Discover 5 Environmental
Science
Our Body Unit 1
Chapters in This Unit
1. Organs and Organ Systems
2. Bones and Muscles
Story in This Unit
The story begins with three friends—Mel, Conji, and Eva—excitedly discussing their summer vacation plans on the planet Avora. They are eager to explore and have fun, though Conji, being his usual lazy self, is already dreaming of sleeping all day.
The next day, as they enjoy the beautiful summer weather, they are surprised by a visit from Elder Robot. He greets them and asks about their vacation plans, then informs them that the Magical Fruit Garden is being cleaned for the summer. He warns them not to enter the garden until the cleanup is complete.
Despite this, Eva accidentally kicks a ball over the fence into the garden. This unexpected event sparks a new game: whoever retrieves the ball first wins. The friends laugh and agree to the challenge.
The story continues with Mel, Conji, and Eva racing to the Magical Fruit Garden. However, Conji, determined to win, slips on a Slimy Wimey fruit and injures his arm.
Concerned, Mel and Eva quickly take him to Elder Wizard, who examines his arm and explains that Conji may have injured his ball-and-socket joint, which allows for shoulder movement. Mel and Eva look confused and upset to see Conji in pain.
Organs and Organ Systems
Learning Outcomes
Students will be able to: differentiate between internal and external organs and about organ systems. learn how food travels through the digestive system and how nutrients are absorbed. explore how the respiratory system helps us breathe and why clean air is essential. learn how blood circulates in the body, delivering oxygen and nutrients to all parts. understand how the excretory system removes waste from the body and maintains water balance. learn how the brain, spinal cord, and nerves control body movements and actions. understand how sense organs help us interact with the world around us.
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
absorption: the process of taking in nutrients from digested food into the bloodstream indigestible: something that cannot be digested contracting: becoming smaller and tighter, often referring to muscle movement inhale: to breathe in air exhale: to breathe out air
expelled: forced out or ejected from the body odours: scents or smells detected by the nose umami: a savoury taste, like eggs or mushroom organs: parts of the body that perform specific functions and make up the body’s organ systems
nutrients: substances in food that provide energy and help the body grow and stay healthy
enzymes: proteins that speed up chemical reactions in the body, including digestion
chyme: a thick, liquid mixture of food and digestive juices
trachea: a tube that carries air from the throat to the lungs
bronchi: two tubes that branch off from the trachea (windpipe) and carry air into each lung
arteries: blood vessels that carry oxygen-rich blood from the heart to the body parts
veins: blood vessels that carry carbon dioxide-rich blood from the body parts to the heart
reflexes: automatic and quick responses to certain things, controlled by the nervous system
Teaching Aids
Flashcards with pictures of internal and external organs, a human body outline chart, sticky notes, or blank labels; Pre-cut foam sheets, cardboard pieces, or clay representing the digestive system organs (mouth, oesophagus, stomach, small intestine, large intestine, liver, pancreas, and anus), blank labels or sticky notes, zipper bags, crackers, water, clear jar or plastic bottle, straws, pipe cleaners, or funnels, cloth tube or small fabric pieces; Large funnel with paper filters, cardboard tube, branching tubes or pipes, balloons, rubber sheet or cloth, small balls labelled as “oxygen” and “carbon dioxide”, dust-like paper particles, labels, or charts for each station to identify the organ it represents, stopwatch or timer, markers, and sticky notes; Blue and red ribbons/strings, small red and blue paper tokens; A two-litre plastic bottle (cut in half), fine sand, coarse sand, pebbles, and cotton, dirty water (mix water, soil, and small pieces of paper to make it cloudy), a jar or container to collect the filtered water; A large chart paper, a simple maze drawn on the chart, a blindfold, a bell, or buzzer; Magnifying glasses and colourful objects, textured items (sandpaper, soft cloth, sponge, marble, and fur), small jars containing safe scents (flowers, coffee, soap, spices, etc.), bells, shakers, or recordings of different sounds, small pieces of safe-to-eat items (sugar, lemon, salt, etc.), blindfolds for sensory challenges.
Chapter: Organs and Organ Systems
Organs Discover Page 7
Learning Outcomes
Students will be able to understand the difference between internal and external organs and about organ systems.
