DISCOVER
The World Around Us
Environmental Science
Teacher Manual
Discover
1 Environmental Science Teacher Manual
Acknowledgements
Academic Authors: Jatinder Kaur
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh, Sanjay Kumar Goel
Project Lead: Sneha Sharma
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First published 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Discover Teacher Manual Environmental Science 1
ISBN: 978-81-985579-7-1
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
Understanding the environment is key to developing awareness, responsibility, and a sense of connection with the world around us. The Teacher Manual for the Discover series has been carefully designed to support educators in delivering engaging, hands-on, and inquiry-driven lessons for grades 1–5.
At UOLO, we recognise the vital role educators play in shaping young minds. This manual provides structured lesson plans and interactive teaching strategies that help students explore their surroundings in a meaningful way. It encourages educators to go beyond textbooks, fostering observation, critical thinking, and real-world applications to help students become environmentally conscious citizens.
Aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023, this manual follows a competency-based approach, ensuring that students not only understand environmental concepts but also apply them in their daily lives. It serves as a comprehensive teaching resource, transforming classrooms into spaces for exploration, inquiry, and hands-on learning.
Each chapter in this manual includes:
Learning Outcomes – Clearly stated objectives that outline what students will achieve by the end of the lesson.
Teaching Aids – A list of materials and resources required to enhance classroom instruction.
Hands-on Activities – A variety of experiments, nature observations, role-plays, and interactive exercises to reinforce environmental science concepts.
Extension Ideas – Thought-provoking discussion questions and real-world connections that encourage deeper learning.
As part of the Discover product bundle, this manual is complemented by technology-powered features, including videos, interactive exercises, digital lesson plans, and an assessment generator to enhance teaching and learning.
By integrating relatable examples and guided activities, this resource makes EVS an exciting and practical part of students’ lives. We hope it inspires curiosity, environmental awareness, and a lifelong connection with nature.
Let us nurture the next generation of responsible thinkers, problem-solvers, and environmental stewards. Happy teaching!
Me and My Family Unit 1
Chapters in This Unit
1. Me and My Body
2. My Family and Friends
3. My Safety Story in This Unit
One summer evening in Madhavgarh, three children—Pihu, Ishaan, and Manu— see a spaceship land nearby. They watch in amazement as Mel, a robot, and two wizards, Eva and Conji, step out of the spaceship. Curious but cautious, Pihu suggests hiding, and Ishaan and Manu agree. Eventually, the children gather courage and meet the friendly aliens.
Eva and Conji explain that they are from the planet Avora and have come to Earth for a school project. Excited to learn about Earth, they bond with the children. Eva impresses everyone by using magic to fetch Manu’s football and shake a tree, though she reminds them to play safely. Pihu and Ishaan are amazed when the visitors describe life on Avora, where robots and wizards live together like a family.
As night falls, Manu invites the visitors to their home the next day to learn more about Earth.
Me and My Body
Learning Outcomes
Students will be able to: describe basic personal information about themselves with confidence. locate and label different parts of the body. categorise activities performed using hands and legs. distinguish the five sense organs and explain their functions.
Let’s Recall
Ask the students to read the lines given in the Get Set section.
Vocabulary
hold: keep something in your hand special: different in a good way sour: having a sharp taste fur: the thick hair that covers the skin of animals sense: the ability to see, smell, hear, touch and taste organ: a part of our body sense organs: body parts that help us learn about the world around us
Teaching Aids
Chart paper, crayons, pre-designed templates for personal details; Chart paper with a body outline, labels for body parts, worksheets with matching exercises; Pictures showing common activities like writing, running, jumping, and drawing; Common objects (flower, soft cloth, bell, lemon slice), a chart with pictures of sense organs.
Chapter: Me and My Body
Introduce Yourself
Learning Outcomes
Students will be able to describe basic personal information about themselves with confidence.
Teaching Aids
Chart paper, crayons, pre-designed templates for personal details
Activity
Discover Page 7
Distribute the teaching aids to all the students in the classroom. Instruct the students to use a template to write their name, age, class, and favourite colour. Ask the students to decorate the template. Later on, let the students introduce themselves to the class using their posters.
Extension Idea
Ask: How can you help someone new in the class feel more comfortable using what you have learned about sharing personal information?
Say: You can introduce yourself to the new classmate by sharing your name, age, class, and favourite colour. Then, you can ask them similar questions to get to know them better. This will help them feel welcome and make it easier for them to make friends.
Parts
of
the Body
Learning Outcomes
Students will be able to locate and label different parts of the body.
Teaching Aids
Chart paper with a body outline, labels for body parts, worksheets with matching exercises
Activity
Discover Page 7
The teacher will display a large body outline on chart paper. Students will take turns placing labels on the correct body parts. Afterwards, they will complete a worksheet where they draw lines to match body parts to their names.
Organise a quick game where students point to body parts as the teacher names them.
Extension Idea
Ask: How do our legs help us play games?
Say: Our legs help us run, jump, kick, and move around, which are all important for playing games.
Hands
and Legs
Learning Outcomes
Students will be able to categorise activities based on the use of hands and legs.
Discover Page 8
Teaching Aids
Pictures showing common activities like writing, running, jumping, and drawing
Activity
The teacher will show pictures of actions involving hands and legs, such as writing, running, jumping, and drawing. Students will guess the activity and say whether hands or legs are used. Students will draw a picture of an activity they enjoy and share it with the class.
Extension Idea
Ask: What would happen if we did not have hands? How would we pick things up?
Say: Without hands, we would have to use other parts of our body, like our feet or mouth, to pick things up, but it would be much harder.
Sense Organs
Learning Outcomes
Students will be able to distinguish the five sense organs and explain their functions.
Teaching Aids
Common objects (flower, soft cloth, bell, lemon slice), a chart with pictures of sense organs
Activity
The teacher will pass around objects like a flower (to smell), a soft cloth (to touch), a bell (to hear), and a lemon slice (to taste). Students will identify which sense organ they used to experience each object. Students will share an example of how they use their sense organs at home or school.
Extension Idea
Ask: Which sense organs do you use to watch television?
Say: We use our eyes to watch television and our ears to listen to the sounds coming from the television.
Do and Learn
Answers
Page no. 10
Eyes: 2, Nose: 1, Ears: 2, Fingers: 10, Hands: 2, Legs: 2
Pause and Answer Page no. 8
1. legs 2. nose
Pause and Answer Page no. 9
Hands: Hold a pencil, clap, eat food.
Legs: Walk, kick a ball, skip.
Chapter Checkup
1. Tick ( ) the correct picture.
A. We use this body part to run.
B. We use this body part to draw and colour.
C. We use this sense organ to hear the sound of rain.
D. We use this body part to see trees and birds.
2. Fill in the blanks.
A. eyes B. hold
C. taste D. skin
3. Write True or False.
A. False B. True
C. False D. True
4. Match the following.
A. Ear → d. Hear
B. Skin → c. Feel
C. Nose → a. Smell D. Tongue → b. Taste
5. Circle the correct word that matches with the picture.
6. Answer the following questions.
A. My name is _____________. I am _____________ years old and in class 1.
B. Sense organs are body parts that help us see, hear, smell, taste, and feel.
C. Eyes, ears, nose, tongue, and skin.
D. Writing in a notebook and drawing pictures.
7. Picture-based questions.
A. The child is eating.
B. The sense organs that primarily help in eating are tongue (tasting the food), nose (smelling the food), skin (touching the food and checking whether it is hot or cold) and eyes (seeing the food).
Challenge (HOTS)
Niraj knows about the food using his nose to smell the aroma of the dish.
My Family and Friends
Learning Outcomes
Students will be able to: learn the concept of family, identify family members, and differentiate between small and big families. understand the importance of family. know about friends and their importance.
Let’s Recall
Recap to check if students can identify: “Who are the people in your family?” Ask students to solve the question given in the Get Set section.
Vocabulary
group: a collection of people or things that are together habits: something you do often neighbour: a person who lives next to you or near you parents: father and mother family: a group of people who live together and care for each other sibling: brother or sister friends: people whom we enjoy spending time with
Teaching Aids
A blank family tree template; Cutouts of family members (father, mother, siblings, grandparents); A chart with pictures of a small and big family; Chart paper, crayons or markers, stickers, or family photos; Small snacks like a fruit, cookies, or sandwiches, etc.
Chapter: My Family and Friends
Family
Learning Outcomes
Discover Page 15
Students will be able to learn the concept of family, identify family members, and differentiate between small and big families.
Teaching Aids
A blank family tree template; Cutouts of family members (father, mother, siblings, grandparents); A chart with pictures of a small and big family
Activity
Provide students with a blank family tree template. Ask them to paste the pictures of each family member in the family tree.
Show the chart with pictures of a small and big family. Narrate a story about Deepa’s small family and Rohan’s big family. Discuss the similarities and differences between the two families.
Conduct a short class discussion on the types of families (small and big).
Extension Idea
Ask: Can you tell me one thing that is the same in both big and small families?
Say: One thing that is the same in both Deepa’s and Rohan’s families is that they both have parents and children who love and take care of each other.
Importance of Family
Learning
Outcomes
Discover Page 17
Students will be able to understand the importance of family and the different ways families support and care for them.
Teaching Aids
Chart paper, crayons or markers, stickers, or family photos
Activity
Ask the students to create a poster on the sheet of paper to understand why their family is important. Instruct them to draw or paste pictures of their family in the centre of a chart paper. Then, ask the students to write or draw three things their family does for them, such as loving them, taking care of them when they are sick, or celebrating special occasions. Once they finish, ask each student to share one thing their family does for them and explain why it is important.
Extension Idea
Ask: Can you think of a time when your family helped you feel better or made you happy? What did they do?
Say: (Sample answer)
Yes, my family helped me feel better when I was sick. They took care of me by giving me medicine, making me soup, and sitting with me to make sure I was comfortable. They also cheered me up by telling funny stories, which made me feel happy again.
Friends
Learning Outcomes
Students will understand the importance of friends and the value of sharing in daily life.
Teaching Aids
Small snacks like a fruit, cookies, or sandwiches, etc.
Activity
Each student should bring a small snack or treat to school (make sure it is something that can be shared with others, like fruit, cookies, or small sandwiches).
Once all the snacks are gathered, arrange the students in a circle.
Ask the students to share their snack with a classmate or to offer a piece of their snack to someone. As they share, ask them to say something nice, like “I hope you enjoy this!” or “I like sharing with my friend!”.
After the activity, have a short discussion about how sharing food makes everyone feel happy. Ask the students how they felt when they shared or received food and why sharing is an important part of being a good friend.
Extension Idea
Ask: Why is it important to share with our friends?
Say: It is important to share with our friends because it shows that we care about them, helps make them happy, and strengthens our friendship.
Get set
Tick ( ) the picture that shows family.
Answers
Page no. 14
D. Who is Sonali’s father?
Pause and Answer
Page no. 17
Fill in the blanks with words from the help box.
