Quest_Sst_TM_Grade3_AY25

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Time, Lands and Cultures

Social Science

Teacher Manual

Quest

Social Science Teacher Manual

Acknowledgements

Academic Authors: Jatinder Kaur, Harsimran Kaur

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

Book Production: Rakesh Kumar Singh, Sanjay Kumar Goel

Project Lead: Sneha Sharma

VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.

© Uolo EdTech Private Limited

First impression 2025

This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.

Book Title: Quest Teacher Manual Social Science 3

ISBN: 978-81-985579-4-0

Published by Uolo EdTech Private Limited

Corporate Office Address:

85, Sector 44, Gurugram, Haryana 122003

CIN: U74999DL2017PTC322986

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Preface

Understanding the world around us is essential for developing rational thinking, social awareness, and responsible citizenship. The Teacher Manual for the Quest series has been carefully designed to support educators in delivering engaging, inquiry-driven, and student-centred lessons for grades 3–5.

At UOLO, we recognise the vital role educators play in shaping young minds. This manual provides structured lesson plans and interactive teaching strategies that help students explore key social science concepts in an engaging way. It encourages educators to go beyond textbooks, fostering critical thinking, discussion, and real-world connections that enable students to become informed and active members of society.

Aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023, this manual follows a competency-based approach, ensuring that students not only understand social science concepts but also apply them in meaningful ways. It serves as a comprehensive teaching resource, transforming classrooms into spaces for exploration, inquiry, and discussion.

Each chapter in this manual includes:

Learning Outcomes – Clearly stated objectives that outline what students will achieve by the end of the lesson.

Teaching Aids – A list of materials and resources required to enhance classroom instruction.

Hands-on Activities – A variety of interactive discussions, role-plays, case studies, and creative exercises.to reinforce social science concepts.

Extension Ideas – Thought-provoking discussion questions and real-world connections that encourage deeper learning.

As part of the Quest product bundle, this manual is complemented by technology-powered features, including videos, interactive exercises, digital lesson plans, and an assessment generator to enhance teaching and learning.

By integrating relatable examples and guided activities, this resource makes social science an engaging and practical part of students’ lives. We hope it inspires curiosity, encourages meaningful discussions, and fosters a deeper understanding of society.

Let us nurture the next generation of rational thinkers, responsible citizens, and problem-solvers. Happy teaching!

1

The World We Live In

Chapters in This Unit

1. The Universe

2. The Earth—Our Home

3. Continents and Oceans

4. Globes and Directions

5. Our Environment

Story in This Unit

Mel, Conji and Eva are roaming around when suddenly the sky over Avora goes dark. While they are wondering as to what happened, the Elder Robot summons them to inform them that Lord Ero has been rescued by his friend Drakon, who spelled black magic on the guards and broke the bubble of magic to rescue the Lord.

The Elder Robot gives the trio a ‘Locator’ and asks them to go in search of Lord Ero. The Elder Robot informs them that he will have a similar locator to keep a track of their location. The trio set in their spaceship and wait for the gadget to beep. The locator finally beeps near a blue planet that is different from Avora. Mel tells his friends that the planet they are nearing has different landmasses, to which Eva adds that these land masses are called continents and countries. Mel further digs the information on the earth to find that there are seven continents and many countries in each continent.

While the locator is still beeping, Eva tells his friends to turn the spaceship towards the largest continent, Asia and land there.

The Universe 1

Learning Outcomes

Students will be able to: list the elements that make up the universe. define stars and constellations, and list different constellations. explain the features of the Sun and list the planets that form the Solar System. outline the features of the moon. describe the planets, with a special focus on our planet—Earth.

Let’s Recall

Ask some questions to check students’ knowledge about the universe and its different elements like, the sun, moon, stars, and planets. Have the students identify the pictures in the Get Set section and explain the differences between them.

Vocabulary

myths: stories that have been told over hundreds of years and which may or may not be true revolve: to go around or travel around something heavenly bodies: objects in space such as the Sun, the Moon, planets, and stars

Teaching Aids

the universe: a huge endless space which has stars, planets, the Sun, the Moon, dust, gases, and big pieces of rocks floating in it stars: big, bright balls of hot gases constellations: patterns formed by the stars in the sky

1/4th part of A4 sheets, black and white poster colours, yellow chart paper, glue, old toothbrushes, paint brush, white chart papers; black chart papers, oil pastel colours or chalks, strings of thread, child-friendly scissors, coloured chart papers, A4 sheets

Chapter: The Universe

Understanding Our Universe

Learning Outcomes

The students will be able to list the elements that make up the universe.

Teaching Aids

Quest Page 6

1/4th part of A4 sheets, black and white poster colours, yellow chart paper, glue, old toothbrushes, paint brush, white chart paper

Activity

Instruct the students to work in small groups. Give two 1/4th sheets to each student, and one yellow and white chart paper per group. Ask the students to draw different elements they associate with the night and the day sky. Instruct the students to paint the sheet of paper black to show the night sky and using white paint and toothbrush, sprinkle the colour on the sheet to show the stars. Using the yellow chart paper students can make circular cut-outs to show the sun. Once complete, ask the students to display their work on the class display board.

Extension Idea

Ask: What instrument helps us to see objects in space that are too far or dim to see with our naked eyes? Say: Telescope. They magnify distant stars, moon and planets and help the scientists study their size, shapes and movements.

Stars and Constellations

Learning Outcomes

The students will be able to define stars and constellations and list different constellations.

Teaching Aids

Black chart paper, white oil pastel colour or chalk, strings of thread, glue, child-friendly scissors (Note for teachers - Ensure safety of students while using sharp objects.)

Activity

Quest Page 7

Instruct the students to work in small groups. Give the material to each group. Ask the students in each group to make any two constellations using the string and chalk or white oil pastel colour.

Ask the students to use a pencil to lightly draw the outline of any two constellations on the black sheet. Next, have them draw the stars using chalk or white oil pastels. Once the stars are in place, ask the students to paste the string to join the stars.

Once complete, ask the students to showcase their work to the class and describe the constellations they have made, like the name of the constellation and number of stars that form that constellation.

Extension Idea

Ask: Have you ever seen a shooting star? Is it actually a star?

Say: Yes/No (According to the student’s experience.) No, it is actually not a star. It is actually a small piece of rock or dust from space called a meteoroid that enters our atmosphere.

The Sun and the Solar System

Learning Outcomes

The students will be able to explain the features of the Sun and list the planets that form the Solar System.

Teaching Aids

Coloured chart papers, white chart papers, strings of threads, glue, child-friendly scissors (Note for teachers - Ensure safety of students while using sharp objects.)

Activity

Divide the class into groups. Hand out the required material to the students. Instruct the students in each group to cut out shapes of the planets from the coloured chart paper. (The students can refer to page 8 of the CB for the shape of each planet.)

Ask them to paste strings of threads to draw the elliptical paths for each planet around the sun. Then let them paste the planets on their respective paths.

Extension Idea

Ask: Can you name the following?

Biggest planet - _________________________

Planet that has rings around it - _________________________

Nearest planet to Sun - _________________________

Any planet that is visible to the naked eye - _________________________

Say: Biggest planet- Jupiter

Planet that has rings around it - Saturn

Nearest planet to Sun - Mercury

Any planet that is visible to the naked eye - Venus

Learning Outcomes

The students will be able to outline the features of the moon.

Teaching Aids

Strips of paper, chart paper

Activity

Paste a chart paper on the class display board at a height where students can easily reach.

Distribute the strips of paper to the students. Ask them to write one important fact they know about the moon on this strip.

Once they are done, invite the students to come and share the facts with the class. Review the facts and correct them if the students need assistance.

Allow the students to correct the errors and then paste their strips on the chart paper already pasted on the class display board.

The

Extension Idea

Ask: Who was the first person to land on the moon and in which year did he land on the moon?

Say: The first person to land on the moon is Neil Armstrong. He landed on the moon in 1969.

The Planets

Learning Outcomes

The students will be able to describe the planets, with a special focus on our planet—Earth.

Teaching Aids

Quest Page 9

Slips of paper with information on planets (Planet with a ring, planet with 95 moons, planet with 146 moons, first planet, only planet with life on it etc.)

Activity

Divide the class into groups. Each group will take turns picking a slip of paper. The student who picks the slip will read the clue aloud to their group members. Based on the clue, the group will try to guess the name of the planet. Afterwards, they should also mention whether the planet is hot or cold, depending on its distance from the Sun. Post the activity, reinforce that Earth is the only place for us to live in this universe, so we should try to protect it in every way possible.

Extension Idea

Ask: How is a planet different from the moon?

Say: A planet revolves around the Sun, while the Moon revolves around a planet.

Answers

Pause and Answer Page no. 8

1.  2. 

3.  4. 

Chapter Checkup Page no. 10

1. Tick () the correct answer.

A. Sun B. Star C. Neptune

2. Fill in the blanks.

A. Moon B. Leo

C. hunter D. Big Dipper

3. Answer the following questions.

A. The Moon reflects the light from the Sun.

B. Orion looks like a hunter.

C. The universe is a huge endless space which has stars, planets, the Sun, the Moon, dust, gases, and big pieces of rocks floating in it.

D. The Sun and Moon are different as follows: Sun Moon

The Sun is a star. The Moon is a satellite. The Sun has light of its own. The Moon reflects the light from the Sun. The Sun is visible in the day sky. The Moon is usually visible in the night sky. The Sun is much bigger than the Moon. The Moon is much smaller in size than the Sun.

4. Picture-based questions.

A. The Solar System (The Sun and the eight planets) B. i. Mars ii. Saturn

HOTS

If the Sun stopped giving heat and light, all the planets would become dark and cold. There would be no day or night, only permanent darkness. On the Earth, plants would die without sunlight, and animals that depend on them for food would not have anything to eat, making life impossible.

The Earth—Our Home

Learning Outcomes

Students will be able to: explain that the shape of the Earth is round. describe the movements of the Earth on its axis and around the sun. understand the features of the Earth that support life and make it a unique planet.

Let’s Recall

Recap the students’ knowledge about Earth. Ask the students to read and solve the riddle given in the Get Set section.

Vocabulary

stationary: not moving axis: an imaginary line that goes through the centre rotation: movement of the earth on its axis revolution: movement of the earth around the sun orbit: a fixed path in which the earth moves around the sun

Teaching Aids

Modelling clay; Flashcards with questions; A4 sheet; colours

Chapter: The Earth—Our Home

Shape of the Earth

Learning Outcomes

The students will be able to explain that the shape of the Earth is round.

Teaching Aids

Modelling clay

Activity

Quest Page 12

Instruct the students to form small groups and distribute the materials to each student. Ask them to create a model of the Earth based on their understanding. Once they finish, have them describe the shape of the Earth. Guide them to ensure their model represents a spherical shape, slightly flattened at the top and bottom.

Extension Idea

Ask: To which place did Ferdinand Magellan return after 3 years of his journey, that helped him prove that the Earth is round and not flat?

Say: Spain

Movement of the Earth

Learning Outcomes

The students will be able to describe the movements of the Earth on its axis and around the sun.

Teaching Aids

Flashcards with questions on movements of the Earth

Activity

Quest Page 13

Divide the class into four teams. Prepare flash cards with questions on movements of the Earth–Rotation and Revolution. Some sample questions can be as follows:

1. What is the imaginary line on which the Earth rotates called? Axis

2. What is rotation? Rotation is the movement of the Earth on its axis.

3. Which movement of the Earth causes change in seasons? Revolution

4. In which direction does the Earth rotate? West to East

5. How much time does the Earth take to complete one rotation? 24 hours

6. Which movement of the Earth causes day and night? Rotation

7. What is the movement of the Earth around the Sun called? Revolution

8. What is the path called on which the Earth moves around the Sun? Orbit

9. Give one feature of the Earth’s axis. It is an imaginary line. It is tilted.

10. Give one feature of the Earth’s orbit. It is elliptical in shape.

Ask these questions to the class, the team that answers the question correctly gets a point. The team with maximum points wins the quiz.

