, its leaders, and its three main parts: the Legislature, Executive, and Judiciary.
Teaching Aids
Strips of paper for labels, marker pens, glue
Activity
Divide the class into small groups and provide materials to each group.
Ask students to prepare labels using the strips of paper (Prime Minister, President, Legislature, Executive, Judiciary, Parliament). Arrange and paste the labels on the chart paper in a logical way to form a concept map. They should connect the terms using lines or arrows to show relationships. Encourage them to add short descriptions next to each term.
Once completed, each group presents their concept map to the class, explaining their understanding of how the central government works.
Display the charts around the classroom for reinforcement and discussion.
Extension Idea
Ask: What would happen if there were no government?
Say: There would be no rules, and things would be unorganised. People might not follow laws, and there would be confusion and unfairness.
State Government
Learning Outcomes
The students should be able to explain the role and functions of the state government, and differentiate it from the central government.
Teaching Aids
Chart papers, pencil, child-friendly scissors, compass to draw circles, strips of paper, marker pens
Activity
Divide the class into groups. Provide materials to each group.
Explain the activity to the students. Tell them that they will compare and contrast the roles and responsibilities of central and state government using a Venn diagram.
To draw a Venn diagram, ask them to use a large sheet of paper and draw two overlapping circles. Label one circle “Central Government” and the other “State Government”.
The overlapping section represents responsibilities shared by both.
Discuss with them the key responsibilities of the central and the state governments and make a note of them on the board, like:
Central Government (Federal): Defense, foreign policy, printing money
State Government: Education, issuing licenses, conducting elections
Shared Responsibilities: Taxation, law enforcement, transportation
Ask the students to write them on sticky notes and paste them as follows:
Responsibilities specific to the central government go in its circle.
Responsibilities specific to the state government go in the other circle.
Shared responsibilities go in the overlapping section.
Once complete, ask the students to show their charts to the class.
Extension Idea
Ask: Why do some responsibilities belong to only one level of government?
Say: Some responsibilities belong only to the central (federal) government because they affect the whole country, like defense and printing money. Others belong only to the state government because they deal with local needs, like schools and state roads. This division helps make sure each level of government can focus on its own job while working together when needed.
Local Government Quest Page 147
Learning Outcomes
The students will be able to explain the role of local government in villages, towns, and cities, and describe their basic functions.
Teaching Aids
Index cards with different community problems, placards for roles
Activity
Divide the class into three groups. One group will represent the Gram Panchayat (village government), another group will represent the Municipal Corporation (large city government), and the third group will represent the Municipal Council (small town government).
Distribute index cards with different community problems for discussion, such as a broken streetlight, lack of clean drinking water, or the need for a new playground.
Assign some students in each group to play the role of citizens who will bring their concerns to the leaders. Instruct the groups on how to conduct the role-play. The Sarpanch or Mayor (leader of each group) will start and lead the discussion. The Panchayat/Municipal members will listen to the issues, discuss possible solutions, and make decisions. The citizens can ask questions, express concerns, and participate in the discussion. The group will then agree on a solution and decide how it will be implemented.
Give students time to prepare their role-play. Once they are ready, ask each group to present their discussion before the class while the other groups observe carefully.
After all presentations, encourage a class discussion about the activity. Appreciate students for their efforts and participation.
Ask: Why is it important to have local leaders?
Say: Local leaders help solve community problems like fixing roads, providing clean water, and maintaining schools. They listen to people’s concerns and make decisions that improve daily life. Without them, it would be difficult to organise services and address local needs effectively.
Answers
6. Long-answer questions.
1. National Emblem of India
2. National Animal - Tiger Chapter Checkup
1. Tick () the correct answer.
A. Prime Minister
B. Judiciary
C. Central
2. Fill in the blanks.
A. municipal council B. mayor
C. chief minister D. sarpanch
3. Write True or False.
A. False B. True
C. False D. False
4. Match the following.
A. Head of the country → iii. President
B. Head of the central government → ii. Prime Minister
C. Head of a state → iv. Governor
D. Head of a state government → i. Chief Minister
5. Short answer questions.
A. The government is a group of people who runs the country, makes laws and ensures everyone follows them to keep things organised.
B. It makes the laws for the country.
C. Maintains roads, streetlights, and drainage systems, Provides clean water and waste management services, Ensures public health by maintaining hospitals and sanitation.
A. The state government manages the entire state and looks after major services like education, law and order, and transportation, while the local government focusses on smaller areas like cities and villages.
The chief minister leads the state government, whereas a mayor or sarpanch leads the local government.
B. Legislature – Makes laws and policies for the country. Executive – Implements and enforces the laws made by the legislature.
Judiciary – Interprets laws, ensures justice, and protects citizens’ rights.
7. Picture-based questions.
A. This is the Parliament House of India.
B. It is located in New Delhi, the capital city of India.
C. The Parliament House is where the Indian Legislature meets to make laws, discuss important national issues, and pass the country’s budget. It houses the Lok Sabha (Lower House) and the Rajya Sabha.
HOTS
1. In India, having different levels of government (central, state, and local) is important because it helps make sure that decisions are made closer to the people they affect.
