Har-3 lesson plan - Saraswati House

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

Teacher’sRESOURCE PACK

HARMONY

3

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Reprint 2016

ISBN: 978-93-5041-986-1

Published by: New Saraswati House (India) Pvt. Ltd.19 Ansari Road, Daryaganj, New Delhi-110002 (India)

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TM-3

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

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

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

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

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

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

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

Salient features of Harmony series–• Let’s start activity links the known to the unknown at the beginning of each chapter.• Do You Know? imparts nuggets of extra learning and facts.• In-text Questions provide assessment to learning and aid introspection.• In-text Activities assess ‘what I have learnt so far’.• Summative & Formative Assessment covers various tools and techniques recommended

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

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

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Assessment

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

Continuous

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

Comprehensive

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

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

Evaluation

Formative Assessment

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

Summative Assessment

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

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

Tools

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

Techniques

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

CCE Implementation in Harmony


Simple and interesting exercises based on the text to enhance

the understanding of the concept.


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

concepts learnt.

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

Tools used are Short answer and Long answer type questions.

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

Skills assessed are remembering and understanding.

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

The techniques used are Examination, Exercise and Worksheet.

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

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

EVS/ScienceAspects Parameters/Techniques

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

Environmental sensitivity Understanding the need to care for the environment

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

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

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

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

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

Overall lesson plan-3 ........................................................................................................ 8-9

Unit 1. The World of Animals and Plants 1. Animals Around Us .................................................................................................... 11 2. Birds Around Us ........................................................................................................ 16 3. Plants Around Us ....................................................................................................... 21 4. Leaves ........................................................................................................................ 25

Unit 2. Our Body and Our Needs 5. Our Body ................................................................................................................... 30 6. Water ......................................................................................................................... 34 7. Using Water Wisely ................................................................................................... 38 8. Food........................................................................................................................... 42 9. Methods of Cooking Food ......................................................................................... 47

Unit 3. Family and our Needs 10. My Family .................................................................................................................. 51 11. Caring for Others ....................................................................................................... 55 12. Games, Hobbies and Recreati on ............................................................................... 59 13. People Around Us ..................................................................................................... 63 14. Diff erent Types of Houses ......................................................................................... 67

Unit 4. Travel and Communicati on 15. Directi ons .................................................................................................................. 72 16. Transport ................................................................................................................... 76 17. Communicati on ......................................................................................................... 81

Unit 5. Things We Make and Do 18. The Art of Pott ery ...................................................................................................... 85 19. The Story of Cloth ...................................................................................................... 89

Test Papers

• Formati ve Assessment-1 • Formati ve Assessment-2 • Summati ve Assessment-1 .................................................................. 95-99 • Formati ve Assessment-3 • Problem Solving Assessment • Summati ve Assessment-2

Contents

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Summati ve Assessment-2

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Chapters Contents Expected Learning Outcomes

1. Animals Around Us

• Kinds of animals• Habitats and homes of animals• Food habits of animals• Movements and sounds of

animals.

Students will be able to identify the different types of animals around them, different movements and sounds of animals, homes of animals and their food habits.

2. Birds Around Us

• Feathers of birds• Beaks of birds• Nests of birds• Feet of birds

Students will be able to know about different feathers, beaks, nests and feet of different birds.

3. Plants Around Us• Different types of plants• Parts of a plant

Students will be able to identify the different types of plants, parts of a plant and the importance of each part of a plant.

4. Leaves• Different type of leaves• Parts of a leaf• Importance and uses of leaves

Students will be able to know about different types of leaves and parts of a leaf. They will learn about the importance and uses of leaves.

5. Our Body• External organs• Internal organs

Students will be able to know about the external and internal organs of a human body. They will learn about the function of each of these organs.

6. Water• Sources of water• Uses of water for animals, plants

and human beings

Students will be able to learn the various sources and uses of water. They will know that plants and animals also need water for their survival.

7. Using Water Wisely

• Water cycle• Water shortage• Water harvesting• Water conservation

Students will be able to learn how water changes its state in nature. They will also learn about the ways to save and conserve water.

8. Food• Different groups of food• Sources of food• Good food habits

Students will be able to categorise food items according to their nutrients and will learn about the plant and animal sources of food and some good food habits.

9. Methods of Cooking Food

• Different methods of cooking• Stoves, utensils and fuels for

cooking

Students will be able to know the different methods of cooking different food. They will also know about the different utensils, stoves and fuels used for cooking food.

10. My Family• Types of families• Relationships in a family• Roles of family members

Students will be able to identify the different types of families and relationships in a family. They will also know about the role of each member in a family.

Overall Lesson Plan–3

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11. Caring for Others

• Caring for the old and sick• Physically and Mentally

challenged people• Orphans

Students will be able to know that the old and sick people are physically weak and they need to be taken care of. They will also know about the physically and mentally challenged people and the orphans.

12. Games, Hobbies and Recreation

• Kinds of games• Hobbies• Recreation

Students will be able to learn various kinds of games played by people in old times and modern days. They will also know about various hobbies and recreational activities people take in their free time.

13. People Around Us• Kinds of work• Work at home• Working children

Students will be able to identify different types of work that people do to earn money. They will also learn about child labour.

14. Different Type of Houses• Types of houses• Some special houses• A clean house

Students will be able to learn about the different types of houses and the materials used to build them; know about special houses; some ways to keep the house clean.

15. Directions• Plan• Directions• Maps

Students will be able to identify the different directions, they will be able to identify maps and understand their importance.

16. Transport

• Means of transport• Land transport• Water transport• Air transport

Students will learn about different means of transport and categorise them on the basis of their mode of operation.

17. Communication• Means of communication• Means of mass communication• Sign language

Students will be able to understand communication, they will know about different means of personal and mass communication and about sign language.

18. The Art of Pottery • Steps in making pottery• Popular pottery

Students will be able to learn the different steps in making of pottery; they will know about different pottery items used in our country.

19. The Story of Cloth• Materials for making cloth• Cloth-making process• Creating designs on cloth

Students will be able to identify the different materials used to make a cloth. They will learn about different steps involved in cloth making process and about unique design used in Indian clothes.

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Animals Around Us

1. AnimAls Around usThings you will need• Achartofdifferentanimals,chalkIntroductionTell students that they are going to learn aboutdifferent kinds of animals, their habitats, bodyformation, movements, their food habits, and thedifferentsoundstheseanimalsmake.Askstudentsthebasicdifferencebetween:• adog,afishandabird• alionandacowShowstudentsachartcontainingpicturesofvariousanimalsandasktheirnames.Askthem,whatiscommonamongadonkey,horse,cow, buffalo, lion, goat, cat, monkey, camel, tigerandelephant.Let’s startAsk students to look at the animals shown in the‘Let’sstart’sectionandfindtheir(animals)namesinthecrosswordgivenontheleft.Discusswithclass,howtheseanimalsaredifferentfrom each other. Encourage students to give theirviewsbeforetheclass.Thenconcludethediscussionwithyourexplanation.The ChapterTell students to observe the illustration given onpage7andaskthedifferencethattheyseebetweenasquirrelandacamelintermsofsize.Display the pictures of a rat, squirrel, cat, lion,butterfly, lizard,giraffe anddog.Now tell them toarrange these animals in increasing order of theirsize.Thisactivitycanbedonebyaskingstudentstovolunteertodoitontheblackboard.Talkaboutthenaturalhabitatsofanimals.Thenaskthemtonamethreeanimalseachthat liveonland,water, and trees. These should be different fromthose given in the textbook. You can also do thesameactivitywiththeanimal’smovements.Explaintostudentsthatsomeanimalsarefoundonlyinforests.Theseareverydangeroustohumanbeings,andcannotbetamedforanyuse.Suchanimalsarecalledwildanimals.Wecanseethemonlyinzoos.Askstudentstonameafewanimals(lion, bear, tiger, hyena, etc.)Similarly,discussdomesticanimalsandpetanimals.Ask them a few examples. Encourage class toparticipateintheactivity.

Tell them that just as human beings live in theirhomeswith their families, animals also have theirnaturalhomes.Askthem—wheredoesabirdlayitseggs?Wheredoowlssleep in thedaytime?Wheredomonkeyssleepatnight?Explain to students about the body parts of birds,insects and fish.Tell them thatmost animals havefourlegsandatail.Discuss thefoodhabitsofanimals.Animalswhicheatplantsarecalledherbivoressuchascamel,cow,goat,zebra,etc.thoseanimalswhicheat the fleshofotheranimalsarecalledcarnivoressuchaslionsandtigers.Also discuss with students, the different soundscreated by different animals. You can play thesesounds for the students to listen and identify theanimals.Summative AssessmentA , B and C Ask students to attempt these

activities in the textbook. Check their answersandmakecorrections if someerrorsare found.Alsogivethemexplanationforit.

D Readout thequestions.Askstudents toanswerorally.Oncetheyaresureoftheanswers,makethemtowritetheiranswersinthenotebooks.

Formative AssessmentA Ask students to look at the given pictures and

writethecategorytowhicheachanimalsbelongsundereachpicture.

B Ask them tomatch thegivenpictureswith thesentences.

ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkExplaintostudentsthatvariousactivitiesofmanhavecaused destruction of forests such as cutting trees,forestfire,constructingdams,etc.Itisimportanttoprotectandpreservethewildanimalsbydevelopingnationalparksandwildlifesanctuariesforthem.Life SkillsExplaintostudentsthatweshouldbekindtoanimalsandneverteasethem.Weshouldtakegoodcareofpetanimals.Tell themto takepropercareofstreetanimalsaswell.

Unit 1 The World of Animals and Plants

12Teacher’s signature : ____________________

Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Harmony Teacher’s Resource Pack-3

ANIMALS AROUND US11

A Match the following pictures.

1. 2. 3. 4. 5.

a. b. c. d. e.

B Write the movements of the following animals.

1. Birds and insects _______________________

2. Lions and tigers _______________________

3. Snakes _______________________

4. Snails _______________________

5. Rabbits and kangaroos _______________________

6. Fish _______________________

C Fill in the missing letters to find out the sounds of animals.

1. Elephants T U P T

2. Monkeys H T E R

3. Goats B E T

4. Horses E I H

5. Donkeys B A

1. 2. 3. 4. 5.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Animals Around Us

ANIMALS AROUND US12

A Write one word for the following.

1. We can touch and play with these animals whom we _________________

keep at our home.

2. We tame these animals for our use. _________________

3. These animals move by hopping on the land. _________________

4. The place where animals live in nature. _________________

5. We cannot keep these animals at our home. _________________

6. These animals do not hunt but eat fl esh

of dead animals. _________________

B Define the following terms. 1. Carnivores _________________________________________________________________ _________________________________________________________________ 2. Farm animals _________________________________________________________________ _________________________________________________________________ 3. Herbivores _________________________________________________________________ _________________________________________________________________

C Write the name of animals for the following.

1. four legs .................................... 3. two legs .....................................

2. six legs .................................... 4. no legs .....................................

14 Harmony Teacher’s Resource Pack-3

Answers to WorksheetsWorksheet 1

A 1. e 2. d 3. a 4. b 5. c B 1. fly 2. walk and run 3. crawl 4. creep 5. hop 6. swim C 1. TRUMPET 2. CHATTER 3. BLEAT 4. NEIGH 5. BRAY

Worksheet 2

A 1. pet animals 2. domestic animals 3. kangaroos 4. habitat 5. wild animals 6. scavengers

B 1. Animals like lions and tigers that eat flesh of other animals are called carnivores. 2. Animals like cows, goats, hens and horses which are kept at a farm are called farm animals. 3. Animals that eat only plants like cows, buffaloes, goats, etc., are called herbivores.

C 1. dog 2. ant 3. bird 4. earthworm

Answers to Coursebook ExercisesLet’s Find Out1. lion, cat, bear, goat, tiger2. tiger3. hummingbird4. camel5. honeybee, wasp


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

B 1. cow 2. dog 3. trumpet 4. hutch 5. creep

C 1. T 2. F 3. T 4. T 5. T D 1. Animals live in different places like: (a) on land – cows, buffaloes, horses (b) in water – fish, starfish, sharks (c) both land and water – frog, toads (d) on trees – squirrels, monkeys, birds (e) under the ground – earthworms, snakes 2. Wild animals live in forests such as lions and elephants, whereas domestic animals live

in farms such as cows and goats. 3. Domestic animals help us in many ways. We get milk from cows, goats and buffaloes.

Hens and ducks give us eggs. Goats, sheep and hens give us meat. We get wool from sheep. Some animals pull carts such as camels, horses and bullocks. Bullocks also plough fields.

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Animals Around Us

4. Carnivores. Animals that eat fl esh of other animals are called carnivores. For example, lions, wolves and tigers.

Herbivores. Animals that eat plants are called herbivores. For example, zebras, goats, cows and elephants.

Omnivores. Animals that eat both plants and fl esh of other animals are called omnivores such as bears, crows and dogs.

5. Animals can move in diff erent ways such as: • walk and run – lions and horses • fl y – birds • swim – fi sh • crawl – snakes, earthworms and ants • creep – snails • hop – rabbits and kangaroos

Formative Assessment A

B –It has four wings and six legs. – It has no legs.

–It has scales on its body. – It has two wings and two legs.

–It has four legs and a tail.

C Do it yourself.

W

W

B

P

P

I

W

B

I

W


2. Birds Around usThings you will need• Pictureofapeacockdancinginrain

IntroductionTellstudents that theyaregoingto learnabout thebirdstheyseearoundthem.Askthemtonameafewbirds.Askstudentswhatiscommoninallthebirds.Tellthemthatinthischapter,theywillknowaboutvariousbodypartsofabirdandhowbirdsfly.

Let’s startShowstudentsapictureofadancingpeacock.Tellthem to write three sentences about the peacock.Givethemsomehintslikenationalbird,rain,dance,eatssnake,etc.

The ChapterAskstudentswhattheyknowaboutbirds.Askthemto read the lesson for information.Give them fiveminutestimetogothroughit,tohaveanideaaboutthechapter.Displaythepicturesofdifferentkindsofbirdsandaskstudentstoidentifyeachofthem.Ask them to lookat the illustrationgivenonpage15.Explain to themdifferentbodypartsofabird,giving special focus on the three types of feathersalongwiththeirusesforabirdtoflyandlive.Make them familiar with the varieties of birdswhich can fly long distances, very short distancesandthosewhocannotflybutwalkontheland.Askthemafewexamplesfromdailyobservationoftheirsurroundings.Tellstudentstoobservethebeaksofdifferentkindsofbirdsshownonpage17.Explaintothemaboutthefunctionofabeak,andwhythebirdshavedifferenttypesofbeaks.Askstudentswhyabirdbuildanestwhenitcanliveonthebranchesofatree.Givethemtimetothinkandcomeoutwithananswer.Discussdifferentkindsofnestsmadebydifferentkindsofbirdsaccordingtotheirstructureor,skillofweavingthenest.Tellthemtoobservethenestsshownonpage18.