Teaching Aids
Flashcards with pictures of internal and external organs, a human body outline chart, sticky notes, or blank labels.
Activity
Distribute the teaching aids to the students and instruct them to work in groups. Show them flashcards of organs such as the brain, lungs, heart, skin, and eyes. Ask them to place each flashcard either inside or outside the human body outline based on whether it is an internal or external organ. Additionally, write the function of each organ on a sticky note or a blank label and paste it near the organ.
Next, on the chart paper, draw large circles and place the cut-outs of the organs that work together to form an organ system. For example, the mouth and stomach can be placed in one circle, while the nose and lungs can be placed in another.
Extension Idea
Ask: Why can we see external organs but not internal ones?
Say: External organs are outside our body, while internal organs are inside and protected by bones and muscles.
Digestive System
Learning Outcomes
Discover Page 7
Students will be able to learn how food travels through the digestive system and how nutrients are absorbed.
Teaching Aids
Pre-cut foam sheets, cardboard pieces, or clay representing the digestive system organs (mouth, oesophagus, stomach, small intestine, large intestine, liver, pancreas, and anus), blank labels or sticky notes, zipper bags, crackers, water, clear jar or plastic bottle, straws, pipe cleaners, or funnels, cloth tube or small fabric pieces.
Activity
Divide students into groups and give them pre-cut organ pieces (mouth, stomach, intestines, etc.). Ask them to assemble the digestive system in the correct order and label each organ with sticky notes. Then, ask them to simulate the working of the digestive system. Crush crackers (food) in a zipper bag, adding water to represent saliva.
Use a straw or pipe cleaner to move the crushed food from the mouth to the stomach. Transfer the food to a clear jar (stomach) and shake it with more water (digestive juices) to create chyme. Pour the chyme through a funnel or cloth tube to represent the small intestine absorbing nutrients. Move the remaining mixture into another bag (large intestine) and squeeze it out to simulate waste removal.
Extension Idea
Ask: What would happen if our body did not digest food properly?
Say: The body would not get enough nutrients to stay strong and healthy.
Respiratory System
Learning Outcomes
Discover Page 9
Students will be able to explore how the respiratory system helps us breathe and why clean air is essential.
Teaching Aids
Large funnel with paper filters, cardboard tube, branching tubes or pipes, balloons, rubber sheet or cloth, small balls labelled as “oxygen” and “carbon dioxide”, dust-like paper particles, labels, or charts for each station to identify the organ it represents, stopwatch or timer, markers, and sticky notes.
Activity
Set up five stations, each representing an organ: the nose, trachea, bronchi, lungs (including alveoli), and diaphragm. Provide props for each station, such as a large funnel with paper filters for the nose to simulate air filtration, a cardboard tube for the trachea, branching tubes leading to balloon “lungs” for the bronchi, and a rubber sheet or cloth to mimic diaphragm movement.
Divide the class into teams, where each team acts as ‘air particles’ travelling through the respiratory system. At Station 1 (Nose), students remove paper ‘dust particles’ as they pass through the funnel. At Station 2 (Trachea), they carry an ‘oxygen ball’ through the windpipe. At Station 3 (Bronchi), the ball is split between two students representing bronchi. At Station 4 (Lungs), students exchange their ‘oxygen ball’ for a ‘carbon dioxide ball’. Finally, at Station 5 (Diaphragm), they simulate diaphragm movement and exhale the ‘carbon dioxide ball’.
After the activity, discuss the role of each organ and the importance of keeping the respiratory system healthy.
Extension Idea
Ask: Why should we avoid polluted areas?
Say: Polluted air harms our lungs and makes it harder for us to breathe.
Circulatory System
Learning Outcomes
Discover Page 10
Students will be able to learn how blood circulates in the body, delivering oxygen and nutrients to all parts.
Teaching Aids
Blue and red ribbons/strings, small red and blue paper tokens.
Activity
Designate one student as the ‘Heart’ at the centre of the room. Use blue and red strings or ribbons to create two pathways: A blue pathway representing deoxygenated blood (veins) leading to the heart. A red pathway representing oxygenated blood (arteries) going from the heart to the rest of the body.
