Discover
Environmental
Science
Our Body Unit 1
Chapters in This Unit
1. Parts of Our Body
2. Safety and Health
3. Food We Eat
Story in This Unit
The story begins with Dr Vikram, a scientist, working on a machine to receive signals from space. Suddenly, the machine buzzes, and Dr Vikram believes it has picked up a message from aliens. His son Ishaan and friends Manu and Pihu join him, excited to hear the message.
The message is from Elder Wizard, who lives on a peaceful planet called Avora, where wizards and robots coexist. Elder Wizard invites them to visit Avora and assures them that the journey is safe. The group is amazed but unsure about travelling to another planet. Soon, they see a spaceship approaching, piloted by Mel, Conji, and Eva, who have come to take them to Avora.
Dr Vikram and the children prepare for the journey, packing essentials. Before takeoff, Mel, a robot, shares that he uses batteries for energy, whereas the wizards, Eva and Conji use magical energy from potions and cubes. Filled with excitement, the group boards the spaceship, ready for their interplanetary adventure.
Parts of Our Body 1
Learning Outcomes
Students will be able to: explore internal and external organs. understand the functions of the brain and its connection to the nervous system. understand the structure and function of the lungs. explore the structure of the heart and understand its role in pumping blood. understand the role of stomach in the process of digestion. understand the location and functions of the liver. understand the location of the kidneys and their role in our body.
Let’s Recall
Recap to check if students know the names of internal and external body parts. Ask students to solve the question given in the Get Set section.
Vocabulary
deflate: become smaller in size by letting out air
fist: tightly-closed hand with fingers pointing inwards organs: different parts of the body that perform specific functions
skull: the part of the head that protects our brain
atria: the chambers located in the upper part of the heart
ventricles: the chambers located in the lower part of the heart
Teaching Aids
blood vessels: tubes that transport blood throughout the body
arteries: blood vessels that carry oxygenated blood to all body parts
veins: blood vessels that carry deoxygenated blood from all body parts
oesophagus: the pipe through which food passes from the mouth to the stomach
Large body outline charts, organ stickers or cutouts, markers for labelling; Scenario cards (e.g., seeing a ball, hearing a sound, touching something hot), optional props like a soft ball or pictures; Balloons, straws, and tape; Plastic cups, rubber bands, water, red food colouring, and labels; A model or diagram of the digestive system, a plastic bag, vinegar, bread pieces, and labels for each digestive organ (mouth, oesophagus, stomach, small intestine, large intestine); Clay or playdough, craft sticks or toothpicks, red and green construction paper; A sponge, a bowl of water mixed with small particles (e.g., glitter or food colouring), a clean bowl, a small container labelled ‘urine’.
Chapter: Parts of Our Body
Internal and External Organs
Learning Outcomes
Students will be able to explore internal and external organs.
Teaching Aids
Large body outline charts, organ stickers or cutouts, markers for labelling.
Activity
Discover Page 6
Divide students into small groups and provide each group with a large outline of the human body on chart paper.
Give students stickers or cutouts of various organs (brain, lungs, heart, stomach, skin, hands, etc.). Include both internal and external organs. Ask each group to place the organs on the correct locations of the body map (e.g., place the brain in the head, the lungs in the chest).
Once completed, each group presents their body map to the class, explaining the function of each organ.
Extension Idea
Ask: Which organ helps you breathe, and where is it located?
Say: Your lungs help you breathe, and they are in your chest, protected by your ribs.
Brain
Learning Outcomes
Discover Page 7
Students will be able to understand the functions of the brain and its connection to the nervous system.
Teaching Aids
Scenario cards (e.g., seeing a ball, hearing a sound, touching something hot), optional props like a soft ball or pictures.
Activity
Divide the class into small groups and assign roles: Brain, Nerves, and Body Parts (e.g., hands, legs, eyes).
Present scenarios such as “a ball is thrown at you” or “you hear a loud sound”.
The brain receives the signal (information) from the nerves (played by students acting as messengers), who bring the input from the appropriate body part (e.g., eyes for seeing the ball).