1. parents 2. Small 3. big
Chapter Checkup
1. Tick ( ) the correct picture. This is Sonali’s family.
A. Who is Sonali’s brother?
B. Who is Sonali’s grandmother?
C. Who is Sonali’s grandfather?
2. Fill in the blanks.
A. group B. small
C. good D. care
3. Write True or False.
A. True B. True
C. False D. True
4. Match the following.
A. Parents → b. Father and mother
B. Grandfather → c. Father of father or mother
C. Grandmother → d. Mother of father or mother
D. Sibling → a. Sister and brother
5. Answer the following questions.
A. My family takes care of me and keeps me safe.
B. My best friend is very kind. We play and study together.
C. I can say sorry and share my toys with my friend.
6. Solve these riddles.
A. Grandmother B. Grandfather
7. Picture-based questions.
A. Navin is helping his mother with daily chores.
B. Navin’s father is cleaning the room.
C. Navin’s sister’s name is Kirti.
Challenge (HOTS)
He is Rishi’s grandfather.
Sonali
My Safety 3
Learning Outcomes
Students will be able to:
understand the importance of safety rules at home and avoid actions that may cause accidents. explain safety measures to be followed while playing with friends. recognise traffic signals and explain safety rules while walking on the road and while travelling. differentiate between good and bad touch and understand how to respond to unsafe situations.
Let’s Recall
Recap to check if students are aware of basic safety rules. Ask students to solve the question given in the Get Set section.
Vocabulary
avoid: stay away from something or someone spill: when a thing flows or falls out of its container by mistake electrical: related to electricity queue: line of people waiting for their turn stranger: a person whom we do not know private parts: body parts that are covered by undergarments pinches: holds somebody’s skin using fingertips or nails forcefully: in a strong way safety rules: rules that help us to be safe accidents: actions that happen by chance and often result in harm or damage safety: being protected from harm or danger
Teaching Aids
Flashcards with pictures of safe and unsafe actions (e.g., toys on the floor, scissors, wet floor, candles, electrical items); Pictures of children playing in safe and unsafe ways (e.g., on swings, pushing friends); Traffic light images or coloured cards (red, green, yellow), toy cars or small objects to represent vehicles, chalk or tape to create a zebra crossing and footpath on the floor; Flashcards with scenarios or illustrations showing good touches (e.g., hugging, holding hands) and bad touches (e.g., touching private parts, pinching).
Chapter: My Safety
Safety at Home
Learning Outcomes
Discover Page 23
Students will be able to understand the importance of safety rules at home and avoid actions that may cause accidents.
Teaching Aids
Flashcards with pictures of safe and unsafe actions (e.g., toys on the floor, scissors, wet floor, candles, electrical items)
Activity
Divide the class into small groups.
Show each group a flashcard one at a time. Ask the students to identify if the action is “safe” or “unsafe.”
For unsafe actions, ask students what they can do to make it safe (e.g., “What should we do with the scissors?”).
After each answer, briefly explain why the action is safe or unsafe.
Extension Idea
Ask: Can you think of one safe habit you can practice at home to avoid accidents?
Say: One safe habit I can practice at home is putting my toys back in their proper place after playing. This will help avoid tripping or stepping on them and getting hurt.
Safety While Playing
Learning Outcomes
Students will be able to explain safety measures to be followed while playing with friends.
Teaching Aids
Pictures of children playing in safe and unsafe ways (e.g., on swings, pushing friends, etc.)
Activity
Divide the class into small groups, with 3–4 students in each group.
Discover Page 24
Provide each group with a set of safe and unsafe play scenarios. Examples include waiting for turns on a swing (safe) versus pushing a friend off the swing (unsafe), or helping a friend when they fall (safe) versus running too fast and tripping (unsafe).
Ask each group to first act out the unsafe scenario, demonstrating what could happen if safety rules are not followed.
Then, have them act out the corresponding safe scenario, showing how they can avoid the unsafe behaviour and play safely.
Conclude by emphasising that everyone should play safely and follow rules to avoid accidents.
Extension Idea
Ask: What should you do if you see a friend playing in an unsafe way, like pushing someone on the swing or running too fast?
Say: If I see a friend playing in an unsafe way, I should tell them gently that it’s not safe and suggest a safer way to play. For example, I can say, “It’s better to wait for your turn on the swing so no one gets hurt.”
Safety on the Road
Learning Outcomes
Discover Page 25
Students will be able to recognise traffic signals and explain safety rules while walking on the road and while travelling.
Teaching Aids
Traffic light images or coloured cards (red, green, yellow), toy cars or small objects to represent vehicles, chalk or tape to create a zebra crossing and footpath on the floor
Activity
Divide the students into small groups and assign roles such as pedestrians, drivers (using toy cars), and traffic lights. Set up a classroom road with zebra crossings and footpaths using chalk or tape.
Show traffic light cards to signal when it is safe to go or stop. Instruct the pedestrians to cross the road only when the light is green, after checking both ways, and always walk on the footpath. The drivers must stop at red lights and go when it is green.
Allow students to take turns practicing road safety rules like crossing at zebra crossings, waiting for the bus, sitting quietly in a moving bus, and wearing seat belts and helmets.
After the role play, hold a brief discussion asking students what safety rules they practiced and how they can stay safe on the road.
Extension Idea
Ask: Why is it important to wait for the green light before crossing the road?
Say: It is important to wait for the green light because it tells us when it is safe to cross the road. If we cross when the light is red, we might get hurt by moving vehicles.
Good Touch and Bad Touch Discover Page 27
Learning Outcomes
Students will be able to differentiate between good and bad touch and understand how to respond to unsafe situations.
Teaching Aids
Flashcards with scenarios or illustrations showing good touches (e.g., hugging, holding hands) and bad touches (e.g., touching private parts, pinching)
Activity
Begin by discussing the difference between good and bad touches, explaining that good touches make us feel safe and loved, while bad touches make us feel uncomfortable.
Show the flashcards one by one and ask students to identify whether the touch is good or bad, discussing why. After sorting the cards, have students act out scenarios using the flashcards, such as giving a hug (good touch) or saying “NO!” and running away (bad touch).
Extension Idea
Ask: What should you do if someone gives you a bad touch?
Say: If someone gives you a bad touch, you should say “NO!” loudly, run away, and tell an adult, like your parents or teacher.
Get Set
Circle the things that can hurt you.
Pause and Answer
Answers
Page no. 22
Page no. 24
Look at the picture. Tick () the picture that shows the child following safety rules.
Pause and Answer
Fill in the blanks using the given words.
1. zebra 2. Seat 3. Queue 4. helmet
Chapter Checkup
1. Tick () the correct picture.
A. Which of these is safe to play with?
B. Which of these can burn our skin?
Page no. 27
2. Fill in the blanks.
A. books B. matchstick
C. arm D. good
3. Write True or False.
A. False
B. True
C. True
4. Complete the following.
A. Bad touch makes us feel uneasy and unsafe.
B. Good touch makes us feel good and safe.
5. Answer the following questions.
A. Two safety rules at home: Keep toys in their proper place. Do not touch sharp objects like knives.
B. Two safety rules on the road: Cross only at a zebra crossing.
Look both ways before crossing.
C. Two safety rules while playing: Do not push friends. Play only in a park or playground.
D. Examples of good touch and bad touch: Good touch: Hug from parents.
Bad touch: A stranger touching private parts.
6. Tick ( ) the safe action and cross ( ) the unsafe action.
C. What should you use to cross a busy road if you are walking?
D. Which colour of the traffic light tells a car to stop?
Challenge (HOTS)
1. Pick it up and throw it in the dustbin to prevent someone from slipping.
2. Shout “NO,” run away, and tell a trusted adult immediately.
My Needs Unit 2
Chapters in This Unit
4. Food
5. Clothes
6. House
7. School
Story in This Unit
The story is about Ishaan inviting his friends—Mel, Conji, Eva, and others—over to his house. When they arrive, they see that his house is big and beautiful. Conji is surprised by how many rooms there are, and Ishaan tells them that each room is for something different. Conji asks how Ishaan keeps such a big house clean, and Manu jokes that Conji should use magic to clean his room.
Soon, Manu says he is hungry, and Ishaan asks if he did not eat at school. Manu says he only had breakfast, so Pihu explains that lunch is the food they eat in the afternoon, and dinner is what they eat at night. Everyone gets amazed when Mel says he does not eat food, but instead, he charges his batteries. The friends laugh again and head to the dining room for lunch. Ishaan tells them that food helps us grow.
Food 4
Learning Outcomes
Students will be able to:
understand the importance of eating different kinds of food every day and how food helps us in daily activities. identify foods that come from plants and animals. recognise the three main meals of the day and their appropriate timing (breakfast, lunch, and dinner). understand and practice healthy eating habits.
Let’s Recall
Recap to check if students know the names of common fruits and vegetables. Ask students to solve the question given in the Get Set section.
Vocabulary
energy: the ability to do work healthy: strong and free from diseases particular: fixed nuts: hard-shelled fruits or seeds utensils: tools used in cooking germs: tiny things that can make us sick cereals: grains pulses: seeds of some plants
Teaching Aids
meal: food eaten at a fixed time of the day breakfast: food eaten in the morning lunch: food eaten in the afternoon dinner: food eaten in the evening chew: break food into small pieces using our teeth stale: no longer fresh junk: not healthy
Toy fruits and vegetables (plastic or foam), small baskets or bags, market setup (table with price tags, play money, etc.); Flashcards or cutouts of food items (e.g., fruits, vegetables, milk, eggs, bread, honey, fish, etc.), a chart paper with two columns labelled “Plants” and “Animals”, glue, pictures of plants, animals, and their products, a basket, or a box; Visual timeline chart divided into three parts: Morning (Sunrise), Afternoon (Bright Sun), and Night (Moon and Stars), flashcards labelled Breakfast, Lunch, Dinner, Snack, and Water, picture cards showing the sun, afternoon sky, and moon with stars; Pictures or posters showing healthy and unhealthy eating habits, board, and marker.
Chapter: Food
The Food We Eat
Learning Outcomes
Discover Page 36
Students will be able to understand the importance of eating different kinds of food every day and how food helps us in daily activities.
Teaching Aids
Toy fruits and vegetables (plastic or foam), small baskets or bags, market setup (table with price tags, play money, etc.)
Activity
Set up a mini-market in the classroom with toy fruits and vegetables. Assign roles to students: customers and shopkeepers. Give students play money and shopping lists.
Encourage students to buy a variety of healthy foods and discuss their choices.
After the activity, explain the importance of food and why we should eat a variety of food daily.
Extension Idea
Ask: Why should we eat fruits and vegetables?
Say: Fruits and vegetables keep us healthy.
Food from Plants and Animals
Learning Outcomes
Students will be able to identify foods that come from plants and animals.
Teaching Aids
Discover Page 37
Flashcards or cutouts of food items (e.g., fruits, vegetables, milk, eggs, bread, honey, fish, etc.), a chart paper with two columns labelled “Plants” and “Animals”, glue, pictures of plants, animals, and their products, a basket, or a box
Activity
Spread flashcards or cutouts of food items on a table or in a basket. Paste the chart with two columns labelled “Plants” and “Animals” on the board or wall.