The central government looks after the whole country, like defense, national laws, and big issues that affect everyone.
The state government takes care of things that are important for each state, like education, health, and local laws.
Local governments handle smaller areas like villages or cities, taking care of things like garbage collection, schools, and local roads.
This helps because India is a big country with many different cultures, languages, and needs. When decisions are made at the right level, they can be more helpful and fair for everyone.
2. If there was no local government, life would be harder because important services we rely on might not get done properly. Here are two examples: Waste management: Without the local government, there would be no one to collect garbage from homes. The streets could get dirty, and it would be hard to keep our surroundings clean.
Local schools and hospitals: Local governments help run schools and hospitals in each area. Without them, it might be difficult to get good education or health services nearby, and people would have to travel far for these basic needs.
Our Rights and Duties
Learning Outcomes
Students will be able to:
define the constitution, explain key terms from the Preamble, and describe the significance of the Constitution with respect to Dr. B.R. Ambedkar’s contributions. describe Fundamental Rights, and understand their importance in protecting individual liberties. list Fundamental Duties, and understand their importance in creating responsible citizens. list and describe some of the key Directive Principles, and understand their purpose in promoting social and economic justice.
Let’s Recall
Recap with the students the knowledge on our rights and duties as citizens of India. Ask the students to read the story in the Get Set section and attempt the question.
Vocabulary
constitution: a set of rules that tells how a country should be governed fundamental rights: certain basic rights given by the Constitution of India to all Indian citizens directive principles: guidelines in the Indian constitution for the government to ensure the welfare of all the people of India
Teaching Aids
Chart papers, marker pens, strips of paper, glue; Placards (if required); Scenario cards, paper, pen/pencil; Cards for directive principles, real word problems
Chapter: Our Rights and Duties
Learning Outcomes
The students will be able to define the constitution, explain key terms from the Preamble, and describe the significance of the Constitution with respect to Dr. B.R. Ambedkar’s contributions.
Teaching Aids
Chart papers, marker pens, strips of paper, glue
Activity
Begin the session by explaining the meaning of a constitution. Discuss why rules are important in the classroom, such as keeping it safe and organised.
Then, ask the students to suggest rules they think are necessary, such as raising hands to speak, listening to others, being kind, and keeping the classroom clean.
Have all students write at least one suggestion on a strip of paper and share it. Collect the strips from the students, and once everyone has written, read the suggestions one by one.
Once all the unique rules are listed, go through them together to make sure everyone understands.
After the discussion, paste the strips on a chart paper and display it on the class wall or common board. Give it a heading like “The Class Constitution” and have the students promise to follow the rules.
Extension Idea
Ask: Why is it important for everyone to agree on the rules?
Say: It’s important for everyone to agree on the rules because when we all follow the same rules, it helps keep things fair and safe for everyone. Fundamental Rights
Learning Outcomes
The students should be able to list and explain Fundamental Rights, and understand their importance in protecting individual liberties.
Teaching Aids
Placards (if required)
Activity
Split the students into small groups. Each group will act out a short skit where someone’s Fundamental Rights are violated and then demonstrate how those rights can be protected.
Assign each group a scenario related to a Fundamental Right violation. For example - for Right to Equality: A student is not allowed to participate in an activity because of their gender; Right to Education: A child is not allowed to go to school because of their financial situation; Right to Freedom of Speech: A person is not allowed to express their opinion because of fear of punishment; Right to Freedom of Religion: Someone is treated unfairly because of their religion.
Allow each group time to discuss their scenario and prepare their skit. Encourage them to keep the skits short (2–3 minutes) and focus on showing how the violation happens and what should be done to protect the right. Have each group perform their skit in front of the class. After each skit, briefly discuss with the class how the violation of the Fundamental Right was shown and how it can be protected.
Extension Idea
Ask: Why do you think it’s important to have Fundamental Rights?
Say: (Answer may vary.) These rights protect us from unfair treatment, allow us to live freely, and make sure everyone has a chance to succeed.
Fundamental Duties Quest Page 153
Learning Outcomes
The students will be able to list Fundamental Duties, and understand their importance in creating responsible citizens.
Teaching Aids
Scenario cards, paper, pen/pencil
Activity
Divide the class into groups.
Present scenario cards to each group. These cards describe situations where there is a conflict between personal desires and their Fundamental Duties. For example, one card might describe a student who wants to litter but knows they have a duty to protect the environment, or another card might describe someone wanting to say something hurtful about a group but knows they have a duty to treat all people equally.
Allow some time for each group to discuss the dilemma in their group and decide on the most responsible course of action based on their understanding of their Fundamental Duties. Encourage students to think about how their actions impact others and the community.
After the groups have discussed their scenarios, ask each group to share their dilemma and the decision they made with the class.
Discuss why the actions they chose were in line with their duties, and if any group chose a different solution, ask why and how it relates to their Fundamental Duties.
Extension Idea
Ask: Imagine you see someone not following one of the Fundamental Duties. What could you do?
Say: (Answer may vary.) Talk to the person, explain why the duty is important, or, in more serious cases, report the issue to an authority figure.
Directive Principles Quest Page 154
Learning
Outcomes
The students will be able to list and describe some of the key Directive Principles, and understand their purpose in promoting social and economic justice.
