Discover
3 Environmental
Science
Self Awareness Unit 1
Chapters in This Unit
1. Our Body
2. Family
3. Keeping Safe and Healthy Story in This Unit
Avora, usually calm, was in chaos. Mel, Conji, and Eva rushed to the Council Room to speak with the Elders. Elder Wizard revealed that the Crystal of Life was missing, likely stolen by Lord Ero, who had left traces of Dark Magic near it. He explained they needed to find another crystal before Lord Ero attacked. When asked, the Elder Wizard confirmed another Crystal existed on Earth, but its pieces had to be earned by proving their intent. The trio quickly boarded a spaceship and headed to Earth.
Meanwhile, in Madhavgarh, Ishaan, Pihu, and Manu were stargazing when they spotted a spaceship approaching. Scared, they tried to hide. The spaceship landed, and Mel assured the children they meant no harm, introducing themselves as visitors from Avora. The kids were amazed to meet aliens. They exchanged thoughts about family, with Ishaan explaining Earth’s family bonds and Eva describing how Avora’s elders served as their family. The trio then shared their mission with the children.
Our Body
Learning Outcomes
Students will be able to: recognise external body parts, such as head, trunk and limbs. describe sense organs and their roles in various body functions. learn about internal body parts and their functions. understand the challenges faced by differently-abled people and the tools they use.
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
trunk: the middle part of the body limbs: arms and legs together upright: straight (while standing) chirping: the sound of birds surroundings: things that are around a person or place umami: meaty taste
Teaching Aids
bitter: sharp, unpleasant taste flavours: taste pump: to squeeze and push breathe: the process of taking in and giving out air script: a system of writing crutches: special sticks that help people walk
A chart paper with the diagram of the human body, and blank labels; A piece each of silk cloth and sandpaper; Lemon juice; Sugar candy; A bell or a whistle; Role cards with the names of internal organs such as brain, heart, lungs, stomach, bones and muscles; Blindfolds; Earplugs; Strings
Chapter: Our Body
External Body Parts
Learning Outcomes
The students will be able to recognise external body parts, such as head, trunk and limbs.
Teaching Aids
A chart paper with the diagram of the human body, and blank labels
Activity
Discover Page 6
Instruct students to work in small groups. Distribute the teaching aids among the groups. Ask students to label all the external organs of the human body on the chart paper. Then, tell them to pick a pencil and explain the functions of the arms and hands. Ask students to jump in their places and explain that they are able to jump because of their legs and feet.
Extension Idea
Ask: Can you think of 2 more activities where your arms and legs work together?
Say: Running and skipping are 2 activities where our arms and legs work together.
Sense Organs
Learning Outcomes
Students will be able to describe sense organs and their roles in various body functions.
Teaching Aids
A piece each of silk cloth and sandpaper; Lemon juice; Sugar candy; A bell or a whistle
Activity
Discover Page 7
Instruct students to work in small groups. Distribute the teaching aids among the groups. Ask students to touch the silk cloth and sandpaper to understand the sense of touch. Then, ask them to smell the lemon juice to explore the sense of smell. Next, let them taste the lemon juice and sugar candy to understand the sense of taste. Ask students to observe various objects in the classroom and write their names to learn about the sense of sight. Finally, ask 1 student to clap, blow a whistle or ring the bell to help students understand the sense of hearing.
Extension Idea
Ask: What role do our sense organs play in helping us understand our surroundings?
Say: Sense organs help us understand our surroundings by detecting signals like touch, sound, light, taste and smell, allowing us to respond to the environment around us.
Learning Outcomes
Students will be able to learn about internal body parts and their functions.
Teaching Aids
Role cards with the names of internal organs such as brain, heart, lungs, stomach, bones and muscles
Activity
Assign students roles as internal body parts such as brain, heart, lungs, stomach, bones and muscles. Provide each student with a role card.
Create a scenario, such as a day in the life of a human, where students enact their roles:
The brain controls other body parts, telling them what to do.
The heart pumps blood to different parts of the body.
In the stomach, food is broken down or digested into simpler parts.
The lungs help us breathe.
Bones give shape to our body and support it, while muscles help the bones move.
Encourage students to explain the functions of the body parts as they perform their roles.
Extension Idea
Ask: How do bones and muscles work together to help you move?
Say: Bones give shape to the body and support it, while muscles help move the bones, allowing the body to perform actions like walking or running.