Call each student to pick one food card.
Ask them to stick the card in the correct column on the chart paper (“Plants” or “Animals”). For example:
Milk → Animals
Apple → Plants
After all items are sorted, review the chart as a class.
Extension Idea
Ask: We get milk from cows. Can you name another animal that gives us food?
Say: Another animal that gives us food is a hen, which gives us eggs.
Learning Outcomes
Students will be able to recognise the three main meals of the day and their appropriate timing (breakfast, lunch, and dinner).
Teaching Aids
Visual timeline chart divided into three parts: Morning (Sunrise), Afternoon (Bright Sun), and Night (Moon and Stars), flashcards labelled Breakfast, Lunch, Dinner, Snack, and Water, picture cards showing the sun, afternoon sky, and moon with stars
Activity
Divide students into small groups or pairs.
Lay out the timeline chart on the floor or table, with sections for morning, afternoon, and night.
Shuffle the flashcards labelled Breakfast, Lunch, Dinner, Snack, and Water.
Call one group at a time to pick a flashcard (e.g., Breakfast). Let them place it in the correct section of the timeline (e.g., Morning for Breakfast). Also, ask the group to match it with the corresponding picture card (e.g., Sun for morning).
Guide the students to place water at all times of the day (morning, afternoon, and night).
Let them place snack cards between breakfast and lunch, and between lunch and dinner, to represent eating small portions when we are hungry.
Continue until all flashcards are placed correctly. For extra fun, have the entire class clap when a group gets it right!
Extension Idea
Ask: What will happen if we do not drink plenty of water in a day?
Say: If we do not drink plenty of water, we may feel tired and our body will not work properly.
Healthy Eating Habits
Learning Outcomes
Students will be able to understand and practice healthy eating habits.
Teaching
Aids
Pictures or posters showing healthy and unhealthy eating habits, board, and marker
Activity
Conduct a quiz in the class on the topic Healthy Eating Habits. Divide the class into two teams.
Show a picture of a healthy or unhealthy eating habit to both the teams. Each team will take turns answering whether the shown habit is healthy or unhealthy. If the team answers correctly, they earn a point. The team with the most points at the end wins.
Ask: Why it is important to wash our hands before eating?
Say: It is important to wash our hands before eating because it helps get rid of germs and dirt, so we do not get sick.
Answers
Get Set
Page no. 35
Ask the students to colour in the given picture and answer the given question.
Pause and Answer
Page no. 38
Write ‘A’ for the food we get from animals and ‘P’ for food we get from plants.
Chapter Checkup
1. Tick () the correct picture.
A. This is a fruit.
B. This is a vegetable.
C. This is a cereal.
2. Fill in the blanks.
A. sickness
B. plants
C. hen
D. wash
3. Write True or False.
A. False B. False
C. True D. True
4. Match the following.
A. Eggs → d. Hen
B. Milk → a. Cow
C. Honey → b. Honeybee
D. Banana → c. Plant
5. Answer the following questions.
A. We need food to give us energy, help us grow, stay healthy, and fight sickness.
B. We get food from plants and animals.
D. We get this food from an animal.
C. Three foods we get from animals are: milk, eggs, and honey.
D. Two healthy eating habits are: a. Wash hands before and after eating.
b. Eat meals at fixed times.
6. Picture-based questions.
A. Food we get from plants. – Grapes, Brinjal
B. Food we get from animals. – Milk, Eggs
Challenge (HOTS)
Rohan could eat fruits like apples, bananas, or grapes as they are sweet, tasty, and healthy options.
Learning Outcomes
Students will be able to: identify different types of clothes and understand why we wear them. understand that we wear different clothes based on weather conditions. recognise different uniforms and understand their importance.
Let’s Recall
Recap to check if students know the names of the clothes that they are wearing. Ask students to colour the drawing given in the Get Set section.
Vocabulary
iron: press clothes with a hot iron to make them smooth clothes: things we wear to cover our bodies
cotton: soft, fluffy thing that grows on the cotton plant. It is used to make clothes wool: soft, thick hair that grows on the bodies of sheep
raincoat: a waterproof coat worn to protect against rain
uniforms: special clothes worn by people of a group
Teaching Aids
Paper human cutouts (boy, girl, man, and woman), small craft paper pieces, glue, markers, or crayons; Picture cards for different weathers and different types of clothes; Uniforms for various people like doctor, nurse, policeman, school student, etc.
Chapter: Clothes
Clothes We Wear
Learning Outcomes
Students will be able to identify different types of clothes and understand why we wear them.
Teaching Aids
Discover Page 45
Paper human cutouts (boy, girl, man, and woman), small craft paper pieces, glue, markers, or crayons
Activity
Give each student a paper human cutout and a variety of small craft paper pieces. The craft paper can be used to create clothes, such as skirts, shirts, dresses, hats, and accessories.
Students can paste the pieces of the colourful craft paper to create their outfits.
After the activity, discuss that we need clothes to protect us from heat and cold, rain, dust, insects, and germs.
Extension Idea
Ask: What clothes do you wear at home?
Say: We wear soft comfortable clothes at home.
Clothes for Different Times
Learning Outcomes
Discover Page 47
Students will be able to understand that we wear different clothes based on weather conditions.
Teaching Aids
Picture cards for different weathers and different types of clothes
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Ask the students to match the clothes cards to the correct weather cards. For example, they should pair light-coloured cotton clothes to the hot weather, a raincoat with rainy weather, and a woollen jacket with cold weather.
Encourage the students to talk about what kind of clothes they wear on different days depending on the weather they experience.
Extension Idea
Ask: What kind of clothes do you wear when it’s very cold outside? Why do you wear those clothes?
Say: When it is very cold outside, we wear woollen clothes to keep our body warm and protect ourselves from the cold weather.
Learning Outcomes
Students will be able to recognise different uniforms and understand their importance.
Teaching Aids
Uniforms for various people like doctor, nurse, policeman, school student, etc.
Activity
Conduct a role-play fancy dress in the class.
Ask the students to dress up like any character that wears a uniform like doctor, nurse, policeman, school student. Encourage them to speak a few lines to explain about the character they are playing and about the uniform that they are wearing.
After the activity, explain how it is important to take care of our clothes and we should always wear clean and ironed clothes.
Extension Idea
Ask: What other uniforms do you see in your daily life?
Say: Security guard, soldier, fire-fighter, and chefs.
Get Set
[Do it yourself]
Answers
Page no. 44
Pause and Answer Page no. 47
Tick () the correct statements.
1.
3.
Pause and Answer Page no. 47
Circle the odd one out.
1.
2. Chapter Checkup
1. Tick () the correct picture.
A. This is a saree.
2. Fill in the blanks.
A. germs
B. kameez
C. uniform D. umbrella
3. Write True or False.
A. True B. True
C. False
4. Answer the following questions.
A. We wear clothes because clothes protect us from heat, cold, insects and dust.
B. We wear cotton clothes when it is hot.
C. We wear raincoats when it rains.
D. I like to wear comfortable clothes after going home.
5. Picture-based questions. Look at the pictures and name the clothes.
Challenge (HOTS)
Shivani should pack warm woollen clothes like sweaters, jackets, warm pants, and socks because hill stations are cold.
B. This is a salwar-kameez
C. This is a T-shirt.
D. This is a kurta
Skirt
Shorts
Sweater
Shirt
Jacket
House 6
Learning Outcomes
Students will be able to:
understand why we need houses and how they protect us. identify the basic parts of a house and their uses. recognise different rooms and their purposes. learn basic ways to keep their house clean.
Let’s Recall
Ask students to read the poem about houses being safe and happy places given in the Get Set section.
Vocabulary
storm: a lot of rain or snow and strong wind thieves: people who steal wind: moving air enter: to come or go into a place relax: to feel happy guests: people we invite to our home meal: food we eat at a particular time of the day, such as breakfast, lunch, and dinner sweeping: to use a broom to clean the floor mopping: to use a mop to clean the floor
Teaching Aids
dusting: removing dust from things house: a place where people live roof: the top cover of a house living room: a room to relax and meet guests bedroom: a room to rest and sleep kitchen: a room where we cook food bathroom: a room where we bathe, brush our teeth, and use the toilet dining room: a room where we eat meals with our family
Pictures of different types of houses and building blocks; Sheets with outline of a house, cutouts of house parts, glue, drawing and colouring materials; Pictures of different rooms, flashcards of different rooms, activity cards showing daily activities; Pictures of clean vs messy rooms, sorting boxes or baskets with labels “Clean” and “Messy”, flashcards of clean and messy things.
Chapter: House
Need for a House
Learning Outcomes
Students will be able to understand why we need houses and how they protect us.
Teaching Aids
Pictures of different types of houses and building blocks
Activity
Discover Page 53
Show the picture of a house to the students in the class and explain to them that we all live in houses. Instruct students to work in small groups. Distribute the building blocks among the groups.
Ask them to build a small house using the building blocks.
After the activity, discuss the need of a house.
Encourage the students to share stories about their houses.
Extension Idea
Ask: What makes you feel safe in your house?
Say: A house protects us from the heat of the sun, rain, cold and storm. It also protects us from those who can harm us like thieves and animals.
Parts of a House
Learning Outcomes
Students will be able to identify the basic parts of a house and their uses.
Teaching Aids
Sheets with outline of a house, cutouts of house parts, glue, drawing and colouring materials
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Discover Page 53
Ask the students to paste the different parts of a house such as a roof, walls, windows, and doors in their correct places.
Once completes, ask them to colour their houses.
After the activity, discuss the role of each part of the house.
Extension Idea
Ask: Why do we need windows in our house?
Say: To let in fresh air and sunlight.
Learning Outcomes
Students will be able to recognise different rooms and their purposes in a house.
Teaching Aids
Pictures of different rooms, flashcards of different rooms, activity cards showing daily activities
Activity
Show the pictures of different rooms in a house to the students and explain that we do different things in different rooms.
Distribute the flash cards and the activity cards among the students.
Ask them to match each activity with the appropriate room.
Engage students in role-playing different activities after they match the rooms with the activity.
Extension Idea
Ask: What is your favourite room in the house? Why?
Say: (Sample Answer) My favourite room is the living room because it’s where we relax and welcome guests.
Learning Outcomes
Students will be able to learn basic ways to keep their house clean.
Teaching Aids
Pictures of clean vs messy rooms, sorting boxes or baskets with labels “Clean” and “Messy”, flashcards of clean and messy things
Activity
Show pictures of clean and messy rooms to the students and explain which items belong in the “Clean” category and which belong in the “Messy” category.
Prepare flashcards showing clean and messy rooms. Keep the flashcards in a box or basket.
Ask students to take turns picking a flashcard and placing it in the correct basket (Clean or Messy).
Once all flashcards are sorted, discuss why keeping things clean is important for a happy and healthy home.
Extension Idea
Ask: How can you help keep your house clean?
Say: We can keep our houses clean by putting things in their correct places.
Get Set
Answers
Page no. 52
Students read and understand the poem about houses being safe and happy places.
