2 DISCOVER
Environmental Science The World Around Us
Teacher Manual
Science Teacher Manual
Discover 2 Environmental
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 2
ISBN: 978-81-985579-0-2
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. Our Body
2. My Family
3. Keeping Safe
Story in This Unit
The story follows three alien friends, Mel, Conji, and Eva, on their space exploration adventure. Their excitement about encountering other life forms turns into an unexpected challenge when their spaceship shakes violently and makes an emergency landing on Earth. They land in the garden of a young boy named Manu, who is initially surprised but quickly offers to help.
The aliens introduce themselves and share their experiences with Manu, who notices that Conji has injured his arm during the landing. Using his mother’s first-aid training, Manu bandages Conji’s arm. Eva showcases her unique ability by magically creating a healing drink for Conji, which impresses Manu. As the night deepens, Manu ensures their safety by inviting the aliens to stay inside his home.
Our Body 1
Learning Outcomes
Students will be able to: identify outer body parts and understand their uses. describe the five sense organs and their roles. learn about internal body parts and their functions. understand the importance of healthy habits.
Let’s Recall
Recap to check if students know the names of the different body parts. Ask students to solve the question given in the Get Set section.
Vocabulary
alive: something that lives, grows, moves, and breathes blinking: opening and closing your eyes quickly nutrients: things in our food that give us energy belly: the soft front part of our body below our chest outer body parts: body parts that we can see inner body parts: body parts that we cannot see sense organs: body parts that help us make sense of the world around us
Teaching Aids
lungs: the body parts inside our chest that help us breathe
heart: the body part inside our chest that pumps blood
brain: the body part inside our head that controls all other body parts
stomach: the body part that helps break down the food we eat
Human body charts with blank labels, five small bags or boxes, objects with distinct sensory qualities:
Bag 1: A bell or a small musical instrument
Bag 2: A piece of fruit (apple, banana)
Bag 3: A soft toy or a textured object (like sandpaper)
Bag 4: A fragrant flower or a spice (like cinnamon)
Bag 5: A picture of a bright object
Pictures of internal body organs, yarn or string, glue; paper plates (one per student), coloured markers, crayons, or coloured pencils, ruler, safety scissors (teacher’s assistance if needed); split pins (brads), pre-drawn templates with pictures representing the healthy habits (e.g., bathing, cutting nails, washing hands, eating healthy food, exercising, sleeping early)
Chapter: Our Body
Outer Body Parts
Learning Outcomes
Students will be able to identify outer body parts and understand their uses.
Teaching Aids
Human body charts with blank labels, pencils
Activity
Discover Page 7
Distribute the teaching aids to the students. Ask them to label the outer body parts (e.g., hands and legs). Demonstrate actions like writing, eating, or holding to explain how these body parts help us.
Extension Idea
Ask: Can you think of two other activities that require your hands and legs?
Say: Running and climbing are activities where hands and legs work together.
Sense
Organs
Learning Outcomes
Students will be able to describe the five sense organs and their roles.
Teaching Aids
Five small bags or boxes, objects with distinct sensory qualities:
Bag 1: A bell or a small musical instrument
Bag 2: A piece of fruit (apple, banana)
Bag 3: A soft toy or a textured object (like sandpaper)
Bag 4: A fragrant flower or a spice (like cinnamon)
Bag 5: A picture of a bright object
Activity
Discover Page 8
Instruct students to work in small groups. Distribute the teaching aids among the groups. Have them explore each bag without looking inside, guiding them to use their senses to describe the contents. Ask questions like “What do you hear?” for the sound bag, “What does it smell like?” for the fragrant bag, and “How does it feel?” for the textured bag.
For the taste bag, ensure the food item is safe for children to taste and only allow them to smell it if they are hesitant.
After the activity, briefly discuss each sense (sight, hearing, touch, taste, smell) with the children.
Extension Idea
Ask: Why is the nose important for smelling things around us?
Say: The nose helps us smell flowers, food, and even danger like smoke.
Learning Outcomes
Students will be able to learn about internal body parts and their functions.
Teaching Aids
Pictures of internal body organs, yarn or string, glue Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Ask each group to place one organ inside the human body at its correct place.
Ask them to use yarn or string to connect the pictures of the internal organs to other parts of the body outline to depict the functions of the internal body organs. For example, connect the heart picture to other parts of the body (e.g., arms, legs, head) or connect the brain picture to different parts of the body to illustrate how it controls movement and senses.
Then ask them to write one sentence on a sticky note about one of the internal organs and its function. For example: “My brain helps me think!” or “My heart pumps blood to my whole body!”
Ask students to place their sticky notes on the poster near the corresponding organ.
Extension Idea
Ask: Does any internal body part ever take rest?
Say: No, some internal body parts, like the heart and brain, never take rest. The heart keeps pumping blood, and the brain keeps working even when we are sleeping. They work all the time to keep us alive and healthy! Healthy Body Discover Page 10
Learning Outcomes
Students will be able to understand the importance of healthy habits.
Teaching Aids
Paper plates (one per student), coloured markers, crayons, or coloured pencils, ruler, safety scissors (teacher’s assistance if needed), split pins (brads), pre-drawn templates with pictures representing the healthy habits (e.g., bathing, cutting nails, washing hands, eating healthy food, exercising, sleeping early)
Activity
Distribute the teaching aids among the students of the class.
Ask the students to divide the paper plate into six sections using a ruler and a marker. Ask them to label each section with one habit.
Then, let the students colour and cut out the pictures (with assistance if needed) and glue them onto the matching sections of the plate.
Next, give them a smaller paper circle with a drawn arrow and attach it to the centre of the plate using a split pin, creating a spinning wheel.
Now, ask each student to spin the arrow on their wheel. Wherever the arrow points, they must say the habit aloud and act it out (e.g., pretend to wash hands, cut nails, or eat food).
Uses of Our Heart
The heart is present inside the chest. It pumps blood to all the parts of the body so that they can get the
Extension Idea
work properly.
Ask: What happens if we do not wash our hands before eating?
Uses of Our Lungs
Say: Washing hands prevents germs from entering our body.
We have two lungs inside our chest. They are like two balloons inside our bodies. They help us breathe.
Uses of Our Stomach
Do you know where our food goes from the mouth? It goes into our stomach. It is located in our belly. It helps us break down the food we eat.
Get Set
Head, eyes, nose, ears, mouth, hands, legs, feet.
Pause and Answer
Pause and Answer
Name the body parts.
Name the body parts.
Pause and Answer
blinking: opening and closing your eyes quickly nutrients: things in our food that give us energy belly: the soft front part of our body below our chest
Answers
Page no. 6
Page no. 9
Page no. 10
Put a cross () in the boxes for the unhealthy habits.
1. Eating an apple every day.
2. Playing in the park.
3. Bathing once a week.
4. Sleeping late at night.
Chapter Checkup
1. Tick ( ) the correct picture.
A. They help us see.
B. They help us breathe.
C. It helps us break down the food we eat.
D. It helps us think.
2. Fill in the blanks.
A. hands B. nose
C. skin D. nails
3. Write True or False.
A. False B. False
C. False D. True
4. Match the following.
A. Hand → c. Holding
B. Leg → d. Kicking
C. Nose → e. Smelling
D. Lungs → b. Breathing
E. Heart → a. Pumping
5. Circle the odd one out.
A. Heart
B. Stomach
6. Answer the following questions.
A. The parts of our body that we can see and touch are called outer body parts. For example, legs and hands.
B. Hands, feet, and nose.
C. Students will draw and colour pictures of two sense organs, such as eyes and ears.
D. Brain is important because it helps us to think and remember things. It controls all the body parts.
E. Use of body parts:
a. Hands: Hands help us to hold and carry things.
b. Heart: The heart pumps blood to all parts of the body.
c. Lungs: They help us breathe.
7. Picture-based questions.
A. The children are playing football.
B. They are using their eyes to see the football, legs to run, and lungs to breathe.
Challenge (HOTS)
1. Skipping
2. Rita’s mother knew because she could smell the smoke from the burning dry leaves.
Heart Lungs
Stomach
My Family 2
Learning Outcomes
Students will be able to: understand the concept of family and identify different types of families: nuclear, joint, and single-parent families.
understand the concept of first names and surnames. learn how family members help and support one another.
Let’s Recall
Recap to check if students know the names of the different relations in a family. Ask students to solve the question given in the Get Set section.
Vocabulary
grandparents: parents of our mother and father relations: connections between people household work: different kinds of work in the house like cooking, cleaning, washing, etc. obey: to do what you are told to do family: a group of people who live together and are related by birth or marriage nuclear family: parents and their children living together; sometimes only parents siblings: brothers and sisters
joint family: grandparents, parents and children living together; sometimes with uncles, aunts, and cousins as well cousins: children of uncles and aunts
single-parent family: children living with only one parent surname: the family name
Teaching Aids
Picture cards of different types of families; Props like hats or scarves for role play; Slips of paper and a basket; Scenario cards with family tasks
Chapter: My Family
Types of Families
Learning Outcomes
Discover Page 16
Students will understand the concept of family and identify different types of families: nuclear, joint, and single-parent families.
Teaching Aids
Picture cards of different types of families; Props like hats or scarves for role play
Activity
Prepare picture cards showing different types of families (nuclear, joint, single-parent). Show each card to the class and ask students to identify the type of family depicted. Discuss how the members of each family support one another.
Encourage students to act out scenes from different family types (e.g., a nuclear family planning a trip, a joint family celebrating a festival).
Extension Idea
Ask: How is a nuclear family different from a joint family?
Say: A nuclear family is small, while a joint family has more members living together.
Name and Surname
Learning Outcomes
Students will understand the concept of first names and surnames.
Teaching Aids
Slips of paper and a basket
Activity
Discover Page 17
Ask each student to write their first name and surname on a slip of paper. Shuffle the slips and read them aloud one by one. Let the class guess whose name it is and discuss how surnames are shared by family members.
Extension Idea
Ask: Do all family members always have the same surname?
Say: Sometimes husbands and wives may have different surnames, but they are still a family.
Helping Each Other
Learning Outcomes
Students will learn how family members help and support one another.
Discover Page 18
Teaching Aids
Scenario cards with family tasks
Activity
Divide the class into small groups. Assign each group a family scenario (e.g., taking care of a sick member, cleaning the house, or helping with homework). Ask them to role-play how they would help in the given situation.
Extension Idea
Ask: How do you help your family members?
Say: We can help our family by keeping the house clean, sharing toys, or helping each other.
Answers
Get Set
A. This is the picture of a family.
B. The family is reading a book.
Pause and Answer
Page no. 15
4. Complete the following.
A. Riya Sharma B. Brother
5. Answer the following questions.
Page no. 18
1. True 2. False 3. False
Chapter Checkup
1. Look at the picture. Tick () the correct answers.
A. Single parent B. Nuclear
C. Joint
2. Write True or False.
A. True B. False
C. True D. False
3. Fill in the blanks.
A. grandfather B. uncle
C. cousins D. aunt
E. grandmother
A. When grandparents, parents and children live together, it is a joint family, while in a nuclear family parents and children live together in one house.
B. A surname is the family name shared by family members. (Students’ can note surnames in their neighbourhood and write.)
C. I feel sad. I can help by bringing them food or water and taking care of them.
D. I can help clean the house and share my toys.
6. Picture-based questions.
A. 4 B. Nuclear
Challenge (HOTS)
No, they are not a family because they are not related by birth or marriage.
Keeping Safe 3
Learning Outcomes
Students will be able to:
understand and follow basic safety rules for staying safe on the road. learn safety rules to prevent accidents at home. understand and practice safety rules to avoid accidents at school. understand the purpose of first aid and learn simple first aid actions. identify the difference between good touch and bad touch and learn how to respond to unsafe situations.
Let’s Recall
Recap to check if students know about the basic safety rules followed at road, home, or school. Ask students to solve the question given in the Get Set section.
Vocabulary
accident: something bad that happens by chance
footpath: a path for people to walk on zebra crossing: a place on the road with black and white stripes where people can cross safely stranger: people whom we do not know corridors: long pathways that connect different rooms or areas inside a school immediate: done quickly
antiseptic: a lotion for cleaning wounds safety rules: rules we follow to be protected from danger first aid: the immediate help given to an injured or a sick person before a doctor arrives good touch: a touch that makes us feel happy, safe, and comfortable bad touch: a touch that makes us feel bad, scared, unhappy or angry
Teaching Aids
Coloured cards for traffic lights, chalk, or tape to create a road; Pre-made sorting chart, action cards with pictures or descriptions; A first aid box with items like cotton, band-aid, antiseptic lotion, and scissors; Scenario cards, posters with safety steps (say “NO,” move away, tell an adult)
Chapter: Keeping Safe
Safety on the Road
Learning Outcomes
Students will be able to understand and follow basic safety rules for staying safe on the road.