Differently-abled People
Learning Outcomes
Students will be able to understand the challenges faced by differently-abled people and the tools they use.
Teaching Aids
Blindfolds; Earplugs; Strings
Activity
Divide students into various groups and assign a challenge to each group:
Blindfold 1 student in a group and help the other students move the blindfolded student around the classroom. Ask another student from another group to put the earplugs on and then let the other students of the group communicate with him using hand gestures. Ask the student with the earplugs to guess the meaning of the gestures.
Now, tie one leg of a student from another group and ask the other students of the group to help him walk around the classroom.
After the activity, discuss:
What difficulties did they face while performing the activity?
How can we help differently-abled people in daily life?
Extension Idea
1 Our Body
Ask: Why is it important to show kindness and respect to differently-abled people, and how can we help them in their daily activities?
Chapter Overview
Say: It is important to show kindness to differently-abled people because they deserve the same support and respect as everyone else. We can be understanding and help them with tools like wheelchairs, hearing aids or the Braille script to make their lives easier.
Chapter Overview Our Body
Our Body
External Body Parts Internal Body Parts Differently-abled People
External Body Parts Internal Body Parts Differently-abled People
Get Set
Get Set
Read the poem and circle the names of the body parts. body is amazing, from my head down to my toes, With eyes to see the world and a nose that smells the rose.
Answers
Page no. 6
Read the poem and circle the names of the body parts.
Ears to hear the music, and a mouth to taste and talk, Legs to run and jump, and feet that help me walk!
Pause and Answer
6. Answer the following questions.
A. Body parts that are present on the outside of the body and can be easily seen are called external body parts. On the other hand, the body parts present inside our bodies are called our internal body parts.
Read the poem and circle the names of the body parts. My body is amazing, from my head down to my toes, With eyes to see the world and a nose that smells the rose. Ears to hear the music, and a mouth to taste and talk, Legs to run and jump, and feet that help me walk! Get Set
Page no. 9
body is amazing. It helps us run, jump, play and do many things. Let learn about our body.
1. sight, brown 2. touch
External Body Parts
External Body Parts
Pause and Answer
Page no. 11
1. stomach 2. lungs 3. heart
at your partnerʹs face and name some body parts you can see. have eyes, a nose, lips and ears. These body parts are present on the outside of our bodies.
Chapter Checkup
1. Tick the correct options. A. nose B. tongue C. heart D. stomach
6
2. Write True or False.
A. F B. T C. T D. F
B. Taste buds are tiny little bumps on our tongue that help us taste things.
C. The body parts that help us sense and feel things around us are called sense organs. Our eyes, nose, ears, tongue and skin are the five sense organs.
D. The heart is present in the middle of our chest, but a little to the left. It pumps blood to the different parts of the body.
Our body is amazing. It helps us run, jump, play and do many things. Let us learn about our body. UEV25CB0301.indd 6 20-12-2024 11:40:36
E. People who cannot hear use hearing aids, while those who cannot speak use sign language for communication.
Look at your partnerʹs face and name some body parts you can see. We have eyes, a nose, lips and ears. These body parts are present on the outside of our bodies.
7. Picture-based questions.
A. It is a picture of the stomach.
B. It is an internal organ.
C. It helps us to digest food.
Challenge (HOTS)
3. Fill in the blanks. A. limbs B. lungs C. bones D. stomach
4. Match the following.
A. Hands ➞ b. hold things
B. Brain ➞ c. controls the body
C. Skin ➞ d. helps us feel
D. Muscles ➞ a. help the bones
5. Who Am I?
Nose
20-12-2024 11:40:36
1. Our eyes and ears work together to help us understand what is happening around us. For example, when we watch a movie, our eyes see the pictures and our ears hear the sounds.
2. Bones help protect important body parts like the brain, heart and lungs. Without bones, our organs would be unprotected and could easily get damaged.
Learning Outcomes
Students will be able to:
understand the concept of family and identify who family members are. identify different types of families, such as nuclear, joint, and extended families. understand relationships between family members through generations. appreciate the importance of family and understand how families help in sharing responsibilities and nurturing values. identify how family members look similar, like eyes, hair, or height.
Let’s Recall
Recap to check if students can identify their family members and their roles. Ask students to do the activity given in the Get Set section.