Explaintostudentswhysomebirdshavetalonsandsomehavewebbedfeetintheirlegs.Tellthemthattheyareshapedasperthebird’sphysicalmovementandeatinghabits.Takeafewexamplestoexplainit.Ask the students to do the in-text exercise afterreadingandunderstandingthischapter.

Summative AssessmentA , B &C Readouttheinstructions.Askstudents

to read each question and answer them orally.Once they are sure of the answers, ask themto tick mark in the textbook, and rewrite thecompletesentencesinthenotebook.

D Ask students to read the questions, refer tothe chapter and thenwrite the answers in theirnotebooks.

Formative AssessmentB Askstudents tocomplete thegiven table.Help

themtocompleteit.

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

Let’s thinkRead out the question and explain to students thatpreeninghelpstokeepthefeatherswaterproof.Birdshaveaglandnearthebaseoftheirtailsthatproducesoil.Usingtheirbeaks,thebirdsspreadthisoilovertheirfeathers.Thisoilcoatsthefeatherssothatwaterrunsofffromthebirdsback.

Life SkillsThisactivityteachesstudentstheskillofobservation.Tellstudentstowakeupearlyinthemorning,goonthe terrace or in the nearby park, and listen to thechirpingofbirds.Askthemtotellthenamesofthebirdstheyhaveseenandheard.AlsoencouragethemtowatchNationalGeographicorDiscoverychannel,etc.toknowmoreaboutbirds.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Birds Around Us

BIRDS AROUND US21

A Answer the following questions in one word/sentence. 1. Which feathers help a bird to fl y? 2. Which feathers keep a bird’s body warm? 3. How are birds diff erent from other animals? 4. Write the name of a fl ightless bird. 5. Write the name of the bird which can fl y at a great height.

B Fill in the blanks using the words given in the crossword.

1. Sparrows make deep cup-shaped nest on the ________________ and protect their young ones from falling.

2. Fowl makes shallow nest on the ________________ with leaves and dry grass.

3. ________________ bird stitches its nest on the branch of a tree. 4. ________________ makes a hole as its nest in the trunk of a tree. 5. Weaver bird makes ________________ like nest. 6. Kingfi sher makes ________________ shaped nest on the bank of a river.

T A I L O R C D T BU E R H S T H Z R DN C R A D L E V E FN G U D V F S T E GE I G R O U N D S LL E K T I E Z W K RT A P N K L P O M UW O O D P E C K E R


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


BIRDS AROUND US22

A Complete the table given below.

Feet of Bird Name of Bird Function

1. Very sharp claws(talons)

2. Help them to swim in water

3. peacock

4. Long and slender legs with spread toes

5. Help them to grip branches of trees

B Give two examples for the following kinds of birds.

1. Birds that can fl y over a long distance ________________ , ________________ 2. Birds that can fl y at great height _________________ , _________________ . 3. These birds live in water ___________________ , __________________ . 4. These birds fl y at a very low height _______________ , ________________ . 5. These are fl ightless birds __________________ , ________________ .

C Write food habits of the birds given below.

1. Pigeon : ________________ 4. Duck : ________________ 2. Vulture : ________________ 5. Humming bird : ________________ 3. Parrot : ________________

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Birds Around Us

Answers to WorksheetsWorksheet 1 A 1. flight feathers 2. down feathers 3. birds can fly but other animals cannot. 4. ostrich 5. vulture B 1. trees 2. ground 3. Tailor 4. Woodpecker 5. cradle 6. tunnel

Worksheet 2 A 1. eagle, vulture, hawk; help in catching their prey 2. Webbed feet; duck, geese 3. Toes to scratch the ground; help to find seed and worm 4. heron, stork; they can walk through water 5. Perching toes; crow, parrot, sparrow B 1. pigeons, swallows 2. eagle, kite 3. duck, goose 4. peacock, fowl 5. emu, ostriche C 1. grains and seeds 2. flesh of dead animals 3. nuts and fruit seeds 4. insects, weeds 5. nectar of flowers

Answers to Coursebook ExercisesLet’s Find Out

1. (a) eagle (b) penguin (c) turkey

2. peacock 3. pigeon 4. penguin


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

B 1. feathers 2. Swallow 3. insects, seeds 4. Ducks, geese

C 1. long and pointed beak – humming bird 2. sharp and hooked beak – eagle 3. broad and flat beak – duck 4. hard and strong beak – sparrow 5. sharp and curved beak – parrot


D 1. Birds are able to fly due to the following features: (a) They have a boat shaped body which helps them to fly. (b) They have hollow bones which make the body light. (c) They have strong muscles attached to the wings to move the wings up and down.

2. The three types of feathers are: (a) Body feathers. They cover the body of a bird and give shape to a bird’s body. (b) Down feathers. They are short and soft feathers that help to keep the body of a bird

warm. (c) Flight feathers. They are found on the wings and tail of a bird. These feathers help a

bird to fly. 3. A bird uses its beak to eat food, carry things and make a nest. The beak helps the birds to

protect themselves and smoothen their feathers also. 4. The feet of birds help them in walking, hopping, picking, catching and holding food. 5. Birds use twigs, grass, leaves, feathers, cotton, wool, thread, pieces of cloth and paper,

pebbles, mud and many more materials to build their nests.


A Do it yourself

BType of Nest Built by Place Special features

1. shallow nest fowl and partridge ground The nests are lined with leaves and dry grass to make them warm and cosy.

2. cradle-like nest

weaver bird branch of a tree

It prevents babies from falling. It swings gently in the breeze.

3. nest made with leaves

tailor bird branch of a tree

Leaves are stiched together to make a nest. The nest is lined with cotton, wool and grass to make it cosy.

4. tunnel-shaped nest

kingfisher bank of a river or a pond

The nest is made cosy by spreading fish bones in it.

5. deep cup-shaped nest

crow and sparrow trees Such a nest prevents the eggs and young ones from falling.

C Do it yourself.

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Plants Around Us

3. PlAnts Around us

Things you will need

• Leavesofmangotree,roseandcorianderplants

Introduction

Tell students that they are going to learn aboutvariouskindsofplantsinthischapter.

Ask themwhichplantsgrow in theirhouse,whichplantsgrowinthepark,andwhichonesgrowintheforests.

Askthem,whatthingsdotheygetfromatree.

Let’s start

Askstudentstolookatthepictureoftheplantgiveninthe‘Let’sstart’sectionandnameitsparts.Youcandraw this pictureon theblackboard and ask a fewstudentstotellthenameofeachpartoftheplant.

The Chapter

Explain to students aboutdifferent typesofplants,bygivingexamples.Tellthemthatatallplantwithathickstemiscalledatree,liketheonesshownonpage23.Askthemtogiveexamplesofsomemoretrees.

Tellstudentsthatplantswhicharenottallbuthavemanythinandwoodystemsarecalledshrubs.Givethem some examples of shrubs like rose, jasmine,etc.

Inthesameway,explainthemaboutherbs,climbers,creepers,thornyplantsandwaterplantswiththehelpofdifferentexamples.

Showthemleavesofamangotree,roseandcorianderplants.Nowaskthem,whichleafisofatree,whichoneofashrubandwhichoneofaherb.Thiswillhelpthem to reinforce this concept.Explain to studentsaboutdifferentpartsofaplantanddiscusstheroleeachpartplaysinthegrowthofaplant.


A , B & C Ask students to read each question

and give answers orally. Once they are sure

of the correct answer, ask them to tick mark

the answers in the textbook, and rewrite the

completesentenceinthenotebook.Infillinthe

blanks,youcangivethemtwooptionstoselect

thecorrectone.

D Ask students to read the questions, refer to

the chapter and then write the answers in the

notebook.


A Askstudents towrite the functionsofdifferent

partsofaplant.

B Askthemtolookatthegivenpicturesandmatch

themwiththeircorrectplantstype.

Reinforcement

After explaining the lesson and assessment, please

refer to worksheets 1 and 2 of this chapter. Help

studentstosolvethequestionsoftheseworksheets.

Let’s think

Read out the question and explain to students that

VanMahotsava is a tree-planting festival in India

which is celebrated to create enthusiasm among

peopletogrowmoretreesandconservethem.

Life Skills

Tell students to develop their skills by observing

howaplantgrowsfromtheearth.Tellstudentstodo

theexperimentstep-by-stepathome.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


PLANTS AROUND US3 1

A Solve the crossword using the given clues. Across: 1. These plants have thin woody stems with many branches. 2. It is the most attractive part of a plant. 3. This plant has weak stems and cannot stand erect on its own. 4. These are tall and big plants and live for many years. Down: 5. These plants have soft and green stems. 6. This part of plant is green in colour and prepares food for the plant. 7. It fixes the plant in the soil and absorbs minerals from the soil. 8. It grows into new plants.

S R BE E

F O RL M E R D

T EA O

5 8

76

4

2

1

3

B Name the following. 1. These have seeds inside them. ___________________ 2. It helps the plant to stand straight. ___________________ 3. These help the leaves to get proper sunlight. ___________________ 4. These plants creep along the ground. ___________________ 5. Water lily, lotus and hydrilla are its examples. ___________________


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Plants Around Us

PLANTS AROUND US32

A Fill in the boxes to complete the table.

SHRUBS Rose 1. Hibiscus

HERBS 2. Coriander Spinach

3. Grapevine Pea Plant Money Plant

TREES Guava Mango 4.

WATER PLANTS 5. Hydrilla Water Lily

THORNY PLANTS Rose 6. Lemon

B Write the functions of the following parts of a plant.

1. Seeds ________________________________________________________

2. Leaves ________________________________________________________

3. Roots ________________________________________________________

4. Flowers ________________________________________________________


Answers to WorksheetsWorksheet 1 A 1. SHRUBS 2. FLOWER 3. CLIMBER 4. TREE 5. HERBS 6. LEAF 7. ROOT 8. SEED B 1. fruits 2. stem 3. branches 4. creepers 5. water plants

Worksheet 2 A 1. jasmine 2. Mint 3. Climbers 4. Banyan 5. Lotus 6. Cactus B 1. When seeds are sown in the soil, these grow into new plants. 2. Leaves prepare food for the plant with the help of water, sunlight and carbon dioxide

present in the air. 3. These parts of the plant are found under the ground. They fix the plant in the soil, absorb

water and minerals from the soil that help it to grow. 4. Flowers are the most attractive part of a plant. Flowers produce fruits.

Answers to Coursebook ExercisesLet’s Find Out 1. lotus 2. Do it yourself. 3. Oxygen 4. Venus’flytrap, Sundew (Drosera) 5. Do it yourself

Summative Assessment A 1. c 2. a 3. b 4. d 5. a B 1. trunk 2. Shrubs 3. Pea plant, pumpkin 4. grazing 5. Branches C 1. T 2. F 3. T 4. F 5. F D 1. Big plants with thick woody stems are called trees such as neem, mango and banyan tree.

Small plants with thin woody stems are called shrubs such as rose, jasmine and hibiscus. 2. Climbers need support to grow because they have weak stems. They cannot stand erect

on their own. 3. Plants with very weak stems are called creepers. They cannot stand straight on their own.

They creep along the ground. 4. cactus, rose 5. hydrilla, water lily

Formative Assessment A Leaf – It prepares food for the plant. Flower – It produces fruit. Trunk – It helps the plant to stand straight. Root – Root fixes the plant in the soil.

B

C Do it yourself. D Do it yourself.herb tree creeper climber shrub

25


Leaves

4. leAvesThings you will need• Leavesofaguavatree,apeepaltree,chalkIntroductionTell students that they are going to learn aboutdifferentvarietiesofleaves,theirfeaturesanduses.Askthemtodifferentiatebetweenacactusplantandamangotree.(Cactus has no leaves but only thorns on its body whereas a mango tree is covered with long leaves.)Askthem,whymostofthetreeshavegreenleaves(due to the presence of chlorophyll in them).Let’s startAsk students to observe the trees and the leavesillustrated in ‘Let’s start’ section and match theleaveswiththeirrespectivetrees.Tellthemtothinkaboutdifferencesinshapeandsizeoftheseleaves.The ChapterStartthechapterbytalkingaboutthefunctionsaleafperformsfora tree tosustain.Explain,why leavesarecalledthekitchenofaplant.Askthemtoseethepicturesofvariousleavesgivenon page 29. Make them understand the differentshapesandsizesofleaves(needle shaped, flat plate shaped, long, very tiny).Ask studentswhymost of the leaves are green incolour.Tell them to name a few leaveswhich aregreen.Askthemiftheyhaveseenleavesthatarenotgreenincolour.Alsomakethemaware thatcrotonhaveleavesofdifferentcoloursonthesameplant.Askstudentswhich leavesareused incooking fortheirstrongsmellandflavour.(mint and coriander leaves in chutney, bay leaves as spice).Tomake students familiarwith theword ‘texture’,showthemrealleavesofguavatreeandpeepaltree.Tell them to take both the leaves in hand and feelthem.(Guava leaf has rough texture and peepal leaf has smooth and oily texture.)Tellstudentstoobservethedifferentpartsofaguavaleaf. Show them the primary and secondary veins.makethemfeeltheporesandobservethepetiole.Explaintheprocessofphotosynthesisbywritingtheequationontheblackboard.

chlorophyll + carbon dioxide + water +sunlightgoxygen(released)+energyExplain to them, how stomata in a leaf helps toexchangecarbondioxideandoxygenplants.Ask them to list a few uses of leaves tulsi, neem,mango,banana,betel,cabbage,greenteaandtobaccoandthendiscussitwiththem.Thiswillhelpstudentstocompletethe‘Let’sfindout’section.Summative AssessmentA , B &C Readouttheinstructions.Askstudents

to read each question and answer them orally.Once they are sure of the correct answer, tellthemtotickmarkinthetextbook,andrewritethecompletesentenceinthenotebook.Infillintheblanks,youcangivethemtwooptionstoselectthecorrectone.

D Ask students to read thequestions, refer to thechapter text and then write the answers in thenotebook.

Formative AssessmentB Askstudentstolookatthepicturescarefullyand

matchtheleaveswiththethingsmadefromtheseleaves.

ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkReadoutthequestionandaskstudentstothinkaboutit.Tell them that plantsneed carbon tomake theirfood.Sotheytakecarbondioxidefromtheair,maketheirfoodinpresenceofsunlightandreleaseoxygenintheair.Life SkillsTell students that as they eat food to grow, in thesamewaytreesalsoneedmanuretogrow.Explain to them themethod ofmaking a compostfromdriedleavesandkitchenwasteasgiveninthissection.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks by choosing the correct word from the given pair of words.

1. Leaf is called the __________________ of a plant. (kitchen/food)

2. Peepal tree has __________________ shaped leaves. (long/triangular)

3. Green pigment called __________________ gives green colour to the leaves. (chlorophyll/chloroplast)

4. There are tiny holes on leaves called __________________ . (stomata/petiole)

5. __________________ leaves are eaten as food. (Tea/Cabbage)

B Match the following.

1. (neem leaves) a. used to make roofs of huts.

2. (banana leaves) b. eaten as mouth freshner

3. (cabbage leaves) c. used in making cigarettes

4. (coconut leaves) d. used as a medicine

5. (mango leaves) e. used in salads

6. (tobacco leaves) f. used as a plate to eat in

7. (betel leaves) g. used to decorate doors on festivals

LEAVES41


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Leaves

LEAVES42

A Find out the names of the plants whose leaves are used in cooking Indian food in the given word maze.