Pause and Answer
Page no. 55
Unjumble the words to name some rooms of a house.
1. BEDROOM 2. KITCHEN
3. BATHROOM
Chapter Checkup
1. Tick () the correct picture.
A. This is a bedroom.
B. This is a living room.
C. This is a kitchen.
D. This is a dining room.
2. Fill in the blanks.
A. thieves B. window
C. kitchen
3. Match the following.
D. living
A. Kitchen → b. Cook food
B. Bathroom → c. Bathe
C. Bedroom → a. Sleep
D. Dining room → d. Eat food
4. Anuj does not know the use of different rooms in the house. Help him choose the right room.
A. Bedroom B. Kitchen
C. Living room D. Bathroom
5. Label the different parts of the house.
6. Answer the following questions.
A. We need a house to protect us from heat, cold, rain, and keep us safe.
B. The different parts of a house are: roof, walls, windows, door
C. Three kinds of rooms we find in a house: Living room, bedroom, kitchen
D. Three things to keep our house clean: Sweeping, mopping, dusting
7. Picture-based questions.
A. Bedroom
B. We sleep in this room.
C. There is a lamp and a chair in the room.
Challenge (HOTS)
1. A room with windows is better because it lets in fresh air and sunlight.
2. No, it is not right because throwing garbage outside makes the outside dirty and unhealthy for everyone.
Roof Wall
Door Window
School 7
Learning Outcomes
Students will be able to: know about school and its purpose. identify different people in school and their roles. recognise different rooms in school and their purposes.
Let’s Recall
Ask students questions about their school to check their understanding. Ask students to perform the activity given in the Get Set section.
Vocabulary
exercise: action that is done to keep the body healthy and strong damage: harm raise: to move something up leader: someone who guides others and takes care of everyone borrow: to take something and return it later school: a place where we study and learn new things classmates: students who are in the same class teachers: people who help others learn new things in a school classroom: a place where students sit and learn many things rules: points that help us know the right things to do staffroom: a place where teachers sit and work library: a place where we can borrow books playground: an open area to play
Teaching Aids
Large sheets of paper, picture cut-outs of school activities, glue sticks, crayons or coloured pencils; School uniform, clothes related to a teacher and a principal, name tags or badges; Flashcards with names and pictures of school rooms, cut-outs representing activities or items related to each room, chart papers, box, and glue.
Chapter: School
Introduction to School
Learning Outcomes
Students will be able to know about a school and its purpose.
Teaching Aids
Discover Page 61
Large sheets of paper, picture cut-outs of school activities, glue sticks, crayons or coloured pencils
Activity
Instruct students to work in small groups. Distribute a large sheet of paper and various cut-out images of schoolrelated activities (like studying, playing, drawing, and singing) among the groups.
Ask each group to paste the pictures on the sheet to create a “My School Day Collage”.
Discuss each activity as they paste it on their collage.
Emphasise on the importance of keeping the school clean and respecting school property.
Extension Idea
Ask: How can we keep our school clean?
Say: We can keep our school clean by throwing trash in the dustbin and not writing on the walls.
People in a School
Learning Outcomes
Students will be able to identify different people in school and their roles.
Teaching Aids
School uniform, clothes related to a teacher and a principal, name tags or badges
Activity
Discover Page 61
Ask the students to dress up as different school people, such as students, teachers, and the principal. Encourage them to speak a few lines describing the role each person plays in the school.
Extension Idea
Ask: Who helps you the most in school and how?
Say: Students can share about their interactions with their classmates, teachers, and principal, etc.
Rooms in a School
Learning Outcomes
Students will be able to recognise different rooms in school and their purposes.
Teaching Aids
Discover Page 63
Flashcards with names and pictures of school rooms, cut-outs representing activities or items related to each room, chart papers, box, and glue
Activity
Show the flashcards of the various rooms like classroom, staffroom, library, and playground to the students in the class and briefly discuss each room and its purpose. Keep the cut-outs of various activities or items related to each room such as books, blackboard, swing, teacher working in a box.
Divide students into small groups.
Ask each group to pick a cut-out from the box and match it to the correct flashcard. For example, a cut-out of a book should be matched with the “Library” flashcard.
After all cut-outs are matched, discuss why each room is important and the activities that happen there.
Extension Idea
Ask: Why is it important to share and take turns in the playground?
Say: It helps everyone enjoy the games and play together happily.
Answers
Get Set Page no. 60
Ask students to colour the picture given in the activity. It is a picture of a school building.
Pause and Answer Page no. 62
[Do it yourself]
Chapter Checkup
1. Tick () the correct picture.
A. This is a student.
B. This is a staffroom.
C. This is a classroom.
D. This can be seen in a playground.
2. Fill in the blanks.
A. friends
B. rules
C. principal
D. uniforms
3. Write True or False.
A. True
B. True
C. False
D. False
4. Write the answers.
A. Two people who work in the school:
a. Teacher
b. Principal
B. Two different rooms in the school:
a. Classroom
b. Library
5. Match the following.
A. Classroom → c. Students learn new things from the teacher.
B. Library → d. It has many books which students can borrow.
C. Staffroom → b. Teachers sit and work here.
D. Playground → a. Students play with each other.
6. Answer the following questions.
A. Three things I learn at school are: Reading, writing, numbers
B. Teacher helps us read, write, and learn new things.
C. [Sample response] My favourite place in school is the library because I can read many books there.
D. [Sample response] The best thing about my school is that I learn new things every day.
7. Picture-based questions.
A. The image shown is that of a playground.
B. The students are playing in the playground.
Challenge (HOTS)
We should not talk while teacher is teaching. We should not write on walls or desks.
My Neighbourhood Unit 3
Chapters in This Unit
8. Places Around Me
9. People Who Help Us Story in This Unit
The story begins with Mel, Conji, and Eva playing Ludo in Ishaan’s room. They decide to go outside to explore the neighbourhood, and Ishaan’s mother asks him to get some sugar from a shop. As they walk, they see houses, shops, and a park. Suddenly, they hear a siren and see an ambulance. Conji asks what it is, and Ishaan explains it takes sick people to the hospital. Conji wonders why they cannot just use magic, and Mel reminds him that humans cannot do magic and have doctors and medicine instead. Ishaan then goes to a shop, to get the sugar his mother requested.
Places Around Me 8
Learning Outcomes
Students will be able to: identify and name different places in their neighbourhood. understand the purpose of markets and identify different types of shops. understand the roles of schools, hospitals, and banks in their neighbourhood. learn about the importance of a police station and a fire station.
Let’s Recall
Recap to check if students know the names of some places near their houses. Ask students to solve the question given in the Get Set section.
Vocabulary
treat: give medicines to or take care of a sick person patients: sick people lockers: boxes to store things trouble: problem or difficulty neighbourhood: places around our house neighbour: people who live in a neighbourhood
Teaching Aids
Large chart paper with an outline of a simple neighbourhood map (including roads and empty spaces for key places), picture cut-outs of neighbourhood places (houses, park, school, market, hospital, bank, police station, fire station), glue sticks, crayons or markers; Empty boxes and packets, play money, price tags with simple numbers, name tags for “Shopkeeper” and “Customer” roles, small tables to set up pretend shops; Old magazines, newspapers, or printed images of a school, hospital, and bank, safety scissors (Teacher’s assistance required), glue sticks, large chart paper or construction paper, crayons or markers; Toy phones (for making emergency calls), simple badges or pretend police hats (for police officers), pretend fire hats or jackets (for firefighters).
Chapter: Places Around Me
Neighbourhood Introduction
Learning Outcomes
Students will be able to identify and name different places in their neighbourhood.
Teaching Aids
Discover Page 73
Large chart paper with an outline of a simple neighbourhood map (including roads and empty spaces for key places), picture cut-outs of neighbourhood places (houses, park, school, market, hospital, bank, police station, fire station), glue sticks, crayons or markers
Activity
Briefly discuss the neighbourhood and its importance. Show and name various neighbourhood places using picture cut-outs.
Distribute the large map to small groups of students. Provide picture cut-outs to each group.
Ask them to place and paste the cut-outs in the appropriate spots on the map.
Students can colour and decorate their neighbourhood map.
After the activity, invite each group to present their completed map and talk about one place in their neighbourhood and how it helps them.
Extension Idea
Ask: How can we help keep our neighbourhood clean?
Say: By throwing trash in the dustbin and not throwing garbage on the roads.
Market Discover Page 74
Learning Outcomes
Students will be able to understand the purpose of markets and identify different types of shops.
Teaching Aids
Empty boxes and packets, play money, price tags with simple numbers, name tags for “Shopkeeper” and “Customer” roles, small tables to set up pretend shops
Activity
Set up pretend shops in class using empty boxes and packets. Label items with simple price tags. Give students play money. Let them take turns being shopkeepers and customers.
Extension Idea
Ask: Suppose you need a new t-shirt. Which shop should your mother go to buy it?
Say: My mother can buy me a t-shirt from a clothes shop.
School, Hospital, and Bank
Learning Outcomes
Students will be able to understand the roles of schools, hospitals, and banks in their neighbourhood.
Teaching Aids
Old magazines, newspapers, or printed images of a school, hospital, and bank, safety scissors (Teacher’s assistance required), glue sticks, large chart paper or construction paper, crayons or markers
Activity
Show images of a school, hospital, and bank. Discuss what happens at each place and why it is important. Give each student a piece of chart paper or construction paper. Ask them to look through old magazines or use printed images to find pictures of a school, hospital, and bank.
Let them cut out the images and glue them on their paper to create a collage.
Once the collages are completed, invite students to share their work with the class and explain why each place is important.
Extension Idea
Ask: What would happen if we did not have a school?
Say: Without a school, we would not be able to learn new things.
Police Station and Fire Station
Learning Outcomes
Students will be able to learn about the importance of a police station and a fire station.
Teaching Aids
Toy phones (for making emergency calls), simple badges or pretend police hats (for police officers), pretend fire hats or jackets (for firefighters)
Activity
Divide the class into small groups and assign each group a scenario. One group can pretend to be at the police station, where some students act as people needing help, and others as police officers helping.
Another group can act out a fire station scenario, with students playing the role of firefighters rescuing someone from a fire.
After each role-play, let the students share why these places are important for safety, helping them understand the value of the police station and fire station in their neighbourhood.
Extension Idea
Ask: Why do we go to the police station if we need help?
Say: We go to the police station because the police can help us stay safe and solve problems.
Get Set
Answers
Page no. 73
[Note: This is a visual activity where students tick places they see near their house - answers will vary by student]
Pause and Answer
Page no. 75
1. hospital 2. doctor 3. school
Chapter Checkup
1. Tick ( ) the correct option.
A. Bank B. Hospital
C. Fire Station D. School
2. Fill in the blanks.
A. neighbours B. places
C. school D. bank
3. Answer the following questions.
A. A neighbourhood is all the places around our house.
B. There is a market, a hospital, and a school in my neighbourhood.
C. We buy things we need from the market.
D. A hospital helps us when we are sick. Doctors treat us there.
E. Neighbours are people who live near our house. We should be helpful and kind to them.
4. Picture-based questions. Look at the pictures. Complete the names of the places.
Challenge (HOTS)
Possible answer: Mehek and her neighbours might have to travel far to see a doctor when they are sick.