Vocabulary
related: connected adoption: when adults take a child, who was not born to them, and love and care for the child as their own
business: making and selling things to earn money cousins: children of aunts and uncles generation: a group of people who are about the same age
Teaching Aids
appreciate: to be thankful resemble: means to look alike or be similar to someone else in appearance facial: something related to face, typically feature or expressions siblings: brothers and sisters meaning children born to same parents
Worksheets with outlines of a house, colours, sample drawing, family member photos, flashcards or pictures of different family types (e.g., nuclear family, extended family, single-parent family, joint family, etc.) Chart paper or large sheets to categorise family types, Markers and coloured pens to label each family type, A Chart paper Markers, coloured pencils, Blank labels or sticky notes. Student should create their own family tree, family member photos, Storybooks, story sequence cards with different importance of family, use photographs or drawings of family members showing physical traits (e.g., similar eyes, hair, or height) and habits.
Chapter: Family
Family and Family Relations
Learning Outcomes
Recognise the roles and responsibilities of different family members.
Teaching Aids
Discover Page 17
A blank tree template (drawn on chart paper or printed for each student), coloured paper, scissors, glue, and crayons.
Activity
Provide each student with a blank tree template and coloured paper. Start by discussing what a family is and the different types of family members.
Then ask the students to cut out leaf shapes from the coloured paper and write the name of one family member on each leaf, including extended family members who may live far away. Let them paste the leaves onto the tree branches, decorating the tree with crayons or drawings.
Once completed, ask each student to briefly present their family tree to the class, naming their family members and explaining their relationships.
Extension Idea
Ask: Why do you think it is important for family members to care for and support each other?
Say: It is important because caring and support make everyone feel loved and safe. It also helps the family stay happy and solve problems together.
Types of Family
Learning Outcomes
Discover Page 17
Students will be able to identify different types of families, such as nuclear, joint, and single-parent families.
Teaching Aids
Flashcards or pictures with family descriptions (e.g., Sheena lives with her parents and brother) and family types (e.g., nuclear family, joint family, single-parent family).
Activity
Divide the students into small groups. Give each group a set of cards: one set with descriptions of family setups (e.g., “Sheena lives with her parents and brother”) and another set with the corresponding family types (e.g., “Nuclear Family”).
Each group will work together to match the family description with the correct family type.
Once all the groups have made their matches, gather the class, and review each pair.
Ask the students to explain why each match is correct, reinforcing the understanding of different family structures.
Extension Idea
Ask: Can a family be a mix of different types, such as having both nuclear and joint family members?
Say: Yes, a family can be a mix of different types. For example, a family might have parents and children (nuclear family) living together, but also have grandparents or uncles and aunts visiting regularly or staying with them. This makes the family like a joint family even though it is mostly nuclear.
Family Tree
Learning Outcomes
Understand relationships between family members through generations.
Teaching Aids
Blank family tree templates, colourful strips of paper, glue.
Activity
Distribute the teaching aids to all the students.
Discover Page 19
Ask them to write the names of their grandparents on the top of the tree using strips of the same colour (these will represent the first generation).
For the second generation, ask the students to write the names of their parents, uncles, and aunts on a different set of strips, using the same colour, and place them below the grandparents’ strips. Finally, the students should write their own names (and those of any siblings) on a third set of strips and place them at the bottom to represent their generation.
Extension Idea
Ask: Who is the eldest person in your family, and what have you learned from them?
Say: The eldest person in my family is [name], and I’ve learned [a value, skill, or story] from them.
Importance of Family
Learning
Outcomes
Understand how families help in sharing responsibilities and nurturing values.
Teaching Aids
Storybooks, story sequence cards with different importance of family.
Activity
Discover Page 20
Distribute the teaching aids among the students and ask them to create a “Thank You, Family!” card. Ask them to fold the sheet of coloured paper in half.
On the front, they should write “Thank You, Family!” and decorate it with symbols like hearts or pictures of their family members.
Inside the card, ask the students to write a few sentences about how their family makes them feel and what important values they have learnt from them, such as kindness or respect. After completing the cards, students can share their thoughts with the class if they wish. Encourage them to give the card to a family member as a gesture of appreciation.
Extension Idea
Ask: Why is it important to spend time with your family?
Say: Spending time with your family is important because it makes you feel loved, happy, and helps you learn important values like kindness and respect. It also gives you the chance to have fun together.
Resemblance in a Family Discover Page 21
Learning Outcomes
Identify how family members look similar, like eyes, hair, or height.