Teaching Aids
Cards for directive principles, real word problems
Activity
Prepare cards with descriptions of real-world problems, such as poverty, lack of education, child labour, unemployment, and poor healthcare. Then, create separate cards with the Directive Principles of State Policy, like promoting education, ensuring adequate livelihood, improving health services, and protecting children.
Divide the class into groups and give both sets of cards to each group.
Ask the students to match each problem with the Directive Principle that best addresses it. For example, “poverty” might match with the principle of “ensuring adequate livelihood”, and “lack of education” might match with the principle of “providing free and compulsory education”.
Once they’ve made their matches, ask each group to explain their reasoning behind the connections they made. Extension Idea
Ask: How are Directive Principles different from Fundamental Rights?
Say: Fundamental Rights are rights that every citizen automatically has, and the courts can help protect them. Directive Principles are goals that the government should work towards, but they are not directly enforceable by courts in the same way. They are more like aspirations.
Answers
Get Set
(Answers may vary.)
Page no. 151
Being Kind to Classmates, Completing Homework, Keeping the Classroom Clean, Following School Rules, and so on.
Pause and Answer
1.
2.
3.
4. Chapter Checkup
1. Tick () the correct answer.
A. Ambedkar
B. 6
C. 14 years
D. Republic Day
Page no. 153
2. Name the Fundamental Rights.
A. Children below 14 years of age cannot be employed.
B. Everyone is free to follow a religion of their choice.
C. People can set up educational institutions to preserve and promote their culture.
D. People can go to the courts if someone violates their rights.
3. Write True or False.
A. False
B. True
C. True
D. False
→ Right Against Exploitation
→ Right to Freedom of Religion
→ Cultural and Educational Rights
→ Right to Constitutional Remedies
4. Match the following.
A. Sovereign → iv. India is a free country that makes its own rules.
B. Socialist → i. Everyone in India is treated fairly and has equal opportunities.
C. Secular → ii. People in India can follow any religion they want.
D. Democratic → iii. People choose their leaders by voting.
E. Republic → v. The president is elected unlike a king or queen.
5. Short answer questions.
A. India is called a democratic country because the people elect their leaders through voting. Every citizen has the right to choose their government, and everyone is treated equally under the law.
B. A constitution is a set of important rules that tells us how a country should be run. It explains how the government works, the people’s rights, and how laws are made.
C. The Preamble to the Indian Constitution is a short introduction that explains the main ideas and goals of the Constitution. It helps us understand the values and principles upon which the country is built.
6. Long-answer questions.
A. The Constitution of India also lays down some guidelines for the government to ensure the welfare of all the people of India. These are known as directive principles. Some of them are:
Provide proper living conditions to all people. Provide work to everyone. Take steps to stop the rich from taking advantage of the poor. (Answer may vary. Students can write any 3 directive principles.)
B. Respect the Constitution and its principles. Respect the national anthem and the national flag. Keep the country united. Defend the country when needed. (Answer may vary. Students can write any 3 fundamental duties)
7. Picture-based questions.
A. The picture shows child labour.
B. Yes, it is against a fundamental right. Specifically, it violates the Right against Exploitation, which is enshrined in the Indian Constitution. This right prohibits forced labour, including the employment of children below the age of 14 in hazardous occupations like construction.
HOTS
Fundamental Duties Shyam can follow:
1. Protect the environment – He should avoid littering and dispose of waste properly.
2. Safeguard public property – He should ensure the park remains clean and well-maintained.
Ways to Encourage Others:
1. Spread Awareness – Politely remind people to use dustbins and explain the importance of cleanliness.
2. Lead by Example – Organise a cleanliness drive and invite others to participate in keeping the park clean.
Peeping into the Past
Chapters in This Unit
19. Our Culture and Heritage
20. Great Achievers of India
Story in This Unit
Dr Vikram and the children are on a mission to find rare stones, which takes them to Delhi. As they discuss Delhi’s historical significance, including landmarks like India Gate, Jantar Mantar, and Rajghat, Manu suggests naming important monuments to help them find the rare stone. When they mention the Red Fort, the magical book reveals that the stone is hidden in a room there.
Dr Vikram warns that the Red Fort is too crowded and that they can’t land there, so Eva decides to use an invisibility spell to sneak into the fort alone. The group waits anxiously in the spaceship while Eva explores the fort. After an hour, Eva returns with the rare stone but explains that she was distracted by the colourful cultural goods sold in the market inside the fort, which represent different Indian states.
With the final stone in hand, the group celebrates their success. Mel expresses a wish to see the traditional goods, but now their mission is complete, and they need to return to Avora. Conji thanks everyone for their help, and Eva uses the spell “MOVIO!” to send Dr Vikram and the children back to their car. Meanwhile, Eva, Mel, and Conji begin their journey back to Avora.
Our Culture and Heritage 19
Learning Outcomes
Students will be able to:
identify India’s officially recognised languages, understand the use of Hindi and English for official purposes, and recognise variations in dialects and scripts.
identify and name some examples of traditional Indian paintings and handicrafts, and understand that these art forms reflect India’s culture and heritage.
identify and name some examples of traditional Indian dresses, and understand that these dresses reflect the culture and traditions of different regions.
identify and name various classical and folk dances, music forms, and monuments from different regions of India.