HOSPITAL FIRE STATION SCHOOL
People Who Help Us
Learning Outcome
Students will be able to identify different community helpers and understand their importance in our daily lives.
Let’s Recall
Recap to check if students know the names of some helpers who help us in our daily lives. Ask students to recite the poem given in the Get Set section.
Vocabulary
delivers: to take something to a person or place surroundings: everything that is near or around you guard: to keep somebody/something safe vehicles: things that help us travel from one place to another sick: not well clinic: a small hospital
Teaching Aids
Costumes and props representing different helpers.
Chapter: People Who Help Us
Our Helpers Discover Page 79
Learning Outcome
Students will be able to identify different community helpers and understand their importance in our daily lives.
Teaching Aids
Costumes and props representing different helpers
Activity
Introduce the concept of helpers in the community. Discuss different types of helpers like doctors, teachers, drivers, farmer, etc., and explain the important roles they play in community. Ask the students to dress up like their favourite character and bring in simple props from home that relate to their chosen character (for example, a doctor’s coat or a teacher’s book).
Encourage the students to say a few lines when they come forward. They can talk about what their helper does, why they like that helper, or share a fun fact about the role they are playing.
Applaud their effort to boost confidence.
Extension Idea
Ask: Why is the work of a teacher important?
Say: Teachers help us learn new things.
Set
[This is a poem reading activity - encourage students to sing along]
Chapter Checkup
1. Tick () the correct answer.
A. treats sick people
B. sells things at a shop
C. catches bad people
D. collects the garbage from homes and streets
2. Fill in the blanks.
A. doctor
C. driver
3. Write True or False. A. True
teacher
farmer
False C. True
4. Name the helper you need.
A. Doctor
B. Driver
C. Police officer
D. Shopkeeper
5. Answer the following questions.
A. Teacher helps us learn to read, write, and teaches good manners.
B. Shopkeeper sells us things.
C. Police officers catch bad people and make sure everyone follows rules.
D. Farmers grow food for us to eat.
E. If there are no doctors, sick people will not get treatment.
6. Who am I?
Answer: Teacher
7. Picture-based questions.
A. Doctor
B. The doctor is treating a sick boy.
Challenge (HOTS)
Possible answer: I can help the farmer by watering plants, picking vegetables, or keeping the farm clean.
Plants and Animals Around Me
Chapters in This Unit
10. Animals Around Us
11. Plants Around Us
Story in This Unit
The story shows Mel, Conji, and Eva watching a TV program about a lion. Eva finds the lion scary and asks what a jungle is. Ishaan explains that it is a place where many plants and animals live. Ishaan suggests they visit a zoo to see these plants and animals in person, and Pihu offers to ask her mom to take them. The friends seem excited about the idea of a zoo trip.
The friends arrive at the zoo and are immediately excited. They observe a giraffe, wondering at its height and long neck. Eva asks if it is eating leaves, and Pihu confirms. Eva then expresses a wish to be tall like the giraffe, and Conji playfully suggests he could make that happen.
Suddenly, Conji pulls out his magic wand, surprising everyone. A monkey swiftly snatches the wand from Conji’s hand using its tail. Conji is shocked and exclaims about the monkey’s naughtiness. Pihu explains that they will need to offer the monkey something in exchange for the wand. Mel then casts a spell, producing a banana. Manu identifies it as a monkey’s favourite food.
They offer the banana to the monkey, who eagerly takes it and, in the process, drops Conji’s wand. Conji is overjoyed to have his wand back and is reminded to keep it safe. The friends then continue to enjoy their time at the zoo.
Animals Around Us
Learning Outcomes
Students will be able to: identify and classify animals into three categories: wild animals, domestic animals, and pet animals. identify the places where different animals live.
Let’s Recall
Ask students to read the poem about animals given in the Get Set section.
Vocabulary
sea: a large waterbody farm: a place where people grow plants and take care of animals wild animals: animals that live away from us in forests domestic animals: animals that people raise for their usefulness pets: animals that people keep for company or enjoyment
Teaching Aids
Three large chart papers, cut-out pictures of various animals, glue sticks, tape; Picture cut-out of animals and birds, charts of different colours, cotton, and coloured papers.
Chapter: Animals Around Us
Types of Animals
Learning Outcomes
Discover Page 91
Students will be able to identify and classify animals into three categories: wild animals, domestic animals, and pet animals.
Teaching Aids
Three large chart papers, cut-out pictures of various animals, glue sticks, tape Activity
Show the pictures of various animals to the students and explain to which category each animal belongs to. Then, display three large chart papers on the board with the headings Wild Animals, Domestic Animals, Pet Animals.
Provide each student with a picture of an animal (lion, cow, dog, elephant, goat, rabbit, etc.).
One by one, call each student to paste their animal picture under the correct category on the chart paper. Encourage the class to help if someone is unsure where their animal belongs.
Extension Idea
Ask: Which animals do people keep at home for love and joy?
Say: Pet animals
Places Where Animals Live
Learning
Outcomes
Students will be able to identify the places where different animals.
Teaching Aids
Discover Page 93
Picture cut-out of animals and birds, charts of different colours, cotton, glue sticks, tape, and coloured papers Activity
Explain the different places where animals live, such as land, water, trees, and some fly in the air. Show pictures or flashcards of different animals and the places where they live to the students.
Divide the class into five groups: Land, Water, Land and Water, Trees, and Air. Provide each group with the chart paper of a different colour, each to represent a different place where animals live. For example, blue chart paper for water, brown chart paper for land, white chart paper for sky, and so on.
Ask them to create a beautiful scene on their selected chart paper and place the cut-out pictures of animals accordingly.
Land: Draw fields, houses, and place animals like dogs, cows, and tigers.
Water: Use blue paper to show a pond or sea, and paste pictures of dolphins and fish.
Land and Water: Create a scene with a picture of a frog sitting near water or a crocodile in the river.
Trees: Paste green paper for trees and place squirrels and monkeys.
Air: Add clouds with cotton and paste birds, butterflies, and bees.
Extension Idea
Ask: Can a fish live on land?
Say: No, a fish lives only in water. It cannot live on land.
Get Set Page no. 90
Ask the students to read the poem aloud in the class.
Pause and Answer Page no. 92
Wild Animals: lion, zebra, elephant
Domestic Animals: horse, cow, hen
Pet Animals: cat, dog, rabbit
Chapter Checkup
1. Tick () the correct picture.
A. This animal lives in the forest.
B. This animal lives on the farm.
C. This animal lives in the water.
D. This animal lives in a tree.
2. Fill in the blanks.
A. forest
C. dog
E. eagle
3. Circle the odd one out.
A. Cow
B. Lion
C. Monkey
B. farm
D. ducks
4. Find the animal names in the word search.
5. Look at the picture. The animals have numbers written on them. Write the number in the box that matches the animal’s name.
6. Answer the following questions.
A. Horses, cows, goats
B. (Student’s drawing; example: Dog)
C. Frogs and ducks
D. Domestic animals live with people and are useful, while wild animals live in the forest away from people.
7. Picture-based questions.
A. Zebra and Dog
B. Dog
C. Zebra
Challenge (HOTS)
Anand can ask his parents to take the cat to the animal hospital and take care of it by giving it milk.
Plants Around Us
Learning Outcomes
Students will be able to: identify and describe different parts of a plant. understand the different ways plants help us.
Let’s Recall
Ask students to complete the activity given in the Get Set section.
Vocabulary
pluck: to pull or pick something quickly bitter: having a sharp, unpleasant taste nutrients: important foods that help in growth breathe: the process of taking in air leaf: flat and green part of a plant stem: the tall and strong part of the plant flower: the beautiful and colourful part of a plant fruit: the juicy and tasty part of a plant root: the part of plant that stays in the soil seed: a tiny part of a plant that can grow into a new plant
Teaching Aids
A chart showing plant parts, real or artificial plant, labels for plant parts; Large cut-outs of green colour paper, markers, large chart paper, tape or glue.
Chapter: Plants Around Us
Parts of Plants Discover Page 100
Learning Outcomes
Students will be able to identify and describe different parts of a plant.
Teaching Aids
A chart showing plant parts, real or artificial plant, labels for plant parts
Activity
Show a real or artificial plant to the class. Point to each part of the plant and discuss its function as given below:
Leaf: Makes food for the plant.
Stem: Holds the plant straight.
Root: Takes in water and nutrients from the soil.
Flower: The colourful part of the plant that makes seeds.
Fruit: Juicy and tasty part of a plant and is often eaten.
After discussion, hand out the cut-out pieces of plant parts and a blank plant chart to each student. Ask them to paste and label each part correctly.
Extension Idea
Ask: What part of a plant do we eat as vegetables?
Say: We eat different parts of plants, such as leaves, roots, and stems.
Uses of Plants
Learning Outcomes
Students will be able to understand the different ways plants help us.
Teaching Aids
Large cut-outs of green colour paper, markers, large chart paper, tape or glue
Activity
Distribute the large cut-outs of leaves to each student. Ask them to think of a way plants help us. For example, they can write things like “Plants give us food”, “Plants give us shade”, or “Plants help make clothes”.
After each student writes their idea on the leaf, have them come up to the front and share what they wrote.
Then ask them to paste their leaf on a large chart paper with a tree outline already drawn on it. Each student will add their leaf to the tree, filling it up with different uses of plants.
Once all the leaves are on the tree, discuss with the students how each leaf shows a way plants help us in our daily lives.
Extension Idea
Ask: Can you name a plant that gives us medicine?
Say: Plants like tulsi and aloe vera help make medicines.
Answers
Get Set Page no. 99
Let the students colour the picture as per their imagination.
Pause and Answer Page no. 101
1. Leaf
3. Fill in the blanks.
A. Birds B. Leaves
C. Stem D. Seed
E. Fruit F. Air
Fruit 3. Root
Chapter Checkup
1. Tick () the correct picture.
A. This is a fruit.
B. This is a leaf.
C. This is a stem.
Stem
4. Circle the things we get from plants. Wood, rice, tea, cotton, carrot, lemons
5. Complete the following.
A. Name any two flowers.
a. Rose b. Lily
B. Name any two fruits.
a. Apple b. Mango
C. Name any two things that we get from plants. a. Wood b. Cotton
D. This is a seed.
2. Write True or False.
A. True
C. True
E. True
False
False
6. Answer the following questions.
A. Different parts of a plant are: Leaf, stem, root, flower, fruit, seed
B. (Students’ drawing)
C. Leaf is called the ‘kitchen’ of the plant.
D. We should care for plants because plants give us food, fresh air, and many useful things.
7. Picture-based questions.
A. Leaf, stem, and flower
B. (Students’ response)
Challenge (HOTS)
1. Siya needs a seed to grow a new plant.
2. Amit can get fruits and fresh air from the apple tree.
My Environment Unit 5
Chapters in This Unit
12. Water Around Us
13. Air
14. Weather and Seasons
Story in This Unit
This comic strip shows a scene where Mel, Conji, and Eva are video chatting from their spaceship with the Elders from Avora. The children report that they are doing well and that they have made three new friends on Earth, who are kind.