Teaching Aids
Sheets of paper, printed or drawn with a table structure for students to fill in, pencils or pens. The sample structure of the table is as follows:
Family Member Feature
Resemblance
Mom Blue eyes Yes
Dad
Sibling Activity
Distribute the sheets of paper that have the table drawn or printed on them. Ask the students to choose three of their family members (such as mom, dad, or siblings). In the first column, they will write the name of the family member. In the second column, they will describe a trait of that family member, such as hair colour, height, or smile. In the third column, the students will write whether they resemble that trait (“Yes” or “No”). Encourage the students to think about how they look similar or different from their family members. After they have filled out the table, ask them to share their findings with a classmate or the whole class, discussing how family members can have shared traits or differences.
Extension Idea
Ask: Why do you think we look like our family members?
Say: We look like our family members because we share some of the same features, like eye colour or hair colour, from our parents or grandparents.
Answers
Pause and Answer Page no. 19
Name the following.
1. Nuclear family
2. Joint family
3. Single-parent family
Chapter Checkup
1. Tick () the correct answer.
A. Nuclear family
B. Second generation
C. Relatives
2. Fill in the blanks.
A. family member
B. single-parent
C. Generation
D. resembles
3. Write True or False.
A. False B. True
C. False D. True
4. Match the following.
A. Nuclear family → b. family of parents and children
B. Joint family → c. family of grandparent’s parents and children
C. Single-parent family → a. family with one parent and children
5. Answer the following questions.
A. Family is related by birth, marriage, or adoption.
B. A nuclear family consist of two parents and their children, while joint family includes grandparents, parents, children, and sometimes uncles or aunts living together.
C. A family tree shows us how people in a family are related to each other. A family tree often starts with the grandparents, who form the first generation. The second generation consists of the parents, uncles, and aunts. The third generation includes the children.
D. Family loves and cares for us, making sure we are safe. Family members teach us important values like kindness, honesty and respect.
E. It means that the daughter look likes her father, or she has similar features to him such as face, nose, eyes etc.
F. I help cleaning my room or putting things away. I listen to my family members and make them feel happy.
7. Picture-based questions.
A. The picture I shows a single-parent family and the picture II shows a nuclear family.
B. A single-parent family consist of only one parent and children while nuclear family consist of both parents and children.
Challenge (HOTS)
1. The child will have more people to love and care for them, like grandparents, uncles, aunts, and cousins.
2. The child will enjoy spending more time together as a family, like playing games and celebrating festivals with a larger group.
Keeping Safe and Healthy 3
Learning Outcomes
Students will be able to: identify and practice safety rules to protect themselves from common hazards such as road accidents, sharp objects, falls, electric shocks, burns, and harmful chemicals in their daily life. understand the concept of first aid and learn the importance of keeping a first aid kit and knowing basic first aid practices. learn the importance of good health practices, including healthy eating, exercise, rest, sleep, and cleanliness, and will develop habits to stay healthy.
Let’s Recall
Recap to check if students know about the basic safety rules. Ask students to solve the question given in the Get Set section.
Vocabulary
footpath: a path along the side of a road for people to walk on pesticides: chemicals used to kill insects
thermometer: a tool to measure how hot or cold things are zebra crossing: a marked path with white stripes where people walking can safely cross the road first aid: immediate help given to someone who is injured or suddenly becomes ill
Teaching Aids
Sheets of paper, coloured markers, or crayons; pictures of the items found in the first aid kit, such as cotton, common medicines, band-aids, a thermometer and an antiseptic lotion, band-aid, antiseptic lotion, etc.; flashcards related to different categories such as Healthy Habits, Exercise, Sleep, and Cleanliness and their related actions such as washing hands, eating fruits, brushing teeth, playing outside, and sleeping.
Chapter: Keeping Safe and Healthy
Safety in Daily Life
Learning Outcomes
Discover Page 25
Students will be able to identify and practice safety rules to protect themselves from common hazards such as road accidents, sharp objects, falls, electric shocks, burns, and harmful chemicals in their daily life.
Teaching Aids
Sheets of paper, coloured markers, or crayons.
Activity
Divide the students into small groups, each consisting of 4–5 students.
Assign each group one safety topic: Road Safety, Safety from Sharp Objects, Safety from Falling, Safety from Electric Shock, Safety from Burns, or Safety from Harmful Chemicals.
Ask each group to discuss and write 2–3 important safety rules related to their assigned topic. Along with the rules, they can draw simple drawings or symbols that represent each rule (e.g., a car for road safety or a helmet for safety while riding a bike).