L O A I T U V P C BN M E A C I P Z A AO I B T H S F R B YV N G O P P K V B NW T A R S I B U A IR P Z U E N W O G TF C O R I A N D E RK I W D X C U R R YD R M E T H I C O D

B Tick (P) for the correct and cross (O) for the wrong statements.

1. Guava leaves are long in shape.

2. Some plants have variegated leaves.

3. Margins of different leaves are different.

4. Each leaf has two main primary veins.

5. We can see stomata with a magnifying glass.

6. Green leaves combine oxygen with water and sunlight to make food for the plant.



A 1. kitchen 2. triangular 3. chlorophyll 4. stomata 6. Cabbage

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

Worksheet 2

A Across: Down: coriander, methi, curry mint, bay, cabbage, spinach

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


1. mehandi 2. neem 3. mango 4. coconut/date palm 5. banana


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

B 1. green 2. petiole 3. chlorophyll 4. spinach 5. oxygen

C 1. T 2. T 3. F 4. F 5. T

D 1. Leaves differ in shape, size, colour, smell and texture. 2. The green leaves combine carbon dioxide present in the air, water and sunlight to make

food for the plant. This process of making food is called photosynthesis. 3. Leaves are important for plants in many ways: (a) Leaves prepare food for plants. (b) Leaves have small holes called stomata on their underside. These help in the exchange

of gases in plants. (c) In some plants, leaves are modified to do some other work. For example, in cactus,

leaves are modified into thorns. This prevents the plants from being eaten away by animals.

4. (a) Some leaves are eaten as food. (b) Tea leaves are used in the preparation of tea. (c) Some leaves are used in making bidis and cigarettes. (d) Some leaves are used for making medicines. 5. Leaves have a flat surface called the leaf blade. The leaf blade is mostly smooth. The edge

of leaves is called the margin. Margins are smooth in some leaves and rough in others.

29


Leaves

Each leaf has a patt ern made of thin lines. These lines are called veins. Each leaf has one main vein called the primary vein and many side veins called the secondary veins.

There are tiny holes called stomata on the underside of leaves. We can see them only with the help of a magnifying glass. Stomata help the plant to breathe. The stalk of a leaf is called petiole.

Formative Assessment A Do it yourself

B banana leaves – patt als neem leaves – soap tea leaves – tea tobacco leaves – bidis mango leaves – bandhanwar

petiole

stomata

marginssecondaryveins

primaryvein

parts of a leaf


5. our BodyThings you will need• Achartshowingthepartsofahumanbody• AmobilephoneIntroductionTellstudentsthatinthischapter,theywilllearnabouttheorgansofahumanbodyandhowtheyfunction.Askthemtolistsomeorganswhichareessentialforustolive,withoutwhichwecannotlivelong.(heart, lungs, brain, etc.)Askthemafewquestionslike:• Whichorganhelpsyouinwriting?• Whichorganhelpsyoutowalk?Let’s startAskstudentstolookattheillustrationsgiveninthe‘Let’sstart’section,andtellthemtonamethepartsofthebodyusedindoingtheseactivities.The ChapterExplaintostudentsthedifferencebetween‘external’and‘internal’partsofamachine,bygivingexampleofamobilephone.Showthemamobilephoneandtellthemthatexternalpartsarekeybuttons,screenandcoverwhichwecanseewithoureyes.Internalparts are sim card, SD card and batterywhich aresetinsidethemobilephonecannotbeseenwithoutopeningthephone.Explain to them that our body is alsomade up ofvarious external and internal organs, each has itsownfunctiontoperformforthebodytoremainfit.Explaintothemthefivesensoryorgansasshownonpage36thathelpustoknowtheenvironmentaroundus.Askthemafewquestionslike:• Whichthingssmellgoodandwhichthingssmell

bad?• Which objects are soft to touch? (silk, wool,

cotton, rubber, feather, snow, flower)• Which activities can we do with our hands?

(write, hold things, clap)• How does a samosa, chocolate, neem leaf and

lemonjuicetaste?(salty, sweet, bitter and sour respectively)

Unit 2 Our Body and Our NeedsExplaintostudentsthefunctionsofvariousinternalorgans like brain, heart, lungs, liver, stomach, etc.andwritethemontheblackboard.• Thebrainhelpsustothink,learnandremember.• Thelungshelpustobreathe.• Theliverhelpstopurifybloodandsecretebile

juice.• Thehearthelpstocirculatebloodinthebody.• Thestomachhelpstoaccumulatefoodanddigest

it.


to read each question and answer them orally.Once they are sure of the correct answer, askthemtotickmarkinthetextbook,andrewritethecompletesentenceinthenotebook.Infillintheblanks,youcangivethemtwooptionstoselectthecorrectone.

D Askstudents to read thequestions, refer to thechapterforlocatinganswersandthenwritetheminthenotebook.

Formative AssessmentA Askstudentstostickpicturesoffivesenseorgans

intheirscrapbooksandwriteoneactivitywedowitheachsenseorgan.


Let’s thinkReadoutthequestionandaskstudentstothinkoverit. Tell them that if we play computer games at astretchforalongtime,itwillstrainoureyes.Itwillalsomakeuslazy.

Life SkillsThrough this activity, try to develop ‘awareness’among students about taking care of our body.Explaintostudentsallthepointsgiveninthissection.Tellthemtowritetwopointsonhowweshouldtakecareofournose,tongueandskin.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Our Body

A Identify the body organs that are used in performing the following activities. Also write if it is an internal organ or an external organ.

Organ Internal/ External 1. Helps to think and remember things. ___________ ____________

2. Helps to see things around us ___________ ____________

3. We can feel things with it ___________ ____________

4. Helps to digest the food we eat ___________ ____________

5. Helps to run, walk and dance ___________ ____________

6. Helps to circulate the blood to all parts of the body ___________ ____________

B 1. Write all the activities that we can do with our hands.

__________________________________________________________________ __________________________________________________________________ 2. Write all the activities that we can perform with our legs. __________________________________________________________________ __________________________________________________________________ 3. Write all the activities that we can do with both hands and legs. __________________________________________________________________ __________________________________________________________________

OUR BODY51


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Match the organs with their functions.

1. a. to write

2. b. to hear

3. c. to eat

4. d. to think

5. e. to see

6. f. to smell

7. g. to circulate blood

8. h. to breathe

B Fill in the blanks with the correct options 1. _______________ help us to breathe. (Heart/Lungs) 2. The food we eat gets digested in the _______________ . (liver/stomach) 3. We can feel things with our _______________ . (eyes/skin) 4. Eyes, ears, nose, tongue and skin are called _______________ organs. (sense/

internal) 5. Seeing, _______________ , smelling, feeling and tasting are the five senses

that help us to know about our surroundings. (hearing/talking) 6. _______________ helps us to think, learn and remember things. (Brain/

Memory)

OUR BODY52

1. a. to write

2. b. to hear

3. c. to eat

5. e. to see

6. f. to smell

7. g. to circulate blood

8. h. to breathe

33


Our Body

Answers to WorksheetsWorksheet 1 A 1. brain, internal 2. eyes, external 3. skin, external 4. stomach, internal 5. legs, external 6. heart, internal B 1. holding objects, clapping, writing, painting, drawing, cooking, sewing, stitching, etc. 2. jump, walk, run, climb, kicking, etc. 3. dancing, cycling, swimming, etc.

Worksheet 2 A 1. e 2. f 3. h 4. g 5. b 6. c 7. d 8. a B 1. Lungs 2. stomach 3. skin 4. sense 5. hearing 6. Brain

Answers to Coursebook ExercisesLet’s Find Out 1. bitter – bittergourd, neem leaves sweet – mango, cake sour – lime juice, orange salty – potato chips, dosa2. writing, combing3. jumping, running4. swimming, skipping


A 1. tongue 2. loud 3. bad 4. Stomach 5. brain

B 1. F 2. T 3. T 4. T 5. T C 1. sense organs 2. lungs 3. stomach 4. internal 5. blood

D 1. Eyes, ears, nose, tongue and skin are our sense organs. 2. Sense organs help us to see, smell, feel, hear and taste. 3. The parts of our body that can be seen are known as external organs. 4. The brain controls all the organs of our body and their functions. It helps us to think,

learn and remember things. 5. The lungs help us to breathe.


A Do it yourself.

B Do it yourself.


6. WAter

Things you will need• Picturesofalake,pond,river,seaandwell

IntroductionTell students that they are going to learn aboutvarioussourcesofwateranddifferentusesofwaterinourdailylife.Ask them tonamea fewnatural sourcesofwater.Askthemthenamesofafewrivers(Ganga, Yamuna, Godavari).Askthemsomeusesofwater.

Let’s startTellthestudentstoobservethepicturesinthe‘Let’sstart’section.Beforetheywritetheanswerintheirtextbooks,askthemtogiveanswersorally.

The ChapterAskstudentsiftheyhaveseenapondinavillage,ariverorlakeinanyhillstation.Tellthemthatallthesearenaturalwaterbodieswhichgetwaterfromrain.Givethemafewexamplestoreinforcetheconcept.Ask students which ocean surrounds India on thesouthernside.Explaintothemthatseawaterissaltyandisnotfitfordrinkingandirrigation.Inhillyareas,onecangetwaterfromnaturalsprings.One can see hot springs in Manali, HimachalPradesh.Explain to themhow riverwater is first treated tomakeitfitfordrinking,thenitissentthroughpipestoourhomes.Tellthemthatweshouldboilthetapwatertokillthegermsandthenstoreitinthecleancontainerstogetsafedrinkingwater.Askstudentsafewquestionslike:• Doanimalsneedwater?• Haveyouseenanimalstakingabath?• Doplantsneedwatertosurvive?

• Canyounameafewaquaticplantsandanimals?• Canamanliveinsidewaterforalongtime?All thesequestionswillmake themunderstand thetextinamoreeffectiveway.


to read each question and answer them orally.Once they are sure of the correct answer, askthemtotickmarkinthetextbook,andrewritethecompletesentenceinthenotebook.Infillintheblanks,youcangivethemtwooptionstoselectthecorrectone.

D Askstudents to read thequestions, refer to thechapter text and then write the answers in thenotebook.

Formative AssessmentA Tellstudentstodothisactivityathomeandask

themtosharetheirresultwithclass.B Askstudentstolookatthepicturescarefullyand

circlethemostimportantsourceofwater.


Let’s thinkRead out the question and tell students that therainwater falling on roof and courtyard is directedtoadeepholeinthegroundoriscollectedintanks.Thiswaterislaterusedforcleaninghouse,washingandwateringplants.

Life SkillsAskthemtothinkofdifferentwaysinwhichwecanpurifywaterinourhouse.Askthemtoknowaboutitfromtheirparentsandwriteashortnoteonit.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Water

A Answer the following questions in a single sentence.

1. Why is the earth called the blue planet?

_________________________________________________________________

2. Can we drink rainwater directly?

_________________________________________________________________

3. Why can we not drink sea water?

_________________________________________________________________

4. What is the source of underground water in villages?

_________________________________________________________________

5. Which is the purest form of natural water?

_________________________________________________________________

B Fill in the blanks.

1. We get water from ________________ in our homes.

2. The underground water is taken out by the ________________ wells using electric power.

3. Dams help to generate ________________ and irrigate fields.

4. In water ________________ plant, germs in the water are killed to make it fit for drinking.

5. Crops like tea and sugar cane need ________________ quantity of water.

WATER61


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Find out the names of water bodies in the given word maze.

C A O B E C B D S AR V E U W F W G P NI L A K E H K I R WV j G K L M D L I OE N j O L P T Q N TR P O N D R L S G PT X C U Y V G W R VG D E H E I V j M KL R A I N M M N S OP C N Q H R K S S T

B State ‘True’ or ‘False’.

1. All living things need water to live.

2. Most of the water present on the earth is found in rivers.

3. Rivers and lakes get water from rain and melting of snow.

4. Animals need water to drink and bathe.

5. Crops like tea and sugar cane need a lot of water to grow.

6. A well is a source of underground water.

7. Before water reaches our homes, it is treated to kill germs present in it.

8. Some plants like cactus need little water to live.

WATER6 2

37


Water

Answers to WorksheetsWorksheet 1 A 1. Because two-thirds of the earth’s surface is covered with water in the seas and oceans. 2. Rainwater carries some pollutants. It must be boiled and filtered before drinking. 3. Sea water is salty and is not fit for drinking. 4. Wells are the source of underground water in villages. 5. Rainwater is the purest form natural water. B 1. taps 2. tube 3. electricity 4. treatment 5. less

Worksheet 2 A 1. Across — LAKE, POND, RAIN 2. Down — RIVER, WELL, SPRING, OCEAN B 1. True 2. False 3. True 4. True 5. False 6. True 7. True 8. True

Answers to Coursebook ExercisesLet’s Find Out 1. Hydroelectricity 2. (a) Hirakud Dam (b) Bhakra Nangal Dam


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

B 1. swimming, surfing 2. water treatment 3. germs 4. camel, kangaroo 5. deserts

C 1. T 2. F 3. T 4. F 5. F

D 1. We need water for drinking, bathing, cleaning and washing. 2. The different sources of water are rivers, lakes, rain, sea, wells, tubewells and springs. 3. Dams help to generate electricity and irrigate the fields. Boating and fishing is possible

in the water stored in dams. 4. We get underground water through wells and tubewells. Wells. These are dug mostly in villages. Wells are a source of underground water. Tube wells. The water is taken out from under the ground by using electric power. 5. Aquatic Plants. Plants that live in water are called aquatic plants such as water lily and

lotus. Aquatic animals. Animals that live in water are called aquatic animals such as whales

and starfish.

Formative Assessment A Do it yourself.

B rain


7. using WAter WiselyThings you will need• Chalk,textbook,notebookIntroductionTellstudentsthatinthislessontheywilllearnhowwegetrainwateronearth,howthesnowisformedand how the clouds are formed in the sky duringsummer.Also tell students that water is a very importantresourceforlifeandweshouldconserveit.Ask them to thinkwhatwill happen if there is nowateronland.Let’s startTellstudentstoobservetheillustrationsinthe‘Let’sstart’sectionandnamethesourcesofwater.Thinkof the water bodies which they have learnt in thepreviouschapter.The ChapterBeforeintroducingthewatercycle, tell themaboutthethreestatesofwaterandhowwateristransformedfromonestatetoanother.Tellthemthatice/snowisthesolidformofwater.Youcandraw thewatercycle toexplain importanttermslikevapourisation,condensationandrain.Tellthemthatwhencloudsbecomeheavywithwaterdroplets,itrainsinplainsandfallsassnowincoldhillyareas.Askstudents,whatwillhappenifthereisnorain.Discuss rainwater harvesting which is the latesttechniqueadoptedbycommunitiestostorerainwaterfallingonearth.Youcanshowitontheblackboard.Askstudentshowwestorewaterinourhomes.Tellthem that we need to clean our water tanks aftereverymonthtokeepawayalgae,germsormudfromaccumulatinginthetank.