Assign some students as ‘Oxygen’ and others as ‘Nutrients’. These students will carry small red paper tokens. Assign some students as ‘Carbon Dioxide’ or ‘Waste’. These students will carry small blue paper tokens. Assign other students to represent different ‘Body Parts’ where oxygen and nutrients are delivered.
To simulate the circulation process, the ‘Heart’ pumps oxygenated blood (red tokens) along the arteries to the ‘Body Parts’, where oxygen and nutrients are exchanged for carbon dioxide and waste (blue tokens). The blue tokens travel back to the ‘Heart’ through the veins and are sent to the ‘Lungs’ station for oxygenation, where blue tokens are swapped for red. The cycle repeats, demonstrating how the heart, lungs, and blood vessels work together.
After the activity, hold a discussion with the students on the roles of arteries, veins, oxygen, and nutrients in maintaining health.
Extension Idea
Ask: Why do we need the heart to keep pumping blood?
Say: The heart pumps blood to deliver oxygen and nutrients to the body.
Excretory System
Learning Outcomes
Discover Page 11
Students will be able to understand how the excretory system removes waste from the body and maintains water balance.
Teaching Aids
A two-litre plastic bottle (cut in half), fine sand, coarse sand, pebbles, and cotton, dirty water (mix water, soil, and small pieces of paper to make it cloudy), a jar or container to collect the filtered water.
Activity
Cut a two-litre plastic bottle in half and invert the top half into the bottom to create a funnel. Layer the inverted bottle with cotton at the narrow end, followed by fine sand, coarse sand, and pebbles. Prepare dirty water by mixing water with soil and small paper pieces. Slowly pour this into the funnel. Observe as the layers filter the particles, leaving cleaner water at the bottom.
Compare the materials to kidney functions: cotton represents kidney cells trapping impurities, while sand and pebbles mimic filtering waste particles. Discuss how kidneys filter blood to remove waste and excess water, forming urine.
Extension Idea
Ask: Why is it important to drink plenty of water?
Say: Water helps flush out waste, preventing kidney problems.
Nervous System
Learning Outcomes
Discover Page 12
Students will be able to learn how the brain, spinal cord, and nerves control body movements and actions.
Teaching Aids
A large chart paper, a simple maze drawn on the chart, a blindfold, a bell, or buzzer.
Activity
Make several two-student teams in the class. Distribute the teaching aids to all the teams.
Draw a simple maze on a large chart paper. Blindfold a student and have them trace their finger through the maze while another student rings a bell or buzzer at random intervals. When the bell rings, the blindfolded student must stop immediately and retrace their path back to the start, demonstrating a reflex action.
After the activity, describe how the nerves in the body detect stimuli (bell sound) and send messages to the brain and spinal cord for processing. Emphasise that reflex actions occur without conscious thought, enabling quick responses to danger.
Extension Idea
Ask: Why do reflex actions happen so quickly?
Say: Reflex actions happen so quickly because they bypass the brain and are controlled by the spinal cord.
Sense Organs Discover Page 12
Learning Outcomes
Students will be able to understand how sense organs help us interact with the world around us.
Teaching Aids
Magnifying glasses and colourful objects, textured items (sandpaper, soft cloth, sponge, marble, and fur), small jars containing safe scents (flowers, coffee, soap, spices, etc.), bells, shakers, or recordings of different sounds, small pieces of safe-to-eat items (sugar, lemon, salt, etc.), blindfolds for sensory challenges.
Activity
Set up five stations, each representing a sense: sight (magnifying glasses and colourful objects), touch (textured items like sandpaper and fur), smell (jars with safe scents like coffee and spices), hearing (bells or sound recordings), and taste (safe items like sugar and lemon). Students rotate through the stations, observing, identifying, and describing their sensory experiences. Include a challenge where blindfolded students guess objects using one sense, such as touch or smell, to deepen their understanding of how the sense organs work.
Extension Idea
Ask: How do our sense organs work together to help us understand the world?
Say: Our sense organs collect information and send it to the brain for processing. Each organ—eyes, ears, nose, tongue, and skin—helps us understand the world by working together.