Teaching Aids
Coloured cards for traffic lights, chalk or tape to create a road Activity
Discover Page 23
Assign roles to students as pedestrians, drivers, and traffic lights. Create a simple “road” in the classroom using chalk or tape. Use coloured cards to represent traffic lights (red, yellow, green).
Guide the students to follow the rules of crossing at zebra crossings, waiting for the green light, and stopping when the light is red.
Discuss the importance of helmets and walking on the footpath.
Extension Idea
Ask: Why should you cross the road only at a zebra crossing?
Say: The zebra crossing is the safest place to cross because vehicles stop for pedestrians.
Safety at Home
Learning Outcomes
Students will be able to learn safety rules to prevent accidents at home.
Teaching Aids
Pre-made sorting chart, action cards with pictures or descriptions Activity
Discover Page 23
Prepare a chart with two columns: Safe and Unsafe. Provide students with cards showing actions (e.g., playing with matchsticks, putting away toys, using sharp objects). Ask students to sort the cards into the correct column. Discuss why each action is safe or unsafe.
Extension Idea
Ask: What should you do if you see someone playing with matchsticks?
Say: Tell an adult immediately because playing with matchsticks can cause fires.
Safety at School
Learning Outcomes
Students will be able to understand and practice safety rules to avoid accidents at school.
Teaching Aids
None required (can use classroom setup)
Discover Page 24
Activity
Take students on a walkthrough of the classroom and corridors. Identify potential hazards (e.g., wet floors, sharp objects, toys on the floor). Discuss how to avoid these hazards, like walking carefully, keeping things tidy, and using stairs properly.
Extension Idea
Ask: Why is it important to wait your turn on the slide or swing?
Say: Waiting prevents accidents and helps everyone enjoy safely.
First Aid
Learning Outcomes
Students will be able to understand the purpose of first aid and learn simple first aid actions.
Teaching Aids
A first aid box with items like cotton, band-aid, antiseptic lotion, and scissors
Activity
Discover Page 25
Show students a first aid box and explain the purpose of each item (e.g., cotton for cleaning wounds, band-aid for small cuts, antiseptic lotion to prevent infection).
Provide scenarios (e.g., a small cut) and ask students to suggest what item to use and how to use it.
Extension Idea
Ask: Why should you tell an adult if someone is hurt?
Say: Adults can help quickly and make sure the injured person gets the right care.
Good Touch and Bad Touch
Learning
Outcomes
Discover Page 26
Students will be able to identify the difference between good touch and bad touch and learn how to respond to unsafe situations.
Teaching Aids
Scenario cards, posters with safety steps (say “NO,” move away, tell an adult)
Activity
Begin by explaining what good touch and bad touch mean, using examples from the story of Dheeraj. Prepare scenario cards with examples of good and bad touches (e.g., a friend shaking hands, someone hitting, a family hug, or someone telling a child to keep a touch secret).
Ask volunteers to act out each scenario while the class identifies if it is a good or bad touch.
Teach students to practice saying “NO” loudly, moving away, and informing a trusted adult when they encounter a bad touch.
Extension Idea
Ask: Why is it important to tell someone if you experience a bad touch?
Say: Telling a trusted adult helps you stay safe and ensures that the situation is handled properly.
Get Set
Answers
Page no. 22
Tick ( ) the thing you should wear when you ride a bicycle.
Pause and Answer
Write Yes or No.
Page no. 24
1. No 2. No 3. Yes
Pause and Answer
Circle the items that we keep in a first-aid box.
Page no. 26
Cotton Spoon Scissors Knife
Band-aid Antiseptic lotion Pencil Rubber
Chapter Checkup
1. Tick ( ) the correct picture.
A. Which of these is dangerous?
B. Which of these is a safe action?
C. Which of the following is a part of a first-aid box?
2. Write True or False.
A. False
B. True
C. False
D. True
3. Fill in the blanks.
A. stranger
B. stairs
C. good
4. (The students can answer this questions on their own with the assistance of their teachers or parents.)
5. Answer the following questions.
A. Use the zebra crossing when crossing a road.
B. We should not touch electric sockets because we may get an electric shock.
C. We will wash it with clean water and apply antiseptic lotion over it.
D. When someone gives you a bad touch, shout, “NO” or “STOP” and run away from there.
6. Picture-based questions.
A. The boy in the picture is holding medicine.
B. It is an unsafe action as children should never touch or take medicine without asking an elder.
Challenge (HOTS)
If a stranger offers you sweets, say “No” and tell a trusted adult like your parents or teachers.
My Needs Unit 2
Chapters in This Unit
4. Food
5. Houses We Live In
6. Clothes
7. Games We Play
Story in This Unit
The story shows a slice of everyday life with Manu and the alien visitors, Mel, Conji, and Eva.
It begins the morning after the arrival of Mel, Conji, and Eva on the Earth. Mel praises Manu’s beautiful house, while Conji curiously asks if the clothes hanging in the garden are for decoration. Manu laughs and explains that they are drying after being washed, which surprises Conji, as this concept is new to him. Moving to the dining room, Manu offers fruit and sandwiches, but Eva and Conji reveal that they consume energy cubes and magical drinks instead of regular food. After finishing breakfast, the friends head outside to play. Manu picks up a bat and ball, introducing Mel, Conji, and Eva to cricket. He teaches them how to bat and bowl since they are unfamiliar with the game. Excited, Mel bowls first, and Manu hits the ball high in the air. Conji amazes everyone by jumping impressively to catch the ball, leaving Manu surprised. The story concludes with the friends enjoying cricket.
Food 4
Learning Outcomes
Students will be able to:
understand why food is essential for growth, energy, and staying healthy. identify different types of food and their roles in keeping the body healthy. understand what a balanced meal is and why it is important. learn the importance of healthy eating habits.
Let’s Recall
Recap to check if students know the names of different food items. Ask students to solve the question given in the Get Set section.
Vocabulary
protects: to keep somebody/something safe junk: food that is unhealthy chew: to crush food into smaller, softer pieces with our teeth energy-giving foods: foods that give us energy body-building foods: foods that help us grow big and strong protective foods: foods that protect us from diseases balanced meal: a meal that has all three types of foods: energy-giving, body-building and protective
Teaching Aids
Worksheets with phrases related to the importance of food and matching pictures, crayons or coloured pencils; Pictures of food items, flashcards of food items, a large box, three labelled baskets: Energy-Giving, Body-Building, and Protective; Chart showing a balanced meal (with pictures of dal, chapati, vegetables, and curd), paper plates and coloured cutouts of food items; Picture flashcards showing healthy and unhealthy eating habits, smiling and sad face cards
Chapter: Food
Importance of Food
Learning
Outcomes
Discover Page 34
Students will be able to understand why food is essential for growth, energy, and staying healthy.
Teaching Aids
Worksheets with phrases related to the importance of food and matching pictures, crayons or coloured pencils
Activity
Discuss the importance of food with the students. Explain in simple terms that food helps us grow, gives us energy to run and play, keeps us healthy, and protects us from diseases. Use fun gestures to help them remember these points, such as stretching arms up for growth, pretending to run for energy, showing a happy face for health, and making a strong muscle pose for protection.
Provide a worksheet with pictures, such as a growing plant, a running child, a happy face, and a shield, along with matching phrases. Ask students to draw lines to match the phrases with the correct pictures. Once they finish, encourage them to colour the pictures.
Extension Idea
Ask: Why should we eat food every day?
Say: We should eat food to grow, have energy, and stay healthy.
Types
of
Food
Learning Outcomes
Discover Page 34
Students will be able to identify different types of food and their roles in keeping the body healthy.
Teaching Aids
Pictures of food items, flashcards of food items, a large box, three labelled baskets: Energy-Giving, Body-Building, and Protective
Activity
Discuss the three different types of foods with the students by showing them the pictures of food items. Keep the flashcards of food items in a large box. Call students one by one to pick a flashcard and place it in the correct basket.
Discuss why each food item belongs to different food categories and why we should eat all types of food.
Extension Idea
Ask: Can you name one protective food?
Say: Fruits or vegetables
Learning Outcomes
Students will be able to understand what a balanced meal is and why it is important.
Teaching Aids
Chart showing a balanced meal (with pictures of dal, chapati, vegetables, and curd), paper plates and coloured cutouts of food items
Activity
Discuss what is a balanced meal and provide each student with a paper plate and coloured food cutouts. Instruct them to create a balanced meal by pasting one item from each category (energy-giving, body-building, and protective foods).
Ask each student to share their plate and explain why it is balanced.
Extension Idea
Ask: What happens if we do not eat a balanced meal?
Say: We may not grow properly or have enough energy.
Eating Habits
Learning Outcomes
Students will be able to learn the importance of healthy eating habits.
Teaching Aids
Picture flashcards showing healthy and unhealthy eating habits, smiling and sad face cards
Activity
Distribute the face cards to the students on which smiling face is drawn on one side and a sad face is drawn on the other side.
Show students picture flashcards (e.g., washing hands, eating junk food, drinking water).
Ask them to hold up the smiling face card if the habit is healthy and the sad face card if it is unhealthy.
Discuss why each habit is good or bad for health.
Extension Idea
Ask: Why should we wash our hands before eating?
Say: To keep germs away and stay healthy.
Get Set
Tick the items that we can eat.
Answers
Page no. 33
Pause and Answer
Page no. 35
Sort these food items under the correct headings.
Energy-giving Foods Body-building Foods Protective Foods
rice meat carrot
rice dosa eggs tomato
bread cheese spinach
chapati paneer banana
Chapter Checkup
1. Tick () the correct answer.
A. Burger
B. Fish
C. Carrot
2. Write True or False.
A. True B. True
C. False D. True
3. Fill in the blanks.
A. chicken
B. protective
C. balanced
D. junk
4. Answer the following questions.
A. Three main types of food and their examples are:
Energy-giving: Rice, bread
Body-building: Eggs, meat
Protective: Fruits, vegetables
B. A meal that has energy-giving, body-building, and protective foods in the right amount is called a balanced meal.
C. Food helps us grow and gives us energy.
D. Fruits
5. Picture-based questions.
A. Picture 1 – Pizza and Picture 2 – Dal and Rice
B. Picture 2 is healthy.
Challenge (HOTS)
Rishi should eat more protective foods like fruits and vegetables to stay healthy and fight diseases.
Houses We Live In 5
Learning Outcomes
Students will be able to: understand why we need a house and its importance. identify different types of houses and their features. understand how to keep their house clean and maintain it properly.
Let’s Recall
Recap to check if students know the names of different types of rooms in a house. Ask students to solve the question given in the Get Set section.
Vocabulary
strangers: people you do not know straw: dried stems of plants like wheat or rice earthquake: sudden shaking of the ground temporary: lasting for a short time floating: to stay on the surface of the water multi-storeyed: a building with many floors drain: a pipe or hole in the ground that dirty water goes down kutcha house: a house made from mud, straw, leaves and bamboo pucca house: a house made of iron, steel, bricks, cement, wood and stone
Teaching Aids
Picture cards of different weather conditions (rain, sun, wind), toy animals, and pictures of houses; Picture cards of different types of houses, chart paper with two columns labelled Kutcha House and Pucca House, glue stick; Flashcards of clean and untidy houses, cardboard boxes, coloured paper, glue, markers, stickers, green plant cut-outs or models, mesh pieces, toy dustbins, sun stickers
Chapter: Houses We Live In
Need for a House
Learning Outcomes
Students will be able to understand why we need a house and its importance.
Teaching Aids
Picture cards of different weather conditions (rain, sun, wind), toy animals, and pictures of houses
Activity
Show picture cards of different weather conditions and toy animals to the students.
Ask them to identify which weather conditions would be uncomfortable without a house.
Discuss how houses keep us safe from bad weather and protect us from animals and strangers.
Extension Idea
Ask: Why do we need a house?
Say: A house keeps us safe from bad weather, animals, and strangers.
Types
Houses
Learning Outcomes
Students will be able to identify different types of houses and their features.
Teaching Aids
Picture cards of different types of houses, chart paper with two columns labelled Kutcha House and Pucca House, glue stick
Activity
Discuss the different types of houses such as kutcha house and pucca house with students.
Place the picture cards of different types of houses (huts, igloos, houseboats, tents, caravans, bungalows, apartments) in a box or basket.
Call the students one by one and ask them to pick a picture card.
Let them observe the picture card for a while and ask them to guess the type of house.