Tellthemtomakealistofmethodsbywhichwecansavewater.Ask students if they know the answers to thequestionsgiven in ‘Let’s findout’ section.Discussandgivesomeadditionalinformationrelatedtoittoenhanctheirknowledge.Summative AssessmentA , B &C Readouttheinstructions.Askstudents

to read each question and give answers orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethecompletesentenceinthenotebook.Infillintheblanks,youcangive them twooptionsandaskstudentstoselectthecorrectoption.


Formative AssessmentMotivatestudentstodoalltheactivitiesinaproperway.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkRead out the question and explain to students thatunclean water contains disease-causing germs anddustparticleswhichcausesdiseases.Life SkillsTalktostudentsabouttheimportanceof‘Observation’learning by observing and doing ismore effectivethanjustreadingandunderstanding.Ask them to do the activities asmentioned in lifeskills.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Using Water Wisely

A Observe the picture and label the different stages of water cycle.


1. solid state of water a. matka or surahi

2. collection of rainwater b. water vapour

3. cooling of water vapours c. tank

4. gaseous form of water d. condensation

5. earthern pots made of clay e. rainwater harvesting

6. water storage in bulk quantity f. snow and ice

USING WATER WISELY71

1.

2.

3.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Write a short note on rainwater harvesting. You can take the help of the Internet in doing it.

B State ‘True’ or ‘False’ for the following statements.

1. Water cycle is the changing of water into water vapour and then

back into water in nature.

2. We need to drink at least eighteen glasses of water everyday to stay healthy.

3. There is water shortage because of over population and pollution

of water bodies by the people.

4. Rainwater harvesting is a complex and expensive method of

recharging groundwater.

5. Areas receiving scanty rainfall have to face water shortage.

6. As the upper layers of the atmosphere are cool, water vapours

cool down to form rain droplets.

7. When water vapour cools suddenly in higher region, they form dew.

8. At some places there is heavy rainfall while at other places it hardly rains.

USING WATER WISELY72

41


Using Water Wisely

Answers to WorksheetsWorksheet 1 A 1. evaporation 2. condensation 3. precipitation

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

Worksheet 2 A Waterharvestingmeanstocollectrainwaterwhereitfalls.Rainwaterharvestingisasimpleandcheap

methodofrecharginggroundwater.Therainwaterthatflowsdownfromtheroofandcourtyardisnotallowedtoflowaway.Itisdirectedtoadeepholeintheground.Thus,itrechargesthegroundwater.Ourgovernmentisencouragingrainwaterharvesting.

B 1. True 2. False 3. True 4. False 5. True 6. True 7. False 8. True


1. Rajasthan 2. Cherrapunji


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

B 1. Water cycle 2. ice particles 3. Rain 4. Rainwater harvesting

C 1. F 2. T 3. T 4. T D 1. The heat of the sun changes water into water vapour and the process is called as

evaporation. 2. When water vapour cools suddenly in higher regions, they form small ice particles. 3. Rainwater harvesting means to collect rainwater and use it wisely. The rainwater that

flows down from the roof and courtyard is directed to a deep hole in the ground. Thus, it recharges the groundwater.

4. There are many reasons that cause water shortage (a) Rainfall is not even all over the country. So areas receiving scanty rainfall have to face

water shortage. (b) Due to increasing population, water availability is decreasing continuously. (c) Forests which are important for causing rainfall, are being cut down excessively. (d) Sometimes, people throw waste into rivers and make the water dirty and unfit for use. 5. There are following ways to save water: (a) Planting more trees and preserving them to increase rainfall. (b) Wastes from factories and houses should not be thrown into water bodies and dirty

them. (c) Check taps and water pipes regularly for leakage. (d) Collect rainwater in tanks, buckets and drums and use it for different purposes such

as washing clothes, cleaning of houses and watering of plants. (e) We should not use running water for brushing teeth, washing clothes, washing cars

and watering plants.


8. FoodThings you will need• Picturesofdifferentfooditems.IntroductionTell students that theyaregoing to learnabout thefoodthatweeat,itstypesanduses.Askstudentswhydotheyeatfood.Askthemafewquestionslike:• Whichfooddotheyeatregularly?• Whichfooddotheylikethemost?• Dotheyeathealthyfood?• Whydomothersforcethemtodrinkmilktwicea

day?Thisway,encouragethestudentstoparticipateinthelearningprocess.Let’s startTellstudentstolookatthegivenpictureandsegregatethefooditemsinto–foodobtainedfromplantsandfoodobtainedfromanimals.Givethemoneexampleeachtostartthisactivity.The ChapterStartthechapterwithanexampleofamachinelikeacalculatororawallclockthatworksonlywhenafullychargedbatteryissetinitthatprovidesenergyto the machine to function. Tell students that inthe same way our body needs energy to performfunctions.Wecangetthisenergyfromfood.Coverthemainpointsinthetext.Askthemiftheycan do the in-text activitieswithout looking at thechapter.Displaythepictureofdifferenttypesoffooditemsandcategorisethemindifferentgroups.Explaintothemthatsomefoodsprovideusenergy,helptobuildthebodystructureandsomefoodshelpourbodytofightagainstdiseases.Explaintothemsomegoodfoodhabitsthatstudentsshould develop in their lifestyle to remain healthyandfit.Askstudentsafewquestionslike:• Whatdowegetfromfooditemslikewheat,rice,

andsugarcane?• Whichfooditemsdowegetfromanimals?• Whichfoodisconsideredasacompletemeal?

• DoyouknowwhichfoodisfamousinChennai,AmritsarandKolkata?

• Radish, carrot and ginger are which part of aplant?

Discusstheanswersofthesequestionsintheclass.This will help students to get acquaintedwith thechapter.Alsotellthemaboutabalanceddiet.Summative AssessmentA & B Read out the instructions.Ask students

to read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethe complete sentence in thenotebook.For fillintheblanks,youcangivethemtwooptionstoselectthecorrectone.

C Askstudents to read thequestions, refer to thechapter text and then write the answers in thenotebooks.

Formative Assessmentmotivate children to do the fun-filled creativeactivities.ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkRead out the question and explain to students thatmany cultures and customs converge in India,including food traditions. There are four majorregions in India.These regionsaregroupedon thebasisofgeography,climateandculturalinfluences.Life SkillsTrytomakestudentsawarethatdifferentpeople,indifferentagesandprofessions,requiredifferenttypesoffood.Apersondoinghardphysicalworkrequirescarbohydrates, iron and calcium, i.e, heavy diet ofrice,daal,chapatti,etc.Thosewhodo lessphysicalworkneed toeat lightfoodwhicheasilygetsdigested.Tell students to complete the chart given in thetextbook,withthehelpoftheirparents.Youcanalsohelpthemincompletingthischart.Alsoproposeabalanceddietforchildrenofthisage.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Food

A Match the columns.

1. a. cereals

2. b. energy-giving food

3. c. a balanced diet

4. d. a complete food

5. e. junk food

6. f. most nourishing food

B Give five examples each for the following food categories.

1. Energy-giving food

__________________________________________________________________

2. Body-building food

__________________________________________________________________

3. Protective food

__________________________________________________________________

4. Food from plants

__________________________________________________________________

5. Food from animals

__________________________________________________________________

FOOD81


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks with the correct options given in the brackets.

1. Food gives us _______________ to work and play. (energy/knowledge)

2. Rice and potato are rich sources of _______________ . (calcium/ carbohydrate)

3. A diet which contains food from all the food groups in appropriate quantities is called a _______________ diet. (balanced/regular).

4. Wash your hands properly before and after _______________ .

(eating/playing)

5. Pulses are _______________ of plants. (fruits/seeds)

B Which type of diet is required in the following cases?

1. A labourer who does hard work at a construction site.

_________________________________________________________________

2. A young boy who is 8 years old.

_________________________________________________________________

3. A man who frequently falls ill.

_________________________________________________________________

4. Diet of a healthy person in his daily life.

_________________________________________________________________

5. A person who has weak bones.

_________________________________________________________________

FOOD82

45


Food


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

B 1. rice, potato, sweet potato, honey, butter. 2. fish, meat, cheese, eggs, milk 3. fruits, vegetables, milk, nuts 4. cereals, pulses, spices, fruits, vegetables 5. eggs, fish, chicken, cheese, milk

Worksheet 2

A 1. energy 2. carbohydrate 3. balanced 4. eating 5. seeds B 1. Energy-giving food rich in carbohydrates. 2. Body-building food rich in protein. 3. Protective food to increase the immunity of the body. 4. A balanced diet to stay healthy. 5. Calcium rich food like milk, banana, etc.

Answers to Coursebook ExercisesLet’s Find Out 1. orange 2. kheer, milk cake 3. beetroot, carrot, radish 4. carrot, radish


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

B 1. seeds 2. body-building food 3. diseases 4. grains 5. Non-vegetarians

C 1. We need food because it: (a) gives us energy to work and play. (b) helps us grow. (c) helps us to fight diseases. (d) keeps us healthy. (e) makes us strong.

2. Energy–giving food : These food items contain carbohydrates that give us energy to work and play. Some energy-giving food are rice, wheat, potato, sugar and butter.

Body-building food : These food items contain proteins that help us grow. Some body-building food are meat, cheese, eggs, milk, pulses and nuts.

Protective food : These food items protect us from infections and diseases. Some protective food are fruits, milk, vegetables and nuts.


3. Food from plants: 1. Cereals like wheat and rice are seeds of plants. Chapatti, bread, puri, biscuits and cakes

are made from the flour of wheat. Rice batter is used to make dosas and idlis. 2. Pulses are also seeds of plants. These are cooked in many ways. Food from animals: 1. Milk is obtained from cows and buffaloes which is used to make cheese, ghee, butter,

curd, paneer, ice cream and khoya. 2. Eggs, fish, chicken and meat are non-vegetarian food which are obtained from animals. 4. A diet which contains food from all the food groups in appropriate quantities, is called a

balanced diet. 5. We should avoid junk food because it is unhealthy for our body.


A Do it yourself.

B Do it yourself.

47


9. methods oF Cooking Food


• Achartcontainingpicturesofidli,dhokla,cake,bread,boiledeggs,boiledrice,samosa,kachori,roasted papad, grilled chicken, paneer tikka, seekh kabab,roastedpeanuts,popcorns,etc.

Introduction

Tell students that this chapter focuses on variousmethodsofcookingfoods.

Askthemafewquestionslike:

• Howdowecookinstantnoodles?

• Haveyoueatenboiledrice?

• Howdoesyourmothermakepuris?

• Haveyouseenhowidliiscooked?

Givestudentstimetothinkandrespond.Explaintothemthatallfooditemsarenotpreparedinthesameway.

Let’s start

Tellstudentstolookat theillustrationgiveninthe‘Let’sstart’section,andaskthemtocolourthefoodthatweeat raw ingreen, and the food thatweeatcooked,inred.

The Chapter

Askstudentstoreadthroughtheentirechapter.Refertothepicturesgivenonpages59and60andexplainto themthat thesearedifferentcooking techniquesbeingadoptedbypeopleacrosstheworldindifferentcommunities.

Showthemachartofdifferentfooditemsandasktheclasstotellwhichfoodiscookedbywhichmethod.

Tell themtowrite twofooditemsmadefromeachcookingtechniqueintheirnotebooks.

Also explain different types of utensils and stoveswhichareusedfordifferentcookingstyles.

Tell them that gas stovesused in thekitchenneed

LPGtoburnwhichdoesnotgenerateblacksmoke.

Give specialattention to the snippets like ‘Doyouknow?’andotherfactsgivenintheboxes.


A , B &C Readouttheinstructions.Getstudentsto read each question and give answers orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethe complete sentence in thenotebook.For fillintheblanks,youcangivethemtwooptionstoselectthecorrectone.



B Ask students to complete the given crosswordwiththehelpofgivenpictures.

Reinforcement

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

Let’s think

Read out the question and explain to studentsthat we keep cooked food covered to prevent itscontaminationbyinsects.

Life Skills

Explaintostudentssomemoreadditionaltechniquesusedinpreparingingredientsforthefinalcooking.These include mashing, cutting/chopping, grating,kneading, rolling, etc.Now they can easily do theactivitygiveninthissection.Motivatethemtomakeparanthaundertheirmother’ssupervisionandserveittotheirparents.

Methods of Cooking Food


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the various methods used in cooking the following food items. 1. rice 2. puri 3. idli 4. cake 5. papad 6. meat 7. samosa 8. dhokla 9. vegetables

B Tick (P) the correct option. 1. Cooking makes the food (a) soft and tender (b) digestible (c) both (a) and (b) (d) neither (a) nor (b) 2. We can cook puri, pakoras and cultlets by (a) roasting (b) frying (c) grilling (d) baking 3. Most of the food we eat is (a) cooked (b) raw (c) semicooked (d) none of these 4. The common method of cooking rice is (a) steaming (b) soaking (c) microwave cooking (d) boiling 5. In microwave cooking (a) food is cooked by radiations (b) food gets cooked quickly (c) food is cooked in a healthy way (d) all the these 6. The method in which food is put on an iron grid is called (a) roasting (b) grilling (c) frying (d) baking

METHODS OF COOKING FOOD9

1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Methods of Cooking Food

A Match the following.

1. a. chullah

2. b. solar cooker

3. c. kerosene stove

4. d. hot plate

5. e. gas stove

6. f. microwave oven

7. g. tandoor


1. Cooking makes the food soft, __________________ and digestible.

2. __________________ cooking is the latest and fastest method of cooking.

3. We use different types of __________________ for cooking food.

4. Full form of LPG is Liquefied __________________ Gas.

5. Special plastic and porcelain utensils are used in an __________________ .

6. In __________________ , food is cooked directly over fire.

METHODS OF COOKING FOOD9

2

1. a. chullah

7. g. tandoor



A 1. boiling 2. frying 3. steaming 4. baking 5. roasting 6. grilling 7. frying 8. steaming 9. boiling

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

Worksheet 2

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

7. c

B 1. tasty 2. Microwave 3. utensil/stoves/fuels 4. Petroleum 5. oven 6. roasting

Answers to Coursebook ExercisesLet’s Find Out 1. microwave oven, hot plate, Induction cooker, oven

2. coriander, black pepper, cinnamon, clove


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

B 1. Puri, samosas 2. Biscuits, cakes 3. oven 4. nutrients 5. Wood, LPG

C 1. T 2. F 3. T 4. F 5. F

D 1. We cook food because it makes the food soft, tasty and easy to digest. 2. The food is put on an iron grid or between electrically heated grill bars. The grill bars are

brushed with oil to prevent sticking of food. Potato, sweet potato, brinjal, chicken, etc., can be grilled in this way.

3. Steamed food is light, soft and easily digestible whereas fried food is heavy and not easy to digest.

4. Steel, iron, aluminium, clay and copper are the materials which are used for making utensils.

5. Gas stove, microwave oven, kerosene stove, hot plate, solar cooker, tandoor and chullah are the different types of stoves used for cooking.


A Do it yourself.