The scene then shifts to show Ishaan, Pihu, and Manu arriving to meet their alien friends. It is a hot day, and Pihu expresses feeling like she will melt like an icecream. This leads to a conversation where the aliens learn that Earth has different weather and seasons, and that the current hot weather is due to the summer season.
Mel expresses thirst, asking for water, but Manu is surprised to learn that the aliens do not drink water. They explain that their bodies are different. Conji then uses magic to conjure a drink for himself, exclaiming “Bringo!” Manu is delighted by the magic.
The scene shifts to show the aliens on a video call with their Elders on Avora. They introduce Ishaan, Pihu, and Manu to the Elders, who express their pleasure at meeting them. The Elders then announce that it is time for Mel, Conji, and Eva to return home. The aliens express that they have learnt a lot about Earth and are ready with their EVS project.
Water Around Us 12
Learning Outcomes
Students will be able to: identify different uses of water. identify various sources of water. understand the importance of drinking clean water.
Let’s Recall
Recap to check if students can tell some uses of water in their daily life. Ask students to colour the picture given in the Get Set section.
Vocabulary
utensils: tools used to cook and eat food water bodies: places on Earth that are filled with water boil: heating something until it starts to make bubbles filter: a thing that makes water clean by catching dirt and germs vessels: containers to store things like water pond: a small, shallow body of water, with land on all sides river: a large flowing body of water lake: a large body of water surrounded by land well: a hole dug into the ground to get water handpump: a thing used to get underground water
Teaching Aids
Picture cut-outs for activities like drinking, cooking, bathing, washing clothes, a large chart paper with an outline of a house or showing different rooms, glue; Worksheets with pictures of ponds, rivers, lakes, wells, and handpumps, pencils and erasers; Two glasses: one with clean water and one with muddy water, a real pot or kettle or pictures (for boiling demonstration), a clean cloth or filter or pictures (for demonstration), a covered vessel for storing water.
Chapter: Water Around Us
Uses of Water
Learning Outcomes
Students will be able to identify different uses of water.
Teaching Aids
Discover Page 113
Picture cut-outs for activities like drinking, cooking, bathing, washing clothes, a large chart paper with an outline of a house or showing different rooms, glue
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Ask the students to paste the picture cut-outs of various activities in the related rooms on the chart paper. For example, a person drinking water in the kitchen, a child taking a bath in the bathroom, a house help washing utensils in the kitchen, etc.
Once the chart paper is complete, ask each group to present their chart to the class.
Extension Idea
Ask: Can animals live without water?
Say: Just like us, animals need water to drink and bathe.
Sources of Water
Learning Outcomes
Students will be able to identify various sources of water.
Teaching Aids
Worksheets with pictures of ponds, rivers, lakes, wells, and handpumps, pencils and erasers
Activity
Discover Page 114
Show the class pictures of various water sources, such as ponds, rivers, lakes, wells, and handpumps. Briefly discuss each source, explaining its importance.
Distribute worksheets to each student. Each worksheet should have pictures of the different water sources, but the labels should be blank (e.g., a picture of a pond with an empty space for the name).
Ask the students to look at each picture and write the correct name of the water source in the blank space next to the image.
After the students complete the worksheets, discuss that water is a valuable resource, and we must never waste it.
Extension Idea
Ask: Where does rainwater go?
Say: Rainwater fills ponds, lakes, and rivers.
Drinking
Learning Outcomes
Students will be able to understand the importance of drinking clean water.
Teaching Aids
Two glasses: one with clean water and one with muddy water, a real pot or kettle or pictures (for boiling demonstration), a clean cloth or filter or pictures (for demonstration), a covered vessel for storing water Activity
Show the students two glasses: One glass should have clean, clear water, and the other should have muddy or dirty water. Hold the glasses up for all the students to see. Ask them, “Which one would you drink?” Most students will choose the clean water.
Explain that sometimes, water can be dirty or contain germs that can make us sick. To make water safe for drinking, we can boil it or filter it.
Demonstrate how to boil water by explaining that boiling it for a few minutes helps kill germs, and show how filtering works by using a cloth or filter to remove dirt. Next, demonstrate how to store water in a clean, covered vessel to keep it safe from germs and dirt.
Extension Idea
Ask: What happens if we drink dirty water?
Say: We might get sick, so we must always drink clean water.
Answers
Get Set Page no. 112
Ask the students to colour the water drop blue.
Chapter Checkup
1. Tick () the correct picture.
A. You open this to get water at home.
B. This activity needs water
C. We take out underground water from this.
D. You should use this to store drinking water.
2. Fill in the blanks.
A. Drink
B. Rain
C. Well
D. Boil
3. Write True or False.
A. False
B. True
C. False
D. True
4. Answer the following questions.
A. Three uses of water: Drinking, cooking, bathing
B. Two sources of water: Pond, river
C. Plants need water to grow.
D. We can clean water before drinking by boiling it or using a filter.
5. Picture-based questions.
A. Plant A looks dry; Plant B is green and healthy.
B. Plants need water to stay healthy and grow.
Challenge (HOTS)
Both a handpump and a well give underground water.
Learning Outcomes
Students will be able to:
learn the various uses of air in daily life. understand the concept of wind as moving air and differentiate between a breeze and a storm. learn that air occupies space and has weight.
Let’s Recall
Recap to check if students know about the presence of air around us. Ask students to solve the question given in the Get Set section.
Vocabulary
instrument: a thing that plays music
flute: a musical instrument that you play by blowing air across a hole in the side of the instrument sway: to move or swing gently back and forth heavier: weighs more than something else
breathe: to take in air occupies: to fill or take up space weight: how heavy something is
Teaching Aids
Worksheets containing pictures of various activities and pencils; Balloons, a ruler, and a thread.
Chapter: Air
Uses of Air
Learning Outcomes
Students will be able to learn the various uses of air in daily life.
Teaching Aids
Worksheets containing pictures of various activities and pencils
Activity
Discover Page 120
Provide students with a worksheet containing pictures of various activities, such as: flying a kite, playing with a balloon, lighting a candle, eating food, riding a bicycle, drying clothes, breathing, reading a book.
Ask the students to circle the activities that need air.
Once completed, discuss each activity as a class and reinforce why air is required for it.
Extension Idea
Ask: What happens if we do not have air to breathe?
Say: If we do not have air, we will not be able to live.
Wind
Learning Outcomes
Discover Page 121
Students will be able to understand the concept of wind as moving air and differentiate between a breeze and a storm.
Teaching Aids
No teaching aids required
Activity
Explain to the students that a breeze is a gentle, cool wind that makes leaves and flowers move, while a storm is a strong wind that can sway or even uproot trees.
Give examples: “Have you seen leaves gently moving on trees?” (Breeze) or “Have you seen strong winds that make umbrellas flip during heavy rain?” (Storm).
Next, instruct the students to act out these scenarios.
For a breeze, they should gently wave their arms like swaying leaves.
For a storm, they should carefully spin and sway their arms to imitate strong wind. (But safely in place).
Call out situations such as “A kite is flying gently” (Breeze) or “The wind is shaking the trees!” (Storm) and have students respond with the correct movement.
After the activity, guide them to understand that staying indoors while there is a strong storm, is the safest option.
Extension Idea
Ask: Why do you think a breeze makes us feel happy, but a storm makes us feel scared?
Say: A breeze feels nice because it is soft and cool. It makes us happy. A storm is loud and strong, and it can be scary because it can make trees fall or cause damage.
Special Qualities of Air
Learning Outcomes
Students will be able to learn that air occupies space and has weight.
Teaching Aids
Balloons, a ruler, and a thread
Activity
Discover Page 122
Distribute the teaching aids to the students. Ask the students to blow air into a balloon. Explain to them that before blowing air, there was no air inside the balloon. After blowing air, the balloon swells up. This means that air occupies space.
Next, ask the students to tie an empty balloon to one end of a ruler and an air-filled balloon to the other end. Ask the students to hold the ruler from the centre and observe that the balloon filled with air goes down. This proves that air has weight.
After the activity, discuss the special properties of air.
Extension Idea
Ask: Can we see air? How do we know it is there?
Say: No, we cannot see air, but we can feel it and see how it fills up spaces like balloons or bags.
Answers
Get Set Page no. 119
Circle any two things moving in the air.
Chapter Checkup
1. Tick () the correct picture.
A. This needs air to breathe.
B. This activity needs air.
C. This is filled with air.
2. Fill in the blanks.
A. air B. plants
C. tyres D. dry
3. Write True or False.
A. True B. False
C. False
D. True
4. Answer the following questions.
A. Three uses of air: breathing, flying kites, and dry clothes.
B. Two special qualities of air: it occupies space and has weight.
C. Students can draw two things that move due to air: For example: kite, bird.
D. Wind that blows gently is a breeze, while the wind that blows strongly is a storm.
5. Match the following.
A. Moving air → c. Wind
B. Air occupies → d. Space
C. Strong wind → e. Storm
D. Gentle wind → a. Breeze
E. Air moves → b. Leaves
6. Picture-based questions.
A. An empty glass.
B. Air is filled in it.
Challenge (HOTS)
No, it is not safe to stand under a tree on a stormy day. Strong winds can break tree branches, which may fall and hurt her.
Weather and Seasons
Learning Outcomes
Students will be able to: identify different types of weather. know about the three main seasons in India.
Let’s Recall
Recap to check if students know the names of things we use on a rainy day, such as an umbrella or a raincoat.
Ask students to solve the question given in the Get Set section.
Vocabulary
warm: a little hot quilt: like a thick and soft blanket
rainbow: a colourful band seen in the sky on a rainy day sweat: drops of salty water that flow through our skin gloves: clothing items that cover and protect the hands
weather: condition of the air and sky at a given place and time season: when the weather is similar for a few months
summer season: when the weather is hot for a few months
winter season: when the weather is cold for a few months
rainy season: when it rains a lot for a few weeks or months
Teaching Aids
Cardboard boxes, coloured papers, cut-outs of sun and rain drops, paper fan, cotton, glue sticks, and markers; Summer clothes, winter clothes, rainy season items, and pictures of seasonal fruits, etc.
Chapter: Weather and Seasons
Weather
Learning Outcomes
Students will be able to identify different types of weather.
Teaching Aids
Discover Page 127
Cardboard boxes, coloured papers, cut-outs of sun and rain drops, paper fan, cotton, glue sticks, and markers
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Assign each group a weather type: sunny, rainy, windy, cloudy, or snowy.
Guide each group to use the craft material to create a weather scene inside their box, decorating it to represent their assigned weather. For example, the sunny group can add a bright yellow sun and clear blue sky, the rainy group can use blue paper and raindrops, and the cloudy group can use cotton for clouds.