Let them paste the picture card in the correct column.
Extension Idea
Ask: What is special about an igloo?
Say: It is made of snow and keeps people warm inside.
Learning Outcomes
Students will be able to understand how to keep their house clean and maintain it properly.
Teaching Aids
Flashcards of clean and untidy houses, cardboard boxes, coloured paper, glue, markers, stickers, green plant cut-outs or models, mesh pieces, toy dustbins, sun stickers
Activity
Show students flashcards of clean and untidy houses and discuss simple ways to keep a house clean, such as sweeping, watering plants, and throwing waste in dustbins.
Divide the students into small groups and distribute the teaching aids among them.
Instruct each group to build a model house using a cardboard box and craft supplies. Encourage them to include elements that represent a good house, such as green plants, covered drains using mesh, toy dustbins, and sun stickers to represent sunlight.
Once the models are complete, let each group present their house, explaining how they applied the tips to keep it clean and healthy.
Extension Idea
Ask: How can you keep your house clean?
Say: By cleaning it every day and throwing waste in the dustbin.
Get Set
Answers
Page no. 40
Let the students read the paragraph and answer the question. [Answer may vary.]
Sample Answer: I like the living room in my house as we spend time with family there.
Pause and Answer
Circle any three materials to build a pucca house: iron, bricks, cement
Chapter Checkup
1. Tick ( ) the correct picture.
A. Which of these is made of mud?
B. Which house is made of snow?
C. Which house is made of cloth?
D. Which house floats on water?
2. Fill in the blanks.
A. Dangers B. Caravan
C. Apartments D. Tent
Page no. 43
3. Write True or False.
A. True B. True
C. False D. False
4. Match the following.
A. Tent → c. Made of cloth
B. Houseboat → d. House on a boat
C. Hut → a. Made of mud
D. Caravan → b. House on wheels
5. Unjumble the letters and write the names of the houses.
A. HOUSEBOAT B. IGLOO
6. Answer the following questions.
A. I live in a pucca house/apartment.
B. A tent is made of cloth and temporary, while a bungalow is made of strong materials and permanent.
C. (Creative task to be done by students. )
D. We need a house to stay safe and comfortable.
E. We can take care of our houses by following these two points:
a. Clean it every day.
b. Let in fresh air.
7. Picture-based questions.
A. One room is clean, and the other is untidy.
B. I like the room in picture 2 as it is neat and tidy.
Challenge (HOTS)
What type of house can Nitin’s family use in the jungle? Why?
Answer: They can use a tent because it can be set up anywhere and keeps them safe during camping.
Clothes 6
Learning Outcomes
Students will be able to:
understand why clothes are important and how they protect our bodies. identify different types of cloth materials and their sources. differentiate between natural and human-made fibres. learn how to take care of clothes to keep them clean and neat.
Let’s Recall
Recap to check if students can name some of the clothes we wear. Ask students to read the poem aloud given in the Get Set section.
Vocabulary
comfortable: that makes you feel relaxed thermals: clothes that give us extra warmth sweat: salty drops of water that come out of the skin when we exercise or feel hot knitted: to make clothes with yarn with knitting needles wrinkle: a small fold or crease that makes the fabric look uneven and rough materials: items used to make things fibres: tiny threads that we use to make cloth natural fibres: fibres we get from plants and animals human-made fibres: fibres made by people in factories
Teaching Aids
Picture flashcards of different weather conditions, sample clothes or pictures of clothes; Picture cards showing the process of creating cotton clothes, woollen clothes, and silk clothes; Samples of cotton, wool, and nylon cloth, two baskets labelled “Natural Fibres” and “Human-made Fibres”; Pictures showing washing, ironing, and folding clothes, chart paper, markers, crayons, or coloured pencils, arrows, or stickers
Chapter: Clothes
Need for Clothes Discover Page 49
Learning Outcomes
Students will be able to understand why clothes are important and how they protect our bodies.
Teaching Aids
Picture flashcards of different weather conditions, sample clothes or pictures of clothes
Activity
Provide the sample clothes such as jacket, cap, cotton shirt or pictures of clothes to the students. Show a picture of a specific weather condition (sunny, rainy, and cold).
Ask students to pick the correct clothing item from the provided samples.
Discuss why that clothing is suitable for the weather (e.g., We wear jackets when it is cold to stay warm.)
Extension Idea
Ask: Why do we wear clothes?
Say: To protect ourselves from heat, cold, and rain and to look neat.
Types of Cloth Materials
Learning Outcomes
Students will be able to identify different types of cloth materials and their sources.
Teaching Aids
Picture cards showing the process of creating cotton clothes, woollen clothes, and silk clothes
Activity
Divide the class into three groups and assign each group a topic: cotton clothes, woollen clothes, or silk clothes.
Provide each group with mixed-up picture cards showing the process of creating clothes from their assigned material.
Instruct the groups to arrange the cards in the correct order to complete the process.
Once they finish, invite volunteers from each group to explain their process to the class.
Extension Idea
Ask: If there were no sheep, cotton plants, or silk worms, what would we use to make clothes?
Say: If there were no sheep, cotton plants, or silkworms, we could use materials like synthetic fibres (like nylon), plant-based fibres (like jute), or even recycled materials to make clothes.
Learning Outcomes
Students will be able to differentiate between natural and human-made fibres.
Teaching Aids
Samples of cotton, wool, and nylon cloth, two baskets labelled “Natural Fibres” and “Human-made Fibres”
Activity
Show the cloth samples and explain the difference between natural and human-made fibres. Ask students to place each sample in the correct basket.
Discuss why human-made fibres are useful (they dry quickly and do not wrinkle easily).
Extension Idea
Ask: Why do we need both natural and human-made fibres to make our clothes?
Say: We need both types of fibres because natural ones are soft, and human-made ones dry quickly.
Care for Clothes
Learning Outcomes
Students will be able to learn how to take care of clothes to keep them clean and neat.
Teaching Aids
Discover Page 53
Pictures showing washing, ironing, and folding clothes, chart paper, markers, crayons, or coloured pencils, arrows, or stickers
Activity
Discuss simple ways to take care of clothes, such as washing, ironing, and folding them neatly. Instruct students to work in four groups and distribute the teaching aids among them.
Ask each group to create a box on chart paper showing the steps for caring for clothes.
Each group should draw one box on the chart paper with the labels: Washing, Drying, Ironing, and Folding and Storing. They should add pictures (e.g., washing machine, clothesline, iron, folded clothes) and write one line for each step.
Connect the boxes with arrows to show the correct order. Let students use markers, crayons, or stickers to make the chart colourful and clear.
After completing the flowchart, discuss why each step is important.
Extension Idea
Ask: What happens if we do not take care of our clothes?
Say: If we do not take care of our clothes, they may get dirty, torn, or damaged.
Get Set
Answers
Page no. 48
Let the students read the poem aloud from the Get Set section.
Pause and Answer
Write True or False.
1. True
2. True
3. False
Chapter Checkup
1. Tick () the correct answer.
A. Summer
C. Sheep
2. Fill in the blanks.
A. Cover
C. Hair
3. Write True or False.
A. False
C. True
B. Silkworm
D. Nylon
B. Cotton
D. Fibres
B. False
D. False
Page no. 49
4. Match the following.
A. Cotton → c. Plant
B. Wool → d. Sheep
C. Silk → b. Silkworm
D. Nylon → a. Plastic
5. Answer the following questions.
A. We wear clothes to protect ourselves from heat, cold, rain, and insects.
B. Ankita should pack woollen clothes like jackets, sweaters, and scarves.
C. (Creative task, varies from student to student)
D. Tips to care for our clothes:
a. We should wash our clothes after wearing them.
b. We should fold and keep them neatly.
6. Picture-based questions.
A. Silkworm
B. It gives us silk.
Challenge (HOTS)
Natural fibres are better because they are soft and comfortable.
Games We Play
Learning Outcomes
Students will be able to: understand the importance of playing games. differentiate between indoor and outdoor games.
Let’s Recall
Recap to check if students know the names of different games and the things used to play them. Ask students to solve the question given in the Get Set section.
Vocabulary
break: to stop working for a while refresh: to feel better and more energetic indoor games: games we play inside outdoor games: games we play in a park or a playground
Teaching Aids
Pictures of children playing different games, soft ball; Picture cards of indoor and outdoor games, two baskets labelled “Indoor” and “Outdoor”, a box
Chapter: Games We Play
Need to Play
Learning Outcomes
Students will be able to understand the importance of playing games.
Teaching Aids
Pictures of children playing different games, soft ball
Activity
Gather students in a circle. Pass around a soft ball.
Discover Page 57
When a student catches the ball, they must say one way playing games is helpful, such as, “It keeps me healthy”, “It makes me happy”, or “I make friends”.
Write each benefit on the board as students share their ideas.
After everyone has participated, review the benefits listed on the board.
After the activity, discuss and emphasise that playing games is important for both the body and the mind.
Extension Idea
Ask: Why do you think playing games is important for your health?
Say: Playing games helps us stay fit, refreshes our minds, and helps us make new friends.
Types of Games
Learning
Outcomes
Students will be able to differentiate between indoor and outdoor games.
Teaching Aids
Discover Page 58
Picture cards of indoor and outdoor games, two baskets labelled “Indoor” and “Outdoor”, a box
Activity
Scatter picture cards of games on a table or in a box.
Call students one by one to pick a card and place it in the correct basket (Indoor or Outdoor).
Discuss why the game is placed in a particular basket.
Encourage students to share their favourite game and why they like it.
Extension Idea
Ask: Can you name one indoor game and one outdoor game that you like to play?
Say: (Sample Answer) I like to play chess (indoor) and football (outdoor).
Get Set
Match the things given in the two rows.
Answers
Page no. 56
Pause and Answer Page no. 57
Tick () the correct sentences.
1. Playing games makes us lazy.
2. Playing is a good way to make new friends.
3. We should play every day for some time.
4. We learn to fight while playing.
Chapter Checkup
1. Tick () the correct picture.
A. This is an indoor game.
B. This is an outdoor game.
C. This game is called darts.
D. This picture shows a boy playing a video game.
2. Write True or False.
A. True B. True
C. False D. False
3. Fill in the blanks.
A. Fit B. Friends
C. Indoor D. Outdoor
4. Match the following.
A. Chess a.
Football
C. Carrom
Cricket
5. Which Game Am I?
A. Snakes and Ladders
B. Badminton
6. Answer the following questions.
A. We play games to have fun and stay fit.
B. Indoor games are played inside, while outdoor games are played outside.
C. Two indoor games: Chess and Ludo.
D. Two games we can play outside with our friends: Football and Badminton.
E. I feel happy when I win and sometimes sad when I lose, but I try again.
7. Picture-based questions.
A. Indoor game
B. Children are making different shapes usings blocks.
C. Yes, I play with blocks.
Challenge (HOTS)
1. (Personal answer) Example: I learned how to work as a team while playing football.
2. Tarun should not stay home all the time and just play video games because he needs to play outdoor games to stay healthy and fit.
My Neighbourhood Unit 3
Chapters in This Unit
8. Neighbourhood Services
9. Our Festivals
Story in This Unit
The story unfolds outside Manu’s garden, where Pihu and Ishaan see Conji make an amazing jump to catch a ball. Conji declares Ishaan “out”, leaving Ishaan surprised and confused. Ishaan tells Manu to stay away from the strange looking aliens. But Manu quickly introduces Ishaan and Pihu to Mel, Conji, and Eva, who are from the planet Avora. Just then, Ishaan’s father, Dr Vikram, comes out to see what’s happening. Manu introduces him to the group, and Dr Vikram is shocked to learn that Mel, Conji, and Eva are aliens.
The aliens share their story about landing on Earth, and Dr Vikram promises to help them, though it might take time. Manu invites everyone to the neighbourhood Dussehra fair. The aliens are amazed by the colourful decorations. Manu buys jalebis, a sweet treat, but Eva lets him enjoy them all. They walk through the fair, filled with laughter, and see shops selling sweets and toys.
The group enjoys the fun atmosphere and learns about Dussehra. Manu proudly tells them that India is a wonderful country with many different festivals.
Neighbourhood Services
Learning Outcomes
Students will be able to: identify and understand who neighbours are and what makes up a neighbourhood. recognise and explain the purpose of different neighbourhood services. understand their role in maintaining a clean neighbourhood.
Let’s Recall
Ask students if they have friends who live near their homes. Introduce the concept of neighbours and neighbourhoods to them.