Let’s Recall
Recap with the students the knowledge on various elements of culture and heritage like language, paintings, dances, music etc.
Ask the students to identify the festivals and name them in the Get Set section.
Vocabulary
culture: the way of life of a group of people heritage: traditions, values and monuments passed down from previous generations
intricate: very fine
miniature: very small in size
dialect: the way a language is spoken in a specific area or by a particular group of people
Teaching Aids
script: a set of symbols used to write a language architecture: the art and science of designing and building structures like houses, schools and bridges
monuments: large, often historic structures or buildings created to honour or remember important people, events, or cultural heritage
Blank map of India, coloured pencils/markers, reference map of India for names of states; Examples of handicraft items, small cards for students to write descriptions of their items; Pictures of traditional dresses from different states, chart paper, glue, scissors, and markers; Bingo cards, teacher’s list of clues
Chapter: Our Culture and Heritage
Languages
Learning
Outcomes
The students will be able to identify India’s officially recognised languages, understand the use of Hindi and English for official purposes, and recognise variations in dialects and scripts.
Teaching Aids
Blank map of India, coloured pencils/markers, reference map of India for names of states
Activity
Divide the class into six groups. Give each student a blank map of India.
Assign five states to each group for research.
Ask students to identify and mark the major languages spoken in their assigned states on the map.
Instruct them to use different colours for different languages for clarity.
Once completed, have a volunteer from each group present their findings to the class.
Extension Idea
Ask: If someone speaks a dialect different from yours, does that mean they are speaking a different language?
Say: No. Dialects are variations of the same language. People speaking different dialects can usually still understand each other, even if some words or pronunciations are different. It’s like different accents.
Paintings and Handicrafts
Learning
Outcomes
The students should be able to identify and name some examples of traditional Indian paintings and handicrafts, and understand that these art forms reflect India’s culture and heritage.
Teaching Aids
Examples of handicraft items, small cards for students to write descriptions of their items
Activity
Ask students to bring in examples of Indian handicrafts from their homes (non-breakable). It can be a piece of clothing, a utensil, a basket, a puppet and so on.
Create a classroom showcase where students can share information about their items – what it’s made of, where it’s from, how it’s used.
If students don’t have handicrafts to bring, the teacher can provide some examples.
Extension Idea
Ask: Why do you think traditional art forms are important?
Say: Traditional art forms tell us stories about the past and help us understand different cultures. They are a way of keeping traditions alive and sharing them with future generations.
Quest Page 163
Learning Outcomes
The students will be able to identify and name some examples of traditional Indian dresses, and understand that these dresses reflect the culture and traditions of different regions.
Teaching Aids
Pictures of traditional dresses from different states, chart paper, glue, scissors, and markers
Activity
Form four groups and assign each group a region of India, such as North, South, East, or West.
Guide students to collect images of traditional dresses from magazines, newspapers, or online printouts. If needed, they can also draw and colour their own illustrations.
Distribute materials like chart paper, glue, scissors, and markers to help them create their collage. Instruct them to arrange and label each traditional outfit with the name of the state it belongs to.
Have each group present their collage to the class, describing the unique features of the traditional dresses. Display the collages on the classroom wall to showcase India’s diverse cultural attire.
Extension Idea
Ask: Why do you think people in different parts of India wear different kinds of clothes?
Say: The climate, local materials, and cultural traditions of a region influence the types of clothes people wear. For example, people in colder areas wear warmer clothes made of wool, while people in hot areas wear lighter cotton clothing.
Dance, Music and Monuments
Learning Outcomes
Quest Page 164
The students will be able to identify and name various classical and folk dances, music forms, and monuments from different regions of India.
Teaching Aids
Bingo cards, teacher’s list of clues
Activity
Distribute a Bingo card to each student.
Explain to the students that you will read the clues and the students will mark the continent that matches the clue, on their bingo cards. The student/s who gets a complete row, column or a diagonal marked first on the card is/are the winner.
Read the clues and instruct the students to concentrate and mark the music, dance forms, monuments or states on their cards.
Note for the teacher -
To prepare bingo cards, cut out cardboard or a sheet of paper and draw a 4 × 4 grid. Instead of numbers, fill the boxes with names of dances, musical instruments, and monuments.
To prepare clues you can take help from the following table:
Clues Answers
Popular folk dance from Punjab Bhangra
Famous monument in Agra, made of white marble Taj Mahal
Classical dance form from Tamil Nadu Bharatnatyam
Traditional dance form from Gujarat Garba
Folk music from West Bengal BaulSangeet
Prominent Hindustani Singer Shubha Mudgal
Folk music from Chhattisgarh Pandavani
Shore Temple Mahabalipuram
Folk music from Karnataka Bhavageethe
Largest rock-cut temple Kailashanatha temple
Prominent Carnatic Singer Shankar Mahadevan
Extension Idea
Ask: Why do you think it’s important to preserve old monuments?
Say: Monuments are a link to our past. They tell us stories about the people who lived before us, their beliefs, their skills, and their way of life. They are part of our cultural heritage.