Extension Idea

Ask: What is a leap year?

Say: A leap year has 366 days, one extra day in February.

What Makes the Earth Unique

Learning Outcomes

Quest Page 14

The students will be able to understand the features of the Earth that support life and make it a unique planet.

Teaching

Aids

A4 sheet, sketch pens, oil pastel colours

Activity

Divide the class into groups. Hand out the required material to the students.

Instruct the students to think of any three human actions that are harming life on the Earth and illustrate them using pictures. Once students have completed, invite each group to share their work with the class.

While one group is presenting, encourage the students in other groups to listen carefully and review their points, ask relevant questions if needed.

Extension Idea

Ask: How does the distance from the Sun help the Earth support life?

Say: The Earth is at the ideal distance from the Sun, making it neither too hot nor too cold, with a temperature perfect for supporting life.

Get Set

Chapter

Answers

Page no. 12

Checkup Page no. 15

1. Tick () the correct answer.

A. Earth

B. 24

C. Ferdinand Magellan

2. Fill in the blanks.

A. axis B. round

C. orbit D. rotation

3. Write True or False.

A. True

B. False

C. True

4. Match the following.

A. Day and Night → iv. Rotation

B. Seasons → iii. Revolution

C. The time taken for one rotation → ii. One day

D. The time taken for one revolution → i. One year

5. Answer the following questions.

A. The Earth supports life on it because the Earth is at the right distance from the Sun and it has water and air.

B. We do not feel the rotation of the Earth because we are also moving with it.

C. Rotation of the Earth Revolution of the Earth It is the movement of the Earth on its axis. It is the movement of the Earth around the Sun in an orbit.

The Earth takes 24 hours to complete one rotation. The Earth takes one year to complete one revolution.

D. Sunrise and sunset happen because the Earth rotates on its axis. As the Earth spins, different parts of it face the Sun. When a place on Earth turns towards the Sun, we see a sunrise. When it turns away from the Sun, we see a sunset.

6. Picture-based questions.

A. ii.

B. Rotation

HOTS

1. If the Earth stops revolving around the Sun, then there would be no change in seasons. The same weather would persist throughout the year, as the Earth’s distance from the Sun would remain constant. Areas closer to the Sun would always remain hot, while those farther away would always remain cold.

2. If the Earth took twice as long to complete one rotation, the duration of a day and night would double. Each day would last 48 hours instead of 24, resulting in longer periods of daylight and darkness.

Continents and Oceans 3

Learning Outcomes

Students will be able to: identify and describe the basic features of seven continents. name the five major oceans and understand their role in supporting life.

Let’s Recall

Recap to check if the students know the names of different oceans and continents. Ask students to together read the poem given in the Get Set section.

Vocabulary

landmass: a large piece of land trench: steep and narrow deep points in the ocean continent: a large mass of land on the surface of the Earth ocean: a very large and deep water body on the surface of the Earth aquatic: growing or living in water industry: business

Teaching Aids

Bingo cards, teacher’s list of clues; A3 sheets/chart papers, sketch pens, oil pastels, pictures, facts on different oceans

Chapter: Continents and Oceans

Continents

Learning Outcomes

The students will be able to identify and describe the basic features of seven continents.

Teaching Aids

Bingo cards, teacher’s list of clues

Activity

Distribute a bingo card to each student.

Quest Page 17

Explain to the students that you will read the clues and the students will mark the continent that matches the clue, on their bingo cards. The student/s who gets a complete row, column or diagonal marked first on the card is/are the winner.

Read the clues and instruct the students to concentrate and mark the continents on their cards.

Hang a world map on the board for the students to take help in matching the clues.

(Note for the teacher - To prepare bingo cards, cut out cardboard or a sheet of paper and draw a 3 × 3 grid. Instead of numbers, fill the boxes with continent names (e.g., Asia, Africa, Europe, North America, South America, Antarctica and Australia.)

To prepare clues you can take help from the following table:

Clues

Answers

Largest continent Asia

Coldest continent Antarctica

Smallest continent Australia

Third largest continent North America

Continent surrounded by the Southern Ocean Antarctica

India is this continent Asia

This continent has the longest river ‘Nile’ Africa

Mark a continent that starts with ‘E’ Europe

Continent that has the Andes Mountain South America

Extension Idea

Ask: On which continent do you live?

Say: Asia (Subject to the place of residence of the student)

Learning Outcomes

The students will be able to name the five major oceans and understand their role in supporting life.

Teaching Aids

A3 sheets/chart papers, sketch pens, oil pastels, pictures, facts on different oceans Activity

Before the activity-

Divide the class into five groups. Assign one ocean to each group.

Ask the students of each group to collect information (basic facts like location, continents surrounding it, depth, marine animals) on the assigned ocean.

In the class -

Instruct the students to sit in their respective groups. Distribute the material to each group. Have the students draw a poster on their assigned ocean.

Encourage the students to be creative in presenting the information. Once they are done, invite each group to present their poster with the class and speak about the information they have pasted there.

Extension Idea

Ask: Why do you think the Arctic Ocean is mostly frozen?

Say: The Arctic Ocean is mostly frozen because it is near the North Pole, where temperatures are very cold.

Answers

Chapter Checkup Page no. 8

1. Tick () the correct answer.

A. Asia B. Antarctica C. Arctic Ocean

2. Fill in the blanks.

A. Australia

C. oceans

3. Write True or False.

A. False B. True

4. Match the following.

Indian

Southern Ocean

False

True

A. Pacific Ocean → ii. Between Asia and North America

B. Indian Ocean → iii. Between Africa, Asia and Australia

C. Southern Ocean → i. Around Antarctica

D. Atlantic Ocean → iv. Between North America, South America and Africa

5. Answer the following questions.

A. The Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the Southern Ocean and the Arctic Ocean.

B. Asia, Africa, North America, South America, Antarctica, Europe and Australia.

C. Asia (Answer may vary.)

D. Asia, Africa and Europe; North and South America

6. Picture-based questions.

A. Pacific Ocean

B. Indian Ocean

C. Arctic Ocean and Pacific Ocean

HOTS

The oceans Jacob will have to cross during his journey from India to North America are the Indian Ocean and the Atlantic Ocean. He will also pass by parts of the continents Asia and Africa.

He will take a longer time to cross through the Atlantic Ocean.

Globes and Directions 4

Learning Outcomes

Students will be able to:

compare and contrast globes and maps, outlining their key features, and also define the term atlas. identify and describe three types of maps - political, physical and thematic maps. identify the four main and intermediate directions, also understand how a compass is used to find directions.

Let’s Recall

Recap with the students the knowledge on the globes and maps. Ask the students to solve the maze in the Get Set section.

Vocabulary

axis: a straight line around which an object rotates

representation: the way something is shown globe: a small model of the whole Earth map: a flattened representation of the Earth atlas: a collection of different kinds of maps in a book

Teaching Aids

political map: a map that shows the boundaries of countries, states, cities, towns and villages physical map: a map that shows natural features like mountains, rivers, valleys, oceans and more thematic map: a map that shows specific features of a place like population, temperature and rainfall compass: a device that is used to find directions

Globe, a world map, pencil colours; printed examples of political, physical, and thematic maps

Chapter: Globes and Directions

Globes and Maps

Learning Outcomes

Quest Page 24

The students will be able to compare and contrast globes and maps, outlining their key features, and also define the term atlas.

Teaching Aids

Globe, a world map, pencil colours

Activity

Divide the class into groups. Give one globe per group and world maps to all the students. Ask the students to locate the continents on the globe, colour and name them in the blank world map.

Then ask them to locate one important country in each continent and mark it on the world map.

Post the activity, discuss the features of the globe and map.

Extension Idea

Ask: If you were travelling to another continent and wanted information about its countries, would you choose a map or a globe?

Say: A map would be the more practical choice for a trip to another continent. Maps are easily portable due to their foldable, lightweight design.

Types of Maps

Learning Outcomes

The students should be able to identify and describe three types of maps.

Teaching Aids

Printed examples of political, physical, and thematic maps

Activity

Quest Page 24

Divide the class into groups and provide the necessary materials to each group. Ask the students to study the three types of maps and note down the information they gather from each one. Once they are finished, have each group share their observations with the class.

You can ask follow-up questions, such as: “If you want to find the location of the Peninsular Plateau, which map would you use?” or “If you want to learn about the state of Haryana, which map would you choose?”

The students’ answers to these questions will help you assess their understanding of the different types of maps.

Extension Idea

Ask: If you want to learn about the different types of crops grown in a country, which map would you use? Say: Thematic map.

Learning Outcomes

The students will be able to identify the four main and intermediate directions, and also understand how a compass is used to find directions.

Teaching Aids

No teaching aid required

Activity

Take the students into the playground. Make them stand in a circle. Instruct them to move as per the following instructions:

Take 2 steps towards the North.

Take 2 steps to your East.

Take 1 step to your West.

Take 1 step backwards West.

After completing these steps, ask the students to figure out the direction they need to move in to return to their original positions.

Once they return to their starting point, ask the students to sit down in their respective positions and reflect on their experience.

Extension Idea

Ask: How do ships navigate through the vast oceans and determine their direction?

Say: Ships use a compass to find directions and stay on course while navigating the sea.

Pause and Answer

Chapter Checkup

1. Tick () the correct option.

A. Political

B. North C. Round

2. Fill in the blanks.

A. Physical B. South

C. Atlas D. West

Answers

3. Write True or False.

A. False B. False C. True D. False

4. Match the following.

A. Political map → ii. Countries

B. Compass → iii. Directions

C. Thematic map → iv. Rainfall

D. Physical map → i. Mountains

5. Answer the following questions.

A. A globe is a small model of the whole Earth.

B. A political map can show the boundaries of countries, states, cities.

C. Yes, it is easier to find directions using a map because maps are flat and show specific locations more clearly.

D. a. To find directions and locations.

b. To understand the physical features and boundaries of places.

6. Picture-based questions.

A. Political

B. Bay of Bengal

C. Arabian Sea

HOTS

1. Difference between physical and political maps: A physical map shows natural features of the Earth such as mountains, rivers, and oceans.

A political map shows boundaries of countries, states, cities, towns, and villages.

2. I would use a political map because it shows the location of places within the city like streets, and other man-made features.

Our Environment 5

Learning Outcomes

Students will be able to: define the environment, identify and differentiate between the natural and human-made environment. list causes and ways to reduce air pollution. list causes and ways to reduce water pollution. list causes and ways to reduce land pollution. understand the importance of saving the environment by adopting simple daily habits to protect air, water, and land for healthy living.

Let’s Recall

Recap with the students the knowledge on the environment. Ask the students to read the story in the Get Set section and discuss the importance of trees.

Vocabulary

pesticides: chemicals sprayed on plants and crops to kill insects that damage the crops in the fields

chemical fertilisers: chemicals used to grow the plants quickly and make them healthy

compost: a mixture prepared from leaves, food scraps, vegetable peels, etc. used for making plants strong and healthy

Teaching Aids

environment: all living and non-living things around us

natural environment: all the natural things like plants, soil, etc.

human-made environment: all human-made things like chairs, swings, etc.

pollution: addition of harmful substances to the environment

Flash cards showing natural and human-made environment; A4 sheets, coloured pencils/oil pastels; Placards (optional) if the students require for their role play; Two rectangular cardboard pieces, green and blue paper, scissors, glue, or tape, stickers, glitters, markers to decorate the bins, pictures of dry (Biscuit wrappers, plastic packaging and so on) and wet waste (Fruit/vegetable peels, leaves, food scraps); Green coloured paper, childfriendly scissors, chart paper

Chapter: Our Environment

Meaning of Environment

Learning Outcomes

The students will be able to define the environment, identify and differentiate between the natural and humanmade environment.

Teaching Aids

Flash cards showing natural and human-made environment

Activity

Distribute flashcards to pairs of students.

Ask them to sort the flashcards into two categories: natural environment and human-made environment. Walk around the room to see their progress and offer assistance if needed.