Get Set
Find the words in the word grid:
Answers
Page no. 6
2. Fill in the blanks.
A. heart B. lungs
C. kidneys D. stomach
E. urethra
3. Write True or False.
A. True B. False
C. False D. False
E. True
4. Circle the odd one out.
A. Kidneys B. Heart
C. Small intestine D. Heart
5. Short-answer questions.
A. Incisors - Used for biting food.
Canines - Used for tearing food.
Premolars - Used for grinding and crushing food. Molars - Used for grinding and crushing food.
B. The small intestine absorbs nutrients from digested food into the bloodstream.
C. Difference between arteries and veins:
Pause and Answer
Page no. 8
Write the names of the organs of the digestive system in the order that food passes through them.
Mouth -> Oesophagus -> Stomach -> Small intestine -> Large intestine -> Anus
Pause and Answer
Match each part to its correct description:
Page no. 11
A. Heart → b. Organ that pumps blood throughout the body
B. Blood → a. Fluid that carries oxygen and nutrients
C. Arteries → d. Tubes that carry oxygen-rich blood from the heart
D. Veins → c. Tubes that carry deoxygenated blood back to the heart
Chapter Checkup
1. Tick () the correct answer.
A. Skin B. Small intestine
C. Brain D. To remove waste
Arteries: Carry oxygen-rich blood to all parts of the body.
Veins: Carry the carbon dioxide-rich blood and take it back to the heart.
D. The eyes see the food, the nose smells it, the tongue tastes it, and the skin feels its texture and temperature.
6. Long-answer questions.
A. Journey of food:
Food enters through the mouth, where it is chewed and mixed with saliva.
It moves through the oesophagus to the stomach, where digestive juices break it down further. In the small intestine, nutrients are absorbed into the blood.
The large intestine absorbs water, and the remaining waste is expelled through the anus.
B. Process of circulation:
The heart pumps oxygen-rich blood to the body through arteries.
Blood delivers oxygen and nutrients to cells and collects waste.
Oxygen-poor blood returns to the heart via veins. The heart sends this blood to the lungs, where carbon dioxide is exchanged for oxygen, restarting the cycle.
C. Importance of the nervous system:
The nervous system controls all activities of the body.
The brain processes information and sends instructions to different parts.
The spinal cord relays messages between the brain and body.
Nerves carry signals to and from the brain, allowing us to think, move, and react.
D. (This is a student-drawn activity. Ensure labels include kidneys, ureters, bladder, and urethra.)
7. Picture-based questions.
A. Lungs
B. The lungs exchange oxygen and carbon dioxide, supplying oxygen to the blood and removing waste gases.
C. Ways to keep lungs healthy: Avoid polluted areas. Keep your surroundings clean and well-ventilated.
Challenge (HOTS)
If we did not have reflexes, we could not react quickly to dangers. This could lead to more injuries.
Bones and Muscles 2
Learning Outcomes
Students will be able to: identify the structure of bones and understand their functions. recognise the human skeleton and its components. differentiate between movable and immovable joints and identify types of movable joints. classify muscles into voluntary, involuntary, and cardiac types and understand their functions.
Let’s Recall
Recap to check if students know how their body structure is formed. Ask students to solve the question given in the Get Set section.
Vocabulary
cushion: to provide support resembles: looks similar to something bone: hard structures, made up of important minerals like calcium and phosphorus, which make up our skeleton skeleton: the framework of bones that makes up the structure of our body cartilage: a flexible, elastic tissue found in various parts of the body, which cushions bones at joints, preventing them from rubbing against each other forelimbs: the arms and hands hindlimbs: the legs and feet tendons: tough bands that connect the muscles and bones
Teaching Aids
Model of a bone, chart of bone structure, chalk/board, real or model bones (if available), straws, and solid sticks; Skeleton chart or model, large chart paper, paper for drawing and cutting (A4 or craft paper), scissors (safety scissors for younger students), markers, pencils, and erasers, glue or adhesive tape, labels or sticky notes for naming bones, reference images or diagrams of the human skeleton; Blank cards, markers, coloured pens, and pencils, pictures of the three types of muscles (voluntary, involuntary, and cardiac) and their functions, chart paper and labels, tape, or pins.
Chapter: Bones and Muscles
Bones and Their Structure
Learning Outcomes
Students will be able to identify the structure of bones and understand their functions.