The brain processes the information and sends instructions back through the nerves to the body parts on how to respond (e.g., catch the ball or cover your ears).
Rotate roles to ensure all students participate.
Extension Idea
Ask: Why is the brain called the control centre of the body?
Say: The brain controls all body functions and helps us respond to everything happening around us.
Learning Outcomes
Students will be able to understand the structure and function of the lungs.
Teaching Aids
Balloons, straws, and tape.
Activity
Divide the students into pairs and provide materials to make a lung model.
Start by stretching the balloon a few times to loosen it up, then insert one end of the straw into the neck of the balloon, ensuring it fits securely.
Next, blow air into the straw, causing the balloon to inflate. Explain to the students that as you blow into the straw, the air travels into the balloon, just like how air enters our lungs when we inhale.
As the balloon inflates, it mimics the way our lungs expand to take in air. To demonstrate exhaling, pinch the end of the balloon and slowly release the air, showing how our lungs expel air when we breathe out.
Extension Idea
Ask: What happens to your lungs when you breathe in?
Say: When you breathe in, your lungs fill with oxygen-rich air, just like the balloons in the model.
Learning Outcomes
Students will be able to explore the structure of the heart and understand its role in pumping blood.
Teaching Aids
Plastic cups, balloons, straws, rubber bands, water, red food colouring, and labels.
Activity
Distribute the teaching aids among all the students.
Ask them to start by cutting the balloon and stretching it over the opening of the plastic cup to act as the heart’s surface.
Next, insert the two straws into the balloon, ensuring a tight seal around the straws using rubber bands or tape. Label one straw ‘veins’ to represent deoxygenated blood coming into the heart and the other ‘arteries’ to represent oxygenated blood being pumped out. Fill the cup halfway with the coloured water to simulate blood. Then, gently press down on the balloon, causing the water to move through the straws, simulating the heart’s pumping action. The movement of the water through the veins and arteries straws demonstrates how blood circulates in and out of the heart.
Extension Idea
Ask: Why does the heart pump blood to the lungs first before sending it to the rest of the body?
Say: The heart sends blood to the lungs to pick up oxygen and release carbon dioxide. This oxygen-rich blood then travels to the rest of the body.
Learning Outcomes
Students will be able to understand the role of stomach in the process of digestion.
Teaching Aids
A model or diagram of the digestive system, a plastic bag, vinegar, bread pieces, and labels for each digestive organ (mouth, oesophagus, stomach, small intestine, large intestine).
Activity
Divide the students of the class into small groups of 4–5 each and distribute the teaching aids among the groups.
Place small pieces of bread in a clear plastic bag. Ask the students to break the food into small pieces using their hands, like chewing, and add a little water to make it soft, like saliva. Once the food is mashed, have the students push it through a straw to show how food moves from the mouth to the stomach.
Then, put the mashed food into a plastic bag (this represents the stomach) and add some vinegar to show digestive juices. Ask the students to squish the bag gently to simulate the stomach’s mixing action.
After that, pour the food into a large bowl (representing the small intestine) and use a strainer to show how the body takes in nutrients. For the large intestine, move the leftover food to another bowl or keep it in the same one and add water to show how water is absorbed.
Finally, explain how waste is removed from the body.
After the activity, talk with the students about some of the things that keep the digestive system healthy.
Extension Idea
Ask: Why does our stomach need digestive juices to break down food?
Say: Digestive juices help to break food into simpler forms that can be absorbed by the blood and provide energy to our body.
Liver Discover Page 11
Learning Outcomes
Students will be able to understand the location and functions of the liver.
Teaching Aids
Clay or playdough, craft sticks or toothpicks, red and green construction paper.
Activity
Distribute the teaching aids among the students of the class. Ask them to create a 3D model of the liver using clay or playdough. Instruct them to shape the clay into a reddish-brown organ, approximately the size of their hand. Using craft sticks or toothpicks, have them create veins and arteries to represent the liver’s blood vessels. Cut out shapes from green construction paper to represent the nutrients the liver stores, and attach them to the model.