After completing their scenes, ask each group to present to the class, describing what their weather looks like, how it feels (warm, cold, or windy), and what clothes are suitable for that weather.
Encourage simple observations such as, “This is windy”, or “It is cloudy and dark”.
Extension Idea
Ask: What would happen if it never rained?
Say: Plants would dry up, and there would be less water for animals and people.
Learning Outcomes
Students will be able to know about the three main seasons in India.
Teaching Aids
Summer clothes, winter clothes, rainy season items, and pictures of seasonal fruits, etc.
Activity
Divide the class into three groups and assign each group a season, such as summer, winter, or monsoon, that they must represent. Students can use any props that they find suitable for their presentation.
Ask the students to dress in a way that represents the season they are assigned. For example, the group representing summer can wear light cotton clothes, the group representing winter can wear jackets, caps, and mufflers, and the group representing the monsoon season can carry an umbrella and wear a raincoat.
Encourage the students to speak a few lines about the season they are representing. Additionally, explain which fruits are common during each season and the activities that people enjoy during those times.
Extension Idea
Ask: Name any one activity that you would like to do in your favourite season.
Say: Summer: I like to play outside and eat ice cream.
Winter: I like to wear a warm coat and build a snowman.
Rain: I like to jump in puddles and use my umbrella.
Get Set
Answers
Page no. 126
Ask the students to join the dots and colour the given picture.
Pause and Answer
1. True 2. True
3. False 4. True
Chapter Checkup
1. Tick () the correct picture.
A. We use this on a hot day.
B. We wear this on a cold day.
Page no. 128
C. This protects us from getting wet in the rain.
D. We see these on a rainy day.
2. Fill in the blanks.
A. sun
C. windy
B. hot
D. monsoon
3. Match the following.
A. Hot day → c. Wear cotton clothes
B. Cold day → d. Wear woollen clothes
C. Rainy day → e. Wear raincoats
D. Windy day → b. Wind blows strongly
E. Cloudy day → a. Clouds hide the sun
4. Answer the following questions.
A. Weather is the condition of the air and sky at a certain time.
B. Three different types of weather are: hot, cold, and rainy
C. The different seasons in India are: Summer season, winter season, monsoon season
D. [Students can draw an umbrella and a raincoat.]
5. Picture-based questions.
A. Summer season
B. To protect from the hot sun
Challenge (HOTS)
No, Nalini should not eat ice cream in winter because it is very cold and might make her sick. She should have something warm instead.
How I Travel Unit 6
Chapters in This Unit
15. Transport
Story in This Unit
Mel, Conji, and Eva are ready to return to their home planet Avora after completing a project with their Earth friends. However, they discover that their spaceship is not working.
They try to start the spaceship but it does not respond. They discuss alternative ways to travel, like airplanes, but realise those will not work for interplanetary travel. They decide to contact their Elders for help.
The Elders, upon learning of the spaceship malfunction, reassure them that they will send Muses to fix it.
The Muses express excitement about the trip, looking forward to seeing a new planet. They do not know it, but someone is listening to their conversation from behind a tree.
Learning Outcomes
Students will be able to: identify different land vehicles and understand how they help us travel. understand different water transport modes and their uses. identify air transport vehicles and understand their importance.
Let’s Recall
Recap to check if students know the names of some vehicles. Ask students to solve the question given in the Get Set section.
Vocabulary
vehicle: a thing that we use to move from one place to another faraway: at a long distance nearby: not far service: get the vehicle checked travelling: moving from one place to another
Teaching Aids
Pictures of different vehicles, masking tape, paper plates, and name tags; Blue colour chart paper, origami sheets, cut-out pictures of ships, glue sticks, markers, and crayons; Picture cards of aeroplanes, helicopters, birds, kites, and cars, a basket or a box, blue chart paper, cotton, picture cut-out of sun, glue stick, and markers.
Chapter: Transport
Travelling on Land
Learning
Outcomes
Discover Page 138
Students will be able to identify different land vehicles and understand how they help us travel.
Teaching Aids
Pictures of different vehicles, masking tape, paper plates, and name tags
Activity
Show students the pictures of various vehicles that move on land. Ask the students to say their names loudly. Prepare a city map on the classroom floor using masking tape to mark roads and intersections. Assign students to play the roles of different vehicles, such as cars, buses, and bikes.
Write the vehicle names on name tags for students to wear, so they can identify which vehicle they represent. Provide each student a paper plate steering wheels to “drive” their vehicles. Additional challenges, such as “picking up passengers” or “parking” vehicles, can be introduced to simulate real-life driving situations.
Extension Idea
Ask: Which vehicle do you take to school?
Say: [Answer may vary] I take bus/car/autorickshaw/scooter/bicycle to school.
Travelling in Water
Learning
Outcomes
Students will be able to understand different water transport modes and their uses.
Teaching Aids
Blue colour chart paper, origami sheets, cut-out pictures of ships, glue sticks, markers, and crayons
Activity
Demonstrate to students how to create a paper boat using origami sheets. Instruct them to make their boats and decorate them using markers and crayons. They can also write their names on their boats.
Once the boats are ready, paste them on a large blue-coloured chart paper representing a water body. Add picture cut-outs of ships to the chart paper for additional decoration.
After the activity, explain that boats are used to travel in rivers and lakes, while ships are used to travel in seas.
Extension Idea
Ask: What do you call the driver of a ship?
Say: The driver of a ship is called a captain.
Learning Outcomes
Students will be able to identify air transport vehicles and understand their importance.
Teaching Aids
Picture cards of aeroplanes, helicopters, birds, kites, and cars, a basket or a box, blue chart paper, cotton, picture cut-out of sun, glue stick, and markers
Activity
Display a large blue-coloured chart paper representing the sky in the classroom.
Place picture cards of various items in a basket or box.
Call each student one by one and ask them to pick a card from the basket. Let them observe the picture and decide whether the item flies in the sky or not.
If it flies, give them time to paste the picture on the blue chart paper. If it does not, they should return the card to the basket.
After the activity, explain that aeroplanes and helicopters help us travel long distances quickly. Also, emphasise the importance of regularly checking and servicing vehicles to prevent excessive smoke emissions, as too much smoke is harmful to our health.
Extension Idea
Ask: Who flies the aeroplane?
Say: The pilot flies the aeroplane.
Pause and Answer
Write True or False.
1. False 2. True
3. False
Answers
Page no. 139
2. Fill in the blanks.
A. nearby
B. ships
C. aeroplane
D. smoke
Pause and Answer Page no. 140
Fill in the blanks.
1. ships 2. seas
3. boat
Chapter Checkup
1. Tick () the correct picture.
A. This vehicle moves on land.
B. This vehicle moves in water.
C. This vehicle flies in the sky.
D. This vehicle moves on a track.
3. Solve the riddles.
A. train
B. scooter
4. Answer the following questions.
A. Moving from one place to another is called travelling.
B. [Students can give this answer on their own.]
C. Three vehicles that move on land are: car, bus, scooter
D. Two vehicles that move in water are: boat and ship
E. Two vehicles that move in the air are: aeroplane, helicopter
5. Join the dots. Name the vehicle. Colour it.
Ask the students to join the dots and colour the picture.
The name of the vehicle is car.
6. Picture-based questions.
A. Helicopter
B. Air transport
Challenge (HOTS)
Rupa should go by train.
World Around Me
Chapters in This Unit
16. My Country
17. The Earth and the Sky
Story in This Unit
Lord Ero overhears the Elders’ and Muses’ conversation and decides to follow the Muses to Earth with an unclear intention. The Muses arrive in Madhavgarh, repair Mel’s spaceship, and meet Mel’s new friends - Ishaan, Pihu, and Manu. The trio thanks the Muses for their help.
As a gift for Ishaan, Pihu, and Manu, the Elders send a magical book containing information about Avora. The children on Earth also gift Mel, Conji, and Eva two books about Earth and India, where they will learn about the national flag, bird, flower, and animal.
After bidding farewell, the trio departs. However, Lord Ero, having listened in, plots to create his own dark magic-filled country on Avora.
The children hope to return to Avora someday, and the story ends with them flying away, leaving a sense of anticipation about Lord Ero’s plan and the future conflict.
My Country 16
Learning Outcomes
Students will be able to:
identify and explain the meaning of colours and symbols in the Indian flag. identify and describe the lotus as India’s national flower. identify and describe characteristics of the peacock and tiger, the national bird and animal of India.
Let’s Recall
Recap to check if students know the name of our country.
Vocabulary
symbol: picture or sign that stands for something saffron: bright orange colour
bravery: the quality of being strong and ready to face difficulty without fear peace: being calm spoke: a rod that joins a wheel to its centre fur: the thick hair that covers the bodies of some animals stripes: long lines of colour pride: something to be proud of national symbol: a special picture or thing that people of a country can look at and feel proud of
Teaching Aids
White sheets of paper with straight lines drawn for flag and a circle in the middle for Ashok Chakra, small bits of coloured papers (saffron, green, and blue), glue sticks, markers or pencils; Blue coloured sheets, petals of lotus flowers cut from pink coloured sheets, large leaves cut from green coloured sheets, glue sticks; Paper plates cut in the shapes of tiger and peacock faces, crayons, markers, elastic bands.
Chapter: My Country
National Flag
Learning Outcomes
Discover Page 148
Students will be able to identify and explain the meaning of colours and symbols in the Indian flag.
Teaching Aids
White sheets of paper with straight lines drawn for flag and a circle in the middle for Ashok Chakra, small bits of coloured papers (saffron, green, and blue), glue sticks, markers or pencils
Activity
Provide the materials to the students. Instruct them to paste the saffron-coloured paper bits on the topmost band and green-coloured bits on the bottom band. Also, tell them to paste the blue-coloured paper bits in the circle for the Ashoka Chakra on the middle strip. Ask the students to write their names on the flags.
Display the flags made by the students on the class display board.
Extension Idea
Ask: Where do you see our national flag in your daily life?
Say: Schools, government buildings, special occasions, etc.
National Flower
Learning Outcomes
Students will be able to identify and describe the lotus as India’s national flower.
Teaching Aids
Discover Page 148
Blue coloured sheets, petals of lotus flowers cut from pink coloured sheets, large leaves cut from green coloured sheets, glue sticks
Activity
Provide the materials to the students. Instruct them to paste the pink lotus petals on the blue coloured sheet to create the flower. Ask them to paste the green leaf below the flower.
Display their work on the class display board.
Extension Idea
Ask: Why do you think the lotus was chosen as our national flower?
Say: It is beautiful, grows in water, and stays clean despite being in muddy water.
National Bird and Animal
Learning Outcomes
Students will be able to identify and describe characteristics of the peacock and tiger.
Discover Page 149
Teaching Aids
Paper plates cut in the shapes of tiger and peacock faces, crayons, markers, elastic bands
Activity
Provide the materials to the students.
Instruct them on how to colour the paper plates to make the tiger and peacock masks.
Assist the students in tying the elastic bands on both sides of the mask so that they can wear it.
Ask the students to enact a small play, speaking a few lines about the national animal or bird they are portraying.