Extension Idea

Ask: Can you give an example of how you take care of your environment, whether it’s natural or human-made? Say: I take care of my environment by using a cloth bag instead of a plastic bag. I also make sure to throw trash in the garbage and not on the ground. At home, I help water the plants, and I remind my family to turn off lights when not in use to save energy. (Answer may vary.)

Pollution – Air

Learning Outcomes

The students should be able to list causes and ways to reduce air pollution.

Teaching Aids

A4 sheets, coloured pencils/oil pastels

Activity

Provide A4 sheets to students.

Quest Page 31

Ask them to create a poster that shows different actions we can take to reduce air pollution. Some ideas might include planting trees, using public transport instead of cars, or not burning trash.

Encourage students to make their posters colourful and eye-catching, using images and words to convey their message.

Once they are finished, have the students present their posters to the class and explain the actions they have shown.

Display the posters around the classroom or school to raise awareness about the importance of reducing air pollution.

Extension Idea

Ask: Do you know how we measure air pollution? Have you ever heard of something called the AQI (Air Quality Index)?

Say: Air pollution is measured using something called the AQI, or Air Quality Index. The AQI helps us understand how clean or dirty the air is. It uses numbers to show if the air is healthy to breathe. A low number means the air is clean, and a high number means the air is polluted and can be harmful to our health.

Pollution – Water

Learning Outcomes

The students will be able to list causes and ways to reduce water pollution.

Teaching Aids

Placards (optional) if the students require for their role play

Activity

Quest Page 32

Divide the class into small groups. Ask the students to prepare a small role play to show a scenario where they can take action to reduce water pollution (e.g., stopping the dumping of waste into rivers, using fewer plastic bottles, or cleaning up a polluted beach).

Give students a few minutes to discuss and plan their role-play. Encourage them to act out the scenario with enthusiasm and creativity.

Ask each group to perform their role-play in front of the class.

After each role-play, lead a brief discussion. Ask the class how the actions in the role-play help reduce water pollution and protect our water sources.

Extension Idea

Ask: Apart from the causes mentioned in the CB, can you think of any other causes of water pollution?

Say: Other causes of water pollution can include oil spills from ships or factories, waste from mining activities, and the use of harmful pesticides and fertilisers in farming that wash into rivers and lakes. (Answer may vary.)

Pollution – Land

Learning Outcomes

The students will be able to list causes and ways to reduce land pollution.

Teaching Aids

Quest Page 32

Two rectangular cardboard pieces, green and blue paper, scissors, glue, or tape, stickers, glitters, markers to decorate the bins, pictures of dry (Biscuit wrappers, plastic packaging and so on) and wet waste (Fruit/vegetable peels, leaves, food scraps)

Activity

Split the class into groups. Handout the materials to the students. Have students cover the cardboard with paper, roll it into a cylinder, and seal one end. Label one bin “Wet Garbage” (green) and the other “Dry Garbage” (blue).

Provide pictures of different waste items. Ask students to sort them into wet (e.g., fruit peels) and dry (e.g., plastic wrappers) waste.

Post the activity, discuss the need to segregate the waste. Explain that wet waste, when left to decompose, turns into compost, a natural fertiliser.

Extension Idea

Ask: Do you know what the 3 Rs stand for?

Say: The 3 Rs stand for Reduce, Reuse, and Recycle. They remind us to use less, find ways to use things again, and recycle items like paper, plastic, and glass to help save the environment.

Saving Our Environment

Learning Outcomes

Quest Page 33

The students will be able to understand the importance of saving the environment by adopting simple daily habits to protect air, water, and land for healthy living.

Teaching Aids

Green coloured paper, chart paper, glue, child-friendly scissors Activity

Provide students with green-coloured paper and ask them to cut out leaf shapes.

On each leaf, students will write one habit or action they can adopt to save the environment (e.g., saving water, recycling, or planting trees).

Prepare a large paper tree template or draw a tree trunk on a chart paper beforehand.

Once the leaves are ready, have students attach their leaves to the tree using glue, creating a collaborative “Tree of Change”.

Display the tree in the classroom as a reminder of their commitment to the environment.

Extension Idea

Ask: Apart from the simple habits you mentioned on your leaf, what other habit will you adopt that can save the environment?

Say: Close the water tap when not in use, switch off the lights when not in use, plant more trees, and so on. (Answer may vary.)

Answers

Chapter Checkup

1. Tick () the correct answer.

A. Chemicals from factories

B. Using public transport

C. Use of compost

2. Fill in the blanks.

A. Pollution

B. Trees

C. Deforestation

D. chemicals

3. Write True or False.

A. True B. False

C. True D. True

4. Match the following.

A. Turn off lights when not in use → ii. Saves power

B. Use reusable cloth bags → iv. Reduces waste

C. Turn off tap while brushing → iii. Saves water

D. Recycling paper → i. Saves trees

5. Answer the following questions.

A. When harmful waste or chemicals make the land dirty and unhealthy, it is called land pollution.

B. Some ways to reduce water pollution are:

Always throw trash in bins, not in rivers or lakes.

Reduce the use of plastic.

Don’t pour chemicals or oils in the kitchen drain.

C. Factories can cause:

Air pollution by releasing smoke and harmful gases into the air.

Water pollution by dumping chemicals and waste into rivers.

Land pollution by creating toxic waste that contaminates the soil.

D. Some ways to reduce air pollution are: Walk or ride a bicycle instead of using cars for short trips.

Plant more trees to help clean the air.

Avoid burning trash, as it creates harmful smoke.

6. Picture-based questions.

A. The river is polluted with plastic bottles, garbage, food wrappers, and other waste materials.

B. Organise clean-up drives to remove the waste. Stop throwing garbage into rivers and use proper waste bins.

Promote recycling to reduce plastic waste. Educate people about the importance of keeping water bodies clean.

HOTS

1. If we do not reduce land pollution, the soil will become dirty and unhealthy. Plants may not grow well, animals can get sick, and it will make the land unsafe for people to live on.

2. Air pollution can make it hard for us to breathe and can cause coughing, sneezing, and other breathing problems. It can also make people sick over time.

Our Country - India

Chapters in This Unit

6. Knowing India

7. Physical Features of India

8. Our Local Governments

9. India—Symbols and Leaders

Story in This Unit

Eva, Conji, and Mel, land their spaceship in an open field in India, where three children—Ishaan, Pihu, and Manu—are playing. The children are scared when they see the spaceship and the strangers. The visitors introduce themselves and say they have come from a planet called Avora. They explain that they are not here to harm anyone but want to learn about India. Eva and Conji say they are wizards, and Mel says he is a robot, which makes the children excited and curious.

The children start telling the visitors about their country. They share how India is a land full of different places like mountains, plateaus, deserts, and islands. The visitors are amazed and say they would love to see all these places. Before exploring, the visitors ask to meet the children’s elders, explaining that elders are like the caretakers on their planet. The children realise the visitors mean their parents and agree to take them home.

Ishaan offers to take the aliens to his home to meet his parents, marking the beginning of a potential cultural exchange.

Knowing India 6

Learning Outcomes

Students will be able to: understand India’s position as the seventh-largest country by land area, and find India and its neighbouring countries on a map. understand India’s division into states and union territories and explain the roles of the Central and State governments in governance.

Let’s Recall

Recap with the students the knowledge on the Continents and different countries in Asia. Ask the students to solve the riddle in the Get Set section.

Vocabulary

population: the number of people living in a place election: process of choosing the government through voting vote: express one’s choice govern: rule neighbouring countries: countries that share a border or are located close to each other across a sea or ocean

central government: governs the entire country state government: governs specific states union territory: it is not a state and is directly governed by the central government

Teaching Aids

Printed world map and map of India (one for each student), coloured pencils; Flashcards with state names and their capitals, map of India for reference

Chapter: Knowing India

Size and Neighbours

Learning Outcomes

Quest Page 43

The students will be able to understand India’s position as the seventh-largest country by land area, and find India and its neighbouring countries on a map.

Teaching Aids

Printed world map and map of India (one for each student), coloured pencils

Activity

Provide maps to the students.

Instruct the students to locate India on the world map and highlight it in one colour.

On the map of India, ask the students to mark the neighbouring countries with different colours. Also, have the students mark the Arabian Sea, Indian Ocean, and Bay of Bengal and colour them in blue.

Walk around the room to check the student’s progress and assist them if required.

Extension Idea

Ask: Can you name any two countries that are India’s neighbours but are not connected by land. Say: Sri Lanka and Maldives.

States and Union Territories

Learning Outcomes

Quest Page 43

The students should be able to understand India’s division into states and union territories and explain the roles of the Central and State governments in governance.

Teaching Aids

Flashcards with state names and their capitals, map of India for reference

Activity

Divide the class into groups.

Provide each group with a set of 10 flashcards—5 with state names and another 5 with their capitals.

Ask the students to match the state with its capital. The students can refer to the map of India for reference.

Extension Idea

Ask: Who heads the government at the Central level and at the State level?

Say: The Prime Minister heads the government at the Central level, and the Chief Minister heads the government at the State level.

Answers

Get Set Page no. 42

Asia

Chapter Checkup

1. Tick () the correct answer.

A. Japan

B. 18 years

C. New Delhi

2. Fill in the blanks.

A. Arabian

B. population

C. Union Territories

D. Ladakh

3. Match the following.

A. Ladakh → iii. Leh

B. Karnataka → i. Bengaluru

C. Gujarat → iv. Gandhinagar

D. Telangana → ii. Hyderabad

4. Answer the following questions.

A. State governments govern specific states in India.

B. Sri Lanka and Maldives.

C. They are called Union Territories.

D. Yes, India should have good relations with its neighbours because: It helps in trade and economic development. It ensures peace and security in the region.

5. Picture-based questions.

A. States - Kerala, Tamil Nadu Union Territories - Puducherry

B. States - Punjab, Rajasthan, Gujarat Union Territories - Jammu & Kashmir, Ladakh

C. States - Uttarakhand, Uttar Pradesh, Bihar, West Bengal, Sikkim

HOTS

Punjab and Haryana share their capital. Chandigarh is the capital of Punjab and Haryana.

Chandigarh is a Union Territory (UT) governed by an Administrator, who is appointed by the President of India. The Administrator is often the Governor of Punjab or Haryana. Though the capital serves as the shared seat for both states, it is not governed by either state’s government directly.

Physical Features of India

Learning Outcomes

Students will be able to:

identify the highest mountain ranges, especially the Himalayas, its various peaks, and important rivers. understand the features of the Northern Plains, and identify the major rivers, cities, and the importance of agriculture in the region.

understand the features of deserts, particularly the Thar Desert in India. understand the features of the Southern Plateau.

describe the main features of the Coastal Plains of India, including their location, climate, and importance. identify the two main groups of islands in India.

Let’s Recall

Recap with the students the knowledge on the physical features of India. Ask the students to unscramble the words given in the Get Set section.

Vocabulary

originate: start or begin fertile: soil that is good for growing plants densely: thickly humid: damp or moist

port: a place where ships can load or unload goods

Teaching Aids

landforms: natural physical features on the earth

mountain range: a row of mountains

desert: a large area of land covered with sand plateau: it is higher than its surroundings, flat at the top and has steep sides

islands: a land surrounded by water on all sides

Atlas, pencil; Political map of India, green pencil colour; Cardboard, sand, glue, pictures of some desert plants and animals; Pencil colours, reference map of India; Notebook, pencil, information on importance of coastal plains

Chapter: Physical Features of India

The Himalayan Mountains Quest Page 51

Learning Outcomes

The students will be able to identify the highest mountain ranges, especially the Himalayas, its various peaks, and important rivers.

Teaching Aids

Atlas, pencil

Activity

Divide the class into groups.

Using an atlas, ask each group to locate and identify the famous peaks—Mount Everest, Kanchenjunga, Nanga Parbat, and Nanda Devi—and the major rivers—Ganga and Yamuna. Have them circle these features on a map and share their findings with the class.

To make it more interesting, you can add a time element, challenging the groups to find and circle the features within a set time limit.