Answers
Get Set Page no. 161
1. Holi
2. Diwali
3. Christmas
Pause and Answer Page no. 164
1. x 2.
3. x 4. x
Chapter Checkup
1. Tick () the correct answer.
A. 22
B. Rajasthan, Gujarat
C. Emperor Ashoka
D. Kashmiri
2. Fill in the blanks.
A. Akbar B. Carnatic
C. West Bengal
E. Lungi
3. Write True or False.
A. True
C. False
4. Match the following.
D. classical
B. False
D. True
A. Garba → iv. Gujarat
B. Ghoomar → iii. Rajasthan
C. Bihu → ii. Assam
D. Bhangra → i. Punjab
5. Short-answer questions.
A. Hindustani and Carnatic are the two main types of classical music in India.
B. Rashtrapati Bhavan in Delhi, Victoria Memorial in Kolkata.
C. Chikankari from Lucknow, Terracotta horses from West Bengal, puppets from Rajasthan, Kanjivaram silk from Tamil Nadu.
D. Gujarat: Garba, Rajasthan: Ghoomar, Assam: Bihu
6. Long-answer questions.
A. India officially recognises 22 languages. Hindi is the official language of India and English is the second official language. This means that most government work is conducted in these languages. One language can be spoken in different ways too and these ways are called dialects. The style in which a language is written is referred to as its script. Most languages are written from left to right. However, Urdu, Sindhi and Kashmiri are written from right to left. Some of the languages spoken in India are Assamese, Bengali, Marathi, Odiya, Telugu, Urdu and Kashmiri.
B. Classical Dance Forms: These are ancient forms of dance based on traditional Indian culture and mythology. Classical dances in India originated in temples as a form of worship and later became popular in the royal courts. Examples: Bharatanatyam (Tamil Nadu), Kathak (Uttar Pradesh).
Folk Dance Forms: These are traditional dances performed to express regional culture and celebrate festivals. Examples: Garba (Gujarat), Bhangra (Punjab)
7. Picture-based questions.
A. Kathakali
B. Kerala
C. Kathakali is performed on various occasions, including: Festivals: It’s a significant part of many Kerala festivals like Onam and Thrissur Pooram.
Temple ceremonies: Kathakali performances are often held as part of religious observances in temples.
Cultural programs: It’s a staple in cultural events and showcases both in India and internationally.
Special occasions: Performances can be arranged for specific events, celebrations, or to honour guests.
HOTS
English was chosen as the second official language because it was already used for work and education during British rule. India has many different languages, so English helps people from different parts of the country communicate with each other. It also helps India talk to other countries around the world.
Great Achievers of India 20
Story in This Chapter
The Trio arrives in Avora with the four rare stones from Earth and is warmly welcomed by the Elders. Without wasting time, they begin casting a binding spell to create the Wisdom Ball, a source of peace and order for Avora. As they chant the spell together, the stones combine, and the Wisdom Ball is successfully formed, glowing with immense power. The Elders plan to secure it safely, but their victory is short-lived when Lord Ero and Drakon arrive to disrupt their efforts.
A fierce battle ensues as Drakon attacks with Dark Magic, and Elder Robot creates a shield to protect everyone temporarily. Lord Ero and Drakon unleash a powerful combined spell, but Elder Wizard and Elder Robot counter it with their own spells. Elder Robot’s “Electra” spell produces a massive burst of lightning that strikes Lord Ero and Drakon, defeating them. The Trio and the Elders celebrate their victory, and the Wisdom Ball remains safe, ensuring peace for Avora once again.
Learning Outcomes
Students will be able to:
identify the contributions of Mahatma Gandhi, Abul Kalam Azad, and Dr S. Radhakrishnan to India’s freedom and progress, and understand the values they stood for.
identify the contributions of Ashoka, Akbar, and Krishnadevaraya to India’s history and understand the values they promoted.
identify the contributions of Raja Ram Mohan Roy, Kabir, Ramabai Ranade to India’s history and understand the values they promoted.
Let’s Recall
Recap with the students the knowledge of the great leaders, rulers and social reformers.
Ask the students to find the names of some leaders/rulers in the word search given in the Get Set section.
Vocabulary
protests: an action that shows that you do not like or approve of something aerospace engineering: the study of making airplanes and spacecrafts missile: a powerful weapon that can be sent long distances through the air space program: a plan by a country to explore the universe and learn about space
scholar: a person who has a lot of knowledge about a subject architecture: the design and process in which a building is made widow: a woman whose husband has died Buddhism: the religion that is based on the teachings of Gautam Buddha social reformers: great people who brought a change in society by ending evil practices reforms: the changes social reformers bring to improve society sati: an evil social practice in ancient India in which widows were forced to die when their husbands died
Teaching Aids
Chart papers, marker pens, pictures related to the lives of the three leaders, glue; Blank political maps of India, coloured pencils; Question cards for the quiz
Chapter: Great Achievers of India
Learning Outcomes
The students will be able to identify the contributions of Mahatma Gandhi, Abul Kalam Azad, and Dr S. Radhakrishnan to India’s freedom and progress, and understand the values they stood for.