Vocabulary
groceries: food items stationery: things such as paper, pens, pencils ambulances: special vehicles used to take sick or injured people to hospital pharmacy: a shop where medicines are sold parcel: a small, wrapped bundle postcard: a card that you write a message on and send to somebody postal: of or relating to the mail or the post office
hose: a long plastic or rubber pipe valuable: very expensive or important litter: throw waste in a place where it does not belong
neighbours: people who live near our house
Teaching Aids
neighbourhood: a place where we can find many houses, people and other important buildings
market: a place with many shops
bus stop: a place where people get in or out of a bus
school: where children study, learn and play
hospital: a place where people go when sick, for treatment
post office: a place from where you can post letters and parcels
police station: a special building where police officers work
fire station: a place where firefighters work bank: a place where people can keep their money safely
Picture cards of different services (hospital, school, market, etc.), toy phones, toy emergency vehicles, role-play props (doctor’s kit, toy cash register, etc.); Dustbins of different colours, gloves, and small potted plants
Chapter: Neighbourhood Services
Neighbours and Neighbourhoods and
Important
Neighbourhood Services
Learning Outcomes
Students will be able to identify who our neighbours are and explain the purpose of different neighbourhood services.
Teaching Aids
Discover Page 68
Picture cards of different services (hospital, school, market, etc.), toy phones, toy emergency vehicles, role-play props (doctor’s kit, toy cash register, etc.)
Activity
Discuss with the students who our neighbours are and explain that the houses and places around us form our neighbourhood.
Set up 5–6 stations in the classroom, each representing different neighbourhood services such as a hospital, market, post office, bank, and police station. Equip each station with relevant role-play props like a toy medical kit for the hospital, play money and items for the market, postcards and stamps for the post office, and toy badges for the police station.
Divide the class into small groups and have them rotate through the stations. At each station, students will act out scenarios related to that service, such as a doctor treating a patient, a cashier assisting customers, or a police officer responding to a situation.
Encourage students to discuss the purpose of each service and share their observations at the end of the activity.
Extension Idea
Ask: Why is each service important in your neighbourhood?
Say: Each service is important in a neighbourhood because it helps meet the daily needs of the people. Hospitals provide medical care, markets supply food and essentials, post offices help in communication, banks keep money safe, and police stations maintain safety and security.
Keeping Our Neighbourhood Clean
Learning
Outcomes
Students will be able to learn simple ways to contribute in maintaining a clean neighbourhood.
Teaching
Aids
Dustbins of different colours, gloves, and small potted plants
Activity
Take students to the school garden, playground, or corridor. Divide students into small teams and provide each team with gloves and dustbins.
Ask them to pick up the trash if any and put it into their bins.
Discover Page 72
After the clean-up, gather the students and discuss the importance of keeping their surroundings clean. Encourage them to share ways they can contribute to cleanliness, such as participating in clean-up events and planting trees.
Allow students to place the potted plants around their classroom in the corridor as a symbol of their commitment to keeping the environment clean.
Extension Idea
Ask: How can you help keep your school clean?
Say: By using dustbins, not throwing papers on ground, cleaning my desk, helping to keep classroom tidy.
Answers
Get Set Page no. 68
Open-ended responses about friends living nearby.
Chapter Checkup
1. Tick () the correct picture.
A. This is where we go to study.
B. This is where we go when we are sick.
2. Write True or False.
A. False
C. False
3. Fill in the blanks.
A. shopkeeper
C. pharmacy
B. True
D. True
B. playground
D. postal
4. Help these people reach the correct places.
A. Hospital
C. Post office
B. Market
D. Bank
5. Write the phone numbers of these places.
Police station: 100
Fire station: 101
6. Answer the following questions.
A. A neighbourhood is a place where we can find many houses, people, and other buildings.
B. Three places in our neighbourhood are: school, hospital, and market
C. Two uses of a bank:
a. We can keep our money safe.
b. We can keep valuable things safe.
D. They help people in trouble and catch thieves.
7. Picture-based questions.
A. Picture 1: Fire station Picture 2: Hospital
B. Fire truck
C. Ambulance
Challenge (HOTS) (Sample Answer)
If I could add a new place to my neighbourhood, it would be a vibrant, inclusive community centre. This centre would serve as a place for people of all ages and backgrounds to come together, connect, and engage in various activities.
Our Festivals 9
Learning Outcomes
Students will be able to: identify and understand the importance of India’s three national festivals. recognise different religious festivals and their main celebrations. understand what harvest festivals are and identify major harvest festivals of different states.
Let’s Recall
Recap to check if students know the names of some major festivals that they celebrate. Ask students to solve the question given in the Get Set section.
Vocabulary
celebrate: to show that a day or an event is important by doing something special hoists: to raise or pull up
Ramleela: performance of the Ramayana during Dussehra effigies: models of a person or character rangoli: a pattern made with colours or flowers langar: the food provided at gurudwaras as charity
Teaching Aids
kolam: decorative designs drawn on the floor Bhangra and Gidda: dance forms national festivals: celebrations that are observed and enjoyed by the whole country religious festivals: celebrations mostly held by people of a particular religion harvest festivals: celebrations when crops are ready to be cut
A4 plain sheets, marker pens, sketch pens, pencil colours, pencils; Bingo cards, teacher’s list of clues; A4-sized coloured sheets, crayons, markers, and sketch pens, glue sticks, pictures of traditional harvest festival symbols, stickers, and decorative materials
Chapter: Our Festivals
National Festivals
Learning Outcomes
Discover Page 77
Students will be able to identify and understand the importance of India’s three national festivals.
Teaching Aids
A4 plain sheets, marker pens, sketch pens, pencil colours, pencils
Activity
Divide the class into two groups. Have one group work on Republic Day and the other group work on Independence Day. Provide the students with materials. Show them sample images of national symbols or festival celebrations for reference.
Have them draw and colour pictures related to their assigned festival. Ask each group to write a message about peace and non-violence to dedicate to Mahatma Gandhi.
Some examples:
“Peace is the best way to live. Thank you, Bapu!”
“Non-violence makes the world a better place. We follow your path, Gandhiji!” Walk around the room to check the progress of the students.
Once the students have finished, invite them to showcase their work to the class, and then display the posters on the classroom wall or bulletin board.
Extension Idea
Ask: What is the meaning of republic?
Say: A republic is a country where the people choose leaders to make decisions for them.
Religious Festivals
Learning Outcomes
Students will be able to recognise different religious festivals and their main celebrations.
Teaching Aids
Bingo cards, teacher’s list of clues
Activity
Distribute a Bingo Card to each student.
Discover Page 78
Explain to the students that you will read the clues and the students will mark the festival or related word that matches the clue, on their bingo cards. The student/s who gets a complete row, column or a diagonal marked first on the card is/are the winner.
Read the clues and instruct the students to concentrate and mark the festivals on their cards.
Note for the teacher -
To prepare bingo cards, cut out cardboard or a sheet of paper and draw a 3 × 3 grid. Instead of numbers, fill the boxes with festivals and religions (e.g., Gurupurab, Eid, Diwali, Holi, Dussehra, Christmas, Ramazan, Langar).
To prepare clues you can take help from the following table:
Clues Answers (on Bingo card)
Festival of Lights
Festival of Colours
Diwali
Holi
Victory of good over evil Dussehra
Celebrated to mark the birthday of Guru Nanak Dev Ji Gurupurab
People pray at mosques
Eid
Celebrated on 25th December Christmas
Free food served to people at a gurudwara
Langar
A month-long period of fasting Ramazan
Extension Idea
Ask: How do festivals bring people together?
Say: People celebrate together, share food and sweets, visit each other’s homes, and spend time with family and friends.
Harvest Festivals Discover Page 80
Learning Outcomes
Students will be able to understand what harvest festivals are and identify major harvest festivals of different states.
Teaching Aids
A4-sized coloured sheets, crayons, markers, and sketch pens, glue sticks, pictures of traditional harvest festival symbols, stickers, and decorative materials
Activity
Provide each student with a sheet of paper.
Ask them to choose one harvest festival (Onam, Pongal, or Baisakhi) for their poster.
Guide them to draw and colour pictures related to the chosen festival, such as:
Onam: Snake boats and a bowl of payasam
Pongal: Kolam designs and rice bowls
Baisakhi: Bhangra dancers and colourful decorations
Help them write the name of the festival on their poster and a simple fact, such as “Pongal is celebrated in Tamil Nadu”.
Encourage creativity by adding stickers or gluing printed images.
Display all the posters on the display board in the classroom.
Extension Idea
Ask: Why do farmers celebrate harvest festivals?
Say: To thank nature for good crops and to celebrate their hard work.
Get Set
Answers
Page no. 76
Look at the pictures. Write the names of the festivals shown in the boxes.
Pause and Answer Page no. 78
Independence Day: August 15
Republic Day: January 26
Gandhi Jayanti: October 2
Chapter Checkup
1. Tick () the correct answer.
A. Mahatma Gandhi
C. Sewaiyan
2. Write True or False.
A. True
C. False
3. Fill in the blanks.
A. Ramzan
C. Holi
B. Pongal
B. True
B. Lights
D. Kerala
4. Match the following.
A. Baisakhi → c. Harvest festival of Punjab
B. Holi → d. Festival of Colours
C. Eid → e. People pray in mosques
D. Christmas → b. 25 December
E. Pongal → a. Dish made of rice, milk and jaggery
5. Answer the following questions.
A. The three national festivals of India are: Independence Day, Republic Day, and Gandhi Jayanti.
B. The Republic Day parade takes place at Kartavya Path in New Delhi.
C. On Diwali, we clean our homes, wear new clothes, decorate with diyas and rangoli, worship Goddess Lakshmi and Lord Ganesha.
D. During Gurupurab, people go to gurudwaras, listen to hymns from Guru Granth Sahib, organise langars, and distribute sweets.
E. Onam is the harvest festival celebrated in Kerala.
6. Picture-based questions.
A. Holi
B. People play with colours and have fun.
C. We should not throw colours at someone who says ‘no’ or hurt anyone.
Challenge (HOTS)
Sample Answer:
I think Holi festival has the most fun activities. I like to play with colours and have sweets on Holi.
My Environment Unit 4
Chapters in This Unit
10. Weather and Seasons
11. Air
12. Water
Story in This Unit
The story revolves around Dr Vikram, Eva, Ishaan, Conji, and Mel aboard a spaceship that needs repair. Dr Vikram discovers that the wires are damaged and suggests cleaning the spaceship as well. Ishaan worries that using water will make it wet, but Dr Vikram explains that air will help dry it. This leads to a discussion on the importance of air and water for the environment, as air helps in breathing and water is essential for daily activities like drinking and bathing. Dr Vikram shares that air is present everywhere, and water comes from natural sources like rain, rivers, seas, and oceans. Conji emphasises how vital they are for humans. When it comes to cleaning the spaceship, the children decide to use their magic spell, “CLEANSIO”, which makes the spaceship clean and shiny. Dr Vikram humorously suggests using magic to fix the spaceship too, but Mel points out that they don’t know the exact problem. The story concludes with Ishaan reminding everyone that Pihu invited them to her house, where they plan to enjoy her beautiful garden and play in the lovely weather. The narrative subtly highlights environmental awareness and teamwork through the children’s adventure.
Weather and Seasons
Learning Outcomes
Students will be able to: identify different types of weather and understand how weather affects daily life choices. differentiate between the five seasons and their characteristics.
Let’s Recall
Recap to check if students know the names of different types of weather. Ask students to solve the question given in the Get Set section.
Vocabulary
puddles: small pools of water formed on land after rain lightning: flash of light (in a zigzag shape) that can be seen in clouds during rain thunder: the sound that comes after lightning bloom: when flowers open up weather: what it feels like outside at a particular time and place season: the period of time when the weather remains similar for a few months
Teaching Aids
Chart papers, markers, printed images of different clothing items, printed images of different weather conditions, sticky notes or small cards with different activities written on them; Images of seasonal elements like sun, rain, snow, flowers, and leaves, sample seasonal wheel, circular sheets or drawing paper, crayons, markers, coloured pencils, and scissors, split pins, small cards with facts about each season for reference, and glue sticks
Chapter: Weather and Seasons
Weather
Learning Outcomes
Discover Page 89
Students will be able to identify different types of weather and understand how weather affects daily life choices.
Teaching Aids
Chart papers, markers, printed images of different clothing items, printed images of different weather conditions, sticky notes or small cards with different activities written on them
Activity
Explain to the students how the weather affects our daily choices, like what to wear and what to do.
Instruct students to work in small groups. Provide each group a large chart with five sections, each labelled with a weather condition: sunny, rainy, cloudy, windy, and cold.
Next, give each group a set of images showing different types of clothing, such as T-shirts, jackets, raincoats, and umbrellas. Ask the students to choose one clothing item for each weather condition and place it in the correct section of the chart.