Cut out a shape from red construction paper to represent the proteins that help with blood clotting, and attach it to the model.
After the activity, discuss the functions of the liver with the students.
Extension Idea
Ask: Why is it important for the liver to clean our blood and store nutrients?
Say: The liver removes harmful substances from our blood, keeping us healthy. It also stores nutrients, like vitamins and minerals, and provides energy to our body when we need it.
Kidneys
Learning Outcomes
Students will be able to understand the location of the kidneys and their role in our body.
Teaching Aids
Discover Page 12
A sponge, a bowl of water mixed with small particles (e.g., glitter or food colouring), a clean bowl, a small container labelled ‘urine’.
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups. Start by showing a diagram or model of the human body to highlight the location of the kidneys. Explain their function as blood filters.
Ask the students to dip the sponge into the bowl of “impure blood” (water mixed with glitter or food colouring). Squeeze the sponge over the clean bowl to show how the kidneys remove waste and return clean blood to the body.
Discuss how the water left in the sponge represents waste that is removed as urine. Let students take turns performing this demonstration in small groups to reinforce the concept visually and practically.
Extension Idea
Ask: What would happen if our kidneys stopped working properly?
Say: If our kidneys stop working, waste and harmful substances would build up in our blood, making us very sick. That is why it is important to drink enough water and eat healthy food to keep our kidneys healthy.
Get Set
Answers
Page no. 6
Rearrange the letters to form the names of body parts.
masr gels esye
legs, eyes, ears and feet are some examples of external organs.
B. The main function of the lungs is the exchange of gases through the process of inhalation and exhalation.
C. The kidneys filter our blood to remove waste and excess water as urine from our body.
sare oens guonte
arms ears legs nose eyes tongue
Pause and Answer
Name the following.
1. Right atrium, Left atrium
2. Right ventricle, Left ventricle
3. Vessels
4. Arteries
5. Veins
Pause and Answer
Page no. 9
Page no. 11
Circle the correct option in each of the following.
1. Mouth
3. Small intestine
Chapter Checkup
1. Tick () the correct answer.
A. Skull
2. Stomach
4. Large intestine
B. Heart
C. Lungs D. Arteries
2. Fill in the blanks.
A. atria
B. ventricles
C. liver D. kidneys
3. Write True or False.
A. False B. True
C. False D. False
4. Match the organs with their respective functions.
A. Lungs → d. Help us breathe
B. Heart → c. Pumps blood
C. Stomach → b. Digests food
D. Kidneys → a. Filter blood
5. Short-answer questions.
A. External organs are present on the outside of our body. We can see and touch these body parts. Hands,
D. Some of the things that one must follow for proper digestion of food are:
Eating a balanced diet.
Drinking plenty of water.
Chewing our food properly.
6. Long-answer questions.
A. The heart and lungs work together to circulate blood. The heart pumps deoxygenated blood from the body into the right atrium and then to the right ventricle. The right ventricle sends this blood to the lungs, where carbon dioxide is exchanged for oxygen. The oxygen-rich blood returns to the left atrium and is then pumped to the left ventricle. From there, the oxygenated blood is distributed to the entire body through arteries.
B. Steps involved in the digestion process are:
Mouth: The digestion process starts at mouth by breaking down of food into small pieces and mixing with saliva.
Oesophagus: Swallowed food travels down the food pipe to the stomach.
Stomach: Digestive juices break the food down further.
Small Intestine: Nutrients from the digested food are absorbed into the blood.
Large Intestine: Water is absorbed, and the remaining waste becomes semi-solid.
Excretion: Waste is eliminated from the body.
C. a. Atria: The two upper chambers of the heart that receive blood.
b. Ventricles: The two lower chambers of the heart that pump blood out.
c. Arteries: Blood vessels that carry oxygenated blood from the heart to the body.
d. Veins: Blood vessels that carry deoxygenated blood back to the heart.
Picture-based questions.
B. The part labelled as 4 is stomach. It helps in digesting food by breaking it down with digestive juices.
Challenge (HOTS)
1. What changes do you notice in your breathing when you run fast?
When running fast, breathing becomes quicker and deeper because the body needs more oxygen to supply energy to the muscles.