Teaching Aids
Chart papers, marker pens, pictures related to the lives of the three leaders, glue
Activity
Begin by dividing the class into three groups and assign each group one leader: Mahatma Gandhi, Dr A.P.J. Abdul Kalam, or Dr S. Radhakrishnan.
Explain to the students that each group will research their assigned leader and create a chart paper presentation with key facts, achievements, and values. Encourage them to focus on the leader’s early life, contributions, and qualities that made them great.
Give each group a large chart paper and markers. Ask them to organise their information creatively using drawings, quotes, and short descriptions. Guide them to keep it neat and engaging for their classmates.
Once the charts are complete, each group will present their work to the class. Encourage students to listen actively and ask questions about the other leaders. Conclude the activity with a class discussion on what they learned and how they can apply these leaders’ values in their lives.
Extension Idea
Ask: If you could ask one of these leaders a question, who would you choose and what would you ask? Say: (Answer may vary.) I would ask Dr A.P.J. Abdul Kalam, what was his favourite subject in school, and why did he think learning was so important? I’d ask him this because I sometimes don’t like doing my homework, and I want to know why he thought it was so important to learn. Maybe if I knew what he liked about school, I would like it more too.
Rulers
Learning Outcomes
The students should be able to identify the contributions of Ashoka, Akbar, and Krishnadevaraya to India’s history and understand the values they promoted.
Teaching Aids
Blank political maps of India, coloured pencils, marker pens, chart papers, glue
Activity
Begin by dividing the class into three groups. Assign each group one ruler: Ashoka, Akbar, or Krishnadevaraya. Ask them to research their assigned ruler, including the regions they ruled, significant locations such as Pataliputra for Ashoka, Fatehpur Sikri for Akbar, and Hampi for Krishnadevaraya, as well as their key achievements and other important details of their life.
Provide each group with a large outline map of India and ask them to shade the regions ruled by their assigned leader. They should also mark significant locations for each ruler.
Once the maps are completed, distribute chart papers for students to paste their maps in the centre. Around the maps, ask students to add key details about their ruler, including major achievements, the values they promoted, and notable figures from their court, such as advisors, artists, or scholars. Encourage creativity by allowing them to include drawings, short descriptions, or famous quotes.
Guide students to ensure their work is neat, well-organised, and informative. Once finished, each group will present their chart to the class, explaining their ruler’s contributions and leadership style.
Extension Idea
Ask: What makes a leader truly great—winning battles, making fair rules, or spreading knowledge?
Say: A truly great leader is someone who not only wins battles but also makes fair rules and spreads knowledge. While winning battles can make a kingdom strong, fair rule ensure justice and peace, and spreading knowledge helps people grow and improve their lives. The best leaders, like Ashoka, Akbar, and Krishnadevaraya, combined these qualities to create a lasting impact on their people.
Social Reformers
Learning Outcomes
Quest Page 172
The students will be able to identify the contributions of Raja Ram Mohan Roy, Kabir, Ramabai Ranade to India’s history and understand the values they promoted.
Teaching Aids
Question cards for the quiz
Activity
Divide the class into teams and explain that they will participate in a quiz on social reformers. Prepare a set of questions related to their lives, contributions, and values. Ensure questions vary in difficulty to keep all teams engaged.
Take turns asking each team a question. If they answer correctly, award points on the board. If they are unable to answer, allow the next team a chance to respond. Encourage teamwork by allowing brief discussions before answering.
Continue the quiz until all questions are asked or time is up. Keep track of scores and announce the winning team. Conclude by discussing key takeaways from the reformers’ lives and how their contributions still impact society today.
Extension Idea
Ask: If you could change one unfair rule in the world today, what would it be and why?
Say: (Answer may vary.) I would change the rule that prevents some children from going to school because everyone deserves to learn and have a bright future. Education should be for all, no matter where they come from or how much money they have.
Get Set
Answers
Page no. 169
Some of the people of India are famous for the work they did for the people. Find the names of the famous people given below in the word grid and circle them.
1. GANDHI
2. KALAM
3. AKBAR
4. ASHOKA
1. False
2. True
3. True
Chapter Checkup
1. Tick () the correct answer.
A. Ram Mohan Roy
B. Poems
C. S. Radhakrishnan
2. Fill in the blanks.
A. Tamil Nadu B. Humayun
C. Vijayanagara Empire D. Mauryan Empire
3. Write True or False.
A. True
B. False
C. True
4. Match the following.
A. Ashoka → ii. Spread Buddha’s teachings
B. Gandhi → i. Used nonviolent methods to protest
C. Akbar → iii. Started Din-i-Ilahi
D. A.P.J. Abdul Kalam → iv. Studied aerospace engineering
5. Short-answer questions.
A. Non-Cooperation Movement (1920), Quit India Movement (1942)
B. Akbar respected all religions. He tried to create a new belief system called “Din-i-Ilahi”, which means the “Religion of God”.
C. Dr A.P.J. Abdul Kalam is one of India’s most respected scientists and leaders. He was born on October 15, 1931 in a small town in Tamil Nadu. Coming from a simple background, he studied aerospace engineering and later played an important role in India’s missile and space programs. It earned him the nickname ‘the Missile Man of India’. In 2002, he became the president of India. He aimed to use science and technology to transform India into a developed nation. Known for his simplicity and love for teaching, Dr Kalam inspired millions of young people to dream big. His life and achievements make him a true national hero.