Teaching Aids
Discover Page 17
Model of a bone, chart of bone structure, chalk/board, real or model bones (if available), straws, and solid sticks.
Activity
Show students a real bone (or a bone model) and explain its key parts: compact bone, spongy bone, and bone marrow.
Divide the class into small groups and provide each group with a bone model or diagram. Ask them to carefully examine the structure of the bone and label its key parts.
Let students gently press their own arm or leg to feel their bones, particularly in areas where bones are near the surface, like the elbow or shin.
Ask students to predict how bones would feel if they did not have spongy bone inside. Then, let them use a strong, hollow straw (to mimic a bone with spongy bone) and a solid stick (to represent a solid bone).
Ask them to test the strength of both objects by pressing them together. Explain how the spongy bone structure makes bones strong yet lightweight.
Extension Idea
Ask: What would happen if bones did not have spongy bones inside?
Say: Bones would be heavier and less flexible, making movement more difficult and increasing the risk of injury.
The Skeletal System
Learning Outcomes
Students will be able to recognise the human skeleton and its components.
Teaching Aids
Discover Page 18
Skeleton chart or model, large chart paper, paper for drawing and cutting (A4 or craft paper), scissors (safety scissors for younger students), markers, pencils, and erasers, glue or adhesive tape, labels or sticky notes for naming bones, reference images or diagrams of the human skeleton.
Activity
Show a skeleton model or chart to explain the major bones and their functions. Instruct students to work in small groups. Distribute the teaching aids among the groups. Guide the students to draw and cut out bones such as the skull, ribcage, spine, and limbs. Ask them to label each bone with its name and function.
Once the bones are ready, let the students assemble them on a large sheet of chart paper or display board, arranging them to form a complete skeleton. Each group then presents their skeleton to the class, explaining the function of the major bones.
Conclude the activity by discussing interesting facts about the human skeleton, such as the femur being the longest bone and the stapes being the smallest.
Extension Idea
Ask: Why do newborn babies have more bones than adults?
Say: Some bones in babies are made of cartilage, which is softer and more flexible. As they grow, some bones fuse together to form stronger, more rigid bones.
Joints and Their Types
Learning Outcomes
Discover Page 21
Students will be able to differentiate between movable and immovable joints and identify types of movable joints.
Teaching Aids
No teaching aids required. This activity can be performed in a classroom setting.
Activity
Select a few students to act out the movements of different types of joints in front of the class. For example, one student can demonstrate the hinge joint by bending and straightening their elbow, another can show the ball-andsocket joint by rotating their shoulder, and a third can represent the pivot joint by moving their neck side to side. After the demonstration, ask the rest of the class to follow the same actions to experience the joint movements themselves.
Discuss how each type of joint works and its importance in daily activities, such as throwing or running.
Extension Idea
Ask: What would happen if your elbows had ball-and-socket joints instead of hinge joints?
Say: Our arms would be able to move in all directions, but it would be harder to maintain stability, and performing controlled movements could be difficult.
Muscles and Their Types
Learning Outcomes
Discover Page 22
Students will be able to classify muscles into voluntary, involuntary, and cardiac types and understand their functions.
Teaching Aids
Blank cards, markers, coloured pens, and pencils, pictures of the three types of muscles (voluntary, involuntary, and cardiac) and their functions, chart paper and labels, tape or pins.
Activity
Divide the class into small groups and assign each group one muscle type. Provide the teaching aids to the students and let them create their own flashcards. Each group will make two sets of cards: Action cards with examples of actions related to their assigned muscle type (e.g., “writing” for voluntary muscles) and Muscle type cards with the name of their muscle type. Encourage students to decorate their cards with colourful borders and drawings for better visual appeal. Once the flashcards are ready, conduct a game called “Muscle Match Mania”. Create three zones in the classroom labelled Voluntary Zone, Involuntary Zone, and Cardiac Zone. Shuffle the
action cards and place them in a basket or box. Let the students, one at a time, pick a random action card and decide which zone it belongs to. They must explain their choice (e.g., “This is ‘running,’ which uses voluntary muscles because I can control this movement.”)