2. What would happen if food is not digested properly? If food is not digested properly, the body will not get the necessary nutrients, leading to weakness, fatigue, and digestive issues like bloating or constipation. Long-term poor digestion can cause serious health problems.
Safety and Health 2
Learning Outcomes
Students will be able to: understand the importance of maintaining a healthy lifestyle by eating well, exercising regularly, resting adequately, and thinking positively. learn how to practice safety in different environments, including home, outdoors, and around fire or water. understand how communicable diseases spread and how to prevent them.
Let’s Recall
Recap to check if students know the basic safety rules and follow the good habits. Ask students to solve the question given in the Get Set section.
Vocabulary
processed food: food that has gone through some steps to be refined, usually in factories dehydration: illness due to drinking very less water contaminated: made something unfit for use by the addition of unwanted or harmful things diarrhoea: loose and watery motions fatal: something that can result in death communicable disease: a disease that spreads from one person or animal to another enteric fever: another name for typhoid
Teaching Aids
Cutouts or pictures of various food items (fruits, vegetables, grains, junk food, etc.), two labelled baskets or charts: “Healthy Food” and “Unhealthy Food.”; Flashcards with safety scenarios (e.g., crossing a road, handling sharp objects, fire safety), props like a toy knife, matchsticks, and a toy zebra crossing for role-playing; Stickers or markers to represent a “virus.”, a hand sanitizer bottle for demonstration.
Chapter: Safety and Health
Ways to Stay Healthy
Learning Outcomes
Discover Page 17
Students will be able to understand the importance of maintaining a healthy lifestyle by eating well, exercising regularly, resting adequately, and thinking positively.
Teaching Aids
Flashcards with images of healthy foods, junk foods, sports activities, restful sleep, and positive thoughts, chart paper and markers for a group activity, printed worksheets with “healthy” and “unhealthy” habits for sorting.
Activity
Divide students into four groups. Assign one of the topics to each group: “Eating Healthy Food,” “Exercising Regularly,” “Rest and Sleep,” and “Thinking Positively.”
Provide each group with chart paper and markers. Ask them to draw pictures or write tips related to their topic. Ask them to include examples, such as “Eat fruits and vegetables,” “Do yoga,” “Sleep for 8 hours,” or “Focus on the good things.”
Once done, each group presents their chart to the class.
Extension Idea
Ask: Why is it important to eat a variety of healthy foods instead of just one type?
Say: Different foods provide different nutrients that our body needs to stay strong and active.
Safety Rules
Learning Outcomes
Discover Page 18
Students will learn how to practice safety in different environments, including home, outdoors, and around fire or water.
Teaching Aids
Flashcards with safety scenarios (e.g., crossing a road, handling sharp objects, fire safety), props like a toy knife, matchsticks, and a toy zebra crossing for role-playing.
Activity
Show students flashcards with safety scenarios and explain the rules related to each situation. Call students one by one to role-play what to do in the given scenario (e.g., walking on the footpath, not touching a hot pan). The rest of the class evaluates if the action was safe or unsafe.
End the activity by discussing why these safety rules are necessary and how they prevent accidents.
Extension Idea
Ask: What safety rule do you follow when you are at home alone?
Say: Always inform an adult where you are and avoid using dangerous tools like knives or matches.
Learning Outcomes
Students will understand how communicable diseases spread and how to prevent them.
Teaching Aids
Stickers or markers to represent a “virus”, a hand sanitizer bottle for demonstration.
Activity
Select one student to be the “infected person” and give them a sticker or marker to represent the “virus.” Ask the “infected” student to shake hands with others or tag them. Every student tagged becomes “infected” and continues the chain.
Pause and discuss how the “virus” spread quickly. Demonstrate how washing hands or using sanitizer could stop the chain.
Relate this activity to real-life scenarios like the spread of COVID-19 and highlight the importance of hygiene.
Extension Idea
Ask: Why is it important to cover your mouth when coughing or sneezing?