6. Long-answer questions.
A. Krishnadevaraya was a mighty ruler of the Vijayanagara Empire in South India from 1509 to 1529. He expanded his kingdom through successful battles and was known for his fair and just rule. Under his reign, art, literature and architecture flourished. He built beautiful temples and supported poets and scholars. Krishnadevaraya is remembered as one of the greatest kings in Indian history for his strong leadership and cultural achievements.
B. Social reforms help in removing unfair practices and making society better for everyone. Reformers like Raja Ram Mohan Roy, Kabir, and Ramabai Ranade worked to bring justice, equality, and education for all. Without reforms, people might suffer from unfair traditions, and progress would be slow. Social reforms create a better, fairer world for future generations.
7. Picture-based questions.
A. i. Raja Ram Mohan Roy
B. ii. Ramabai Ranade
C. Social reformers
HOTS
Yes, these methods are still useful in today’s world.
1. Peaceful protests bring attention to important issues: They help people express their opinions without violence, making it easier to bring change while maintaining peace in society.
2. Messages through art, poems, and stories inspire people: Creative methods are powerful because they touch people’s hearts and encourage them to think and act for a better world.
Assessment Answer Keys
Assessment – 1
Read the paragraph and answer the questions that follow.
1. Answer: c. The Himalayas
2. Answer: a. To stay cool in the hot desert climate
3. Answer: Slanted roofs help snow slide off easily, preventing it from accumulating and damaging the roof.
4. Answer: Tara’s family may face the following challenges:
Heavy rainfall might make roads slippery and difficult to travel. Risk of waterborne diseases due to stagnant water. They should make the following preparations: Carry waterproof clothing, umbrellas, and sturdy footwear.
Drink only clean, bottled water and carry necessary medicines.
Assessment – 2
Read this case study. Answer the questions.
1. Answer: b. Iron ore
2. Answer: b. It is used to make steel.
3. Answer: Yes, the iron and steel industry is a large-scale industry because: It involves large factories, heavy machinery, and a high volume of production. It provides jobs to many people and supports other industries like construction and transportation.
4. Answer: a. It helps the local economy by providing jobs and supporting businesses that depend on steel. b. It can cause air and water pollution due to dust and waste materials from the mining process.
Assessment – 3
Read the paragraph and answer the questions that follow.
1. Answer: b. To tell everyone how to work together and what rights they have.
2. Answer: c. It creates new rules for the country.
3. Answer: a. They can learn how to create a set of rules that ensures fairness and rights for everyone in the community. b. They can understand the importance of leadership, decision-making, and teamwork to maintain peace and happiness.
4. Answer: a. They should follow the rules and laws set for the town and respect others’ rights. b. They should actively participate in community discussions, take care of public resources, and ensure fairness in their actions.
Elements Answer Keys
Chapter 2
Do and Learn
Page no. 19
Some famous tourist spots in the Seven Sister States:
1. Arunachal Pradesh – Tawang Monastery
2. Assam – Kaziranga National Park
3. Manipur – Loktak Lake
4. Meghalaya – Living Root Bridges
5. Mizoram – Vantawng Falls
6. Nagaland – Dzukou Valley
7. Tripura – Neermahal Palace
I would like to visit Kaziranga National Park because it is home to the one-horned rhinoceros and many other wildlife species.
Chapter 3
Do and Learn
Famous food items from the Seven Sisters: Arunachal Pradesh – Thukpa, Apong
Assam – Assam Laksa, Masor Tenga
Manipur – Eromba, Chakhao Kheer
Meghalaya – Jadoh, Tungrymbai
Bikaner – Junagarh Fort, Karni Mata Temple
Jaisalmer – Jaisalmer Fort, Tanot Mata Temple
Chapter 6
Do and Learn
Special food items from the Southern Plateau: Karnataka – Bisi Bele Bath, Ragi Mudde
Tamil Nadu – Dosa, Pongal
Page no. 52
Andhra Pradesh – Pesarattu, Andhra Chicken Curry
Telangana – Biryani, Sarva Pindi
Maharashtra – Puran Poli, Misal Pav
Chhattisgarh – Chana Samosa, Faraa
Think and Tell
Page no. 26
Mizoram – Bamboo Shoot Curry, Misa Mach Poora
Nagaland – Smoked Pork, Akhuni (Fermented Soybean)
Tripura – Mui Borok, Gudok
Chapter 4
Discuss!
Ways to reduce air pollution:
Page no. 53
Differences between living in the Southern Plateau and Northern Plains:
Land – Southern Plateau has rocky, uneven land; Northern Plains have fertile, flat land.
Climate – Southern Plateau is hotter and drier; Northern Plains have moderate climate.
Farming – Northern Plains are better for growing crops due to fertile soil.
Chapter 7
Think and Tell
Page no. 35
Reduce vehicle emissions by using public transport or carpooling.
Use renewable energy sources like solar and wind power.
Plant more trees to improve air quality.
Reduce industrial pollution by using eco-friendly technologies.
Chapter 5
Discuss!