Then, give students small cards or sticky notes with different activities, such as “Go outside to play”, “Drink hot tea”, or “Stay inside and read a book”. Have them match each activity to the weather condition they think it fits best.
After everyone has completed the task, encourage students to share why they chose certain clothes and activities for each weather type.
Extension Idea
Ask: What clothes would you pack for a beach vacation?
Say: Light cotton clothes or swimming costume, caps, sunglasses, etc.
Seasons
Learning Outcomes
Students will be able to differentiate between the five seasons and their characteristics.
Teaching Aids
Discover Page 89
Images of seasonal elements like sun, rain, snow, flowers, and leaves, sample seasonal wheel, circular sheets or drawing paper, crayons, markers, coloured pencils, and scissors, split pins, small cards with facts about each season for reference, and glue sticks
Activity
Provide each student with a circular sheet of paper or ask them to draw a large circle on their paper. Help them divide the circle into five equal sections by drawing lines from the centre to the edge. Instruct students to label each section with one season: Summer, Rainy (Monsoon), Autumn, Winter, and Spring. Ask students to draw or colour items that represent each season inside the respective sections. For example:
Summer: Sun, ice cream, a fan
Rainy: Umbrella, clouds, puddles
Autumn: Colourful leaves, bare trees
Winter: Sweaters, cups of hot chocolate
Spring: Flowers, butterflies, kites
Encourage students to write one or two facts about each season in the corresponding sections. Have students cut out a small arrow from paper and attach it to the centre of the wheel with a split pin so it can spin. Ask students to take turns spinning their wheel, explaining their drawings, and sharing facts about the selected season.
Extension Idea
Ask: Which season do you think people usually wear colourful clothes and why?
Say: People wear colourful clothes in spring because flowers bloom everywhere.
Answers
Get Set
Page no. 88
What kind of a day does each picture show? Write it in the boxes.
Chapter Checkup
1. Tick () the correct picture.
A. Which of these pictures shows summer?
B. What do we use in the rainy season to stay dry?
C. Which of these pictures shows autumn?
2. Fill in the blanks.
rain B. summer
C. autumn D. grow
3. Write True or False. A. False
True C. False
E. False 4. Match the following.
5. Circle the odd one out.
A. sunglasses
B. weather
6. Answer the riddle. Summer
True
Summer
Winter
Sunny Rainy Snowy
B.
b. Rainy
C. c.
7. Answer the following questions.
A. (Answer varies based on actual weather)
B. Five different seasons are: Summer, rainy (monsoon), autumn, winter, and spring
C. Three things we do in summer: Wear light cotton clothes.
Eat ice-creams.
Drink lots of water
D. Rains help plants and trees grow well and look fresh and green.
8. Picture-based questions.
A. Winter season
B. A boy is sick and his mother is measuring his body temperature using a thermometer.
C. We should drink soup, tea, coffee and hot milk to feel better. We can also use blankets or quilts and heaters to keep our bodies warm.
Challenge (HOTS)
(Answers may vary. Sample answer)
My least favourite season is probably the rainy season. Sometimes it rains too much, and then I cannot go outside to play. Everything gets muddy, and my shoes get all wet.
Learning Outcomes
Students will be able to: learn about the different uses of air in daily life. understand the properties of air, including that it occupies space, has weight, and contains water. understand what air pollution is and how to reduce it.
Let’s Recall
Recap to check if students know about the simple properties of air. Ask students to solve the question given in the Get Set section.
Vocabulary
mixture: a mix of many things properties: qualities inflate: to fill with air
chimneys: pipes on buildings that help to carry smoke and gases from fireplaces out of the building air: a mixture of many gases wind: moving air
breathing: the way our body takes in air and lets it out air pollution: when the air gets dirty from harmful gases, smoke, and dust
Teaching Aids
Paper aeroplanes, balloons, small fan; Balloons, hanger, string, a transparent glass, ice cubes; Picture cards of polluted and clean environments, potted plant, cut-out pictures of factory chimney
Chapter: Air
Air and Uses of Air
Learning Outcomes
Students will be able to learn about the different uses of air in daily life.
Teaching Aids
Paper aeroplanes, balloons, small fan
Activity
Show students a paper aeroplane and explain how air helps it fly.
Use a fan to demonstrate how moving air can cool us.
Let students blow up balloons and observe how they fill with air.
Discuss how air helps dry wet clothes.
Extension Idea
Ask: Write any two uses of air.
Say: Air helps us breathe and cools us down using fans. Properties of Air
Learning Outcomes
Students will be able to understand the properties of air, including that it occupies space, has weight, and contains water.
Teaching Aids
Balloons, hanger, string, a transparent glass, ice cubes
Activity
Demonstrate each of the following activities one by one, and then ask the students to perform them.
1. Air Occupies Space
Give each student a balloon and ask them to blow it up.
Explain that the balloon expands because air fills up the space inside it.
2. Air Has Weight
Inflate two balloons of the same size and tie them to the ends of a hanger. Pop one balloon and observe how the side with the inflated balloon goes down.
Explain that the balloon filled with air is heavier because air has weight.
3. Air Contains Water
Fill a transparent glass with ice cubes and water.
Ask students to observe water droplets on the outside of the glass after a few minutes. Explain that air contains water, which forms drops when it touches the cold surface.
Extension Idea
Ask: Can you explain why we cannot see air, even though it is all around us?
Say: We cannot see air because it is made up of tiny particles that are too small to see with our eyes. Air is invisible, but we can feel it when the wind blows or when we breathe.
Air
Pollution Discover Page 99
Learning Outcomes
Students will be able to understand what air pollution is and how to reduce it.
Teaching Aids
Picture cards of polluted and clean environments, potted plant, cut-out pictures of factory chimney
Activity
Explain the concept of air pollution to the students. Discuss how smoke from vehicles and factories makes the air dirty and harmful to breathe. Explain how plants help clean the air.
Give each student a piece of chart paper. Ask them to draw two sections:
On the left side, draw a picture of a polluted environment with vehicles, factories, and smoke.
On the right side, draw a picture of a clean environment with plants, trees, and animals. After they finish drawing, ask the students to share their drawings and explain how the clean environment helps us stay healthy. Discuss how growing more plants can improve the air quality.
Extension Idea
Ask: Why do you think it is important to plant more trees to reduce air pollution?
Say: Planting more trees is important because trees help clean the air by taking in harmful gases.
Get Set
Circle the things that air can move.
Pause and Answer
Write True or False.
1. False
2. False
3. True Chapter Checkup
1. Tick () the correct answer.
A. Gases
C. Birds
2. Fill in the blanks.
A. pollution
C. weight
B. Planting trees
Answers
Page no. 95
Page no. 97
D. Smoke from factories
B. harmful
D. plant
3. Write True or False.
A. False B. True
C. False D. True
4. Match the following.
A. Breathing → d. Taking in and letting out air
B. Aeroplanes → a. Fly in the sky
C. Balloons → b. Inflate with air
D. Plants → c. Clean the air
5. Answer the following questions.
A. Two uses of air: Breathing and drying clothes
B. When we inflate a balloon, it gets bigger because air fills the space inside it.
C. Two properties of air: Air occupies space and has weight.
D. Air pollution occurs when air gets dirty with smoke and harmful gases. We can reduce it by planting more trees.
6. Picture-based questions.
A. Smoke
B. It makes the air dirty and is bad for our health.
Challenge (HOTS)
If there is no air, we would not be able to breathe, and we would not be able to live.
Learning Outcomes
Students will be able to: understand different uses of water in daily life. identify different sources of water. understand what makes water dirty and how to clean it. learn practical ways to save water.
Let’s Recall
Recap to check if students know about some uses of water. Ask students to solve the question given in the Get Set section.
Vocabulary
sources: from where something comes seeps: to flow or leak slowly through small openings precious: very valuable or important rivers: large, flowing bodies of freshwater groundwater: water that is stored underground water pollution: mixing of harmful substances into water
Teaching Aids
Pictures showing water usage; Chart papers, old magazines with pictures of water sources, markers, crayons, pictures of clouds, plants, animals, etc.; Coloured sheets, crayons, markers, pictures of clean and dirty water, glue sticks, and stickers; Chart paper, markers, and a large cut-out of water drop
Chapter: Water
Water and Its Uses
Learning Outcomes
Students will be able to identify different uses of water in daily life.
Teaching Aids
Pictures showing water usage
Activity
Discover Page 104
Divide the class into small teams of 3–4 students. Each team will take turns acting out different water-related activities, such as drinking, washing clothes, watering plants, or brushing teeth, using gestures and actions without speaking.
A student from the team will pick a card from a bowl containing these activities and act it out, while the rest of the team guesses what the activity is. Give teams 1 minute to guess the correct activity, and they earn one point for each correct answer. Keep track of the scores on a whiteboard or chart.
After each round, discuss with the class why water is needed for each activity, such as how it is essential for drinking, cleaning, and helping plants grow. The game continues until all teams have had several turns.
Extension Idea
Ask: Why is it important for everyone to learn about how we use water in our daily lives?
Say: It is important to learn about water use so we can save water and make sure there is enough for everyone.
Sources of Water
Learning Outcomes
Students will be able to identify different sources of water.
Teaching Aids
Discover Page 104
Chart papers, old magazines with pictures of water sources, markers, crayons, pictures of clouds, plants, animals, etc.
Activity
Instruct students to work in small groups and distribute the teaching aids among them. Give each group a large piece of chart paper.
Ask the students to divide the paper into five sections, each representing one water source: rivers, streams, waterfalls, rain, and groundwater. In each section, the students can either draw or cut out pictures from magazines to represent the water sources (e.g., rivers, rain, waterfalls). Instruct them to label each source (e.g., “Rain”, “River”, “Well”) using markers or crayons.
Ask the students to use arrows to show how water flows, such as how water from melted snow in the mountains flows into rivers and streams, and how some of it seeps underground to form groundwater.
Encourage the students to decorate the poster with pictures or drawings of clouds, plants, animals, or any other details that depend on water.
Once the posters are complete, ask each group to present their poster to the class and explain the different water sources and how water flows through the environment.
Extension Idea
Ask: What would happen if there were no rivers or rainwater?
Say: If there were no rivers or rainwater, we would not have enough water for drinking, farming, and other activities.
Water Pollution and Cleaning Water
Learning
Outcomes
Students will be able to understand what makes water dirty and how to clean it.
Teaching Aids
Coloured sheets, crayons, markers, pictures of clean and dirty water, glue sticks, and stickers Activity
Discover Page 105
Instruct the students to create a Clean Water Awareness poster to help them understand the importance of clean water and ways to prevent water pollution.
Guide them to divide their coloured sheets into two sections. On one side, ask them to draw or paste pictures showing “What Makes Water Dirty?” such as factories, trash, and dirty rivers.
On the other side, have them illustrate “How to Keep Water Clean?” by drawing solutions like boiling water, using filters, and keeping rivers clean.
Encourage them to add a slogan at the top and decorate their posters with colourful drawings or water-themed pictures.
Once they finish, ask each student to present their poster and explain their ideas. Display their work in the classroom display board to reinforce the learning.
Extension Idea
Ask: What happens if you drink dirty water??
Say: It can make you sick, give you stomach ache and fever.
Saving Water
Learning
Outcomes
Students will be able to learn practical ways to save water.
Teaching
Aids
Chart paper, markers, and a large cut-out of water drop Activity
Discover Page 107
Discuss with students if they have ever experienced a water shortage or noticed people wasting water. Encourage them to share ideas on how to save water at home or school.
Instruct students to work in small groups. Provide each group with chart paper and markers, and instruct them to draw a large water drop in the centre, writing a creative slogan like “Save Every Drop!” at the top.
Ask them to write simple water-saving pledges around the drop, such as “I will turn off the tap while brushing” or “I will remind grown-ups to fix leaking taps”. Encourage them to decorate their posters with colourful drawings like taps without drips, rainwater collection, and happy plants.
Once completed, have students read their pledges aloud and explain one action they will immediately start practicing. Display the posters in the classroom display board.
Extension Idea
Ask: How can you save water while brushing teeth?
Say: Turn off tap while brushing or use a mug instead of running tap.
Answers
Get Set
Tick () the activities that need water.
Page no. 103
Pause and Answer
Tick () the activities that pollute water.