Extension Idea
Ask: Why do you think the tiger was chosen as the national animal of India?
Say: Because it shows strength and power.
Answers
Chapter Checkup
1. Tick () the correct picture.
A. This is the national flag of India.
B. This is the national flower of India.
C. This is the national bird of India.
2. Fill in the blanks.
A. India B. Ashoka Chakra
C. national D. saffron
3. Match the following.
A. Tiranga → b. National flag
B. Tiger → d. National animal
C. Peacock → a. National bird
D. Lotus → c. National flower
4. Write True or False.
A. False
B. False
C. True
D. True
5. Answer the following questions.
A. National Flower - Lotus; National Bird - Peacock.
B. Saffron means bravery, White means peace, and Green means growth.
C. In the centre of the white band
D. The tiger is a big and strong wild animal. Tigers have stripes that help them hide in tall grass.
6. Picture-based questions.
A. [Do it yourself ]
B. Lotus
C. It is our national flower.
Challenge (HOTS)
Sample answer: I can learn about our national symbols and tell others about them/I can respect our national flag/I can help keep our country clean.
The Earth and the Sky
Story in This Chapter
Mel, Conji, and Eva are warned by the Muses about Lord Ero’s arrival on Earth. When they spot his spaceship, a battle begins, with both sides firing lasers. Eva suggests using magic to help Mel, and during the fight, Lord Ero is temporarily blinded. As Mel fires a laser that hits Lord Ero’s ship, Lord Ero escapes using dark magic. The children return to Avora, where the Elders praise their bravery, though Eva remains concerned about Lord Ero’s escape. The story ends with the children celebrating their victory, while the threat of Lord Ero still looms.
Learning Outcomes
Students will be able to: identify the Earth as their home, recognise its round shape, and understand the difference between land and water on Earth.
identify the Sun, Moon, stars, and clouds as parts of the sky and understand their basic characteristics. understand the importance of keeping the Earth clean and learn simple ways to care for the environment.
Let’s Recall
Recap to check if students know the name of the planet on which we live. Ask students to read the poem aloud given in the Get Set section.
Vocabulary
build: make huge: very big waste: things that we do not use or need anymore electricity: something that makes fans, lights, and computers work sky: the big open space above the Earth
Teaching Aids
sun: a ball of fire in the sky which gives us heat and light clouds: cotton candy-like things in the sky stars: small shining balls in the night sky
moon: a round, white, shining thing in the night sky
A globe, pictures of Earth from space (showing blue water and green/brown land); Pictures or stickers of the Sun, Moon, stars, and clouds, a flashlight, cotton balls to represent clouds; Pictures of clean and polluted environments, a small dustbin, a toy tree, a small bucket.
Chapter: The Earth and the Sky
The Earth
Learning Outcomes
Discover Page 154
Students will be able to identify the Earth as their home, recognise its round shape, and understand the difference between land and water on Earth.
Teaching Aids
A globe, pictures of Earth from space (showing blue water and green/brown land) Activity
Show the students a globe or a large ball. Explain that this is a model of the Earth.
Spin the globe and ask students to point out the blue parts (water) and the green/brown parts (land).
Explain to the students how to find where they live on the globe.
Discuss how the Earth looks flat when we stand on it, but it is actually round like the globe.
Let students pass the globe around and describe what they see.
Extension Idea
Ask: Why is it important to have both land and water on Earth?
Say: Land is where we live, grow food, and build houses. Water is essential for drinking, growing plants, and for animals to live.
The Sky
Learning Outcomes
Discover Page 155
Students will be able to identify the Sun, Moon, stars, and clouds as parts of the sky and understand their basic characteristics.
Teaching Aids
Pictures or stickers of the Sun, Moon, stars, and clouds, a flashlight, cotton balls to represent clouds Activity
Divide the class into two groups: one group will create a “Day Sky” collage, and the other will create a “Night Sky” collage.
Provide materials to the students.
The “Day Sky” group will paste the Sun and clouds on their paper, while the “Night Sky” group will paste the Moon and stars.
Once completed, each group will present their collage and explain what they see in their sky.
Extension Idea
Ask: Why do stars look small even though they are big?
Say: Stars look small because they are very far away from the Earth.
Caring for the Earth
Learning Outcomes
Students will be able to understand the importance of keeping the Earth clean and learn simple ways to care for the environment.
Teaching Aids
Pictures of clean and polluted environments, a small dustbin, a toy tree, a small bucket
Activity
Show the pictures of the clean and polluted environment to the students and discuss the importance of keeping the Earth clean.
Divide the class into small groups and assign each group a task related to caring for the Earth (e.g., planting trees, saving water, throwing waste in the bin).
Provide props like toy trees, a small bucket, and a dustbin.
Each group will act out their task while explaining why it is important. After the role play, discuss how these actions help keep the Earth clean and healthy.
Extension Idea
Ask: What will happen if we do not use dustbins and keep throwing waste on the ground?
Say: The Earth will become dirty, and it will harm plants, animals, and people. Get Set
Ask the students to read the poem aloud in the class.
and Answer
1. Tick () the correct picture. A. This is a star.
are
D. This helps keep our Earth clean. 2. Match the following. A. Shines bright in the day sky
Sun B. Shape of the Earth
Round C. Shine at night
D. They bring rain
Stars
Clouds
3. Unscramble the letters to form the correct words.
EARTH
SUN C. MOON
CLOUDS
B. This is the Moon.
C. These
clouds.
4. Circle the things you may see in the sky before you go to bed at night.
moon, stars
5. Answer the following questions.
A. (Students should draw and colour the Sun yellow.)
B. The Earth is round in shape.
C. Two things we see in the day sky are: Sun and clouds
D. (Students should draw the Moon and stars.)
E. Stars look small because they are very far away from the Earth.
6. Picture-based questions.
A. Write ‘Yes’ if you think we should do the activity, and ‘No’ if you think we should not do the activity.
B. We should never throw waste on the ground.
Challenge (HOTS)
If we do not save water, there will not be enough water for drinking, growing plants, and for animals to live.
Assessment Answer Keys
Assessment – 1
Read the story. Answer the questions below.
1. Answer: C. Cycling
2. Answer: B. Helmet
3. Answer: No, Raj did not do the right thing by cycling in the rain because the road becomes slippery, and he could have hurt himself.
4. Answer: Raj should wear helmet while riding a bicycle. He should also look both ways before crossing the road.
Assessment – 2
Read the story. Answer the questions below.
1. Answer: B Gold necklace
2. Answer: C. Catch thieves
3. Answer: Banks are important because we can keep our money and gold in it to keep it safe.
4. Answer: If there is no police, there will be no one to catch thieves, enforce laws, or keep people safe.
Assessment – 3
Read the story. Answer the questions below.
1. Answer: C. Raincoats
2. Answer: A. Monsoon
3. Answer: We should use raincoats and umbrellas in the rain to stay dry and not get sick.
4. Answer: Riya and Geeta should wear jackets and woollen clothes in winters.
Chapter 1
Think and Tell
Element Answer Keys
Page no. 7
My favourite game is football. I use my legs to kick the ball and my eyes to focus on it.
Chapter 2
Discuss!
Chapter 7
Do and Learn
Page no. 61
(Sample answer) I am taking out my pencil box. It helps me keep my pencils, erasers, and sharpeners safe.
Discuss!
Page no. 15
I love my family because they take care of me, support me, and make me happy.
Think and Tell
Page no. 16
There are five members in my family. My family is small.
Chapter 3
Think and Tell
Page no. 62
Students wear uniforms to look neat, feel equal, and represent their school.
Chapter 8
Discuss!
Page no. 25
No, pushing others or fighting on the swings can hurt them and make them upset. To make new friends, we should be kind and share.
Discuss!
Page no. 74
No, houses in my neighbourhood look different. Some are big, some are small, and they have different colours.
Do and Learn
Page no. 74 (Sample answer) I visited a market with my mother. I saw shops selling clothes, vegetables, books, and toys.
Think and Tell
Page no. 26
If traffic lights stop working, vehicles may not stop, leading to accidents and confusion.
Do and Learn
Red light means stop. Yellow light means slow down. Green light means go.
Chapter 4
Discuss!
Page no. 27
Page no. 76
Without a police station, there would be no safety, and people might break rules without fear.
Chapter 9
Discuss!
Page no. 80
If the garbage collector does not come, the streets will become dirty and smell bad.
Think and Tell
Page no. 39
We should not miss meals because food gives us energy to work, play, and stay healthy.
Think and Tell
I would like to eat an apple and a bowl of rice with vegetables.
Chapter 5
Discuss!
Page no. 39
Page no. 46
I like to wear a colourful dress with matching shoes for a wedding or party.
Chapter 6
Think and Tell
Page no. 54
I will use the kitchen to make a sandwich because it has all the things for making a sandwich and cooking tools.
Page no. 82
Doctors need a stethoscope, thermometer, syringe, and medicines to treat patients.
Do and Learn
Page no. 83 (Sample answer) Community helpers:
1. Doctor – Treats sick people.
2. Teacher – Teaches students.
3. Firefighter – Puts out fires.
4. Police officer – Keeps us safe.
5. Postman – Delivers letters.
6. Farmer – Grows food for us.
Chapter 10
Think and Tell
Yes, my friend has a pet dog named Bruno.
Discuss!
Page no. 92
Page no. 93
We can help street dogs by giving them food and providing shelter during extreme weather.
Chapter
13
Discuss! Page no. 122
Without air, we would not be able to breathe, and life on Earth would not exist.
Chapter
14
Discuss! Page no. 127
(Answer may vary) I like cold weather because I can wear warm clothes and drink hot chocolate.
Think and Tell Page no. 128 (Answer may vary) On a rainy day, I like to wear my raincoat and jump in puddles.
Think and Tell Page no. 130
Frogs can be seen in gardens during the rainy season.
Chapter 15
Think and Tell
Page no. 138 (Answer may vary) I go to school by bus.
Discuss!
Page no. 140 I would like to sit in an airplane because it flies high and travels long distances quickly.
Chapter 16
Discuss!
Page no. 148 I feel proud and happy when I see the national flag because it represents my country.
Chapter 17
Think and Tell
Page no. 156 If we do not use dustbins, waste will pile up, causing pollution and making the surroundings dirty.
About the Book
Understanding the environment is key to fostering awareness, responsibility, and a deep connection with the world around us. The Teacher Manual for the Discover Series (Grades 1–5) equips educators with structured lesson plans, hands-on activities, and inquiry-driven teaching strategies that make Environmental Studies (EVS) engaging and meaningful for young learners.
Key Features
This Teacher Manual is designed to empower educators with:
• Well-structured lesson plans that provide a clear roadmap for effective teaching, ensuring smooth delivery and active student participation.
• Hands-on activities and observations that encourage students to explore their surroundings through experiments, nature studies, role-plays, and creative exercises.
• Innovative teaching strategies that foster critical thinking, environmental awareness, and real-world applications beyond textbooks.
About Uolo
Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia and the Middle East.
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ISBN 978-81-985579-7-1