If correct, the card is pinned to the appropriate zone. If not, they can seek help from their peers to explain. To make it competitive, divide the class into teams and award points for correct answers and teamwork.
After the activity, discuss how muscles and tendons work together to create movement, such as bending an arm.
Extension Idea
Ask: Why can’t you control your heart muscles?
Say: Heart muscles are cardiac muscles, which are involuntary and work automatically to keep us alive, without conscious control.
Answers
Get Set
Page no. 17
What helps you pedal so fast while riding a bicycle?
Answer: Bones and muscles
Pause and Answer
Page no. 18
A. Tough outer layer of bone → c. Compact bone
B. Lighter inner layer of bone → b. Spongy bone
C. Special material inside bones → a. Bone marrow
D. It connects muscles to bones → d. Tendons
Pause and Answer
Page no. 20
Tick () the correct statements about the ribcage.
1. The ribcage consists of 22 ribs in total. ()
2. All the ribs are connected to the sternum. ()
3. Only one rib is called the floating rib. ()
4. Ribcage protects our heart and lungs. ()
Chapter Checkup
1. Tick () the correct answer.
A. Brain
C. Lungs and heart
B. Vertebral column
D. Femur
2. Fill in the blanks.
A. 206
C. Bones
3. Write True or False.
A. True
C. False
4. Circle the odd one out.
A. Upper arm
B. Cartilage
C. Immovable joint
5. Short-answer questions.
B. Phosphorus
D. Bone marrow
B. False
D. True
A. It produces red blood cells and stores fat.
B. The bone marrow produces red blood cells.
C. There are 24 ribs that form the ribcage, 12 on each side.
D. The bottom ribs are called floating ribs because they are not attached to the sternum.
E. A ball and socket joint allows movement in all directions.
6. Long-answer questions.
A. A bone is a hard structure made up of minerals like calcium and phosphorus. It has a tough outer layer (compact bone) and a lighter inner layer (spongy bone). Bone marrow inside produces red blood cells.
Parts of a bone
B. Muscles are soft tissues connected to bones by tendons. The three types of muscles are:
Voluntary Muscles: These muscles are also called skeletal muscles. We can control the movement of these muscles. Skeletal muscles are located in the arms, legs, eyes and tongue. These muscles help us move, walk, run, smile, and write.
Involuntary Muscles: These muscles are also called smooth muscles. These muscles work automatically, which means we cannot control them. For example, smooth muscles help us in respiration.
Cardiac Muscles: These muscles are only found in the heart. They help the heart to pump blood.
C. a. Difference between moveable joints and immovable joints:
Movable joints Immovable joints
These joints allow the movement of the various body parts.
Examples include the joints in elbows, fingers, toes.
In these joints, the bones are fused together, thereby allowing very little to no movement.
The places where teeth fit into the jaw are immovable.
b. Difference between Hinge joint and Pivot joint: Hinge joint Pivot joint
They allow movement in one direction, similar to how a door opens and closes.
Examples include the joints in elbows, knees, fingers, and toes.
Challenge (HOTS)
This type of joint allows rotational movement.
The joint between your head and neck is a pivot joint.
Q: What would happen if our lower jaw was connected to the skull with a ball and socket joint?
A: We could move our jaw in all directions, making speech and eating very difficult.
Safety First 3
Learning Outcomes
Students will be able to:
understand why following safety rules is essential to avoid accidents and injuries. identify common safety risks at home and learn how to prevent them. learn and follow road safety rules to prevent accidents. learn basic first aid techniques for common injuries like cuts, burns, and sprains.
Let’s Recall
Recap to check if students know the basic safety rules. Ask students to solve the question given in the Get Set section.