B 1. Boiling 2. Roasting 3. Simmering 4. Baking 5. Steaming

6. Frying 7. Grilling

51


My Family

10. my FAmilyThings you will need• AfamilypictureofafamouspersonalityIntroductionStart by asking students, who are present in theirfamilies.Fewpeopleliveinasmallfamilyandmanypeople live inabig family.Make themunderstandthisconcept,withduefocusonrelations.Askthemwhomdotheylovethemostintheirfamilyandwhy.Tellstudentsthattheyaregoingtolearnaboutfamilyanditsimportanceforus.Let’s startAsk students to read aloud the poem given in the‘Let’sstart’sectionatamoderatepace,andinchorus.Makethemunderstandthetermslikeloving,doingworkforothers,unselfishacts,sharing,caring,etc.Tellthemthattheseareessentialqualitiesweshouldpossesstokeepourfamilyhappy.The ChapterStartthechapterbyaskingafewquestionsthatcanhelp them to think and identify different relationsthatmakeafamily.Thesequestionscanbe:• What is your relation with your mother and

father?• Whoisyourfather’sfather?• Howisyourfather’sbrotherrelatedtoyou?• Doyouknowtherelationbetweenyouandyour

uncle’schildren?Explain to students about four types of families.UseafamilypictureofafamouspersonalitysuchasAmitabhBachchantoexplainthefamilystructure.Tryandmakethemunderstandtheconceptof‘FamilyGenerations’ bymaking a three-tier family tree ontheblackboard.Letthemidentifythreegenerationsinonefamilytree.Tell students to observe and identify the physicaland behavioural similarities between them andtheir parents, siblings or grandparents. Explain tothemthatthesefeaturesaregainedbyheredityfromgenerations.Give themsomeexamples in termsofheightandbodystructure.Askstudentswhatroletheirparentsplayintheirlife,i.e.,what help do theyget fromparents.Whendo

Unit 3 Family and Our Needstheyneedthecompanyofparentsthemost?Givetheclasssometimetothinkandthenmakeitanopen-endeddiscussion.Motivatethemtoparticipate.As far as the role of students in their family isconcerned,askthemafewquestionslike:• Howdoboyshelptheirparentsintheirhousehold

work?• Do girls help their mothers in their routine

householdchores?• Tell about any incidence when you were

appreciatedforyourworkapartfromstudies.• Have you surprised your parents by doing

something which was of a great help to yourparents?

• Howdidyouspendyourlastvacationswithyourfamilies?

Summative AssessmentA B & C Readouttheinstructions.Askstudents



Formative AssessmentA Ask students to stick pictures of their family

membersdoingsomeactivitiesandpastethemintheirscrapbooks.

ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkAskstudentstotickagainsttheactivitiesthattheydoattheirhomes.Life SkillsAsk students to fill in the family tree with theirparents’assistance.Tellthemtolearntheserelationsaswell.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Match the following relationships in a family. 1. mother and father a. nephew 2. mother’s parents b. cousins 3. father’s parents c. parents 4. father’s and mother’s brothers d. aunts 5. father’s and mother’s sisters e. paternal grandparents 6. aunt’s and uncle’s children f. uncles 7. brother’s son g. niece 8. brother’s daughter h. maternal grandparents

B State True or False.

1. A small family consists of parents and one or two children.

2. Small family is also called a nuclear family.

3. In a joint family, the bonding between family members is very strong.

4. Joint family also includes uncles, aunts and cousins.

5. In any type of family, all the family members have some role to play.

6. All the people born around the same time period form a generation.

7. Two family members will always look same in their physical features.

8. Animals recognise their family members through touch, smell and by their voice.

MY FAMILY101


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

My Family

A Fill in the blanks by taking clues from the pictures.

1. The family enjoys ________________ together at the dinning table.

2. Parents provide a safe and ________________ home to their children.

3. Mothers help their children in getting ready for the ________________ .

4. When children fall ________________ , parents take care of their health.

5. Parents help their children in completing their ________________ .

6. ________________ love to play and spend time with their grandchildren in a joint family.

B Name the following.

1. A group of people related by blood _____________________ 2. Children reared up by one parent _____________________ 3. Parents of father or mother _____________________ 4. Uncle’s children _____________________ 5. People born in the same time period _____________________ 6. A chart describing different relations in a family _____________________

MY FAMILY102



A 1. c 2. h 3. e 4. f 5. d 6. b 7. a 8. g B 1. True 2. True 3. False 4. True 5. True 6. True 7. False 8. True

Worksheet 2 A 1. eating 2. comfortable 3. school 4. sick 5. homework 6. Grandparents B 1. family 2. single parent family 3. grandparents 4. cousins 5. generation 6. family tree

Answers to Coursebook ExercisesLet’s Find Out Do it yourself.


A 1. a 2. b 3. c 4. b 5. d B 1. large 2. sharing, caring 3. homework 4. relation 5. love, protect

C 1. T 2. F 3. T 4. F 5. T D 1. A family is a group of people who are related to each other. A family has a father, a

mother and their children. 2. A small family consists of father, mother and their one or two children. A large family consists of father, mother and more than two children. A joint family consists of father, mother, their children, grandparents, uncles, aunts and

cousins. 3. Grandparents love and protect their grandchildren. They play with their grandchildren

and help them in their studies. 4. Parents care for their children in the following ways: (i) Parents provide healthy food and clothes to their children. (ii) They provide a safe and comfortable home to their children. (iii) They provide good education to their children. (iv) They teach moral values and good manners to their children. Children help their parents in the following ways: (i) Children help their parents by keeping things in order and cleaning the house. (ii) Children study and behave properly in school. (iii) They share things with their siblings and friends. (iv) Children help their parents in household chores.


Do it yourself.

55


Caring for Others

11. CAring For others

Things you will need• Pictureofsomeolddisabledpeople

IntroductionExplaintostudentsthatourbodyislikeamachine.Sometimesamachinegetsdamagedanditspartdoesnot function properly. In the same way, our bodygetsaffectedbysomeaccident,illnessorprolongeddisease.Displaythepicturesintheclass.Askstudentsafewquestionslike:• Haveyoufallenillorgotsomeleginjurydueto

whichyoucouldnotwalkforfewdays?• Haveyouseenanypersonwhoisunabletosee,

hearorspeak?• Doyouhaveveryoldgrandparentsinyourfamily

or neighbourwho cannot do theirwork?Theyalwaysneedsomeone’shelptowalkoreveneat.

Explaintothemthereasonsbehindthesechallengesposed by life. Tell them that this chapter is abouttakingcareoftheold,sickandphysicallychallengedpeople.

Let’s startNow that thebasic themeof this chapter hasbeendiscussed, ask students to observe the illustrationsgiven in the ‘Let’ start’ section and try to find outhowthepeopleshownherearedifferentfromotherpeople.

The ChapterMakestudentsunderstandthatjustasmothertakescare of food, clothing and other necessities ofher children; we should also take care of our oldgrandparents,sickpeopleandphysicallyhandicappedpeoplewhoneedourhelp.Trytomakestudentsrealise that thosepeoplewhocannotsee,hear,speakandthosewhoarementallydisabled, life is a big challenge for them. Even asmallhouseholdchorebecomesdifficult tododuetotheirdisability.

Make students aware that it is ourduty, as agoodhumanbeing,tohelpandtakecareoftheold,sickanddifferentlyabledpeople.Weshouldmakethemfeelhappyandstrong.In this chapter, ‘Let’s find out’ section is of greatsignificanceintermsofvocabulary.Assistchildrenincompletingthisexercise.Make sure that at the endof this chapter, they areabletorecogniseblind,dumb,deaf,orphan,old,sickandmentallychallengedpeople.

Summative AssessmentA B Read out the instructions.Ask students to

readeachquestionandanswerthemorally.Oncethey are sure of the correct answer, ask themto tick mark in the textbook, and rewrite thecompletesentenceinthenotebook.Forfillintheblanks,youcangivethemtwooptionstoselectthecorrectone.

C Ask students to read thequestions, refer to thechaptertextandwriteanswersintheirnotebooks.

Formative AssessmentMotivatestudentstodotheseactivities.


Let’s thinkHelpstudentstothinkofsomewaysinwhichwecanhelptheoldpeopleaswellasaclassmatewhomovesonawheelchair.

Life SkillsExplaintostudentsthedifferencebetweensympathyand empathy.Tell them that differently challengedpeopledonotneedoursympathyasthisisnotgoingtohelpthem.Instead,weshouldbeempathetictowardsthem.Weshouldtrytoimagineourselvesintheirsituationandthenjudgethedifficultlifethesepeopleareleading.Now finally ask students to do the activitiesmentionedinthissection.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks with the correct option.

1. Old, sick or differently _________________ people need a lot of care and affection. (abled/ disabled)

2. Old people who do not live with their family nowadays, are living in _________________ homes. (later age/old age)

3. Sick people are unable to do any work because they are _______________ .

(weak/poor)

4. People who are unable to hear, see, speak or walk are called __________ challenged. (mentally/physically)

5. People are physically challenged either since _________________ or due to some illness or accident. (birth/start)

6. Blind men can read and write using the _________________ script. (draille/braille)

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

1. Braille script is used by those people who cannot hear.

2. We must take care of sick and old people.

3. A blind person cannot read or write even today.

4. Children who have lost their parents are called orphans.

5. We should send our grandparents to the old age homes for their better care.

6. Differently abled people may be unable to speak, see or hear.

CARING FOR OTHERS111


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Caring for Others

A Solve the crossword using the clues given below.

1. script used by the blind people for reading 2. children who have lost their parents 3. people who cannot speak. 4. people whose brains do not function properly 5. people who are disabled and handicapped 6. sick people as well as old people need this a lot 7. people who cannot see 8. people who cannot hear 9. homes that take care of old people who are separated from their families

CARING FOR OTHERS112

O D BB I L E

PT

AL

OP Y I A L Y C A L E G D

DHA E G

B NL HE

MG

D A SD

1

2 4

5

7

8

69

3



A 1. abled 2. old age 3. weak 4. physically 5. birth 6. braille

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

Worksheet 2

A 1. BRAILLE 2. ORPHAN 3. DUMB

4. MENTALLYCHALLENGED 5. PHYSICALLYCHALLENGED

6. CARE 7. BLIND 8. DEAF

9. OLDAGEHOMES

Answers to Coursebook ExercisesLet’s Find Out (i) blind or visually impaired (ii) hearing impaired or deaf (iii) speech impaired or dumb (iv) physically challenged


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

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

C 1. Old people are unable to do their work properly because they are physically weak. 2. People become sick due to illness. 3. Physically and mentally challenged people are called differently abled people such as

deaf, dumb and blind people. 4. Orphans are those children who have lost their both parents. 5. We can take care of these people in the following ways: (a) respect them (b) give a helping hand to them (c) spend more time with them (d) make them feel happy (e) talk to them politely (f) be loving and affectionate towards them (g) be friendly to them


Do it yourself.

59


Games, Hobbies and Recreation

12. gAmes, hoBBies And reCreAtion

Things you will need• Picturesofsomegames.

IntroductionAskstudentstonameafewgamesthattheyplayintheir free time.Now,display thepicturesofgamesintheclass.Askthemtoseparatethesegamesintotwocategories–indoorgamesandoutdoorgames,bygivingthemabriefviewofthisconcept.Tellstudentsthattheyaregoingtolearnaboutvariousgamesthattheyplayandthevarioushobbiespeopledeveloptospendtheirfreetimeinameaningfulway.

Let’s startAskthemtowritethenamesofthegamesshowninthe‘Let’sstart’section.Youcandiscussthesegamesinbrief.

The ChapterAskstudentstolookattheillustrationsgiveninthischapter and talk about various games they play intheirpastimeinthemostenjoyableandpleasurableway.Askstudentstoreadthewholechapter.Makethemaware of the traditional games being played eventodayinvillagesandsmalltownsofIndia.Discusscontemporary games like playing on the Internet,mobilegames,etc,withthem.Askstudentsafewquestionsregardinghobbieslike:• Haveyouseenyourfatherorelderbrotherdoing

gardeningonholidays?• Have you seen your mother knitting while

watchingtelevision?• Haveyouseenyourelderbrothersorotherfamily

membersflyingkitesontheterrace?• What do you think is the reason for these

activities?

Explain to students that all these activities arecollectively called as hobbieswhich people do ontheirownwishintheirfreetime.Thisprovidesthempleasureandrefreshestheirmind.Ask studentswhatdo theydo in their free timeathome.Theiranswerscanbeplayinggamesontablet,watchingTV,doingpaintingordoingcraftwork.Alsoexplaintothemthemeaningofrecreationandwhatactivitieswedoforrecreation.

Summative AssessmentA B C Readout the instructions.Ask students

to read each question and answer them orally.Once they are sure of the correct answers, askthemtotickmarkinthetextbook,andrewritethecompletesentenceinthenotebook.Forfillintheblanks,youcangivethemtwooptionstoselectthecorrectone.

C Askstudents to read thequestions, refer to thechapter text and then write the answers in thenotebook.

Formative AssessmentA Askstudentstowritethenameofactivitybelow

eachpicture.


Let’s thinkRead out the question and tell students tomake atime table of their daily studies, games and otheractivities.

Life SkillsThroughthisactivity,trytomakestudentsunderstandthe importance of fairplay in games. Talk aboutthe importance of hobbies and games in our life.Tell them to do this activity after a discussion ondisciplineinagame.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the games shown in the pictures. Write ‘F’ for field game and ‘C’ for court game in the box.

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

B Identify the following activities using the given clues. 1. If the weather is good, people enjoy going for it. ______________________ 2. We see many animals and birds here. ______________________ 3. By doing it, we learn to take care of plants. ______________________ 4. Here, the artists perform many tricks and clowns make everyone laugh. ______________________

5. Here, one will find joy rides, balloons, puppet shows, ice-candies and craftsmen selling their goods. ______________________

6. It is a traditional game played by boys in villages. ______________________

GAMES, HOBBIES AND RECREATION12

1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Games, Hobbies and Recreation

A Match the pictures with their names of games.

1. a. chess

2. b. table tennis

3. c. cricket

4. d. carrom

5. e. badminton

6. f. football

B 1. Name three games which are played on a field. _________________________________________________________________ 2. Name three games which are played in a court. _________________________________________________________________ 3. Name three games which are played in villages. _________________________________________________________________ 4. Name three recreational activities. _________________________________________________________________

GAMES, HOBBIES AND RECREATION12

2



A 1. Cricket F 2. Lawn Tennis C 3. Football F 4. Hockey F 5. Badminton C

B 1. picnic 2. zoo 3. gardening 4. circus 5. fair (mela) 6. kabaddi

Worksheet 2

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

B 1. cricket, hockey, football 2. badminton, tennis, volleyball 3. kho-kho, kabaddi, hopscotch 4. picnic, going to a circus, visiting a zoo

Answers to Coursebook ExercisesLet’s Find Out 1. Do it yourself. 2. a. damage ears b. weak eyesight 3. Do it yourself.