Chapter Checkup
1. Tick () the correction answer.
A. Drinking
B. Fish
C. Both
D. Using a bucket to take a bath
Page no. 106
2. Fill in the blanks.
A. drink
B. filters
C. dug
D. sources
3. Write True or False.
A. True B. False
C. True D. False
4. Answer the riddle.
Water
5. Answer the following questions.
A. We cannot drink water from the sea because sea water is very salty.
B. Water is important for us because we use it for drinking, cooking, cleaning, and growing plants.
C. Some sources of water are rivers, streams, waterfalls, rain, and wells.
D. Two ways in which water gets polluted are factory waste and throwing garbage in water.
6. Picture-based questions.
A. Well
B. It helps people get water from underground.
Challenge (HOTS)
Possible answer: We can keep the pond clean by not throwing garbage in it and by putting up signs to keep the pond clean.
Plants and Animals Around Me
Chapters in This Unit
13. Animals Around Us
14. Plant Life Story in This Unit
Mel, Conji, Eva, and Ishaan visit Pihu’s house, where Pihu and Manu are playing in the garden. They are excited to meet Sheru, Pihu’s pet dog, and learn that some animals live in homes as pets. Ishaan explains that animals live in various places, such as farms, jungles, and around houses.
As they explore the garden, they notice beautiful flowers and tall trees. Conji is enchanted by the sweet smell of roses and mentions their Magical Garden in Avora, where fairies use magic to keep flowers blooming throughout the year.
Eva spots a squirrel and learns from Ishaan that squirrels live in trees and bushes. Manu offers the squirrel some nuts, and it quickly becomes friendly before scurrying away.
Suddenly, Mel receives a signal from Dr Vikram on his watch, prompting the group to return to their spaceship. Conji uses magic with the chant “MOVIO!” to help them travel quickly, ending their delightful garden adventure.
Animals Around Us
Learning Outcomes
Students will be able to: identify domestic animals and understand their homes and uses. identify wild animals and their natural shelters. understand how animals are useful to humans. learn ways to care for animals.
Let’s Recall
Recap to check if students know the names of some common animals. Ask students to read the poem related to animals given in the Get Set section.
Vocabulary
natural: found in nature plough: to dig up the soil in a farm to plant seeds domestic animals: animals that can be pets or help us on farms shelters: places that protect us or animals from danger or bad weather wild animals: animals that live in forests
Teaching Aids
Picture cards of domestic animals (dog, cow, horse, sheep, hen), cut-outs of their homes (kennel, shed, stable, pen, coop); Picture cards of wild animals (lion, bear, rabbit, snake, giraffe), charts showing natural shelters (den, cave, burrow, tree); Picture cards of animals and their products (cow-milk, silkworm-silk, honeybee-honey); Picture cards showing pet care activities (feeding, cleaning, playing), bowl of water, bows, and leash made from ribbons
Chapter: Animals Around Us
Domestic Animals
Learning
Outcomes
Students will be able to identify domestic animals and understand their homes and uses.
Teaching Aids
Discover Page 117
Picture cards of domestic animals (dog, cow, horse, sheep, hen), cut-outs of their homes (kennel, shed, stable, pen, coop)
Activity
Instruct students to work in small groups. Provide each group with a set of animal pictures and corresponding pictures of their homes.
Ask students to match each animal with its correct home.
Discuss the uses of each animal as students complete the matches.
Allow students to share stories if they have pets at home and how they care for them.
Extension Idea
Ask: What would happen if we did not have cows/dogs/hens in our lives?
Say: Without cows, dogs, or hens, we would not have milk, eggs, or a helpful pet to guard us.
Wild Animals
Learning
Outcomes
Students will be able to identify wild animals and their natural shelters.
Teaching Aids
Discover Page 118
Picture cards of wild animals (lion, bear, rabbit, snake, giraffe), charts showing natural shelters (den, cave, burrow, tree)
Activity
Show students pictures of wild animals and their shelters one by one.
Divide the class into small groups and give each group a set of cards: one set with clues about different animals and another with the names of the animals. For example, one clue could be “I live in a den and I am the king of the jungle”, which matches “Lion”.
Other clues could include:
I hop and live in a burrow – Rabbit
I like to climb trees and eat bananas – Monkey I slither on the ground and live in a hole, and I live in a cave and I sleep in winter – Bear
Let the students read the clues and match them with the correct animal names. After completing the activity, discuss why wild animals need natural shelters and how they find food and water on their own.
Extension Idea
Ask: Why do animals need homes?
Say: Animals need homes to stay safe, find food, and protect themselves from the weather.
Importance of Animals
Learning
Outcomes
Students will be able to understand how animals are useful to humans.
Teaching Aids
Picture cards of animals and their products (cow-milk, silkworm-silk, honeybee-honey)
Activity
Divide the class into teams.
Show the students the picture cards of animals and the products that they provide us.
Explain that you will ask questions about how animals help humans, and each team will take turns answering. Start by asking a question like: “Which animal gives us milk?” (Answer: Cow) or “What do bees give us?” (Answer: Honey).
After a team answers, award points for the correct answer. You can give bonus points if they provide extra information, such as “What do we use silk for?” (Answer: Making sarees, scarves, etc.).
Continue asking questions, keeping the game moving with fun and engaging prompts.
Encourage friendly competition, and keep track of the points.
Extension Idea
Ask: How do animals make our lives better?
Say: Animals make our lives better by giving us food, clothes, and other useful things like honey, wool, and silk.
Taking Care of Animals
Learning
Outcomes
Students will be able to learn ways to care for animals.
Teaching Aids
Discover Page 120
Picture cards showing pet care activities (feeding, cleaning, playing), bowl of water, bows, and leash made from ribbons
Activity
Divide students into small groups and assign each group a pretend pet (dog, cat, or rabbit).
Provide role-play props to each group. Ask students to demonstrate how they would feed, clean, and play with their pets.
Encourage students to share experiences if they have pets at home.
Extension Idea
Ask: How do you think animals feel when we take care of them?
Say: When we take care of animals, they feel safe and happy. They get the food, water, and shelter that they need to stay healthy.
Get Set
Answers
Page no. 116
Read the poem and circle the names of animals. Iliketoplaywithmybat, At home, I have a cat. Mylittlehenslive on the farm, Theyarecute,theydonotharm. I also have asmallpuppy Thatmakesmehappy!
Pause and Answer
Write one use of each of these animals:
1. Hen: Gives eggs
2. Cow: Gives milk
3. Silkworm: Gives silk
4. Honeybee: Gives honey
Chapter Checkup
1. Tick () the correct picture.
A. This is a hen’s home.
B. This animal gives us wool.
2. Write True or False.
A. True
B. False
C. False D. True
Page no. 119
3. Fill in the blanks.
A. den
B. monkey
C. birds
D. deer
4. Match the following.
A. Horse → c. Stable
B. Lion → d. Den
C. Snake → b. Hole
D. Rabbit → a. Burrow
5. Circle the odd one out.
A. lion
B. cat
6. Who am I? Dog
7. Answer the following questions.
A. Difference between a domestic and a wild animal: Domestic animals live with humans; wild animals live in forests.
B. One way a silkworm is useful: It gives us silk.
C. (Sample Answer) I would choose a dog because it is friendly and loyal.
D. Two ways to take care of animals: Feed them on time and give them fresh water.
8. Picture-based questions.
A. Name the animal: Hen
B. Animal’s home: Coop
C. One thing we get from this animal: Eggs
Challenge (HOTS)
No, Meena should not keep the snake as a pet because it is a wild animal and could be dangerous.
Plant Life
Learning Outcomes
Students will be able to: identify and describe the main parts of a plant. differentiate between trees, shrubs, herbs, climbers, and creepers. understand the various ways plants are useful to humans.
Let’s Recall
Recap to check if students know the names of different parts of a plant. Ask students to solve the question given in the Get Set section.
Vocabulary
nutrients: things that we need as food in order to be fit and strong attract: to cause something to come toward something else flexible: can bend easily
timber: wood used to make furniture
spices: dried plant parts used to add flavour to food perfume: the sweet smell we spray on our body
Teaching Aids
trees: tall plants with a single, thick woody stem
shrubs: plants with thin, woody branches that grow close to the ground
herbs: small plants with soft, green and nonwoody stems
climbers: weak plants with long, flexible and weak stems that climb up
creepers: plants that spread along the ground
Real plant or plant model, sheets on which the picture of a plant is printed, pencils, and crayons; Picture cards showing pictures of different types of plants, chart papers with five columns, glue sticks; Pictures cards of food items, furniture, spices, and medicines, clothes, fruits, and spices
Chapter: Plant Life
Parts of a Plant
Learning Outcomes
Students will be able to identify and describe the main parts of a plant.
Teaching Aids
Discover Page 124
Real plant or plant model, sheets on which the picture of a plant is printed, pencils, and crayons
Activity
Show students a real plant or a model of the plant. Ask them to touch and feel different parts (roots, stem, leaves, etc.), and discuss the function of each part.
Provide students with a printed plant diagram and have them label the parts. Reinforce learning by asking them what each part does.
Extension Idea
Ask: What part of the plant makes food for it?
Say: The leaf makes food for the plant.
Types of Plants
Learning Outcomes
Students will be able to differentiate between trees, shrubs, herbs, climbers, and creepers.
Teaching Aids
Discover Page 125
Picture cards showing pictures of different types of plants, chart papers with five columns, glue sticks
Activity
Instruct students to work in small groups. Provide each group with picture cards of plants, such as a mango tree, rose, mint, grapevine, and pumpkin. Give them a chart paper divided into five columns labelled Trees, Shrubs, Herbs, Climbers, and Creepers.
Ask the students to classify the plant pictures based on their types and paste them in the correct columns. After the activity, discuss why each plant belongs to a particular category. Encourage students to share examples from their surroundings.
Extension Idea
Ask: What is the difference between a climber and a creeper?
Say: Climbers are weak plants. They have long, flexible, and weak stems that climb up sticks, walls, or other plants for support. Creepers are plants that spread along the ground.
Learning Outcomes
Students will be able to understand the various ways plants are useful to humans.
Teaching Aids
Pictures cards of food items, furniture, spices, and medicines, clothes, fruits, and spices
Activity
Discuss how plants provide us with essential things like food, spices, oils, clothes, furniture, tea, and coffee. After that, organise a small treasure hunt in the classroom. Before the activity, hide picture cards of plant-based items, such as fruits, vegetables, spices, cotton clothes, and perfumes, around the classroom. Divide the students into small groups and instruct them to search for the hidden cards. Once all the cards are found, ask the groups to categorise the pictures under the correct headings: Food, Clothes, Oils, Spices, Beverages, and Furniture.
Discuss each plant product and its importance, encouraging students to think of additional examples. Also, explain which part of the plant is consumed, providing various examples.
Conclude the activity by asking students why we should care for plants and inviting them to share their ideas on how they can contribute to plant care at home.
Extension Idea
Ask: What do we get from cotton plants?
Say: We get cotton from cotton plants to make clothes and bags.
Answers
Get Set Page no. 123
Look at the picture. Circle two small plants. Make a box around one tree.
Chapter Checkup
1. Tick () the correct picture.
A. This is used to make furniture.
B. This is the stem of a plant we eat.
C. This is a herb.
D.This is a creeper.
2. Write True or False.
A. False
B. True
C. False
D. True
3. Fill in the blanks.
A. green
B. food
C. trunk
D. timber
4. Match the following.
5. Answer the following questions.
A. Parts of a plant: Roots, stem, leaves, flowers, and fruits
B. The leaf makes food for the plant.
C. Shrub vs. Herb: Shrubs have woody branches, while herbs have soft stems.
D. Importance of plants: Plants give us fresh air and food items to eat.
E. Three plants and their types: Mango (Tree) Rose (Shrub) Mint (Herb)
6. Picture-based questions.
A. Plant Name: Pumpkin
B. Plant Type: It is a creeper.
Challenge (HOTS)
If all leaves are plucked, the plant will not be able to make food and may die.
a. Climber B.
b. Herb
C.
c. Tree
D.
d. Shrub
Travel and Communication Unit 6
Chapters in This Unit
15. Transport and Communication
16. Directions and Time
Story in This Unit
Manu, Pihu, and Ishaan reach the spaceship with their new friends from Avora—Mel, Conji, and Eva. Pihu is amazed by how different the spaceship looks compared to Earth vehicles such as cars, buses, trains, and planes. The children explain how important these forms of transportation are for travelling to different places on Earth.
Inside the spaceship, Dr Vikram shares good news. He informs the children that although the spaceship is not fully repaired, they can now communicate with the people from Avora. The children are excited and join a video call with the Elders from their planet. The Elders express their happiness and relief upon seeing the children safe. Mel introduces Ishaan, Pihu, Manu, and Dr Vikram, who is helping them fix the damaged spaceship.