Vocabulary
guardian: someone who protects and takes care of another person, especially a child synthetic: made of an artificial material fatal: dangerous, leading to death insulation: the wrapping around electrical wire flammable: substances that catch fire easily administer: to give or apply (usually referring to medication or treatment)
anaesthetic: medication that numbs the skin reducing pain or discomfort
blisters: ‘small, fluid-filled bubbles that form on the skin when it is rubbed, burned, or injured
Teaching Aids
giddy: unsteady
zebra crossing: black and white stripes on road where people can cross the road safely antiseptic: cream or lotion used to keep the wound free from infection
tourniquet: bandage used to stop heavy bleeding dehydration: when the body loses more fluids than it takes in, leading to an imbalance that can cause various health issues
rabies: a disease caused by a dog or animal bite
venom: snake poison
Pictures showing unsafe scenarios, blank sheets of paper, pens, or markers; pictures with safety hazards, toy gas cylinder, leaky pipe prop, toy stove, toy knife, scissors, nail cutter, frayed wires, and bottles labelled “cleaner” or “medicine”, labels, tables for each station, sticky notes, markers, or paper; A large piece of cardboard, chart paper, colourful pens, markers, dice, game coins or small toys; scenario cards with pictures representing each scenario, props like bandage, ice-pack, etc.
Chapter: Safety First
Importance of Safety
Learning Outcomes
Students will understand why following safety rules is essential to avoid accidents and injuries.
Teaching Aids
Pictures showing unsafe scenarios, blank sheets of paper, pens or markers.
Activity
Discover Page 30
Show students some pictures representing unsafe scenarios. Ask students to look carefully at the picture, find the errors, and write how the situation can be made safe.
Example Scenarios:
1. A child talking to a stranger holding out a candy.
Error: The child is talking to a stranger and accepting candy.
Risk: The stranger might not have good intentions, which could lead to danger.
Solution: The child should say no and move away, informing a trusted adult immediately.
2. A person standing too close to a burning stove wearing synthetic clothes.
Error: The person is standing near flames wearing synthetic clothes.
Risk: Synthetic clothes can catch fire or melt, causing burns.
Solution: Keep a safe distance from flames and wear cotton clothes when cooking.
3. A crowded bus with people pushing to get on.
Error: People are pushing and not waiting their turn.
Risk: Someone might fall and get injured in the chaos.
Solution: Wait patiently in line and board one at a time.
4. A wet floor with a child running across.
Error: The child is running on a wet floor.
Risk: The child could slip and fall, leading to injuries.
Solution: Walk carefully around wet areas and pay attention to warning signs.
Extension Idea
Ask: Why should you stop and look both ways before crossing the road?
Say: To make sure no vehicles are coming, which helps prevent accidents.
Safety at Home
Learning Outcomes
Students will identify common safety risks at home and learn how to prevent them.
Teaching Aids
Discover Page 31
Pictures with safety hazards, toy gas cylinder, leaky pipe prop, toy stove, toy knife, scissors, nail cutter, frayed wires, and bottles labelled “cleaner” or “medicine”, labels, tables for each station, sticky notes, markers, or paper.
Activity
Divide the students of the class into five groups. Set up five stations in the classroom, each highlighting a home safety hazard. Assign each group a station. At each station, participants identify dangers and suggest solutions:
1. Kitchen Hazards: Display props like a knife near a counter edge, a towel near a stove, and a puddle labelled “oil”. Task: Spot hazards and recommend solutions (e.g., clean spills, move knives away).
2. Sharp Objects: Show items like scissors and a knife. Task: List safety tips (e.g., handle carefully, avoid distractions).
3. Electrical Appliances: Display frayed wires, wet hands near a socket, or a plugged-in iron. Task: Identify risks and suggest fixes (e.g., replace wires, unplug appliances).
4. Gas Leak and Fire Safety: Use a toy gas cylinder and flammable items. Task: Point out dangers (e.g., leaky pipes) and suggest responses (e.g., evacuate, fix leaks).
5. Chemical Safety: Show bottles labelled “cleaner” or “medicine”. Task: Recommend safe storage and actions for spills or exposure (e.g., store in locked cabinets).
Extension Idea
Ask: Why should you not touch electrical appliances with wet hands? Say: It can cause electric shocks, which can be dangerous.
Safety
on Roads
Learning Outcomes
Students will learn and follow road safety rules to prevent accidents.
Teaching Aids
A large piece of cardboard, colourful pens, markers, dice, game coins or small toys.
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Discover Page 34
Ask each group to create a board game with a winding path (like Snakes and Ladders) representing a road. Include spaces with challenges and rewards, such as:
You used the zebra crossing! Move ahead 2 spaces. You crossed the road without looking both ways. Go back 3 spaces. Prepare question cards with road safety scenarios or trivia (e.g., “What should you do at a red traffic light?”). Provide game pieces (small toys or coins) and a dice.