Say: It stops germs from spreading to others.
Get Set
Tick ( ) each good habit that you follow.
I brush my teeth twice daily.
I take a bath every day.
Answers
Page no. 16
I wash fruit before eating it.
I comb my hair regularly.
I cut my nails regularly.
Pause and Answer
I wash my hands before and after eating food.
4. Tick ( ) the disease caused by mosquitoes. Circle the disease caused by contaminated food and water.
Tick ( ): malaria, dengue, chikungunya
Circle (O): typhoid, cholera
5. Short-answer questions.
A. Three ways to stay healthy: Eat healthy food, exercise regularly, get enough rest.
B. Two safety rules at home: Handle sharp objects carefully, avoid touching electrical appliances with wet hands.
C. Two kitchen safety rules Raman should follow are: Do not play with fire, keep sharp objects out of reach.
D. Two road safety rules Neena must follow are: Look both ways before crossing, use the zebra crossing.
E. Typhoid spreads through contaminated food and water.
Page no. 20
Tick ( ) the safe actions. Cross (×) the unsafe ones.
× Keep toys scattered on the floor.
× Wear synthetic clothes while cooking.
Eat healthy food.
Drink clean water only.
Chapter Checkup
1. Tick ( ) the correct answer.
A. a life jacket
B. all of these
C. Eating junk food
2. Fill in the blanks.
A. calm
B. knife
C. cross D. wash
3. Write True or False.
A. True
C. False
B. False
D. True
6. Long-answer questions.
A. They should stay away from water edges, wear life jackets, avoid slippery areas, and follow boating instructions.
B. Mosquito-borne diseases and prevention: Diseases: Malaria, dengue, chikungunya.
Prevention: Eliminate standing water, use mosquito repellents, sleep under nets, wear long-sleeved clothing.
7. Picture-based questions.
A. No, because it may get contaminated with flies and germs.
B. Isha may fall sick with food-borne diseases like cholera or typhoid.
Challenge (HOTS)
1. Rain creates stagnant water, which is a breeding ground for mosquitoes.
2. Eliminate standing water, use mosquito repellents and nets.
Food We Eat
Learning Outcomes
Students will be able to:
understand the journey of food from farms to tables, including the processes involved. identify the five main nutrients and their importance for the body. learn how sprouting and fermentation enhance food’s nutritional value. explore different methods of food preservation and their importance. develop habits to maintain good health through proper eating practices.
Let’s Recall
Recap to check if students know about the importance of food for our survival. Ask students to solve the question given in the Get Set section.
Vocabulary
ploughing: the process of turning the soil using a plough to prepare it for planting crops
harvesting: cutting ripe crops from the fields
threshing: separating grains from plants
urine: liquid waste produced by our kidneys
constipation: a condition in which the stool becomes hard and difficult to pass
culture: beliefs, customs, and lifestyle of people
preservative: prevents food or products from spoiling
shelf life: the length of time a product remains usable or fit for consumption
Teaching Aids
fertilisers: substances added to soil to provide essential nutrients that help plants grow
pesticides: chemicals used to kill or control pests
sickle: a tool used to harvest crops
nutrients: substances in food that provide us energy, protect us from diseases and help us grow
roughage: dietary fibre in fruits and vegetables
balanced diet: diet containing nutrients in right amounts
food preservation: the process of preventing food from spoiling
Toy sickles, baskets, and play money, chart paper and markers, printed pictures of food stages, farming, and markets; Food cards with pictures and names of different food items, worksheet, a nutrient chart, clues for each nutrient; Bowls or jars, water, dry chickpeas, clean cloth or paper towel, prepared idli batter, lid of the bowl or jar, worksheets for observations.
Chapter: Food We Eat
Journey of Food
Learning Outcomes
Discover Page 25
Students will be able to understand the journey of food from farms to tables, including the processes involved.
Teaching Aids
Toy sickles, baskets, and play money, chart paper and markers, printed pictures of food stages, farming, and markets.