The Elders reveal worrying news—Lord Ero, an evil wizard from Avora, has used dark magic to damage the spaceship’s fuel tank. Manu is curious to know who Lord Ero is, and Eva explains that he is a troublemaker who often causes problems on their planet. Conji is concerned about how they will fly back to Avora without fuel.
Dr Vikram reassures the children and the Elders, promising that they will work together to solve the problem and fix the spaceship. His words give everyone hope, and they prepare to face the new challenge as a team.
Transport and Communication 15
Learning Outcomes
Students will be able to: identify and differentiate between types of transport: land, water, and air. understand the importance of communication and identify different communication methods.
Let’s Recall
Recap to check if students know the names of different body parts. Ask students to solve the question given in the Get Set section.
Vocabulary
engine: the part of a vehicle that uses fuel to run metro rail: trains that run within cities runway: a special road where aeroplanes take off from and land helipad: a place where helicopters take off and land information: knowledge about something like people, plants, animals, countries, etc. email: a way to send messages and files over the internet to other people transport: the way people and goods travel from one place to another land transport: the vehicles that move on roads or tracks on land to carry people and things water transport: the vehicles that move on or under water to carry people and things air transport: the vehicles that move in air to carry people and things communication: the act of sharing information or ideas between people
Teaching Aids
Pictures of various vehicles, chart papers, and glue sticks; Toy telephone, sample letter template, picture cards of mobile phones, email, and newspapers
Chapter: Transport and Communication
Transport
Learning Outcomes
Discover Page 136
Students will be able to identify and differentiate between types of transport: land, water, and air.
Teaching Aids
Pictures of various vehicles, chart papers, and glue sticks
Activity
Instruct students to work in small groups. Provide a chart paper to each group and ask them to divide the chart papers into three sections. Instruct them to label the three sections as “Land”, “Water”, and “Air”.
Hand out picture of vehicles such as cars, boats, aeroplanes, cycles, and so on to the students. Ask them to paste the picture of the vehicles in the correct sections on the chart.
Discuss why each vehicle belongs to its category and where it travels.
Extension Idea
Ask: What are submarines used for?
Say: Submarines are used to travel underwater. They help people explore the ocean, study sea animals, and protect countries.
Communication
Learning Outcomes
Discover Page 138
Students will be able to understand the importance of communication and identify different communication methods.
Teaching Aids
Toy telephone, sample letter template, picture cards of mobile phones, email, and newspapers
Activity
Divide the class into small groups. Whisper a message to the first student in each group, such as “We have a picnic tomorrow”. Each student will then whisper the message to the next one until it reaches the last student. The last student will say the message aloud. Discuss how the message may change or get misunderstood as it travels from one student to the next.
After the activity, show the students picture cards and physical objects related to different communication methods. Then, discuss the various modes of communication used in the past and today, such as pigeons, horses, mobile phones, laptops, radios, television, and computers.
Encourage the students to share how they use different methods of communication in their everyday lives.
Extension Idea
Ask: How can you communicate with your grandmother if she lives far away?
Say: I can call her on the phone or send her a letter.
Get Set
Answers
Page no. 135
Instruct the students to complete the dot-to-dot picture and colour it.
The name of the vehicle is: Aeroplane
Pause and Answer
Page no. 138
Fill in the blanks with the help of the words given below.
1. Water 2. Helicopter
3. Tracks 4. Air
Chapter Checkup
1. Tick () the correct picture.
A. This takes us to faraway places in a short amount of time.
B. People used this long ago to send messages.
C. This is a vehicle that we use to travel by road.
2. Fill in the blanks.
A. Train B. Air
C. Underwater D. Postman
E. Message
3. Write True or False.
A. True B. False
C. True D. False
4. Match the following.
A. Helicopters → d. Air transport
B. Video calls → a. Modern means of communication
C. Beating drums → e. Ancient means of communication
D. Train → b. Land transport
E. Ship → c. Water transport
5. Answer the following questions.
A. Two land transport vehicles: Car and train
B. Importance of newspapers: They give us news and information.
C. What are submarines: Submarines are ships that move underwater.
D. Two other ways for Kanika to communicate: Video calls and letters
6. Picture-based questions.
A. Train
B. Tracks
C. It carries many passengers over long distances.
Challenge (HOTS)
News helps us know what is happening around the world.
Directions and Time
Learning Outcomes
Students will be able to: understand the four main directions and learn how to identify left and right. locate objects and places using simple directional terms and landmarks. understand the basic concept of time and its division into hours, minutes, and parts of the day.
Let’s Recall
Recap to check if students know about the basic directions. Ask students to solve the question given in the Get Set section.
Vocabulary
sundial: a tool that tells the time with the help of the sun directions: how things or people move location: the proper position of a thing or a place landmarks: these are famous places or things that help us find our way
Teaching Aids
Picture cards of common objects (tree, car, table, house), toy animals, or blocks; A real clock or a picture of a clock, paper plates, markers, crayons, split pins (to be used under supervision), flashcards for morning, afternoon, evening, and night; Calendar, flashcards with names of the months, 12 hula-hoops (1 for each month), masking tape, different coloured cards for days of the week, speakers for music (optional)
Chapter: Directions and Time
Directions
Learning Outcomes
Students will understand the four main directions and learn how to identify left and right.
Teaching Aids
Discover Page 144
No teaching aids required. Activity can be performed using the classroom setting and in the playground
Activity
Ask students to stand facing the teacher. Teach them how to identify their right and left hands by making an “L” shape with their left thumb and index finger.
Ask the students to hold out both hands with their palms facing them. The hand that forms an “L” shape with the thumb and index finger is their right hand. The opposite side is their left hand.
Next, take them outside the classroom to the school playground to observe the position of the sun. Explain that the sun rises in the East and sets in the West. Show them how to identify directions based on the sun’s position. Finally, play a direction game by calling out instructions such as “Take two steps to the North” or “Take one step to the South”.
Extension Idea
Ask: What would happen if you try to find directions on a cloudy day when the sun is not visible?
Say: On a cloudy day, we cannot see the sun to find directions. We can use a compass or look for familiar places to help us.
Locating Things and Places
Learning Outcomes
Students will learn to locate objects and places using simple directional terms and landmarks.
Teaching Aids
Picture cards of common objects (tree, car, table, house), toy animals, or blocks
Activity
Discover Page 145
Set up a model of a town using toy objects on a central table in the classroom. Hand out picture cards, blocks, toy animals, etc., to the students. Give them instructions such as, “Place the car behind the house”, or “Put the tree in front of the school”.
Once completed, discuss the concept of landmarks and how landmarks like parks or buildings help people give directions.
Encourage the students to provide examples of famous landmarks in their area.
Extension Idea
Ask: Why is the school/library/park a landmark in our town?
Say: It is a landmark because everyone knows where it is and can use it to help give directions to other places.
Learning Outcomes
Students will understand the basic concept of time and its division into hours, minutes, and parts of the day.
Teaching Aids
A real clock or a picture of a clock, paper plates, markers, crayons, split pins (to be used under supervision), flashcards for morning, afternoon, evening, and night
Activity
Show students the real clock or its picture and explain the concepts of hours and minutes. Give each student a paper plate. Have them write numbers 1–12 around the edge like a clock. Help them attach clock hands using the split pins. Let them decorate their clock face.
After the activity, discuss the four parts of the day, such as morning, afternoon, evening, and night and the activities that we do during these parts.
Show them the flashcards and ask the activity that they do during that part of the day.
Extension Idea
Ask: Why do we have different parts of the day, like morning, afternoon, evening, and night?
Say: We have morning, afternoon, evening, and night because the Earth turns. When our side faces the sun, it is day, and when it faces away, it is night.
Week, Month, and Year
Learning Outcomes
Students will learn the names and order of the days of the week and months of the year.
Teaching Aids
Calendar, flashcards with names of the months, 12 hula-hoops (1 for each month), masking tape, different coloured cards for days of the week, speakers for music (optional)
Activity
Arrange 12 hula hoops in a circle, each labelled with a month, and fix them with the help of the masking tape. Have students jump from month to month while saying the number of days in each, naming special events, or reciting the rhyme “April has 30 days...”.
Next, select seven students to form a “Days of the Week Train”, where each holds a card with a day of the week. The train moves around the room as the class sings the days of the week song, and when the music stops, students must quickly line up in the correct order before switching roles.
Finally, gather students in a circle with month cards. Call out prompts like “Months with 31 days, stand up!” or “February, spin!” to reinforce their understanding of month lengths and related events through fun and active participation.
Extension Idea
Ask: If you could design a fun way to organise your own calendar or clock, what would it look like and why?
Say: I would make a rainbow calendar where each month has its own colour and special picture! For example, December could be white like snow with a snowman, and July could be yellow like sunshine with an ice cream cone.
Get Set
Answers
Page no. 143
Circle the correct words to show the side where the arrows point. Left Up Down Up Right Down Down Left Right
Pause and Answer
Page no. 145
Fill in the blanks with the help of the words given below.
1. East 2. right
3. West
Chapter Checkup
1. Fill in the blanks.
A. Left B. Sixty
C. North D. West
2. Write True or False.
A. True B. False
C. True D. False
E. False
3. Circle the odd one out.
A. Right B. North
4. Answer the following questions.
A. In the evening, I play and have dinner.
B. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday
C. North, South, East, and West
D. Landmarks are famous places or things that help us find our way.
5. Picture-based questions.
A. on B. behind C. in
Challenge (HOTS)
There is 1 hour between breakfast and going to school. Mehek can read a book or play during this time.
World Around Me
Chapters in This Unit
17. Early Humans—Hunters to Farmers
18. Earth and Its Neighbours Story in This Unit
In this story, everyone is worried because the spaceship is not working. Conji wonders how they will fix it, but Dr Vikram encourages them not to lose hope. He tells them that long ago, early humans did not have all the things we have today, and they invented things like fire and the wheel. Pihu is amazed, and Dr Vikram explains that fire kept them warm, helped cook food, and kept wild animals away. The wheel made it easier to carry things.
Dr Vikram adds that over time, humans learned many things, and Pihu realises that they can learn a new way to fix the spaceship too. Dr Vikram agrees, but they need to take the spaceship to the space centre for repairs. Conji and Eva work together to transport the spaceship using their magic, and soon they arrive at the space centre.
While Dr Vikram starts working on the spaceship, Manu gets hungry. Pihu and Ishaan go to get food for everyone. When they return, they find Dr Vikram very happy because he has fixed the spaceship! Everyone cheers, and Mel turns the switch on. The spaceship starts working, but after a minute, it stops again, and Conji asks what went wrong. The story leaves them wondering what will happen next.
Early Humans-Hunters to Farmers
Learning Outcomes
Students will be able to:
learn how the discovery of fire helped early humans survive and improve their lives. understand how the invention of the wheel made life easier for early humans. learn how early humans tamed animals and how these animals helped them in their daily lives. understand how farming allowed early humans to settle in one place and grow their own food. learn how early humans started living together in villages and how this helped them work as a community.
Let’s Recall
Recap to check if students know about early humans. Ask students to solve the question given in the Get Set section.
Vocabulary
caves: a space made in a pile of rocks, which can be used as a shelter discovery: finding or learning something for the first time
raw: not cooked
carts: small vehicles with wheels
farms: an area of land where crops are grown or animals are raised for food tools: things that help us do things more easily early humans: the very first people who lived long ago
Teaching Aids
hunters: people who search for and kill wild animals for food or sport farmers: people who grow crops and raise animals
trunks: thick stems of trees
tame: train animals to be helpful farming: growing crops
village: a place where people live together in small groups
Candle, stones, white sheets of paper, crayons, markers; Round cardboard pieces or bottle caps with holes, straws, small boxes, stickers etc. for decoration; Pictures of tamed animals like dogs, cows, and goats, flashcards with keywords: tame, protection, milk, wool, large box; A small pot with soil and seeds; Clay or playdough, straws, toy animals
Chapter: Early Humans—Hunters to Farmers
The Discovery of Fire
Learning
Outcomes
Discover Page 155
Students will be able to learn how the discovery of fire helped early humans survive and improve their lives.
Teaching Aids
Candle, stones, white sheets of paper, crayons, markers
Activity
Demonstrate by rubbing two stones together (safely) to show how fire could be created. Show a small candle flame (safely) and discuss how fire provides warmth, light, and helps in cooking.
Ask students to draw three ways early humans used fire on the sheet of paper (e.g., cooking, warmth, scaring animals).
Discuss the dangers of fire and how early humans had to be careful.
Extension Idea
Ask: What would happen if early humans had never discovered fire?
Say: They would have had to eat raw food, stay cold in winters, and would have no protection from wild animals.