Extension Idea

Ask: Do you know who was the first woman to climb Mount Everest?

Say: The first Indian woman to climb Mount Everest was Bachendri Pal. She climbed the mountain in 1984.

The Northern Plains Quest Page 51

Learning Outcomes

The students should be able to understand the features of the Northern Plains, and identify the major rivers, cities, and the importance of agriculture in the region.

Teaching Aids

Political map of India, green pencil colour

Activity

Provide each student with a political map of India.

Ask students to carefully mark the area that constitutes the Northern Plains. This region stretches across the northern part of India, below the Himalayas.

Instruct students to label the Northern Plains area on their maps and outline the states that are part of it.

After marking the Northern Plains, students should list the states within this region and their capitals.

Once the activity is complete, review the answers with the class, ensuring they have correctly marked and labelled the states and capitals.

Extension Idea

Ask: Why are many cities and towns located in the Northern Plains?

Say: Many cities and towns are located in the Northern Plains because the land is flat, fertile, and close to water sources like rivers. This makes it easier for people to settle, farm, and build communities.

Learning Outcomes

The students will be able to understand the features of deserts, particularly the Thar Desert in India.

Teaching Aids

Cardboard, sand, glue, pictures of some desert plants and animals Activity

Split the class into small groups.

Give each group a piece of cardboard, glue, sand, and pictures of desert plants and animals (e.g., camel, cactus, snake, etc.).

Instruct students to apply glue evenly on the cardboard and then sprinkle sand over it to create a sandy desert surface. After the sand is sprinkled, let the students tilt the cardboard gently and brush off any extra sand. Have students place the pictures of desert plants and animals on their desert landscape.

Once completed, invite each group to show their desert landscapes to the class and explain the plants and animals they chose.

Extension Idea

Ask: Can you name some plants and animals that live in the Thar Desert?

Say: In the Thar Desert, you can find plants like cactus and thorny bushes, and animals like camels, snakes, lizards, and some types of rodents. They have special features to live in hot, and dry conditions.

The Southern Plateau Quest Page 52

Learning Outcomes

The students will be able to understand the features of the Southern Plateau.

Teaching Aids

Political map of India, pencil colours, reference map of India

Activity

Distribute political maps of India to students.

Ask them to locate and colour the Southern Plateau area. Have students label any 3 important rivers (Godavari, Krishna, and Narmada) and 3 cities in the region (e.g., Hyderabad, Bangalore, and Chennai).

After the activity, discuss the features of the Southern Plateau.

Extension Idea

Ask: How is the peninsular plateau different from northern plains?

Say: The Southern Plateau

The Northern Plains

It is a raised, flat region with a rocky and uneven surface. These are low-lying, flat lands. These lie to the southern part of India. These lie to the northern part of India. It is less fertile. It mostly has black soil. It is more fertile. It mostly has alluvial soil.

The Coastal Plains Quest Page 53

Learning Outcomes

The students will be able to describe the main features of the Coastal Plains of India, including their location, climate, and importance.

Teaching Aids

Notebook, pencil, information on importance of Coastal Plains

Activity

Ask the students to write a letter to a friend explaining what they have learned about the Coastal Plains. In their letter, they should describe in brief the location, features, and importance of the Coastal Plains.

While the students work on their letters, walk around the classroom to review their progress and offer help if needed.

Extension Idea

Ask: What are some of the popular tourist destinations found in the Coastal Plains of India?

Say: Some of the popular tourist destinations found in the Coastal Plains of India are Goa, Mumbai, and Chennai.

The Islands Quest Page 53

Learning Outcomes

The students will be able to identify the two main groups of islands in India.

Teaching Aids

Political map of India, pencil colours

Activity

Provide each student with a political map of India.

Ask them to locate and colour the Andaman and Nicobar Islands in the Bay of Bengal, and the Lakshadweep Islands in the Arabian Sea. Have them use different colours for both islands.

Discuss the location of these islands and their significance in India’s geography.

Extension Idea

Ask: Who lives on these islands, and what is special about their way of life?

Say: Tribal groups live on these islands. They have different ways of life than us, including unique traditions, food, and clothing. They are an important part of our country, and we must respect their ways of life. Great Andamanese Tribe, Nicobarese Tribe are some tribes found on Andaman and Nicobar islands respectively.

Get Set

Answers

Page no. 50

1. INDIA 2. SRI LANKA 3. CHINA

Pause and Answer Page no. 53

1. False 2. True 3. True

Chapter Checkup

1. Tick () the correct answer.

A. Kanchenjunga

B. Camel

C. Indo-Gangetic Plains

2. Fill in the blanks.

A. seventh B. Agriculture

C. Northern Plains D. Lakshadweep

3. Match the following.

A. Andaman and Nicobar → ii. Islands

B. Mumbai → iii. Coastal Plains

C. Delhi → i. Northern Plains

D. Nanda Devi → iv. Himalayas

4. Answer the following questions.

A. The six main physical features of India are:

a. The Himalayas

b. The Northern Plains

c. The Peninsular Plateau

d. The Desert

e. The Coastal Plains

f. The Islands

B. The eastern and western coastal plains meet at Kanyakumari

C. The narrow strips of flat land along the eastern and western sea coasts of India are called the Coastal Plains. The eastern and western coastal plains of India meet at Kanyakumari. The coastal plains receive heavy rainfall, which is good for growing crops such as rice and maize. The weather is hot and humid. Many important parts of India are present here in cities such as Mumbai, Kolkata and Chennai.

D. The landform that lies to the south of the Himalayas is the Northern Plains.

a. The Northern Plains are densely populated.

b. Rivers like the Ganga and the Yamuna, that originate in the Himalayas, flow through these plains. This makes the plains fertile and suitable for farming.

5. Picture-based questions.

A. A plateau

B. The Southern Plateau lies to the south of the Northern Plains.

C. Godavari, and Krishna (Answer may vary.)

HOTS

Jeetu’s uncle should consider buying land in the Gangetic Plains. Here are some reasons why:

1. Fertile Soil: The Gangetic Plains are known for their fertile alluvial soil, which is ideal for growing a variety of crops.

2. Availability of Water: The region is irrigated by several major rivers, including the Ganges, Yamuna, and their tributaries, providing reliable water sources for agriculture.

Our Local Government

Learning Outcomes

Students will be able to: identify different types of civic amenities, and recognise their importance in everyday life. understand what a Gram Panchayat is, who its members are, and the important responsibilities it has in a village.

understand the roles and functions of Municipal Councils and Municipal Corporations and their importance in towns and cities. understand that local government bodies need money to provide public services and that this money comes from taxes paid by people and funds from the government.

Let’s Recall

Recap with the students the knowledge on functions of central and state governments. Ask the students to complete the activity given in the Get Set section.

Vocabulary

welfare: good health and happiness elect: to choose someone for a position disputes: arguments literacy programs: programs to teach how to read and write civic amenities: services that are provided to the people by the government gram panchayat: elected members of gram sabha gram sabha: all the villagers who are 18 years or above pradhan or sarpanch: head of the gram panchayat municipal council: provides public facilities in towns municipal corporation: provides public facilities in cities mayor: the head of a municipal corporation of the city tax: money collected by the government from the people according to their income

Teaching Aids

A4 sheet size chart paper, makers, sketch pens, oil pastels; role cards (Sarpanch, members, villagers), a whiteboard to note decisions, and a simple script or outline for the meeting; notebook, pencil; real bills or sample bills, markers

Chapter: Our Local Government

Civic Amenities

Learning Outcomes

Quest Page 58

The students will be able to identify different types of civic amenities, and recognise their importance in everyday life.

Teaching Aids

A4 sheet size chart paper, makers, sketch pens, oil pastels

Activity

Handout the materials to the students.

Ask the students to draw a poster to show a rough sketch of their locality with 3–4 basic amenities. Ask them to add labels or captions for each amenity.

Guide students to write 1–2 sentences explaining why each amenity is important (e.g., “Streetlights make roads safe at night”).

Students present their posters, describing the amenities and their benefits.

Display the posters in the classroom and discuss the importance of civic amenities together.

Extension Idea

Ask: Can you think of a situation where a civic amenity might be missing in your area? What problems could this cause?

Say: (Encourage students to think about their own experiences.) For example, if there were no streetlights, it would be difficult to walk or drive safely at night, leading to accidents.

Gram Panchayat

Learning Outcomes

Quest Page 58

The students should be able to understand what a Gram Panchayat is, who its members are, and the important responsibilities it has in a village.

Teaching Aids

Role cards (Sarpanch, members, villagers), a whiteboard to note decisions, and a simple script or outline for the meeting

Activity

Split the class into four groups and assign each group a simple scenario (e.g., “The park is dirty and needs cleaning” or “The streetlights are not working”).

In each group, assign roles such as Sarpanch, Panchayat members, and villagers. Ask each group to plan a short discussion based on their scenario. Provide example sentences or prompts to help them (e.g., “What is the problem?” and “How can we solve it?”).

Each group takes turns acting out their Panchayat meeting. The Sarpanch leads the discussion, and the group works together to decide on a solution.

After all groups have presented, discuss what problems they solved and how teamwork helped in decision-making.

Extension Idea

Ask: Why is it important to have women members in the Gram Panchayat?

Say: Women members ensure that the needs of women and children are represented and addressed in the village.

Municipal Council and Municipal Corporation

Learning Outcomes

Quest Page 59

The students will be able to understand the roles and functions of Municipal Councils and Municipal Corporations and their importance in towns and cities.

Teaching Aids

Notebook, pencil

Activity

Ask students to think of one problem in their neighbourhood, such as broken roads, dirty drinking water, litter in parks or streets, or non-functional streetlights.

Explain the task: They will write a short letter to the Mayor or Chairperson, reporting the issue and requesting action.

Provide a basic letter framework: Share a simple format with blanks for students to fill in, such as:

Address the letter to the Mayor or Chairperson. State the problem clearly. Request a solution politely. End with their name.

Guide them through the process: Help students understand how to describe the issue in simple terms and express their request politely.

Extension Idea

Ask: Do you think we should also help take care of public facilities? Why or why not?

Say: Yes, it is our responsibility to take care of public facilities because they are for everyone to use. If we keep them clean and in good condition, they will last longer and help make our community a better place to live.

Sources of Funds

Learning Outcomes

Quest Page 60

The students will be able to understand that local government bodies need money to provide public services and that this money comes from taxes paid by people and funds from the government.

Teaching Aids

Real bills or sample bills, markers

Activity

Prepare the students for this activity by explaining to them that when we buy things (like food, clothes, or toys), we often pay extra money called “tax” on top of the price. This money goes to the government to help pay for public services like schools, hospitals, and roads.

Ask each student to bring in a recent bill (receipt) of something their family has purchased, such as groceries, a meal, or clothing. If any student does not have a bill, they can work in pairs or look at sample bills from the teacher.

Once all the students have their bills, explain the key parts of the bill:

Item Name: What was purchased?

Price: How much each item cost?

Total: The final price of everything after adding taxes.

Tax Component: The additional money paid as tax (this could be labelled as “GST”, “VAT”, or just “Tax”).

Ask the students to circle the tax component on their bill using a marker. If they cannot find the tax on the bill, help them identify it. Show them where the tax is usually listed (it may be on the bottom or in a separate line).

Post the activity, disuss how taxes help pay for services like cleaning streets, building schools, and providing hospitals.

Extension Idea

Ask: Why do we need to pay taxes?

Say: Taxes help the government get money to provide important services like schools, hospitals, and clean roads.

Get Set

Chapter Checkup

1. Tick () the correct answer.

A. Municipal Councillors

B. Sarpanch

C. Municipal Council

2. Fill in the blanks.

A. mayor

B. tax

C. chairperson D. sarpanch

3. Write True or False.

A. True B. False

C. False D. True

Answers

no. 57

4. Answer the following questions.

A. The three functions of the Gram Panchayat are:

a. To keep the village clean.

b. To build and maintain village roads and streetlights.

c. To provide clean and safe drinking water.