Summative Assessment A 1. c 2. d 3. c 4. b 5. a B 1. board 2. Hockey, cricket 3. Watching television 4. Lawn tennis 5. Hopscotch C 1. Outdoor games are of two types: (a) Field games are played in a big field such as cricket, football and hockey. (b) Court games are played in a court such as tennis, badminton and volleyball. 2. Games and hobbies are important because these are a source of entertainment for

everyone. These make people happy and relaxed. People feel more energetic to get back to their daily routine.

3. Advantages of indoor games: Indoor games make us feel relaxed and happy. They can be played inside a room.

Advantages of outdoor games: Outdoor games provide good exercise for the body. 4. Traditional games are the games that were played in rural areas and small cities from old

times. For example, kabaddi, kho-kho, hopscotch, marbles, kite flying, etc. 5. Do it yourself.


A

B Do it yourself. C Do it yourself.

watching television playing guitar blowing a balloon studying

63


People Around Us

13. PeoPle Around us

Things you will need• Achartshowingpicturesofdifferentoccupations

IntroductionStart the chapter by asking a few questions thatmotivatestudentstothinkuponit.• Whostitchesyourclothes?• Whatwillhappenifthesweeperstopscleaning

thestreets?• Fromwheredoyougetvegetables?Whogrows

them?Howdothesereachus?• Whoprescribesyoumedicineswhenyoufallill?• Have you seen people selling flowers and

newspapersattrafficsignalsonroads?Whydotheydoso?

Trytogetmaximumparticipationofeachstudentintheclass,so that theycanunderstand the themeofthischapter.Discussanswerstothesequestionswiththem.

Let’s startAsk students to look at the illustrations given in‘Let’sstart’sectionandmatchthemwiththephrasesthatgivetheirdescription.

The ChapterAsk students to name a few people, apart fromneighboursandrelatives,whotheycanfindintheirsocietyandaskabouttheirrole.Startbygivingoneexample from your side like cobbler who repairsshoes. Motivate students to think of more suchexamples.Showthemthechartofdifferentoccupations.Helpthemtoknowthecorrectwordforalltheoccupationslike nurse, doctor, electrician, plumber, mason,carpenter, vegetable seller, police, teacher, tailor,actor,etc.Discuss the roles these people play in our life inhelpingustolivecomfortably.Askstudentsafewquestionsabouthouseholdchores.• Whocooksfoodandkeepsourhouseinorder?• Whotellsstoriestothematnight?

• How can students help their parents by doingtheirownwork?

• When theparentsgo to theiroffice,who looksaftertheirhomeandthekids?

Discusschildlabouranditspoorimpactonchildrenand society with students.Why do some childrengetemployedatthesmallagewhentheyneedtogeteducationandplaygames?Helpstudentsincompleting‘Let’sfindout’section.TellthemaboutCRYorganisation.Summative AssessmentA , B &C Readouttheinstructions.Askstudents

to read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethecompletesentenceinthenotebook.Forfillintheblanks,youcangivethemtwooptionstoselectthecorrectone.


Formative AssessmentA Encourage students to do this activity in their

scrapbooksandwriteaboutit.B Motivatestudentstoroleplayvariousprefessions.

ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkReadoutthequestionandtellstudentsthatwecannotlive a comfortable lifewithout the peoplewho dodifferent types ofwork for us. Sowe should treatthesepeoplewithrespect.

Life SkillsMake students familiar with the word ‘empathy’,its meaning and how we should exhibit it in ourbehaviour while dealing with the people whoare needy or are in some trouble. Tell them thesignificanceofdonatingusefulthingslikeclothesonspecialoccasionstothepoorandhelplesschildren,andthoselivinginorphanages.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks with the correct occupations.

1. A ___________________ makes things out of wood.

2. A___________________ helps students to learn at school.

3. A___________________ treats people who are sick.

4. A___________________ maintains law and order in the city.

5. A___________________ repairs leaking taps.

6. A___________________ stitches clothes.

7. A___________________ repairs shoes.

B Tick (P) mark the correct sentences and cross (O) the incorrect ones.

1. People do different kinds of work to earn money.

2. The work we do regularly to earn money is called occupation.

3. A mechanic repairs leaking pipes and taps.

4. People who control traffic on roads are called traffic policemen.

5. Family members work together to make their home a happy and comfortable place to live in.

6. Children who do work for enjoyment are called child labour.

7. The government of India has put a ban on child labour.

PEOPLE AROUND US131


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

People Around Us

A Answer these questions in one sentence only.

1. What is occupation? _________________________________________________________________ 2. Name the occupation of the person who controls traffic on roads. _________________________________________________________________ 3. Who tells stories to the children in a joint family? _________________________________________________________________ 4. Why do we have child labour in India? _________________________________________________________________ 5. What has been done by the Indian government to end child labour? _________________________________________________________________

B How do you help your parents at home to make your house a good place to live in? Think and write a brief note on it.

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

PEOPLE AROUND US13 2



A 1. carpenter 2. teacher 3. doctor 4. policeman 5. plumber 6. tailor 7. cobbler

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

7. P

Worksheet 2

A 1. The work people do daily to earn money is called occupation. 2. The traffic policeman controls traffic on roads. 3. Grandparents usually tell stories to their grandchildren. 4. Many children who live in a very poor family have to work to earn their livelihood. 5. The Indian government has banned child labour. B Do it yourself. Responses may vary.

Answers to Coursebook ExercisesLet’s Find Out 1. Child Rights and You (CRY) is a non-profit non-government organisation in India that aims to

restore children’s rights in India. It was established in the year 1979. It partners with grass-root NGOs to uplift the conditions of thousands of children who have been denied basic rights.

2. Do it yourself.


A 1. different 2. occupation 3. plumber 4. help 5. work

B 1. T 2. F 3. F 4. T 5. F 6. T C 1. postman 2. electrician 3. cobbler 4. plumber 5. carpenter 6. tailor

D 1. People need to work to earn money. 2. The work people do to earn money is called their occupation. 3. Family members work together to make their home a happy and comfortable place to

live in. 4. Grandparents usually stay at home and help in looking after the grandchildren. They

also help in household work that they can do. Sometimes grandparents help children in their studies.

5. Children belonging to the poor families have to work to earn money for their families. This is known as child labour.


A Do it yourself.

67


Different Types of Houses

14. diFFerent tyPes oF houses

Things you will need• Pictures of a tent, a houseboat, a caravan, an

igloo,ahut,awoodenhouse,astilthouse,etc.• cementpowder,waterandabowl

IntroductionStartbyaskingstudentswheredoanimalsandhumanbeingslive.Askthem:Whydoweneedahouse?Havetheystayedinatenthouseorhavetheyseenmudhouses?Tellthemthattheyaregoingtolearnaboutdifferenttypesofhousesinthischapter.

Let’s startAsk students to look at the given picture of abungalow.Tellthemtoidentifythevariouspartsofthishouseandwritetheirnames.Motivatethemtoidentifythenamesbygivinghints.Studentsrequireyourhelptocompletethisactivity.

The ChapterAskstudentstoreadthroughtheentirechapter.Make them understand the terms like flood-prone,earthquake-prone,puccaandkachchatounderstandthischapter.Explaintostudentsthathousesprovidesafetyfromheat,cold,rain,storm,etc.Make them familiarwith the constructionmaterialrequired in building a pucca house like cement,bricks,sand,steel,iron,wood,etc.Tellthemthatcementisapowderwhichwhenmixedwithwater,becomesapaste thatgetsveryhardondrying.Showitasanactivity.Mixthecementandwater in a bowl andkeep it aside.Observe after aday.Explain to them that some houses are temporary.Housesmade from canvas, straw and bamboo areusedtoliveinforashortperiodoftime,forexampleat construction sites in metro cities. Show thempicturesofthesetypeofhouses.

Make them familiarwithdifferentkindsofhouses– multi-storeyed, single-storeyed, flat, apartment,bungalow,oldhavelis,etc.Introduce them to some special houses which aremade to cater some specific needs. For example,houseboats,huts,caravans,igloos,etc.Tellthemthevariouswaystokeepthehouseclean.



D Askstudentstoreadthequestions,refertointhechapter text and then write the answers in thenotebook.

Formative AssessmentA Askstudentstolookatthepicturesandwritethe

names of building materials required for eachpicture.

B Askthemtolookatthehousesshowninpicturesandmatchthemwiththeirnames.


Let’s thinkRead out the question and explain to students thatif we allow water to stagnate around our house,mosquitoeswillbreed in it.Thesemosquitoeswillspreadofdiseasesinthatarea.

Life SkillsThis activity aims at developing thinking skillsamongstudents.Give them hints to find out who all are involvedinbuildingahouse—architect,mason, carpenter,plumber,electricianandlabourers.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Fill in the blanks.

1. The houses made in villages are ________________ houses. 2. Pucca houses are made of cement, ________________ and iron. 3. The houses in flood-prone areas are made of ______________ . 4. ________________ is called the city of skyscrappers. 5. In India, ________________ can be seen in the lake of Kashmir and backwaters

of Kerala. 6. People who go for mountaineering live in ________________ .


1. a. village

2. b. eskimos

3. c. mountains

4. d. city

5. e. house on wheels

6. f. earthquake-prone areas

DIFFERENT TYPES OF HOUSES14

1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Write one sentence each on the following types of houses.

1. Caravan ________________________________________________________

_________________________________________________________________

2. Igloos ___________________________________________________________

_________________________________________________________________

3. Houseboats ______________________________________________________

_________________________________________________________________

4. Tents ____________________________________________________________

_________________________________________________________________

B Answer the following questions.

1. What are the features of houses in hot areas? _________________________________________________________________ _________________________________________________________________ 2. What materials is used for constructing houses in villages? _________________________________________________________________ _________________________________________________________________ 3. In what ways can we keep our house neat and clean? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

DIFFERENT TYPES OF HOUSES14 2


Answers to WorksheetsWorksheet 1 A 1. kachcha 2. bricks 3. bamboo 4. New York 5. houseboats 6. tents B 1. d 2. e 3. f 4. a 5. c 6. b

Worksheet 2 A 1. A caravan is a house on wheels. It is used by filmstars and gypsies. 2. Igloos are the houses of Eskimos which are found in the Arctic regions. They are made of

ice blocks. 3. Houseboats float on water in the lake of Kashmir and backwaters of Kerala. 4. Tents are movable houses made of canvas. They can easily be folded and taken away

anywhere.

B 1. In hot areas, houses have thick walls, flat roofs and high ceiling. The walls of the house are painted in white colour.

2. Houses in villages are made of straw, mud and wood. 3. (a) We should sweep and mop the house everyday. (b) Toilets and bathrooms should be kept clean using phenyl and detergent. (c) Garbage should be kept in covered bins. (d) Windows should have thin wire netting to prevent flies from entering the house. (e) We should help our parents in keeping the house neat and clean.

Answers to Coursebook ExercisesLet’s Find Out 1. cat, dog, parrot, fish and rabbit.

2. Mosquitoes, housefly, rats and cockroaches are some pests that can cause diseases. We can prevent the pests in our home by keeping the house clean.


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

B 1. comfortable, safe 2. wood 3. cement, bricks 4. tent

C 1. T 2. F 3. T 4. F 5. F

D 1. A house protects us from heat, cold, rain wind and thieves. We live with our family in a house. We feel comfortable and safe in a house.

2. The houses in earthquake-prone areas are made of wood. They are easy and quick to build. The damage caused is also less if they collapse when an earthquake occurs. Where as the houses in hot areas have thick walls, flat roofs and high ceilings.

3. Houses in flood-prone areas. Houses in these areas are made of bamboo. These are built on stilts. They are raised a few feet above the ground. The roofs are sloping to allow water to drain off quickly.

71



Houses in hilly areas. The houses in these areas are made of stones. The fl oor of these houses is made of wood. The houses have sloping roofs to drain off rainwater and snow easily.

4. Features of a Houseboat (a) It is a movable house that fl oats on water. (b) It can be seen in the lake of Srinagar (Kashmir) and backwaters of Kerala. Features of a Caravan (a) A caravan is a house on wheels. It can be moved from one place to another. (b) It is used by the gypsies for living and fi lmstars for travelling to shooting place. 5. A kachcha house is made of straw, wood and mud. It has a thatched roof. It is not very

strong. A pucca house is made of steel, cement, bricks and wood. It is very strong.


A

1. canvas 1. mud 1. steel 2. nylon 2. straw 2. cement 3. wood 3. bricks

B

stilthouse apartment

bungalow houseboat

igloo tent


15. DirectionsThings you will need• AmapofIndiaIntroductionStartthechapterbyaskingstudentsabouttheirlefthandandrighthand.Tell them that left, right, centre, straight, up anddownareusedtoindicatethepositionofsomethinginreferencetoitslocation.Tellthemthatthesearedirectionwords.Givetheminstructionssuchas,tellthemtolooktotheirleft,thentotheirright,upanddown.Tellstudentsthattheyaregoingtoknowaboutthedirectionsthatareusedwhiletravelling.Explain to them thatwalking in the rightdirectioncantakeustoourdestination.Ifwestartmovinginanydirectionunknowingly,wewillneverreachourdestination.Let’s startAsk students to observe the given picture andunderstandthedottedpathshown.Nowmakethemwrite the answers to the given questions in theirnotebook.Butfirst,discussthemorallyintheclasstogetthecorrectanswers.The ChapterAsthischapter isbasedondirections,askstudentstoreadthroughtheentirechapteranddothein-textactivities.Refertotheplanshownonpage99andexplaintothemhowwecanusethisplantoreachaparticularplace.Askthemafewquestionslike:• Is the fan in the classroom in the upward or

downwarddirection?• When you enter a lift on the ground floor, in

whichdirectionwillyoumove?• WhatisthefullformofNEWS?• Jammu&Kashmir is located inwhich part of

India?• Whenyouwriteasentence,inwhichdirectiondo

youwritewords?

Unit 4 Travel and Communication

Show them a big map of India and discuss itslandscape,referringtothedirections.


to read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethe complete sentence in thenotebook.For fillintheblanks,youcangivethemtwooptionsandtheycanselectoneofthem.

D Askstudents to read thequestions, refer to thechapter text and then write the answers in thenotebooks.

Formative AssessmentA Askstudents to lookat thepictureandtick the

correctanswer.B Ask them to study the sketch and answer the

givenquestions.


Let’s thinkTell students that maps are very useful for pilots.They come to know of their positions in air bystudyingamap.Encouragethemtothinkaboutsomeotherpersonswhocarrymapswiththem.

Life SkillsTell students to read theactivitiesgiven in the lifeskillssection,tellthemtodoactivityAinclass.Givethemtimetoattemptit,discusstheiranswers,correctthemifrequired.AskstudentstodoactivityBashomeworkintheirnotebooks.Askthemtotaketheirparentshelp.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Directions

A Fill in the missing letters to complete the words.