Activity
Divide the class into small groups, assigning each group a specific role in the journey: farmers, vendors, transporters, shopkeepers, and consumers. Provide simple props like toy sickles, baskets, and play money to make the activity engaging.
Each group will act out their assigned role: farmers will demonstrate ploughing, sowing, and harvesting; transporters will deliver food to the markets; vendors and shopkeepers will sell the items; and consumers will purchase and use the food at home.
Once the role play is complete, bring the class together to create a large flowchart showing the entire food journey. Use chart paper and markers to illustrate each step, and students can add printed pictures of farming, transportation, and selling to make the chart visually appealing. Finally, encourage students to share what they learned about the roles of each group in bringing food to their plates.
Extension Idea
Ask: What would happen if one of the steps in the food journey, like farming or transportation, did not take place?
Say: If one step in the food journey is missing, like farming, we would not have crops to eat. If transportation does not happen, the food grown by farmers will not reach the markets or our homes. Each step is important to ensure that food reaches our plates.
Nutrients in Food
Learning Outcomes
Students will be able to identify the five main nutrients and their importance for the body.
Teaching Aids
Food cards with pictures and names of different food items, worksheet, a nutrient chart, clues for each nutrient.
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Prepare five stations in the class, one for each nutrient group, and place food cards and written clues at each station. For example, at the “Carbohydrates” station, a clue might say, “I give energy and am often eaten with curry. What am I?” (Answer: Rice).
Let the students walk around the class visiting each station to identify food items and their corresponding nutrients (carbohydrates, fats, proteins, vitamins, and minerals) by solving clues at different stations. Let them rotate through the stations, read the clues, and match them with the correct food items, writing their answers on a “Nutrient Detective Worksheet.”
After completing all stations, gather the class to review the answers together. Use a nutrient chart to explain why each food item belongs to a specific group and emphasise the importance of including all nutrients in a balanced diet.
Extension Idea
Ask: Why is it important to include foods from all nutrient groups in your daily diet?
Say: Each nutrient plays a special role in keeping our body healthy. Carbohydrates give us energy, proteins help us grow, fats store energy, and vitamins and minerals protect us from diseases. Eating all of them keeps us strong and active.
Improving Nutritional Value of Food
Learning
Outcomes
Discover Page 28
Students will be able to learn how sprouting and fermentation enhance food’s nutritional value.
Teaching Aids
Bowls or jars, water, dry chickpeas, clean cloth or paper towel, prepared idli batter, lid of the bowl or jar, worksheets for observations.
Activity
Divide the class into two groups.
The first group shall focus on sprouting. Give each student of group 1 different grains, pulses, or seeds and instruct them to soak the seeds/pulses in water for sprouting. Instruct them to drain the water the next day, cover the bowl with a clean cloth, and keep it in a warm, dry place in the classroom.
Over the next few days, they should monitor and document the changes in size, shape, and appearance of the sprouts.
The second group shall focus on fermentation. Provide them with a bowl of idli batter and ask them to cover it with lid. Let them keep the bowls in the classroom and observe the fermentation the next day. Ask the students to note down their observations in their worksheets.
After completing the activities, discuss how fermentation and sprouting contribute to better digestion and higher nutrient levels in food.
Extension Idea
Ask: Why do we sprout food like chickpeas, and how does it make them healthier?
Say: Sprouting increases the nutritional value of chickpeas by adding more vitamins and making the proteins easier for our body to use. It also makes them softer and easier to digest.
Food Preservation
Learning Outcomes
Students will be able to explore different methods of food preservation and their importance.
Teaching Aids
Chart paper or whiteboard, markers or chalk, printed images of preserved foods (optional).
Discover Page 29
Activity
Divide the class into small groups and assign each group a specific food preservation method. Ask each group to discuss how their assigned method works, what types of food it can preserve, and how it prevents spoilage. Encourage them to consider whether the method is used for short-term or long-term preservation. After 5–10 minutes of group discussion, invite each group to share their findings with the class. As they share, write down key points on the board or chart paper. Conclude the activity by asking the class which preservation method they think is most effective for keeping food for a long time and to think of examples of foods in their own homes that use these methods.