Making of the First Wheel
Learning
Outcomes
Discover Page 155
Students will be able to understand how the invention of the wheel made life easier for early humans.
Teaching Aids
Round cardboard pieces or bottle caps with holes, straws, small boxes, stickers etc. for decoration
Activity
Instruct the students to work in small groups. Provide each group with round cardboard pieces (for wheels), straws (for axles), and small boxes (for carts).
Let them assemble their own carts and test them by rolling them on the floor. Ask them to decorate their carts as desired.
Discuss how wheels made it easier to move heavy things like food and water.
Extension Idea
Ask: How do we use wheels in our daily lives today?
Say: We use wheels in cars, bicycles, buses, and even in suitcases to move things easily.
Taming Animals
Learning Outcomes
Discover Page 156
Students will be able to learn how early humans tamed animals and how these animals helped them in their daily lives.
Teaching Aids
Pictures of tamed animals like dogs, cows, and goats, flashcards with keywords: tame, protection, milk, wool, large box
Activity
Keep the pictures and flashcards in a large box in the classroom. Ask the students to pick one picture at a time and then find the matching flashcard with the correct keyword from the box (e.g., dog - protection, cow - milk, goat - wool).
Once all the cards are matched, discuss with the class how taming animals helped early humans make their lives easier.
Extension Idea
Ask: Why do you think dogs were the first animals to be tamed?
Say: Dogs are loyal, protective, and can help in hunting and guarding.
Farming
Learning Outcomes
Discover Page 156
Students will be able to understand how farming allowed early humans to settle in one place and grow their own food.
Teaching Aids
A small pot with soil and seeds Activity
Give each student a small pot, soil, and a seed (like a bean or sunflower seed).
Let them plant the seed and water it. Over the next few weeks, they can observe how the seed grows into a plant.
Discuss how early humans did the same thing but on a larger scale to grow their own food and save it for later use.
Extension Idea
Ask: What would happen if early humans did not learn farming?
Say: They would have had to keep moving to find food and would not have been able to build villages or settle in one place.
Early Villages
Learning Outcomes
Discover Page 157
Students will learn how early humans started living together in villages and how this helped them work as a community.
Teaching Aids
Clay or playdough, straws, toy animals
Activity
Provide students with clay or playdough to build small houses. Instruct them to use straw for the roof of their houses. Let them work together to create a small village with houses, a common area, and a farm with toy animals.
After the activity, discuss how living in villages helped early humans share food, tools, and knowledge.
Extension Idea
Ask: Why do you think early humans started living in villages? Say: Living in villages helped them work together, share resources, and protect each other from danger.
Answers
Get Set
Page no. 154
Look at the picture. Talk to your partner about two things you see in the picture.
(Answers may vary) Students might see early humans, caves, fire, or hunting tools.
Pause and Answer
Fill in the blanks.
1. tree 2. heavy
3. food 4. fire
Chapter
Checkup
1. Tick () the correct picture.
A. Early humans discovered this.
B. Early humans lighted a fire with this.
C. The first wheels were made from:
D. Early humans tamed this animal.
Page no. 156
2. Fill in the blanks.
A. fire
B. wheel
C. villages
D. hunt
3. Match the following.
A. Fire → c. Warmth and light
B. Wheel → a. Easier movement
C. Tamed animals → d. Dogs and cows
D. Farming → b. Growing crops
4. Circle the odd one out.
A. internet
B. flying
5. Answer the following questions.
A. Early humans lived in caves.
B. Three animals tamed by early humans: dogs, cows, and goats.
C. Farming helped early humans by allowing them to grow their own food and stay in one place.
D. The making of the wheel made it easier to move heavy things like food and water.
6. Picture-based questions.
A. The early humans are creating fire.
B. Fire was used it to stay warm, to cook food, and scare wild animals away.
Challenge (HOTS)
Without fire, early humans would have had to eat raw food, stay cold in winters, and would have no protection from wild animals.
Earth and Its Neighbours
Story in This Chapter
In this chapter, the children discover that their spaceship is covered with dark magic. Suddenly, Lord Ero appears in the sky, laughing menacingly. He reveals that he wants to capture their spaceship to become the most powerful wizard. Eva bravely declares that they will not let him win.
Lord Ero threatens to attack Dr Vikram and the children, frightening them. Conji stands up to him, but Lord Ero casts a powerful spell. Eva and Conji block the attack, but Lord Ero continues to fight fiercely. Mel comes up with a plan to attack from different directions. Eva, Mel, and Conji surround Lord Ero and cast their spells together. Lord Ero loses his balance and falls to the ground.
Realising that he is weak, they decide to combine their powers. Together, they chant a spell filled with the light of friendship and defeat Lord Ero. There is a bright burst of light, and Lord Ero disappears forever.
Everyone cheers with joy. Ishaan praises the bravery of Conji, Eva, and Mel. The children express their gratitude for being saved from danger. Conji promises that they will return one day. As the spaceship’s engine starts, Mel, Conji, and Eva wave goodbye to their friends. The spaceship lifts off the ground, leaving behind happy and grateful friends.
Learning Outcomes
Students will be able to: understand different landforms on Earth, such as plains, mountains, hills, and valleys. learn about various water bodies on Earth including oceans, seas, lakes, and rivers. explore the Sun, Moon, and stars as Earth’s neighbours.
Let’s Recall
Recap to check if students are familiar with Earth, the Moon, the Sun, and other planets. Ask students to solve the question given in the Get Set section.
Vocabulary
features: an important or noticeable part of something steep: sharp slope
fertile: good ground for growing plants
planet: big round bodies that move around the Sun landforms: different shapes and features that we see on the Earth’s surface, like mountains, valleys, hills and plains
waterbodies: places where water collects like ponds, rivers, lakes, oceans, and seas phases of the Moon: different shapes the Moon looks like during the month
Teaching Aids
Picture cards of landforms, a model with raised and flat surfaces representing hills, mountains, plains, and valleys, clay, or playdough; Pictures of different water bodies, drawing sheets, crayons, markers, and colours; Yellow coloured headbands, circular cutouts of Moon and its phases, glittery star cutouts
Chapter: Earth and Its Neighbours
Landforms
Learning Outcomes
Discover Page 161
Students will be able to understand different landforms on Earth, such as plains, mountains, hills, and valleys.
Teaching Aids
Picture cards of landforms, a model with raised and flat surfaces representing hills, mountains, plains, and valleys, clay, or playdough
Activity
Show pictures of each landform and discuss their features. Ask students which landform they would like to live in and why.
Then, guide them to make a simple clay model with mountains, hills, and valleys.
Discuss how people use these landforms, such as farming on plains and growing tea in hilly areas.
Extension Idea
Ask: What is a valley? Why do people live there?
Say: A valley is the low land between two mountains or hills. People like to live in valleys because of the pleasant weather, good water sources, and fertile lands.
Water Bodies
Learning Outcomes
Discover Page 162
Students will be able to learn about various water bodies on Earth including oceans, seas, lakes, and rivers.
Teaching Aids
Pictures of different water bodies, drawing sheets, crayons, markers, and colours
Activity
Discussing the different types of water bodies, including oceans, seas, lakes, and rivers. Highlight their key characteristics using images for visual support. Explain how each water body plays an important role on Earth.
Provide each student with drawing sheets, crayons, markers, colours, and label strips. Ask them to select one water body and draw it on the sheet.
Encourage them to include elements like fish, boats, plants, or nearby land features for a more vibrant drawing. Guide them to write the name of the water body on their artwork.
Once the drawings are complete, arrange a display on the classroom display board or desks. Conduct a gallery walk where students can view and appreciate each other’s work.
Extension Idea
Ask: Why is rain important for water bodies?
Say: Rain is important for water bodies because it fills ponds, rivers, lakes, seas, and oceans. Some rainwater also goes under the ground, which is called underground water.
Learning Outcomes
Students will be able to learn about the Sun, Moon, and stars as Earth’s neighbours.
Teaching Aids
Yellow coloured headbands, circular cutouts of Moon and its phases, glittery star cutouts
Activity
Divide the class into four groups: Sun, Moon, Stars, and Moon Phases. Provide simple craft materials such as yellow headbands for the Sun group, white circular cutouts for the Moon group, glittery star cutouts for the Stars group, and phase cutouts for the Moon Phases group, including Full Moon, Crescent, and New Moon shapes.
Explain key facts, such as how the Moon reflects sunlight and its changing phases.
Ask the Sun group to act as an energetic source of light and heat, the Moon group to mimic revolving around the Earth, and the Stars group to “twinkle” while sharing interesting facts.
The Moon Phases group should line up holding phase cutouts and explain their sequence.
Extension Idea
Ask: How would the night sky look without the Moon or stars?
Say: The night sky would look completely dark without the Moon or stars. There would be no natural light.
Answers
Get Set Page no. 160
Look at the pictures. Write the names of these things.
Pause and Answer Page no. 162
Write True or False.
1. True
2. False
3. True
Pause and Answer Page no. 163
Fill in the blanks.
1. oceans
2. rivers
3. sea
Chapter Checkup
1. Tick () the correct picture.
A. This can be seen in the day sky.
B. It is the only planet with land, water and air.
C. We cannot count these.
D. The water is salty. We cannot drink it.
2. Fill in the blanks.
A. Water B. Twinkle
C. Light D. Crops
3. Write True or False.
A. False B. False
C. True D. True
4. Match the following.
A. Valleys → b. Low areas between mountains
B. Ocean → d. Largest waterbody
C. Plains → a. Perfect for growing crops
D. Sea → c. Smaller than oceans
5. Answer the following questions.
A. Earth is the only planet with air, land, and water.
B. Stars appear small because they are very far away.
C. The Sun gives us heat and light, making life possible on Earth.
D. Hills are lower than mountains and have a pleasant climate, while mountains are taller and colder.
6. Picture-based questions.
A. Mountain
B. River
C. The waterbody provides drinking water and helps grow crops.
Challenge (HOTS)
Rain and underground water naturally provide water to plants in forests.
Assessment Answer Keys
Assessment – 1
Read the story. Answer the questions below.
1. Answer: C. Tailoring
2. Answer: C. Single parent family
3. Answer: Leena helps her mother by keeping all the threads in their boxes and folding clothes.
4. Answer: They should wear light, cotton clothes for the picnic in summers.
Assessment – 2
Read the story. Answer the questions below.
1. Answer: B. spring
2. Answer: A. colours
3. Answer: People eat gujiya and play with colours and water on Holi.
4. Answer: We can save water by following the given ways: Turn off the tap when not in use. Fix leaks to save water.
Assessment – 3
Read the story. Answer the questions below.
1. Answer: B. forest
2. Answer: A. monkeys
3. Answer: The three types of plants are: trees, climbers, and creepers.
4. Answer: To take care of the pet dog, they should: Feed them on time every day. Give them a safe and clean place to stay.
Chapter 2
Think and Tell
Element Answer Keys
Page no. 17
I have a nuclear/joint family. I like that my family cares for me and we spend fun time together.
Chapter 4
Do and Learn
(Sample answer)
Breakfast: Bread and milk
Lunch: Rice, dal, and vegetables
Snack: Fruits and biscuits
Dinner: Roti and paneer curry
Chapter 5
Think and Tell
Page no. 36
Chapter 9
Think and Tell
Page no. 80
Some more religious festivals in India are Navratri, Janmashtami, Muharram, and Baisakhi.
Chapter 10
Think and Tell
Page no. 90
Yes, I like the rainy season because I can play in the rain and see rainbows. No, I do not like it because roads get muddy.
Chapter 13
Think and Tell
Page no. 42
If I had a caravan, I would go to the mountains. I would have a bed, a small kitchen, and a TV inside.
Chapter 6
Think and Tell
Page no. 119
Animals help in farming, carry loads, provide milk, and serve as pets.
Chapter 14
Think and Tell
Page no. 52
Clothes, bags, and curtains are often made from nylon or polyester.
Think and Tell Page no. 53
I can help my parents by sorting clothes, hanging them to dry, and folding them after washing.
Chapter 8
Discuss!
Page no. 126
I would like to grow a mango/rose plant because I love its fruits/flowers.
Think and Tell
Page no. 127
Two things from plants in my home are wooden furniture and paper.
Chapter 17
Discuss!
Page no. 69
I can be a good neighbour by helping others, keeping my surroundings clean, and being polite.
Think and Tell
Page no. 155
The wheel is more important because it helped in transportation and machines. Fire is more important as it helps in cooking and keeping warm.
Chapter 18
Discuss!
Page no. 70
My favourite place in my neighbourhood is the park because I play there with my friends.
Page no. 162
Earth has air, water, and life, which make it different from other planets.
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 978-81-985579-0-2