Once the charts are ready, ask each group to present their chart to the class.
Extension Idea
Ask: Why is it important to follow safety rules at home, school, and on the road?
Say: Following safety rules helps us stay safe and avoid accidents, injuries, or harm. It ensures that we protect ourselves and others around us.
First Aid
Learning Outcomes
Discover Page 29
Students will be able to understand the concept of first aid and learn the importance of keeping a first aid kit and knowing basic first aid practices.
Teaching Aids
Pictures of the items found in the first aid kit, such as cotton, common medicines, band-aids, a thermometer and an antiseptic lotion, band-aid, antiseptic lotion, etc.
Activity
Show students a first aid kit or pictures of the items found in one. Ask them to tell what each item is used for.
Divide the students into small groups. Ask each group to act out a simple first aid scenario (e.g., treating a small cut with a band-aid, helping someone sit down when they feel faint). Ask the students to demonstrate the correct steps and explain why each step is important.
Extension Idea
Ask: What should you do if someone is seriously injured and you cannot help them alone?
Say: If someone is seriously injured, you should call an adult for help and dial 102 for an ambulance.
Learning Outcomes
Students will be able to learn the importance of good health practices, including healthy eating, exercise, rest, sleep, and cleanliness, and will develop habits to stay healthy.
Teaching Aids
Flashcards related to different categories such as Healthy Habits, Exercise, Sleep, and Cleanliness and their related actions such as washing hands, eating fruits, brushing teeth, playing outside, and sleeping.
Activity
Divide the class into small groups. Give each group a set of flashcards that show different actions (e.g., washing hands, eating fruits, brushing teeth, playing outside, sleeping). On the board, write the categories: Healthy Habits, Exercise, Sleep, and Cleanliness.
Ask the students to pick an action card and place it under the correct category. For example, Eating fruits would go under Healthy Habits, and Playing outside would go under Exercise.
After the groups finish, discuss each category and why the actions belong to the specific health aspect.
Extension Idea
Ask: Why is it important to wash your hands before eating?
Say: It is important to wash your hands before eating to remove germs and dirt, which can make us sick.
Get Set
Answers
Page no. 25
Read the poem aloud and underline two ways to be safe.
Every day, safety is the key, For you and me, it is easy to see. Look both ways before you cross the street, Wear your helmet while on your bicycle seat. Hold hands of elders, do not run too fast, Safety first, make each second last.
Pause and Answer
Fill in the blanks.
1. floors 2. electric wire
3. seatbelt 4. medicine
Chapter Checkup
1. Tick () the correct picture.
A. seatbelt B. knives
C. fork
2. Fill in the blanks.
A. rest B. exercise
C. overcooking D. bath
3. Write True or False.
A. True B. False
C. False D. True
4. Match the following.
A. exercise → d. yoga
B. sharp object → a. scissors
C. healthy food → b. apples
D. first aid → c. medicines
5. Answer the following questions.
Page no. 29
D. In case of an electric shock: Do not touch the person with bare hands. Turn off the main supply or unplug the appliance causing the shock.
E. Two safety rules for using scissors:
Ask an adult for help when using sharp objects.
Handle sharp objects carefully.
F. Exercise is important because it:
Helps keep our body fit, strong, and healthy
Improves blood circulation
Strengthens muscles
Helps develop strong muscles and bones
G. First aid is the immediate help given to someone who is injured or suddenly becomes ill, before a doctor can arrive. Five things in a first aid box:
Cotton Common medicines
Band-aids Antiseptic lotion
Thermometer
H. (This is a personal response question about favourite exercise - varies by student. Sample answer is given here.)
My favourite way to exercise is cycling. I love riding my bicycle in the park every evening because it helps me stay active while enjoying the fresh air and nature. Cycling is not only fun but also helps strengthen my legs and improves my balance.
6. Picture-based questions.
A. The girl in the picture appears to be doing yoga/ exercise.
B. This activity helps keep her body fit, strong and healthy.
A. We should wear a seatbelt while travelling in a car.
B. Two objects that may cause electrical shock:
Electrical sockets
Electrical wires
C. Two practices to stay healthy: Eat clean, healthy food. Exercise regularly.
Challenge (HOTS)
A. Ruhi’s habits can lead to tiredness, weak muscles, and health problems like obesity and heart issues.
B. Two ways in which you can help Ruhi to stay healthy:
1. She should eat healthy food like fruits and vegetables.
2. She should sleep early and exercise regularly.