Extension Idea
Ask: Which food preservation method would you use to preserve fruits for the winter and why?”
Say: You could use freezing to preserve fruits for the winter because freezing keeps food at a low temperature, preventing the growth of harmful bacteria and allowing the fruit to be stored for months.
Healthy Food Habits Discover Page 31
Learning Outcomes
Students will be able to develop habits to maintain good health through proper eating practices.
Teaching Aids
Whiteboard or chart paper for writing key points, markers or chalk, props for the skits (e.g., soap, water, fruit, vegetables, or plates for role-playing)
Activity
Divide the class into small groups and assign each group one of the healthy food habits mentioned.
Ask each group to create a short skit or role-play that demonstrates their assigned habit. For example, one group could demonstrate washing hands before eating, while another group could show how to wash fruits and vegetables properly.
After all groups have performed their skits, encourage a class discussion on how these habits contribute to good health. Conclude the activity by asking the students to think about which habit they find the easiest to follow and which one they might need to work on.
Extension Idea
Ask: Why is it important to chew food properly before swallowing, and how does this affect digestion?
Say: Chewing food properly breaks it down into smaller pieces, making it easier for the body to digest and absorb nutrients. This helps in proper digestion and ensures that your body gets all the nutrients from the food.
Get set
Answers
Page no. 25
(The answers may vary according to the students.)
Draw a picture of your favourite dish in the box given below. Write down the names of two food items used to prepare this dish in the space provided.
1. Rice
2. Vegetables like carrot, peas, onion
3. Dry fruits (optional)
Pause and Answer
Page no. 28
Circle the correct answer for each of the following.
1. energy-giving
2. Fats
3. Protein
4. Vitamins
Pause and Answer
Page no. 30
Name two food items that can be preserved by these methods.
1. Refrigeration: curd, fruit, vegetables, and cooked food
2. Dehydration: chips, fish, meat, tomatoes, fruit and spices
3. Sweetening: Apple, Apricot
4. Salting: meat and fish
5. Freezing: peas, corn, and meat
Chapter
Checkup
1. Tick () the correct answer.
A. Preparing the soil
B. Pickling
C. It is easier to digest and absorb.
2. Fill in the blanks.
A. Roughage
C. Fermentation
3. Write True or False.
A. False
C. True
4. Match the following.
A. Boiling - c. Milk
B. Salting - a. Pickles
B. Balanced diet
D. Boiling
B. False
D. True
C. Sweetening - b. Jams and jellies
D. Freezing - d. Potato chips
E. Dehydration - e. Corn
5. Short-answer questions.
A. Roughage refers to the dietary fibre found in fruit and vegetables. It helps the body to get rid of undigested food and prevents constipation.
B. A diet that contains all the nutrients in the right amounts along with water and roughage is called a balanced diet.
C. Refrigeration slows down the growth of germs, thus keeping food fresh and good for some days.
D. Salting uses salt to preserve food, while pickling involves using vinegar, salt, or oil to preserve food.
6. Long-answer questions.
A. The journey of food starts with preparing the soil for sowing seeds. After sowing, the crops grow, and when ready, they are harvested. The crops are then transported to markets or processing units, where they may be cleaned, packaged, and stored. The grain is then sold in wholesale markets, and purchased by vendors and shopkeepers, who sell them in local markets. Finally, at home, we cook these items.
B. Two examples of protein-rich food are pulses and eggs. Proteins are necessary for the growth and repair of the body. That is why they are called body building nutrients.
7. Picture-based questions.
A. Carrot- Vitamins and Minerals Oil- Fats
B. Vitamins and Minerals- Vitamins and minerals protect us against various diseases. Minerals make our bones and teeth strong.
Fats- They also work as a storehouse of energy and supply it to our body when we do not eat for a long time.
Challenge (HOTS)
Yes, food preservation helps in protecting the environment by reducing food waste. By preserving food for longer periods, we can minimise the amount of food that spoils and is thrown away, thus reducing the environmental impact of food production, transportation, and disposal.