1. D R T I N

2. N R H

3. O T

4. W S

5. A T

6. L T


1. Colours are used to show different features on a map.

2. Plan is the road map of a particular area.

3. A map is a drawing which is used to find only directions.

4. North, South, East and West are the four main directions.

5. The details of an area cannot be shown on a paper.

6. Landmark is an important place or thing that one can easily recognise.

DIRECTIONS15 1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the colours which are used to show different features on a map. 1. Oceans, seas, rivers and lakes ________________________ 2. Mountains and plains ________________________ 3. Forests ________________________ 4. Plateaus and highlands ________________________

B Write a short note on the importance of a map. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ C What is sketch ? ____________________________________________________________________ ____________________________________________________________________ D What is a globe ? ____________________________________________________________________ ____________________________________________________________________

DIRECTIONS152

75


Directions

Answers to WorksheetsWorksheet 1 A 1. DIRECTION 2. NORTH 3. SOUTH 4. WEST 5. EAST 6. LEFT B 1. True 2. True 3. False 4. True 5. False 6. True

Worksheet 2 A 1. Blue 2. Brown 3. Green 4. Yellow B A map is a bigger drawing made on paper, used to locate a particular place, city, state or a

country. There are special signs and symbols on a map to depict a place or thing. Directions can also be found easily with the help of a map. Different colours are used to show different features on a map.

C A sketch is a rough drawing of an area which has landmarks to locate places. D A globe is a model of the earth.

Answers to Coursebook ExercisesLet’s Find Out Do it yourself.

Summative Assessment A 1. d 2. c 3. c 4. a 5. c B 1. Green 2. landmarks 3. plan 4. symbols, colours 5. oceans, seas, rivers C 1. T 2. F 3. T 4. F 5. T D 1. Direction words are used to direct somebody to reach a particular place. It becomes easy

to reach a new place if we know the proper directions. 2. The details of a particular area on a paper or a flat surface is called a plan. It contains

symbols and directions. A plan is useful in locating a place in the colony easily. 3. A big drawing made on paper which help us to locate a particular place, city, state or a

country is called map. There are special signs and symbols on a map to depict a place or a thing. It is different from a plan because it does not show the details of a particular area or colony and it does not shows landmarks.

4. East, West, North, South. 5. Different colours are used to show different features on a map– (a) Blue stands for

oceans, seas, rivers and lakes. (b) Brown stands for mountains and plains. (c) Green stands for plains. (d) Yellow stands for plateaus and highlands.

Formative Assessment A 1. at the back 2. door 3. in front 4. left 5. right B 1. six 2. playground 3. principal’s room 4. left 5. adjacent to the playground


16. trAnsPortThings you will need• Apicturechartcontainingpicturesofbullockcart,

bus,train,car,autorickshaw,boat,aeroplane,etc.IntroductionStartthechapterbyaskingstudentsafewquestionslike:• Ifyouhavetoreachtheschoolwhichisalittle

farfromyourhouse,howwillyoureachthere?• Whydowego toothercountriesbyaeroplane

andnotbybus?• Whichisthefastestmodeoftravel–car,cycle,

aeroplaneorship?• Name the vehicle in which thousands of

passengerscansitalongandtravel?Nowtellstudentsthatinthischaptertheyaregoingtolearnaboutthedifferentmeansbywhichpeopletravel.Ask them about the need and importance of thevehicles.Let’s startAsk students to look at the activity given in thissectionandtellthemtoanswerthegivenquestionsorally.Trytofindoutiftheyknowaboutvariousmodesoftransportavailabletothemantoday.The ChapterStart this chapterwith three types of vehicles thatmoveon land,onwater and inair.Give themoneexample of each and ask themmore examples foreach category. Show them pictures of vehicles toidentifythem.Discusswith them,howdowedecide tochooseaparticularvehicleinaparticularcondition.• Forshorterdistance–rickshaw• Forlongerdistance–car,bus,train• For thousands of kilometers between two

countries–aeroplane• Fortravellingonriverorsea–boat,ship.• Fortravellingindesert–camelAlsotalkaboutspecialvehiclesmadeforaparticularuse,likeforspacejourneyweuserockets,spacecraftandjets.Likewise,discussaboutpatrollingcarused

bypolice,ambulanceusedtocarrypatients,vendorcartforcarryingfruitsandvegetables,etc.Ask students to do the in-text activities withoutreferringtothetextofthechapter.Discuss the ‘Do you know?’ snippet, givingadditional information to enhance the students’generalknowledge.Summative AssessmentA & B Read out the instructions.Ask students

to read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethe complete sentence in thenotebook.For fillintheblanks,youcangivethemtwooptionstoselectoneofthem.

C Askstudentstolookatthepicturesandnumberthevechiclesfromtheslowest(1)tothefastest(5).

D Askstudents to read thequestions, refer to thechapter textandthenwrite theanswers intheirnotebooks.

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

oddvehicleineachrow.B Ask them to complete the crossword with the

helpofgivenclues.Let’s thinkRead out the question and explain to students thatifwehave togo toaplaceata shortdistance,wecangotherebywalkinginsteadofusingavehicle.In thiswaywewill be able to save fuel and keepthe environment clean.Walking will also keep usphysicallyfit.Life SkillsTell them to do the activities given here. Discusstheseactivitiesintheclass.Holdadiscussiononthetopicgivenhere.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Transport

A Search the various means of transport which are hidden in the given word maze.

B P S C K E A N QI N H M D j E E PC S I Y S Q R Y GY B P F C B O A TC C T U O Z P D RL Z R U O T L R AE B U S T U A P IR O C K E T N S NW X K V R F E R TA M B U L A N C E


1. Early men travelled on _________________ . 2. Means of transport help to move people and _________________ from one

place to another. 3. Today, there are various means of transport which help us to travel quickly

and _________________ . 4. Camel is used to drive a _________________ in desert. 5. In hilly regions, _________________ and mules are used to carry goods and

people. 6. Ships that can carry large quantities of goods are called _________________

ships.

TRANSPORT161

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Write three examples each of land, water and air transport.

1. Land : __________________ , __________________ , __________________

2. Water : __________________ , __________________ , __________________

3. Air : __________________ , __________________ , __________________

B Name these special vehicles.

1. These ships are used to carry large quantities of ________________ goods.

2. These ships carry passengers across the sea from one country to another. _____________________

3. These vehicles help astronauts to travel in space. _____________________

4. It can move both, below and above the surface of water. _____________________

5. It is a land transport driven by a pair of horses. _____________________

6. These trains run underground at a very fast speed. _____________________

TRANSPORT162

79


Transport

Answers to WorksheetsWorksheet 1 A bus, bicycle, aeroplane, boat, train, ship, ambulance, jeep, rocket, truck, scooter B 1. foot 2. goods 3. comfortably 4. cart 5. ponies 6. cargo

Worksheet 2 A Land – train, bus, camel cart Water – boat, ship, steamer Air – aeroplane, helicopter, rocket B (a) cargo ships (b) ocean liners (c) rockets/spacecrafts (d) submarine (e) tonga (f) metro trains

Answers to Coursebook ExercisesLet’s Find Out 1. Do it yourself.2. Beasts of Burden3. to put out fire, used by physically disabled people who are unable to walk.


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

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

C

5 1 4 3 2

D 1. Different vehicles that we use to go from one place to another are called means of transport, such as bicycle, motorcycle, bus, van and car.

2. Animal-driven carts such as camel cart, bullock cart and tonga; machine-driven vehicles like car, bus, train, motorcycle; and man-driven vehicles such as rickshaw and bicycle are the vehicles that move on land.

3. Boat and steamer are used to travel across rivers, and ships are used to travel on sea. 4. Astronauts travel to space in rockets and spacecrafts.


5. Helicopters land on helipads. So they are used for providing help in areas aff ected by fl oods or earthquakes. Food packets, medicines and essential things are dropped in the aff ected areas from helicopters.

FORMATIVE ASSESSMENT

A

B 1. HELICOPTER 2. AEROPLANE 3. RICKSHAW 4. TONGA 5. TRAIN

C Do it yourself.

81


Communication

17. CommuniCAtionThings you will need• Print of an e-mail, a postcard, a fax print, a

pamphlet

IntroductionStartthischapterbyaskingquestionslike:• Ifoneisspeakingtotheotherperson,whatishe

doing?• Whyishespeaking?Givestudentstimetothinkonthesetwoquestionssothattheycanunderstandtheword‘communication’.Explain to students that providing informationto others is communication. For example, theteacher is communicating with students about‘communication’.Askthemwhatarethevariouswaysinwhichwecansendinformationtothepersonlivinginanothercity.Tellthemthatthischapterisaboutdifferentmodesofcommunication.

Let’s startAsk students to look at the illustrations shown intheactivity,andwritehowpeopleinthepicturesarecommunicating.Discusstheanswersintheclass.Motivatethemtothinkaboutsomemoremethodsofcommunication.Tell them that in very old days, pigeons carriedmessages in the form of paper slips tied to theirclaws. They reached their destinations by strongsenseofdirection.

The ChapterBefore reading thischapter,discusssomecommontermsrelatedtocommunicationlikemobilephone,letterwriting,internet,e-mail,radio,newstelecast,faxmachine,etc.Oncestudentsunderstandthesetermsproperly,askthemtoreadthroughtheentirechapter.Refer to the illustrations on page 113 and explainto them that these are commonly used means ofcommunication.Make them understand the difference betweenpersonalcommunicationandmasscommunication,givingafewexamples.

Givespecialfocusonpostalcommunication,whichisnotusedmuchthesedayswiththeadventoffax,e-mailandmobilephones.Show them a printout of an e-mail, a postcard, afax message, a newspaper page, a pamphlet or abrochure. Tell them that these are somemeans ofcommunicationthatgivesyousomemessage.Summative AssessmentA B & C Readouttheinstructions.Askstudents

to read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethecompletesentenceinthenotebook.Incaseoffillintheblanks,youcangivethemtwooptionstoselectoneofthem.


Formative AssessmentA Askstudentstolookatthepicturesintheactivity

andnumbertheminthecorrectordersothatthelettercanreachtheaddress.

ReinforcementAfter explaining the lesson and assessment, pleaserefer to worksheets 1 and 2 of this chapter. Helpstudentstosolvethequestionsoftheseworksheets.Let’s thinkRead out the question and explain to students thatthetelevisionismorepopularthantheradiobecauseon televisionwecansee thepictureof thespeakeralong with hearing the voice In addition, we canwatch movies on television. We can watch liveprogrammesandeventsheldacrosstheworld,sittingatourhomesontelevision.Life SkillsMake students aware of the advantages anddisadvantages of watching television. Tell themto watch programmes that increase their generalawareness,but that too for a limited time to avoideyestrainandheadache.Encourage them to read selected parts of thenewspaperwhichis interestingandinformativeforthem.Tellthemtodevelopthehabitofreadingbooks.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Which means of communication would you use for the following?

1. To listen to songs _______________________

2. To talk to your uncle who lives outside India _______________________

3. To read news _______________________

4. To watch a football match _______________________

B Write three names for each of the following.

1. Radio channels _______________ , _______________ , _______________

2. Newspapers _______________ , _______________ , _______________

3. Television programmes you like to watch ____________ , ______________

, _______________

C Fill in the blanks.

1. Newspaper, radio and television are the means of _______________ communication.

2. We can get information on any topic we want through the _____________ .

3. The process of sending and receiving messages is called _______________ .

4. _______________ is the quickest and the most popular means of communication across the world.

5. The cheapest and the oldest means of communication is a ______________ .

6. People who are dumb and deaf communicate through _______________ language.

COMMUNICATION17 1


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

Communication

B Tick (P) the correct sentence and cross (O) the wrong one.

1. Mobile phones are the most popular means of communication nowadays.

2. We can see and listen to programmes on a radio.

3. We can get information on any topic through the newspaper.

4. Post office’s courier service is called speed post.

5. People who are deaf and dumb can communicate through sign language.

6. A communication made through newspaper is a personal means of communication.


1. oldest means of communication a. television

2. latest means of communication b. telephone

3. means of mass communication c. speed post

4. cheapest means of communication d. trained pigeons

5. quickest means of communication e. letters

6. A courier service f. internet

COMMUNICATION172


Answers to WorksheetsWorksheet 1 A 1. radio 2. mobile phone or telephone 3. newspaper 4. television B 1. Do it yourself C 1. mass 2. internet 3. communication 4. E-mail 5. lett er 6. sign

Worksheet 2

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

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

Answers to Coursebook ExercisesLet’s Find Out 1. Do it yourself. 2. Do it yourself.


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

B 1. Communication 2. Telephone 3. speed post 4. computer

C 1. F 2. T 3. F 4. F D 1. The process of sending and receiving messages is called communication. 2. We can talk to any person on a telephone while we are in our home, offi ce or shop. But

mobile phone is a wireless device and it can be carried anywhere we go. 3. We can buy postcards, inland lett ers, stamped envelopes, stamps and aerogrammes from

a post offi ce. 4. Newspaper, radio and television are the means of mass communication. 5. We can get information on any topic we want, through the Internet. The Internet connects

computers all over the world to form a network. We can send an e-mail through Internet which reaches the person instantly.

6. It is a language of signs and symbols which is used by the deaf and dumb people to communicate with each other.

Formative Assessment A

To, Anadi Sukul

R-10/144, Raj NagarGhaziabad - 201001 (UP) Anadi Sukul

R-10/144, Raj NagarGhaziabad1

3

5

2 4

6

B Do it yourself C Do it yourself

85


The Art of Pottery

18. The ArT of PoTTery


• apictureofapottermakingpotsonawheel

• Afewobjectsmadeofclaysuchaskullad, diya,piggybank

Introduction

Askafewquestionstostartthischapter.

• What is kullad? (It is an earthen pot used for drinking tea at road side tea stalls.)

• Whatwillhappenifitisthrownontheground?

• Have you seen the piggy banks made of claywhicharesoldinvillagefairsormelas?

• Doyouknow,whomakesclaypots?

• Whatareoildiyasmadeof?

You can show them real kullad, diya and a piggybank.Breakakulladgentlyonthegroundtoshowtheclay.

Tell students thatmaking of clay objects is an artpractisedbyaskilledworkmancalledpotter.Thisartformisknownaspottery.

Let’s startAsk students to observe the pictures and identifytheobjectsmadeofclay.Tell themtocolour theseobjectsinred.

The Chapter

Show the picture of a potter making pots on hiswheel.

Explaintothemtheprocessofmakingclaypots.

Tell students that clay pots, round in shape calledghadas and surahis, are used to store water insummer as theykeepwater cool for a longer timeperiod.Handismadeofclayareusedforcooking.

Nowaskchildrentoreadthroughtheentirechapter.

Askchildrentoattemptthein-textactivitieswithoutlookingatthechapter.

Unit 5 Things We Make and Do


A B & C Readouttheinstructions.Askstudentsto read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethecompletesentenceinthenotebook.Incaseoffillintheblanks,youcangivethemtwooptionsandaskthemtoselectoneofthem.



A Askstudentstoreadeachsentenceandtickmarkthecorrectpicture.

Reinforcement

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

Let’s think

Askstudents if theyhaveusedapiggybankmadeofclay.Whatdid theydowith itwhen it is filled?Discusstheanswerinclass.

Life Skills

Tell students thatwe should always be creative inour thoughtand imagination toproducesomethingusefulandcreative.