B. The people (citizens) of the city elect the members of the Municipal Corporation.

C. The three functions of the Municipal Council are:

a. To provide clean and safe drinking water.

b. To provide medical centres and hospitals.

c. To construct and repair roads, footpaths and streetlights.

D. Local government bodies get their funding from taxes collected from people and from money provided by the government.

5. Picture-based questions.

A. i, ii

B. They get their funding from taxes collected from people and from money provided by the government.

HOTS

1. The local government body in Radha’s village would be the Gram Panchayat, while the local government body at Radha’s cousin would be the Municipal Corporation.

2. The local government at both the places will perform the following functions:

A. Maintain roads

B. Provide clean drinking water

C. To provide medical centres and hospitals

India-Symbols and Leaders 9

Learning Outcomes

Students will be able to:

understand the importance and meaning of the National Flag of India, including its colours, symbols, and respectful handling.

understand the features and significance of the National Emblem of India and the meaning of "Satyameva Jayate."

identify the National Anthem, National Animal, National Bird, and National Flower of India and understand their significance.

learn about the lives and contributions of Mahatma Gandhi, Jawaharlal Nehru, and Mother Teresa.

Let’s Recall

Recap with the students the knowledge on the national symbols. Ask the students to colour the national flag given in the Get Set section.

Vocabulary

identity: who someone or something is prosperity: a condition in which people are happy spokes: rods in a wheel connecting the outer circle to the centre diversity: having many different people, cultures, languages, etc.

national park: a forest area protected by the government endangered: a category of animals or birds which is at risk of dying out inspire: to motivate someone to do something non-violence: not harming others

national symbol: something that represents a nation’s culture and values, and works as its identity national emblem: a symbol of the nation which is used for official work nun: a religious woman who spends her life in service of the poor and needy

Teaching Aids

Chart papers, coloured pencils, markers, crayons, a reference image of the National Flag; Coins with National emblem, plain white sheets, soft lead pencils; A4 sheets, coloured pencils, markers, crayons; Strips of paper, strings, glue, markers, tape

Chapter: India—Symbols and Leaders

National Symbols - National Flag

Learning

Outcomes

Quest Page 64

The students will be able to understand the importance and meaning of the National Flag of India, including its colours, symbols, and respectful handling.

Teaching Aids

Chart papers, coloured pencils, markers, crayons, a reference image of the National Flag

Activity

Divide the students into small groups. Provide materials to each group. Write some example rules for respecting the National Flag on the board to guide their ideas.

Ask each group to design a poster that includes at least 3–5 rules, using both drawings and short sentences. Encourage creativity by allowing students to add decorative borders, symbols, or meaningful slogans like “Respect Our National Flag.”

Display the completed posters around the classroom or in the school corridor to share the students’ work with others.

Extension Idea

Ask: Why should we never keep the flag on the ground?

Say: Keeping the flag on the ground shows disrespect. We must always hold it with pride and care.

National Symbols - National Emblem

Learning Outcomes

Quest Page 65

The students should be able to understand the features and significance of the National Emblem of India and the meaning of “Satyameva Jayate.”

Teaching Aids

Coins with National emblem, plain white sheets, soft lead pencils

Activity

Provide the materials to the students.

Place the coin flat on a desk with the side showing the National Emblem facing up. Ask the students to place their paper over the coin. Show them how to gently rub their pencil sideways over the paper to create a clear tracing of the emblem. Once the emblem is traced, have them observe the details. Ask them to label parts like the lions, the wheel (Ashok Chakra), and any visible text.

After they complete the activity, discuss what they see and explain the importance of the emblem.

Extension Idea

Ask: Give any two examples where you can see the national emblem in your daily life.

Say: Currency notes, government documents like Aadhar cards, passports, etc.

National Symbols - Anthem, Animal, Bird, Flower

Learning Outcomes

The students will be able to identify the National Anthem, National Animal, National Bird, and National Flower of India and understand their significance.

Teaching Aids

A4 sheets, coloured pencils, markers, crayons Activity

Provide the materials to the students.

Ask the students to draw any two of the National Symbols (Tiger, Peacock, or Lotus). Ask them to colour their drawings and write one fact about each symbol.

Finally, ask the students to write the first two lines of the National Anthem, “Jana-Gana-Mana Adhinayaka Jaya He.” neatly on the same sheet.

Once they are done, display their work on the class display board or wall.

Extension Idea

Ask: What do the national animal and our national flower symbolise?

Say: Our national animal, the Royal Bengal Tiger, is a symbol of strength, power, and grace. And, our national flower, the Lotus symbolises truth, knowledge, and wealth.

Great Leaders

Learning Outcomes

The students will be able to learn about the lives and contributions of Mahatma Gandhi, Jawaharlal Nehru, and Mother Teresa.

Teaching Aids

Strips of paper, strings, glue, markers, tape, pictures of the leaders Activity

Divide the class into three groups and assign one leader to each group (Mahatma Gandhi, Jawaharlal Nehru, or Mother Teresa).

Ask each student in the group to research and bring: One key event from their assigned leader’s life; One famous quote from the leader.

In-Class Activity:

Have the students sit in their assigned groups. Within each group, they will arrange the key events brought by members in the correct chronological order to create a timeline.

Ask them to attach the events to a string to form the timeline. Below each event, they will add the corresponding quotes brought by their group members. At the top of the timeline, paste a picture of the leader to complete the display.

Once the students have finished, invite each to present their timeline to the class.

Extension Idea

Ask: Can you name any two values that we learn from these leaders?

Say: Non-violence, honesty. (Answer may vary.)

Answers

Get Set Page no. 64

(Do as directed)

Chapter Checkup

1. Tick () the correct answer.

A. Jawaharlal Nehru

B. Knowledge

C. The Royal Bengal Tiger

2. Write True or False.

A. False B. False

C. True D. False

3. Match the Following.

A. National Anthem → ii. Jana-Gana-Mana

B. National Song → iii. Vande Mataram

C. First Prime Minister → iv. Jawaharlal Nehru

D. Father of the Nation → i. Mahatma Gandhi

4. Short-answer questions.

A. To respect our national flag, we must make sure that: It is never kept on the ground. There should be no other flag above it. The saffron band should be at the top. The flag should be carried over our right shoulder. It should be held in the front of a gathering. We should never hoist a torn or a dirty flag.

B. It means ‘truth always wins’.

C. The national emblem is used on government documents and letters, coins, and currency notes.

D. Mother Teresa was awarded the Nobel Peace Prize.

E. National Emblem of India

5. Picture-based questions.

A. The Royal Bengal Tiger /Tiger

B. This is India’s national animal.

HOTS

New Symbol - A Rainbow Lotus.

The lotus is already special in India, symbolising truth, knowledge and wealth. A rainbow lotus would have many colours, representing India’s diversity and unity. Each colour would stand for something important, like love, peace, kindness, courage, and so on. It would remind us that even though we are all different, we grow together beautifully, just like the lotus in water.

Exploring India

Chapters in This Unit

10. Delhi

11. Mumbai

12. Chennai

13. Kolkata

Story in This Unit

The story continues with Ishaan bringing his new friends, Conji, Mel, and Eva, to meet his father, Dr Vikram. At first, Dr Vikram is cautious and questions who they are. Conji explains that they have come from another planet, Avora, and want to learn about Earth. Suddenly, the Locator, a device they brought from their planet, starts beeping loudly, and the Trio rushes outside. The beeping stops after a while, but Dr Vikram becomes suspicious and demands the truth. The Trio confesses that they are not just visitors; they are on a mission to find and capture an evil wizard, Lord Ero, who has escaped from their planet and is now hiding on Earth.

The Locator shows four possible locations—Delhi, Mumbai, Chennai, and Kolkata. The children explain to the Trio that these cities are very important for India, as they are centres of culture, industry, education, and tourism. Dr Vikram then reveals that he saw news reports about break-ins at historical museums in these cities. Though the museums were damaged, nothing seemed to be stolen. Ishaan guesses that Lord Ero might not have found what he was searching for. The group realises that the wizard may be targeting these cities for a bigger reason. Dr Vikram invites everyone back inside to discuss the situation further.

Delhi 10

Learning Outcomes

Students will be able to: identify and describe Delhi’s location, climate, and importance as India’s capital city, including its key government buildings and administrative setup. understand and explain the various transportation systems in Delhi, including their connectivity to neighbouring cities and regions. explore Delhi’s diverse culture through its food, festivals, languages, clothing, and historical monuments, while understanding the importance of preserving our heritage.

Let’s Recall

Recap with the students the knowledge on the important cities of India with special reference to Delhi. Ask the students to read the clues given in the Get Set section and name the monuments.

Vocabulary

tourist: a person who travels to different places when they are on holiday significance: importance hoist: raise something high using ropes metro rail: an electric railway system within a city

Teaching Aids

Political map of India, sketch pens, markers, pencils; Chart papers, coloured markers; Sketch pens, crayons, pictures of Delhi’s Street food, clothing, festivities and famous tourist places

Chapter: Delhi

Location and Climate Quest Page 74

Learning Outcomes

The students will be able to identify and describe Delhi’s location, climate, and importance as India’s capital city, including its key government buildings and administrative setup.

Teaching Aids

Political map of India, sketch pens, markers, pencils

Activity

Give each student an outline map of India. Help them locate Delhi on the map and colour it.

Ask the students to mark neighbouring states (Haryana and UP) and draw the Yamuna River in blue.

Instruct the students to paste the map in their notebook and mention key points related to Delhi’s climate and names of key government buildings like parliament house, Rashtrapati Bhawan, etc. alongside the map.

Extension Idea

Ask: Why do you think Delhi was chosen as India’s capital?

Say: Delhi is in the middle of North India, making it easy to reach from different parts of the country. It has a rich history and was a capital city even in ancient times.

Transportation Quest Page 75

Learning Outcomes

The students should be able to understand and explain the various transportation systems in Delhi, including their connectivity to neighbouring cities and regions.

Teaching Aids

Chart papers, coloured markers

Activity

Divide the class into groups and assign each group two destinations:

Two within Delhi

Two within India (outside Delhi) Two international cities

Ask each group to create a travel plan for visiting these destinations, including:

Mode of travel (e.g., metro, bus, train, flight)

Estimated travel cost

Most efficient way to travel

Time required for travel

Assist the students to get this information.

(Note: The students can be asked to collect the information a day prior to the activity.)

Have students present their travel plan on a small chart paper, using creativity to display the information. After the presentations, discuss the different travel plans in class.

Extension Idea

Ask: Why are nearby cities like Noida and Gurugram connected to Delhi’s transport system?

Say: Many people live in these cities but work in Delhi, or vice versa. Good transport connections help people travel easily for work, study, or other purposes. It’s like having one big connected family of cities.

Culture and Famous Places

Learning Outcomes

Quest Pages 76, 77

The students will be able to explore Delhi’s diverse culture through its food, festivals, languages, clothing, and historical monuments, while understanding the importance of preserving our heritage.

Teaching Aids

Chart papers, sketch pens, markers, crayons, pictures of Delhi’s Street food, clothing, festivities and famous tourist places

Activity

Ask the students to bring pictures related to Delhi’s culture, like famous street food, festivals, clothing, and tourist places.

Draw a rough outline of Delhi’s map on a large chart paper. Let students paste their pictures inside the map to create a collage showcasing Delhi’s culture.

Display the completed collage on a classroom wall labelled “Delhi.”

Explain that over time, students will create similar collages for three more cities to form a “Four Corners of India” display, each representing a different city’s culture.

Extension Idea

Ask: Why should we follow rules while visiting monuments? Can you list a few?