Page no. 58
The Northern Plains are flat and fertile, while Coastal Plains are near the sea and have a humid climate.
Discuss!
Page no. 59
The Cellular Jail was built by the British to imprison freedom fighters.
Do and Learn
Page no. 41
People in deserts use the position of the sun, stars, and landmarks like hills or dunes to navigate.
Think and Tell
Page no. 43
Camels have padded feet to walk easily on sand and humps to store fat for energy. Other desert-adapted plants and animals include:
Cactus – Stores water in thick stems.
Fennec Fox – Large ears help to release heat.
Do and Learn
Famous forts and temples in Rajasthan:
Page no. 44
Jodhpur – Mehrangarh Fort, Chamunda Mata Temple
Page no. 60
Examples of wildlife/bird sanctuaries in the Coastal Plains: Chilka Wildlife Sanctuary – Odisha
Vedanthangal Bird Sanctuary – Tamil Nadu
Bhagwan Mahavir Wildlife Sanctuary – Goa
Chapter 8
Do and Learn
Weather instruments:
Thermometer – Measures temperature.
Barometer – Measures air pressure.
Think and Tell
Page no. 71
Page no. 72
Festivals celebrated in spring: Holi, Vasant Panchami, Bihu, Gudi Padwa.
Chapter 9
Think and Tell
Page no. 81
If we keep cutting trees, it will lead to deforestation, loss of wildlife, and climate change.
Chapter 10
Think and Tell
Page no. 86
Northern Plains are rich in alluvial soil due to the silt deposited by rivers.
Discuss!
Page no. 89
Farming and construction lead to soil erosion by removing vegetation and disturbing the soil.
Chapter
11
Think and Tell
Page no. 93
We use water for drinking, cooking, bathing, and farming.
Discuss! Page no. 95
Ways to prevent water pollution:
Avoid dumping waste into water bodies. Use eco-friendly detergents.
Save water and prevent leaks.
Chapter 12
Do and Learn
Metallic objects at home:
Spoon – Made of stainless steel.
Coins – Made of copper or nickel.
Utensils – Made of aluminium.
Think and Tell
Ways to reduce air pollution:
Use bicycles or public transport. Reduce the use of fossil fuels. Increase green spaces in cities.
Discuss!
Activities using solar energy:
Cooking with solar cookers.
Using solar panels for electricity
Heating water with solar water heaters.
Chapter 13
Do and Learn
Rice Bowl of India – Andhra Pradesh
Wheat Bowl of India – Punjab
Apple City of India – Himachal Pradesh
Milk Bowl of India – Haryana
Think and Tell
Page no. 104
Chapter 15
Think and Tell
Page no. 130
We use roads for travelling, transporting goods, and emergency services.
Do and Learn
Ports and their states:
Kandla Port – Gujarat
Jawaharlal Nehru Port – Maharashtra
Kochi Port – Kerala
Mormugao Port – Goa
Chennai Port – Tamil Nadu
Paradip Port – Odisha
Haldia Port – West Bengal
Visakhapatnam Port – Andhra Pradesh
Chapter 16
Think and Tell
Smartphones can be used for:
Online learning apps.
Watching educational videos.
Think and Tell
Page no. 105
Page no. 133
Page no. 138
Page no. 139
Before TV, the radio was important because it provided news, entertainment, and education.
Chapter 17
Discuss!
Page no. 105
Page no. 146
Children can take care of the country by keeping surroundings clean, following rules, and respecting others.
Think and Tell
Page no. 147 I live in (village/town/city), and the local government is (Panchayat/Municipality/Corporation).
Chapter 18
Discuss!
Page no. 111
Page no. 112
School bags are made from synthetic fibres like polyester or nylon.
Discuss!
Page no. 152
Without rules, there would be chaos and lawlessness.
Think and Tell
Page no. 153 Ways to protect the environment:
Planting trees.
Reducing plastic use.
Saving water and electricity.
Chapter 19
Think and Tell
Page no. 112
Agriculture produces grains like wheat and rice, while horticulture grows fruits and vegetables.
Chapter
14
Think and Tell
Page no. 118
Industries are near raw materials to reduce transport costs.
Discuss!
Page no. 120
Hobbies like pottery, knitting, or weaving can be turned into cottage industries.
Page no. 162
Languages like Hindi, Bengali, and Tamil have different regional accents and words.
Discuss!
Traditional dresses in different states:
Punjab – Salwar Kameez
Maharashtra – Nauvari Saree
Gujarat – Chaniya Choli
Kerala – Kasavu Saree
Page no. 163
About the Book
Understanding the world around us is essential for developing rational thinking, social awareness, and responsible citizenship. The Teacher Manual for the Quest Series (Grades 3–5) equips educators with structured lesson plans, hands-on activities, and inquiry-driven teaching strategies that make Social Science 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 lesson delivery and active student participation.
• Hands-on activities and case studies that encourage students to explore real-world scenarios through discussions, role-plays, and creative exercises.
• Innovative teaching strategies that foster critical thinking, meaningful dialogue, and connections between classroom learning and everyday life.
About Uolo
Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia and the Middle East.
hello@uolo.com
ISBN 978-81-985579-9-5