If possible, arrange a visit to a potter, or you canarrange for potteryworkshop in the school so thatstudentsthemselvescanlearnandtrythisart.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Colour the things that are made of clay.


1. The art of pottery developed with the invention of ___________________ .

2. In the past, pots were made by pinching and ________________ method.

3. After ________________ in a furnace, the pots are painted.

4. Earthen ________________ are decorated on Diwali festival.

5. Piggy bank (gullak) for collecting coins is made of ____________________ .

6. Invention of ________________ laid the foundation of the machine age.

THE ART OF POTTERY181


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

The Art of Pottery

A Give the uses of the following objects that are made from clay.

1. _________________ 2. _________________

3. _________________ 4. _________________

5. _________________ 6. _________________

7. _________________ 8. _________________


1. The art of pottery developed with the discovery of clay.

2. Wheel led to the starting of machine age.

3. Pinching is a method of doing pottery using fingers.

4. Wheel method helps the potter to make different shapes of pots.

5. Ghara and surahi are generally made of plastic for durability.

6. Ghatam is a musical instrument made of clay that is used to play Carnatic music.

THE ART OF POTTERY182



A Do it yourself.

B 1. wheel 2. coiling 3. baking 4. lamps (diyas) 5. clay 6. wheel

Worksheet 2

A 1. to store water 2. to store pickles 3. to cook food 4. to play with 5. to collect coins 6. to decorate home on Diwali 7. to grow plants 8. to play music, used in Carnatic music

B 1. False 2. True 3. True 4. True 5. False 6. True

Answers to Coursebook ExercisesLet’s Find Out 1. (a) Machines (b) vechicles (transportation)

2. Earthen pots keep the water cool in summer due to evaporation.

Summative Assessment A 3 Then the clay is made into different shaped objects using pinching method or wheel

method.

2 Then water is added to be able to knead the clay well and make it into dough.

1 The right type of clay is selected.

5 The objects are painted and decorated.

4 Then the objects are baked in a funance to make them stronger.

B 1. pinching 2. dough 3. Ghatam 4. planters 5. kullads

C 1. T 2. F 3. T 4. T 5. T

D 1. The art of pottery was developed with the invention of wheel by the early man. 2. 1. Pinching method. A lump of clay is pinched between fingers and thumb to give it the

desired shape. 2. Coiling method. The clay is rolled into ropes. These ropes are coiled and pressed on

to each other to make pots. 3. Pots are decorated using different designs, colours and floral motifs. 4. Ghara and Surahi are used for storing water. 5. Ghatam is a musical instrument used in Carnatic music.

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

B Do it yourself.

89


The Story of Cloth

19. the story oF Cloth

Things you will need• Apieceof cottoncloth, a ropemadeof jute, a

pieceofpolyesterandnyloncloth,acapmadeofwool

IntroductionStart the chapter by showing students, the clothpieces of different materials. Make them familiarwiththedifferenceintheseclothsintermsoftexture,hardness, strength, shine,wrinkle,water absorbingquality,etc.Askthemafewquestionslike:• Whataresweaters,capsandmufflersmadeof?• Whydowewearcottonclothesinsummer?• Fromwheredowegetwool?• Whatisthesourceofsilk?• Howdoyoudyeacloth?Discuss the answers to these questions with thestudents.Motivatethemtothinkandanswerasmanyquestionsaspossible.

Let’s startAsk the students to look at the pictures andwritethe names of dresses in the given space. Beforetheywrite theanswers in the textbook,discuss theanswersorally.

The ChapterExplain natural sources of fibres used in makingclothes. Explain to them that synthetic fibres likenylon, polyester and rayon are made by differentchemicalprocesses.Make them understand the meaning of wrinkle-free, colour-fast, durable, texture, etc., giving fewexamplesofcloths.Draw the cloth-makingprocess on theblackboard,givingexplanationforeachstageintheprocess.Trytobeaselaborativeasyoucan.Usesimpletermstohelpthestudentsunderstandthisprocesseasily.Discuss about different designs created on clothusing different techniques like tie and dye, blockprinting,etc.

Once the chapter reading is over, make a shortvocabulary list of some important words likespinning,weaving, stitching, synthetic,man-made,natural,flax,linen,nylon,etc.,whichisofgreathelptothestudentsinlearningthischapter.


to read each question and answer them orally.Once they are sure of the correct answer, askthem to tickmark in the textbook, and rewritethecompletesentenceinthenotebook.Incaseoffillintheblanks,youcangivethemtwooptionsandaskthemtoselectoneofthem.


E Askstudentstowritethefunctioneachofthesepeopleperforminmakingadressfromthecloth.

Formative AssessmentA Ask students to read the given sentences and

write the number of each sentence below thematchingpicture.


Let’s thinkRead out the question and explain to students thatweshouldwearclothesmadeofnaturalfibres,likecotton in summer because cotton keeps our bodycool.Likewise,woollenclotheskeepourbodywarminwinter.Alsodiscussaboutclotheswornonspecialoccasions.

Life SkillsAskstudentswhydowewashcotton,polyesterandnylonclothesathomebutwoollenandsilkclothesaresentfordrycleaning.Askthemtovisitthenearbydrycleanerwiththeirparentstofindouthowclothesaredrycleaned.Askthemtothinkandwriteintheirnotebookshowtheytakecareoftheiruniform.


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet


A Name the following.

1. It is known as the ‘golden fibre of India‘. ___________________

2. This cloth is made from the flax plant. ___________________

3. It is obtained from the hair of sheep, goat and camel. ___________________

4. It is obtained from cocoons of a worm. ___________________

5. Nylon, rayon, terylene and polyester ___________________

6. Cotton, flax, jute, silk, wool ___________________


1. (a) wax

2. (b) weaving

3. (c) needle and thread

4. (d) silk worm

THE STORY OF CLOTH19

1

(embroidery)

(batik)

(silk)

(loom)


Name : ____________________________ Class : ________ Date : ________

Chapter Worksheet

The Story of Cloth

A Define the following terms.

1. Tie and Dye ________________________________________________

_________________________________________________________________

2. Batik wax ________________________________________________

_________________________________________________________________

3. Embroidery ________________________________________________

_________________________________________________________________

4. Kalam Kari ________________________________________________

_________________________________________________________________

B Fill in the blanks by choosing the correct word. 1. ________________ was first made in England. (Nylon/Polyester) 2. Silkworms secrete a _______________ (wax/liquid) that turns into silk fibres. 3. ________________ is obtained from the flax fibres. (Jute/Linen) 4. ________________ is a process of making long threads from fibre. (Spinning/ Weaving) 5. Weaving is the process of making _______________ from threads. (cloth/fibre) 6. Batik ________________ is applied on certain areas of the cloth to make

beautifal designs. (wax/colour) 7. ________________ is a popular technique used in Andhra Pradesh. (Batik/Kalam Kari) 8. Block printing is done on cloth using ________________ blocks. (metal/wooden)

THE STORY OF CLOTH19

2



A 1. jute 2. linen 3. wool 4. silk 5. synthetic fibres 6. natural fibres

B 1. (c) 2. (a) 3. (d) 4. (b)

Worksheet 2 A 1. Tie and Dye It is a method of dying cloth by tying it in various patterns, to create

designs on cloth. 2. Batik Wax It is a method of creating design on cloth by applying wax on certain areas of

cloth. 3. Embroidery It is a method of making beautiful designs on cloth using a needle and

thread. 4. Kalam Kari It is a popular method of making designs on cloth by using a special pen

called ‘Kalam’.

B 1. Polyester 2. liquid 3. Linen 4. Spinning 5. cloth 6. wax

7. Kalam Kari 8. wooden


Gandhiji used to spin cotton on a spining wheel. Khadi cloth can be made from that thread.


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

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

C The different ways in which designs are created an cloth are :

(a) Tie and Dye (b) Batik wax

(c) Block printing (d) Embroidery

(e) Kalam Kari

D 1. We wear clothes to cover our body and protect it from heat, cold and rain.

2. Fibres from plants : cotton and flax

Fibres from animals : wool and silk

3. Synthetic fibres are prepared by different chemical processes. For example, nylon, rayon, terylene and polyester.

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The Story of Cloth

4. The steps involved in the cloth making process are :Collection of fi bres

spinning

weaving

dyeing

fi nishing

tailoring

E 1. Weaver – A weaver weaves the cloth from thread. 2. Spinner – Spinner makes long threads from fi bres. 3. dyer – A dyer gives diff erent colours to cloth by the process of colouring. 4. tailor – A tailor stitches the clothes.


A

2 6 4 1 3 5

B Do it yourself.


Answersto

Test Papers

95


Formative Assessment-1 (Coursebook page 35) A Do it yourself

B

VULTURE PARROT WOODPECKER PEACOCK HERON

Vultures have very sharp claws called talons that help in catching its prey. Parrots have feet that help it to grip branches on trees. Woodpeckers have toes that help them to hold on to trees and climb up. Peacocks have toes that can scratch the ground to fi nd seeds and worms. Herons have long and slender legs with spread toes so that they can walk through water

and pick fi sh from water.

C 1. ROOTS 2. STEM 3. LEAF 4. FLOWER 5. FRUIT 6. SEED

D Do it yourself.

Formative Assessment-2 (Coursebook page 65) A 1. heart 2. brain 3. stomach 4. lungs 5. tongue 6. skin

B Do it yourself.

C 1. Carrot – We can eat it raw.

2. Lemon – We cannot eat it raw.

3. Refrigerator – Because it is not used to cook food, it can only preserve the food items.

D

Carrot Apple

Tomato Grapes

Potato Bittergourd

Ladyfinger Brinjal

E Do it yourself.

Answers to Test Papers


Summative Assessment-1 (Coursebook page 67) A 1. habitat 2. chlorophyll 3. crow 4. Rain 5. carbohydrates

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

C 1. sparrow–× 2. lungs–× 3. pulses–× 4. mint–× 5. rain–× D 1. bear 2. brain 3. river, well 4. duck 5. potato

E 1. According to their food habits, animals are classified as follows : (a) Herbivores – Animals that eat only plants such as cows and horses. (b) Carnivores – Animals that eat only flesh of other animals such as tigers and lions (c) Omnivores – Animals that eat plants and flesh of animals such as bears and crows. (d) Scavengers – Some flesh eating animals do not hunt. They eat flesh of dead animals

only. They are called scavengers, such as jackals and hyenas. 2. We cook food because it makes the food soft, tasty and easy to digest. 3. Eyes, ears, nose, tongue and skin are called our sense organs. These organs help us to see,

smell, feel, hear and taste, and help us to know about the world around us. 4. Different types of food are as follows: (a) energy giving food – potato (b) body building food – pulses (c) protective food – fruits 5. Ways to conserve water : – We should plant more trees and preserve them to increase rainfall. – Waste from factories and houses should not be thrown into water bodies. – We should not waste water while brushing teeth, washing clothes and cars and

watering plants. – We must regularly check taps and pipes for leakage. – We can collect rainwater in tanks, buckets and drums and later use it for different

purposes. F 1. There are three kinds of feathers that are found on a bird’s body. (a) Body feathers : Body feathers cover the body of a bird. They give shape to a bird’s

body. (b) Down feathers : Down feathers are short and soft feathers. They are found next to

the bird’s skin. They help to keep the body of the bird warm. (c) Flight feathers : Flight feathers are found on the wings and tail of a bird. These

feathers help the bird to fly. Feathers found on the tail also help the bird to change the direction while flying.

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2. Leaves are important to the plants in many ways. – Leaves prepare food for the plant by the process called photosynthesis. – Leaves have small holes on their underside. These are called stomata. These help in

the exchange of gases in plants. – In some plants, leaves are modified to do some other work, for example, in cactus

leaves are modified into thorms. This prevents the plants from being eaten away by animals.

3. Water harvesting means to collect rainwater where it falls. Rainwater harvesting is a simple and cheap method of recharging groundwater. The rainwater that flows down from the roof and courtyard is not allowed to flow away. It is directed to a deep hole in the ground. Thus, it recharges the groundwater.

4. Our brain, stomach, heart and lungs are some of our internal organs. Brain : It controls all the organs of our body and their functions. It help us to think, learn

and remember things. Stomach : The food we eat goes inside the stomach. It digests the food. Heart : The heart circulates the blood to all parts of the body. Lungs : The lungs help us to breathe. 5. Three methods of cooking food are : (a) Boiling : Food is cooked in boiling water. Water is boiled in a pan and then the food to

be cooked is added. The pan is kept covered. It is a common method of cooking rice and vegetables.

(b) Frying : It is the method of cooking food in hot oil. Frying is a quick method of cooking. Fried foods are very tasty put not easy to digest, for example, puris, parkoras, etc.

(c) Baking : It is done in an oven. The heat inside the oven cooks the food. Breads, cakes, biscuits and buns are baked in an oven.

Formative Assessment–3 (Coursebook page 97) A Do it yourself.

B Do it yourself.

C Do it yourself.

D 1. SWEEPER 2. TAILOR 3. FARMER 4. BARBER 5. BAKER 6. PLUMBER E Do it yourself.

Problem Solving Assessment (Coursebook page 129) A 1. d. 2. d. 3. a.

B 1. b. 2. d. 3. c.



Summative Assessment-2 (Coursebook page 130) A 1. Braille 2. Orphans 3. Radio 4. Traditional 5. occupation

B 1. T 2. F 3. T 4. T 5. F C 1. Hopscotch 2. hobby 3. ocean liners 4. Ghatam 5. linen

D 1. Joint family consists of father, mother, their children, grandparents, uncles, aunts and cousins.

2. Indoor games – chess, ludo Outdoor games – hockey, football 3. Children in some families have to work to earn money because they belong to a poor

family and their parents do not have enough money to fulfil their basic needs. 4. The factors to be considered while building a house are : (a) climate (b) money (c) location (d) building material that is available 5. Collection of fibres

spinning

weaving

dyeing

finishing E 1. Some people are unable to see, hear, speak or walk properly. They are physically challenged.

People are physically challenged either by birth or become physically challenged later in life due to some illness or accident.

2. All the activities that we do during our leisure time and are the source of entertainment for us are called recreational activities. These make us happy and releaxed. We feel more energetic to get back to our daily routine.

For example : going for a picnic, going to the circus, doing gardening, etc. 3. The houses in flood-prone areas are made of bamboo. They are built on stilts. They are

raised a few feet above the ground. It helps to keep the flood water away. The roofs are sloping to allow water to drain off easily.

4. Blue, green, yellow and brown colours are used to show different features on a map. – Blue stands for oceans, seas, rivers and lakes. – Green stands for plains.

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– Yellow stands for plateaus and highlands. – Brown stands for mountains. 5. There are various steps in making pottery. These are as follows. 1. The right type of clay is selected. 2. Then water is added to knead the clay well and make it into a dough. 3. Then the clay dough is made into different shaped objects using pinching method or

wheel method. 4. Then the objects are baked in a furance to make them stronger. 5. The baked objects are painted and decorated.

F 1. football O 2. stilt house O 3. newspaper O 4. flax O 5. bicycle O

6. pinching O



Notes

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Har-3 lesson plan - Saraswati House

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Transcript of Har-3 lesson plan - Saraswati House