Say: These monuments are like old storybooks - they tell us about our history. If we damage them, we lose these stories forever. They also help us learn about how people lived long ago. Some rules which we must follow are:

1. Avoid touching or damaging the structures.

2. Do not litter; use dustbins.

3. Follow signs and instructions at the site.

4. Maintain silence and peace.

5. Respect the monument’s historical importance.

Get Set

1. India Gate 2. Red Fort

Answers

Page no. 74

Pause and Answer Page no. 77

1. Yamuna

2. Indira Gandhi International Airport

3. buses

Chapter Checkup

1. Tick ( ) the correct answer.

A. Haryana and Uttar Pradesh

B. The National Capital Territory of Delhi

C. Red Fort

2. Fill in the blanks.

A. Red Fort B. South Block

C. Jama Masjid D. Qutub Minar

3. Write True or False.

A. False B. False C. False

4. Match the following.

A. Khari Baoli → iii. Largest spice market in Asia

B. South Block → ii. Prime Minister ’s Office

C. Rashtrapati Bhavan → i. President of India

5. Answer the following questions.

A. Delhi is located in the Northern Plains. So, it gets very hot in summers and becomes very cold during winters. Delhi receives good rainfall during the monsoons in July and August.

B. Two types of local transport in Delhi are the Delhi Metro and DTC buses.

C. Languages spoken in Delhi include Hindi, English, Urdu, and Punjabi.

D. No, cotton clothes cannot be worn year-round in Delhi because winters are very cold, and people need warm woollen clothes during that time.

6. Picture-based questions.

A. This is the Rashtrapati Bhavan, the official residence of the President of India.

B. The Rashtrapati Bhavan is important because it serves as the home of the President of India and is a symbol of India’s democracy and governance. It is also a historic architectural landmark in Delhi.

HOTS

Delhi’s diverse population influences its food, festivals, and languages.

1. Food: You can find dishes from all over India, like dosas, chole bhature, and dal baati, making the city a food hub.

2. Festivals: Festivals like Diwali, Eid, Holi, and Christmas are celebrated, showcasing unity in diversity.

3. Languages: Hindi, Punjabi, Urdu, English, and many regional languages are spoken, reflecting cultural variety.

This mix makes Delhi vibrant and unique.

Mumbai 11

Learning Outcomes

Students will be able to: explore Mumbai’s geographical location, historical significance, and its role as India’s financial hub, along with its unique climate shaped by the Arabian Sea. understand Mumbai’s significance as an industrial and entertainment hub, its role as a significant port city and also explore its various transportation systems. explore Mumbai’s diverse culture through its food, festivals, languages, clothing, and famous tourist places.

Let’s Recall

Recap with the students the knowledge on the important cities of India with special reference to Mumbai. Ask the students to answer the question given in the Get Set section.

Vocabulary

financial: relating to money moderate: medium

oilfield: an area under the sea where oil is found immerse: to put something in water completely eco-friendly: something that does not harm the environment local trains: trains that connect different places

Bollywood: Hindi film industry located in Mumbai nauvari: a traditional saree worn by women in Maharashtra pheta: a traditional Marathi turban worn by men and women

Teaching Aids

Political map of India, sketch pens, glue, markers, pencils, large political map of India for reference; Two sets of flash cards related to transportation and industries of Mumbai; Chart papers, crayons, pictures of Mumbai’s Street food, clothing, festivities and famous tourist places

Chapter: Mumbai

Location

and Climate

Learning Outcomes

Quest Page 81

The students will be able to explore Mumbai’s geographical location, historical significance, and its role as India’s financial hub, along with its unique climate shaped by the Arabian Sea.

Teaching Aids

Political map of India, sketch pens, glue, markers, pencils, large political map of India for reference

Activity

Give each student an outline map of India. Help them locate the state of Maharashtra on the map and colour it. Then, mark the location of Mumbai.

Next, ask the students to mark and colour the neighbouring states.

Instruct the students to paste the map in their notebooks and mention key points related to Mumbai’s climate and names of key government officials who have their residences and offices in Mumbai.

Extension Idea

Ask: Why is Mumbai’s weather different from other cities?

Say: The Arabian Sea acts like Mumbai’s air conditioner! It keeps the city cool in summer and warm in winter. The sea also brings lots of rain during monsoons, like a big water sprinkler in the sky.

Transport and Industries

Learning Outcomes

Quest Page 82

The students should be able to understand Mumbai’s significance as an industrial and entertainment hub, its role as a significant port city and also explore its various transportation systems.

Teaching Aids

Two sets of flash cards related to transportation and industries of Mumbai Activity

Create two sets of flashcards—one with names of places and industries in Mumbai (e.g., Nhava Sheva, Chhatrapati Shivaji Terminus, Bombay High, Bollywood) and the other with their corresponding descriptions (e.g., Port, Railway Station, Oil Field, Film Industry, Textile Industry, etc.).

Split the class into small groups. Hand out the flashcards to each group, making sure each group has a mix of both sets of cards.

Ask students to work together within their groups and match the correct cards. For example, like Nhava Sheva Port, Chhatrapati Shivaji Terminus - railway station, cotton- textile industry, Bombay High- oil field, Bollywoodfilm industry, Local trains - travel to surrounding areas and so on.

As the groups work, walk around the classroom to review their progress and provide help if needed.

Once all the groups have completed the matching, you can ask a few groups to share their answers with the class and discuss the cards.

Extension Idea

Ask: How do local trains help Mumbai?

Say: Local trains are like Mumbai’s lifeline - they carry millions of people every day, just like blood vessels carry blood in our body. They help people reach their schools, offices, and homes quickly and cheaply.

Culture and Famous Places

Learning Outcomes

Quest Page 83

The students will be able to explore Mumbai’s diverse culture through its food, festivals, languages, clothing, and famous tourist places.

Teaching Aids

Chart papers, sketch pens, markers, crayons, pictures of Mumbai’s Street food, clothing, festivities and famous tourist places

Activity

Ask the students to bring pictures related to Mumbai’s culture, like famous street food, festivals, clothing, and tourist places.

Draw a rough outline of Mumbai’s map on a large chart paper. Let students paste their pictures inside the map to create a collage showcasing Mumbai’s culture.

Display the completed collage on a classroom wall labelled “Mumbai”.

Explain that over time, students will create similar collages for two more cities to form a “Four Corners of India” display, each representing a different city’s culture.

Extension Idea

Ask: What is the famous folk-dance form of the state of Maharashtra?

Say: Lavani

Answers

Get Set Page no. 81

Mumbai

Pause and Answer Page no. 83

1. Arabian Sea

2. Bollywood

3. western Chapter Checkup

1. Tick () the correct answer.

A. Bombay

C. Arabian Sea

B. Moderate

D. Nauvari sari

2. Fill in the blanks.

A. Ganesh Chaturthi B. Bhelpuri and Pao bhaji

C. Marathi D. Maharashtra

3. Write True or False.

A. True B. True

C. True D. False

4. Match the following.

A. Pheta → iii. Traditional clothing

B. Chowpatty → i. Beach

C. Bombay High → iv. Oil field

D. Vada Pao → ii. Famous food

5. Answer the following questions.

A. Mumbai is located on the western coast of India, near the Arabian Sea.

B. Three famous tourist places in Mumbai are:

Gateway of India

Marine Drive

Taraporewala Aquarium

C. Yes, it is correct. Two reasons are: Mumbai is India’s financial and business hub, home to the Bombay Stock Exchange and many industries.

It is a major port city and has the busiest airport, connecting India to the world.

D. Bombay High is an oil field located in the Arabian Sea, near Mumbai. It is an important source of oil and natural gas for India.

E. The most important festival celebrated in Mumbai is Ganesh Chaturthi.

6. Picture-based questions.

A. Marine Drive, Mumbai

B. Arabian Sea

C. Yes, Nhava Sheva or Jawaharlal Nehru Port.

HOTS

Mumbai’s location on the coast helps it become an important centre for trade and industry because:

1. It has a big port where ships bring and take goods to other countries.

2. Being near the Arabian Sea makes it easy to transport things like clothes, electronics, and oil.

3. Many industries grow here because they can send their products to the world easily.

4. This creates jobs and helps Mumbai grow into a busy, important city.

Chennai 12

Learning Outcomes

Students will be able to: identify and describe Chennai’s location, climate, and importance as Tamil Nadu’s capital. understand and explain the various transportation systems in Chennai, including their connectivity to neighbouring cities and regions. explore Chennai’s diverse culture through its food, festivals, languages, clothing, and famous tourist places.

Let’s Recall

Recap with the students the knowledge on the important cities of India with special reference to Chennai.

● Ask the students to read the clues and guess the name of the cricket team given in the Get Set section.

Vocabulary

port city: a city located close to the sea and built around a port textiles: relating to garments harvest: when crops are ready to be cut and collected from the fields

veshti: white unstitched cloth wraps for the lower body

pavadai: a long skirt in a cone shape that is tied around the waist

kanjeevaram: special silk sarees worn in Chennai staple: a food item which is eaten almost daily

Teaching Aids

Political map of India, sketch pens, markers, pencils; Chart papers, coloured markers; Sketch pens, crayons, pictures of Chennai’s Street food, clothing, festivities and famous tourist places

Chapter: Chennai

Location and Climate Quest Page 90

Learning Outcomes

The students will be able to identify and describe Chennai’s location, climate, and importance as Tamil Nadu’s capital.

Teaching Aids

Political map of India, sketch pens, markers, pencils

Activity

Give each student an outline map of India. Help them locate the state of Tamil Nadu on the map and colour it. Then, have them mark the city of Chennai.

Next, ask the students to mark its neighbouring states and colour them in different colours.

Instruct the students to paste the map in their notebook and mention key points related to Chennai’s climate and names of key government officials who have their residences and offices in Chennai.

Extension Idea

Ask: Why is Chennai’s weather hot and humid throughout the year?

Say: Chennai is like having a hot water bath nearby all the time! The Bay of Bengal keeps the city warm and adds moisture to the air, making it feel like a warm, wet blanket.

Transport and Industries

Learning Outcomes

Quest Page 90

The students should be able to understand and explain the various transportation systems in Chennai, including their connectivity to neighbouring cities and regions.

Teaching Aids

Chart papers, coloured markers, pencil colours

Activity

Divide the class into small groups, assigning each group a specific industry found in Chennai (e.g., automobile, leather, IT, or textiles).

Ask each group to gather information about their assigned industry, including its way of working, key features, and importance. Encourage them to find pictures related to the industry.

Once they have collected the information and pictures, guide them to organise it into clear sections (e.g., introduction, process, products, and importance).

Provide chart paper and art supplies. Have each group paste the pictures and write the information neatly on the chart paper, using headings and bullets.

Once all groups finish their charts, ask each group to present their findings to the class, explaining the industry’s working and significance.

Extension Idea

Ask: Name two industries in Chennai.

Say: Two industries in Chennai are the IT industry and the cotton textile industry.

Culture and Famous Places

Learning Outcomes

Quest Page 91

The students will be able to explore Chennai’s diverse culture through its food, festivals, languages, clothing, and famous tourist places.

Teaching Aids

Chart papers, sketch pens, markers, crayons, pictures of Chennai’s Street food, clothing, festivities and famous tourist places

Activity

Ask the students to bring pictures related to Chennai’s culture, like famous street food, festivals, clothing, and tourist places.

Draw a rough outline of Chennai’s map on a large chart paper. Let students paste their pictures inside the map to create a collage showcasing Chennai’s culture.

Display the completed collage on a classroom wall labelled “Chennai”.

Explain that over time, students will create similar collages for one more city to form a “Four Corners of India” display, each representing a different city’s culture.

Extension Idea

Ask: Which is a harvest festival celebrated in Chennai?

Say: Pongal

Pause and Answer

2. Pongal

3. Carnatic

Chapter Checkup

1. Tick () the correct answer.

A. Madras B. St Thomas Church

C. Bay of Bengal D. Bharatnatyam

2. Fill in the blanks.

A. Avadi B. Guindy

C. Marina Beach D. pavadai

3. Write True or False.

A. False B. True

C. False D. False

4. Match the following.

A. Kesari → iv. Sweet Dish

B. Veshti → iii. Men’s clothing

C. Carnatic → i. Form of music

D. Pongal → ii. Celebrated for four days

5. Answer the following questions.

A. Some important industries in Chennai are information technology (IT), cotton textiles, leather, and oil refineries.

B. Three famous tourist places in Chennai are Marina Beach, Fort St George, and Kapaleeshwarar Temple.

C. Traditional clothes for men are veshti and shirts. Women wear cotton sarees and blouses. Girls can be seen wearing pavadai.