How to Play:
Each player rolls the dice to move along the board. When landing on a “challenge” space, they must answer a road safety question or resolve a scenario. Correct answers let them move forward; incorrect answers keep them on the same space.
First player to reach the end of the board wins.
Extension Idea
Ask: Suppose you are driving a car. What safety checks should you perform before starting your journey, and why are they important?
Say: Before starting a journey, a driver should check the tires, lights, mirrors, and brakes to ensure the car is safe to drive. This helps prevent accidents and ensures the driver and passengers are protected.
Learning Outcomes
Students will learn basic first aid techniques for common injuries like cuts, burns, and sprains.
Teaching Aids
Scenario cards with pictures representing each scenario, props like bandage, ice-pack, etc.
Activity
Divide the class into small groups. Distribute one “First Aid Scenario Card” to each group. These cards will have situations such as cuts, burns, sprains, nosebleeds, dehydration, and animal bites.
Some examples of scenario cards can be:
A friend gets a small cut on their hand during recess.
You see someone with a burned arm from touching a hot pan.
A classmate twists their ankle while running.
Your friend feels giddy and tired after being in the hot sun for too long.
Each group has 1 minute to discuss and decide the best first aid response. They should explain their steps and why they would take that approach. After each group shares their answer, ask the other groups to rate the response. Did they miss anything? Was the treatment correct?
For added fun, use props like bandages or ice packs, and allow students to demonstrate how to apply first aid in real-time. The team with the most correct and well-explained first aid responses wins a small prize.
Extension Idea
Ask: What are the steps to take if someone is having an allergic reaction to a bee sting?
Say: If someone is stung by a bee, remove the stinger carefully, clean the area, and apply a cold compress to reduce swelling. If the person shows severe symptoms like difficulty breathing, seek medical help immediately.
Answers
Get Set
Look at the pictures carefully. Circle all the things that help keep people safe.
Pause and Answer
Page no. 30
Page no. 34
Look at the pictures. Identify the accident caused and the possible cause.
Image 1
Accident: The woman has cut her thumb.
Possible Cause: The woman appears to be chopping vegetables without proper attention or using a sharp knife unsafely, leading to the injury.
Image 2
Accident: A curtain catching fire.
Possible Cause: The child appears to be playing with a lighter or matches near flammable materials, which could easily ignite the curtain.
Image 3
Accident: Electrical shock hazard.
Possible Cause: The image shows a frayed electrical cord plugged into a socket. Exposed wires are a major safety concern and can lead to electric shocks.
Chapter Checkup
1. Tick () the correct answer.
A. Crossing the road while looking at the phone
B. Metal
C. Avoid using electrical devices
D. Storing matches safely
2. Fill in the blanks.
A. chemicals
C. first aid
E anaesthetic
3. Match the following.
B. zebra crossing
D. tourniquet
A. Faulty electrical appliances → c. Replace worn insulation
B. Gas leak → d. Regular check-up of gas appliances
C. Fire → a. Store matches and lighters safely
D. Chemicals → b. Store them in their original containers
4. Write True or False.
A. True
C. False
E. True
B. False
D. False
5. Short-answer questions.
A. Look both ways, use a zebra crossing, and follow traffic signals.
B. It can cause electric shocks or fires.
C. Understanding first aid helps us to respond quickly so that we can help ourselves and others in case of an injury or accident.
D. Feeling tired, giddy, or having a headache.
6. Long-answer questions.
A. Some common safety rules to be followed at home: Do not leave appliances unattended.
Handle sharp objects carefully.
Store chemicals safely.
B. First aid to be given in case of a dog bite: Wash the bite.
Apply antiseptic.
Seek medical help to prevent infections like rabies.
7. Picture-based questions.
A. Pratik might burn himself if he spills boiling milk.
B. Avoid reaching over a hot stove; ask an adult for help.
C. Run cold water over the burn, apply a clean bandage, and see a doctor if needed.
Challenge (HOTS)
Apply an ice pack, wrap the ankle with a crepe bandage, and keep it elevated.