D. Chennai has a hot and humid climate throughout the year, with no cold winters, unlike Delhi, which experiences extreme summers and cold winters.

E. The popular dance form of Chennai is Bharatnatyam, and the popular music form is Carnatic music.

6. Picture-based questions.

A. Kanjeevaram

B. Chennai

HOTS

Similarities

Both Chennai and Mumbai are coastal cities located near the sea (Bay of Bengal for Chennai and Arabian Sea for Mumbai).

They are important port cities that support trade and commerce.

Both cities are industrial hubs with major industries like textiles, IT, and automobile in Chennai, and cotton, electronics, and film in Mumbai.

Differences

Chennai is known for Bharatnatyam and Carnatic music, while Mumbai is famous for Bollywood and Marathi culture.

Mumbai has an extensive local train network, while Chennai is expanding its metro rail system.

Chennai faces the Bay of Bengal, whereas Mumbai faces the Arabian Sea.

Kolkata 13

Learning Outcomes

Students will be able to: understand Kolkata’s geographical location, historical significance, climate, and its role as the capital of West Bengal.

understand Kolkata’s unique transport system, the concept of twin cities, and its industrial importance. explore Kolkata’s diverse culture through its food, festivals, languages, clothing, and famous tourist places.

Let’s Recall

Recap with the students the knowledge on the important cities of India with special reference to Kolkata. Ask the students to read the poem given in the Get Set section.

Vocabulary

port city: a city built around a port twin cities: two cities that are similar in size, culture and activities that happen there tram: a vehicle that runs on tracks that are laid out on the street metro: a railway that is used to travel within a city; and which runs on electricity museum: a place where interesting objects are kept for people to see

Teaching Aids

Political map of India, sketch pens, markers, pencils; Flashcards with pictures of transport modes (tram, metro, Howrah Bridge, airport, etc.), Name tags with transport names; Sketch pens, crayons, pictures of Kolkata’s Street food, clothing, festivities and famous tourist places

Chapter: Kolkata

Location and Climate Quest Page 96

Learning Outcomes

The students will be able to understand Kolkata’s geographical location, historical significance, climate, and its role as the capital of West Bengal.

Teaching Aids

Political map of India, sketch pens, markers, pencils

Activity

Give each student an outline map of India. Help them locate the state of West Bengal on the map and colour it. Then, have them mark the city of Kolkata and also river Hooghly.

Next, ask the students to mark its neighbouring states and colour them in different colours.

Instruct the students to paste the map in their notebook and mention key points related to Kolkata’s climate.

Extension Idea

Ask: How do you think the location of Kolkata helped it become an important trade centre during British rule? Say: Kolkata’s location near the river and sea made it easy to transport goods, making it a key trade centre during British rule.

Transport

and Industries

Learning Outcomes

Quest Page 97

The students should be able to understand Kolkata’s unique transport system, the concept of twin cities, and its industrial importance.

Teaching Aids

Flashcards with pictures of transport modes (tram, metro, Howrah Bridge, airport, etc.), Name tags with transport names

Activity

Print and cut out flashcards with pictures of different transport modes in Kolkata (trams, metro, bridges, airport, etc.). Also, prepare separate name tags with their names. Show each flashcard to the students and briefly explain what it is.

Mix up the picture flashcards and name tags.

Call students one by one and ask them to pick a flashcard and find the correct name tag.

Once matched, ask the student to say the name aloud.

Go through all matches, correct if needed, and discuss the importance of each transport mode in Kolkata.

Extension Idea

Ask: What makes Kolkata’s metro special?

Say: Kolkata Metro is special because it is India’s first underground metro. It also has a section that runs underwater beneath the Hooghly River, making it the first underwater metro in India

Learning Outcomes

The students will be able to explore Kolkata’s diverse culture through its food, festivals, languages, clothing, and famous tourist places.

Teaching Aids

Chart papers, sketch pens, markers, crayons, pictures of Kolkata’s Street food, clothing, festivities and famous tourist places

Activity

Ask the students to bring pictures related to Kolkata’s culture, like famous food, festivals, clothing, and tourist places.

Draw a rough outline of Kolkata’s map on a large chart paper. Let students paste their pictures inside the map to create a collage showcasing Kolkata’s culture.

Display the completed collage on a classroom wall labelled “Kolkata”.

Have the students go around the classroom to explore the four corners of India, representing the culture of different cities.

Extension Idea

Ask: Name any two famous food of Kolkata.

Say: Jhal Muri, Roshogulla. (Answers may vary.)

(Do as Directed)

Chapter Checkup

1. Tick () the correct answer.

A. West Bengal

C. Durga Puja

2. Fill in the blanks.

A. Sandesh

C. Rabindranath Tagore

3. Write True or False.

A. True

C. True

B. Hooghly

D. Bengali

B. Eden Gardens

D. Rabindra Setu

B. True

D. False

Answers

4. Answer the following questions.

A. Victoria Memorial, Fort William

B. Jute Industry, Textile Industry

C. Road Transport - Trams, Buses, Taxis, Auto-rickshaws; Rail Transport - Metro (including underwater metro), Trains; Airways - Airplanes; Water transport - Ferries etc.

D. The main festivals celebrated in Kolkata are Durga Puja and Kali Puja. Big idols of goddesses are specially made for Durga Puja and large pandals (tents) are put up across the city. People celebrate this festival with great joy, and in large numbers, for five days.

5. Picture-based questions.

A. The Bay of Bengal is near Kolkata.

B. Fish is popular in Kolkata because the city is located near rivers and the Bay of Bengal, providing plenty of fresh fish.

C. Kolkata has a humid subtropical climate. It is usually hot and humid in summer, with heavy rains during the monsoon season. Winters are mild and pleasant.

HOTS

Differences between Kolkata and Delhi

Kolkata has trams and an underwater metro, which Delhi does not have.

Kolkata is hot and humid, while Delhi has very hot summers and cold winters.

Kolkata is located near the Hooghly River, while Delhi has the Yamuna River.

Similarities

Both are major cities in India with busy airports, railway stations.

Both cities are important educational hubs.

Both cities have deep historical roots. Kolkata was once the capital of British India, and it has retained many colonialera landmarks, whereas Delhi has been the capital of several empires, including the Mughal Empire.

Our Needs Unit 4

Chapters in This Unit

14. The Food We Eat

15. The Clothes We Wear

16. Our Festivals

17. Work People Do

Story in This Unit

Dr Vikram, Ishaan, Manu, and Pihu, along with the Trio, are discussing ways to stop Lord Ero, a powerful wizard from Avora who practices Dark Magic. Lord Ero can change his appearance and blend in with people on Earth, making him hard to find. The group talks about Lord Ero’s past as a genius wizard who became dangerous due to his greed for power. While trying to locate him, Conji accidentally breaks the Locator, a device the Trio uses to track him. Mel is upset, but Ishaan reassures everyone, saying his father, a scientist, can help fix it.

As they prepare to solve the problem, Manu suggests they eat first to gain energy. However, the group realises their food needs are different from Earth’s. Conji and Eva drink magic potions, while Mel recharges her battery, highlighting the differences between people from different planets. Dr Vikram finds this interesting, and everyone agrees that taking a break to eat will help them think more clearly.

The Food We Eat

Learning Outcomes

Students will be able to: identify staple foods of different regions in India, understand the importance of grains in meals, and recognise the variety of pulses grown in the country. identify and categorise fruits and vegetables based on their seasons and regions of growth in India. identify and describe common oilseeds and spices used in Indian cooking, and understand their importance in food preparation. identify different Indian sweets and connect them to their regional origins and cultural celebrations. understand the importance of a balanced diet and identify the different categories of diets as - vegetarian, non-vegetarian, and vegan diets.

understand how food grown in different parts of India is transported and made available to people across the country.

Let’s Recall

Recap with the students the knowledge on food they eat.

Ask the students to observe the picture given in the Get Set section and attempt the questions.

Vocabulary

seasonal: available only in a particular season steamed: food cooked by putting it over boiling water and letting it cook in that steam baked: food cooked in an oven roasted: food cooked over a fire or in an oven until it gets brown and crispy wholesale markets: large markets where farmers sell their harvest to shopkeepers

Teaching Aids

staple food: any food item that is most commonly eaten by people in a region oilseeds: seeds from which we get oil used for cooking non-vegetarian: a diet that consists of meat and eggs

vegetarian: a diet that excludes meat

vegan: a diet that excludes meat, eggs, dairy and sometimes even honey

Samples of pulses, grains, small plastic bags with seal, sticky notes, glue/stapler, notebooks, marker pens; Pictures of fruits and vegetables, chart papers, glue, marker pens; Samples of spices and oil seeds in small plastic sealed pouches; Notebooks, glue, recipes of regional sweets, pictures of sweets; Pictures of food; Simple props like pictures of food, play money, and labels for roles

Chapter: The Food We Eat

Grains and Pulses

Learning Outcomes

The students will be able to identify staple foods of different regions in India, understand the importance of grains in meals, and recognise the variety of pulses grown in the country.

Teaching Aids

Samples of pulses, grains, small plastic bags with seal, sticky notes, glue/stapler, notebooks, marker pens

Activity

Instruct students to bring two grains and two pulses that are commonly eaten in their homes.

Example: Grains could be rice, wheat, bajra, etc., and pulses could be moong, masoor, rajma, etc.

On the day of the activity, ask students to pair up with a classmate. Students will exchange their samples with each other.

Each student will paste the samples in their notebook.

Below each sample, they will write the name of the grain or pulse.

After pasting and labelling the samples, ask the students to share the names of the grains and pulses they have brought.

Encourage them to discuss where and how these grains and pulses are used in their homes or regions.

Extension Idea

Ask: What is the staple food of your region?

Say: Wheat (Answer may vary.)

Fruits and Vegetables

Learning Outcomes

The students should be able to identify and categorise fruits and vegetables based on their seasons and regions of growth in India.

Teaching Aids

Pictures of fruits and vegetables, chart papers, glue, marker pens

Activity

Split the class into small groups of 4–5 students.

Hand out pictures of various fruits and vegetables to each group.

Give each group a piece of chart paper.

Ask them to draw 4 columns on the chart paper labelled as- Summer Fruits, Summer Vegetables, Winter Fruits, Winter Vegetables.

Ask each group to sort the pictures they have received into the correct columns (summer fruits, summer vegetables, winter fruits, winter vegetables).

In each column, the group should write the names of the fruits and vegetables next to the pictures.

For each fruit and vegetable, students should write the place in India where that particular item is grown (e.g., Nagpur - Oranges, Kashmir - Apples, Shimla - Apples).

Once the groups have completed their charts, each group presents their chart to the class, explaining which fruits and vegetables are available in summer or winter and where they are grown.

Extension Idea

Ask: Do you know where the famous Alphonso mangoes are grown?

Say: The famous Alphonso mangoes are grown mainly in the Ratnagiri region of Maharashtra. They are also cultivated in parts of Gujarat, Karnataka, and Uttar Pradesh.

Oilseeds and Spices

Learning Outcomes

Quest Page 111

The students will be able to identify and describe common oilseeds and spices used in Indian cooking, and understand their importance in food preparation.

Teaching Aids

Samples of spices and oil seeds in small plastic sealed pouches Activity

Split the class into 4–5 teams, depending on the class size.

Prepare small pouches with different spices (e.g., turmeric, cumin, coriander, cardamom, cloves, etc.). Make sure the spices are easily identifiable and safe to handle.

Show one spice pouch at a time to the first team.

The team must identify the spice and explain its common use in cooking (e.g., turmeric for curry, cardamom for desserts).

For each correct identification and use, award the team 2 points. After each correct answer, move to the next team and show them a new spice pouch. Repeat this process for each team.

The team with the most points at the end of the activity wins.

Extension Idea

Ask: Do you know which part of the plant spices like cumin and cardamom come from?

Say: Cumin and cardamom are seeds.

Sweets

Learning Outcomes

Quest Page 111

The students will be able to identify different Indian sweets and connect them to their regional origins and cultural celebrations.

Teaching Aids

Notebooks, glue, recipes of regional sweets, pictures of sweets

Activity

Ask students to bring a recipe of a regional sweet that is commonly made in their family or region. Encourage them to ask their parents or guardians for the recipe.

Have the students paste the recipe of the regional sweet in their notebooks, and paste related pictures.

Along with the recipe, students should write down the occasions or festivals when the sweet is usually prepared and eaten (e.g., Diwali, Eid, weddings, etc.).

Once the students are done, invite them to share the name of their sweet and the occasion when it is eaten with the class.

Extension Idea

Ask: As shrikhand is a popular sweet of Maharashtra, sandesh and roshogolla are popular sweets of West Bengal, Mysore Pak is popular sweet from which place?

Say: Mysore Pak is a popular sweet from Mysore, which is in the state of Karnataka.

The Indian Way of Cooking

Learning

Outcomes

The students will be able to understand the importance of a balanced diet and identify the different categories of diets as - vegetarian, non-vegetarian, and vegan diets.

Teaching Aids

Pictures of food, notebooks, glue, markers/pens

Activity

Ask each student to bring a picture of their favourite food to class. Then, ask them to paste the picture on a page in their notebook.

Instruct the students to write under the picture how the food is usually cooked (e.g., fried, grilled, baked, steamed, boiled, or roasted).

Have the students then categorise their food as either vegetarian, non-vegetarian, or vegan.

Once students have completed the activity, invite them to share the food they chose, the cooking method, and its category with the class.

Extension Idea

Ask: How is a vegetarian diet different from a vegan diet?

Say: A vegetarian diet does not include meat but may include dairy products and eggs. A vegan diet, on the other hand, excludes meat, dairy, eggs, and sometimes even honey, i.e., all things we get from animals.

Transportation of Food

Learning Outcomes

The students will be able to understand how food grown in different parts of India is transported and made available to people across the country.

Teaching Aids

Simple props like pictures of food, play money, and labels for roles

Activity

Clear a space in the classroom for the role play and set up a simple market area with tables or corners to represent the “store”.

Split the class into 4–5 small groups.

Assign each group a role: farmers, truck drivers, shopkeepers, and customers.

Give students props like pictures or cutouts of food (e.g., fruits, vegetables), play money, and role labels (e.g., “Farmer”, “Truck Driver”, “Shopkeeper”, “Customer”).

Explain the journey of food:

Farmers grow and harvest the food.

Truck drivers transport the food to the market.

Shopkeepers buy the food and sell it in the store.

Customers come to buy food from the shop.

Have each group act out their part of the process. The farmer can hand food to the truck driver, who will then transport it to the shopkeeper. The shopkeeper will sell it to customers.

Encourage students to use the props (food pictures, play money) to make it interactive.

After the role play, ask students to reflect on how food travels from farms to local shops and how important each role is in the process.

Extension Idea

Ask: Why do you think fruits and vegetables need to be transported quickly? Say: Fruits and vegetables are perishable, meaning they can spoil quickly, so they need to be transported fast to reach customers while they are still fresh.

Answers

no. 109

Chapter Checkup

1. Sandesh

2. Kolkata, West Bengal

3. Sample lines:

Sandesh is a soft and sweet confectionery made from milk solids.

It is a traditional Bengali sweet, originating from West Bengal, India.

Sandesh comes in various shapes and flavours, often flavoured with cardamom, pistachio, or rosewater.

It is typically made from chhena, a type of cottage cheese, and is often served as a dessert or snack.

Sandesh is a popular offering during festivals and special occasions in Bengal. Pause and Answer

1. Tick () the correct answer.

A. Rice

C. Turmeric

2. Fill in the blanks.

A. pulses

C. oilseeds

3. Write True or False.

A. False

C. False

4. Match the following.

B. Orange

D. Wholesale market

B. western

D. spice

B. False

D. True

A. Grains → iii. Wheat

B. Pulses → iv. Moong

C. Oilseeds → ii. Mustard

D. Spices → i. Turmeric

5. Answer the following questions.

A. Himachal Pradesh and Kashmir

B. Mangoes and lychees (Answer may vary.)

C. A vegetarian diet does not include any kind of meat. It may or may not include eggs. The diet mainly consists of grains, pulses, dairy, nuts, fruit and vegetables. A non-vegetarian diet consists of different kinds of meat along with eggs, dairy, grains, pulses, nuts, fruit and vegetables.

D. If food grown in one state could not be transported to other states, people in other states would not be able to get that food, and it could lead to a shortage of certain foods in their diet. This would affect the variety of food available to them.

6. Picture-based questions.

HOTS

1. Farmers may face problems like Bad roads, traffic, or weather conditions (too much rain or heat).

Fruits and vegetables can spoil if not transported quickly.

Sometimes, there may not be enough trucks or transport options to carry the food.

2. Yes, vegan food items can be included in a vegetarian diet because they come from plants. However, not all vegetarian food is vegan because vegetarians eat dairy products like milk, cheese, and yogurt, which vegans do not eat.

The Clothes We Wear

Learning Outcomes

Students will be able to: identify and describe different types of clothing worn by men in various states of India. identify and describe different types of clothing worn by women in various states of India. identify traditional dresses from different Indian states and understand their cultural significance and regional origins.

Let’s Recall

Recap with the students the knowledge on the globe and maps. Ask the students to mention the parts of their school uniform to complete the Get Set section.

Vocabulary

weave: the pattern of threads in the cloth headdress: a decorative covering worn on the head ceremony: a special formal event traditional clothes: clothes that are worn to represent a region, culture or a ceremony angrakha: frock-like shirt which is worn with a pyjama or dhoti lungi: a long piece of cloth that is wrapped around the waist phiran: long woollen kurta

Teaching Aids

Flashcards with pictures of traditional men’s clothing and separate flashcards with state names; Pictures or cutouts of traditional women clothing items; A large printed or hand-drawn outline map of India, dress pictures, fabric samples (silk, wool, cotton), glue, markers, and labels

Chapter: The Clothes We Wear

What Men Wear

Learning

Outcomes

Quest Page 117

The students will be able to identify and describe different types of clothing worn by men in various states of India.

Teaching Aids

Flashcards with pictures of traditional men’s clothing and separate flashcards with state names

Activity

Create two sets of flashcards—one with pictures of traditional men’s clothing (e.g., angrakha, lungi, phiran, turban) and another with the names of states (e.g., Rajasthan, Tamil Nadu, Kashmir).

Explain to students that different regions of India have unique traditional clothing based on climate and culture. Their task is to correctly match each clothing item with the state where it is commonly worn.

Shuffle the flashcards and lay them out on a table. Call students one by one to pick a clothing flashcard and match it with the correct state flashcard.

After all matches are made, review them as a class. Ask students why they think a certain clothing item is worn in a particular region (e.g., Why do men in Rajasthan and Gujarat wear an angrakha?)

Extension Idea

Ask: Why do men in Kashmir wear a phiran?

Say: The phiran is made of wool and helps keep the body warm in the cold climate of Kashmir.

What Women Wear

Learning Outcomes

Quest Page 118

The students should be able to identify and describe different types of clothing worn by women in various states of India.

Teaching

Aids

Pictures or cutouts of traditional women clothing items

Activity

Divide the class into teams.

Place pictures or cutouts of traditional clothing worn by women (e.g., Ghagara–choli, Mekhela–chador, Pattu, phiran with salwar, etc.) at one end of the room.

Call out a state (e.g., Rajasthan, Assam, Kashmir).

One student from each team will run to the pile, pick the correct clothing item, and bring it back to their team.

The team that collects the most correct items wins.

Extension Idea

Ask: Can you name a clothing item that is worn in many states of India, but the way it is draped indicates which state it belongs to?

Say: The saree is a clothing item worn in many states of India, but the way it is draped varies from state to state. For example, in Maharashtra, women wear the Nauvari saree, draped like a dhoti, while in Bengal, the saree is draped in the Atpoure style with pleats at the back.

(Note to teacher: Use pictures for clarity.)

Special Dresses

Learning Outcomes

Quest Page 118

The students will be able to identify traditional dresses from different Indian states and understand their cultural significance and regional origins.

Teaching Aids

A large printed or hand-drawn outline map of India, dress pictures, fabric samples (silk, wool, cotton), glue, markers, and labels

Activity

Draw or print a large outline map of India and divide the class into small groups. Assign each group a specific section of the map.

Provide each group with pictures of traditional dresses, fabric samples, state labels, and markers.

Students locate their assigned states on the map and match the correct traditional dress to each state and then add fabric samples next to the pictures, like place silk fabric near Tamil Nadu for Kanjeevaram sarees; wool fabric near Kashmir for Pashmina shawls; cotton fabric near Lucknow for Chikankari.

Students neatly write or paste state names and draw arrows connecting fabrics and dresses to their respective states. To make the map visually appealing, students lightly colour the remaining states and add a clear title: “India’s Traditional Dresses”.

Once the map is complete, each group presents their section, sharing one interesting fact about a traditional dress from their assigned states.

Extension Idea

Ask: Why do you think different states have different traditional clothes?

Say: Different states have different weather, customs, and ways of life, which influenced how their special clothes developed.

Answers

Chapter Checkup

1. Tick () the correct answer. A. Phiran

B. Himachal Pradesh

4. Trousers/Skirts

Pause and Answer Page no. 117

1. ANGRAKHA

2. MUNDU

3. PHIRAN

C. Saree

2. Fill in the blanks.

A. Mundu

B. Angrakha

C. Punjab

3. Write True or False.

A. False

B. False

C. True

4. Match the following.

A. Mekhela–chador → ii. Assam

B. Puanchei → iii. Mizoram

C. Veshti → i. Tamil Nadu

5. Answer the following questions.

A. Tamil Nadu

B. Kashmir

C. The clothes that are worn to represent a region, culture or a ceremony are called traditional clothes. For example- ghagara–choli, mekhela–chador

6. Picture-based questions.

A. Salwar-kameez with dupatta

B. Punjab

HOTS

1. In June, Delhi would be quite hot and humid, so Shikha should pack light and breathable clothes, made from cotton or linen fabrics. They would keep her comfortable in the heat.

2. To represent Lucknow, Shikha can wear a traditional Lucknowi outfit with chikankari work.

Our Festivals 16

Learning Outcomes

Students will be able to:

identify India’s national festivals, their significance, and key celebrations associated with each festival. understand and respect different religious festivals celebrated in India, and identify their key traditions and celebrations.

identify different harvest festivals of India, understand why they are celebrated, and recognise their connection to farming and seasons. understand the significance of Teacher’s Day and Children’s Day, and recognise the contributions of Dr. S. Radhakrishnan and Jawaharlal Nehru.

Let’s Recall

Recap with the students the knowledge on different festivals they celebrate. Ask the students to read the hints given in the Get Set section to guess the names of the festivals.

Vocabulary

hoist: to raise high using a rope unfurl: to open something that is rolled up and tied

tableaux: a scene displayed on a big stage on wheels

devotees: people who believe in a religion effigy: a model

langar: free food served to people at a gurudwara

namaz: prayers offered by Muslims

Teaching Aids

festival: special days when people celebrate something

ramzan: a month-long period of fasting followed by Muslims

bhangra: a special type of dance performed by men in Punjab

gidda: a special type of dance performed by women in Punjab

dhol: a kind of double-sided drum

A4 plain sheets, marker pens, sketch pens, pencil colours, pencils; Bingo cards, teacher’s list of clues; Different places grow crops in different seasons, so they celebrate when their crops are ready; Coloured paper, markers, glue, stickers, decorative material

Chapter: Our Festivals

National Festivals Quest Page 124

Learning Outcomes

The students will be able to identify India’s national festivals, their significance, and key celebrations associated with each festival.

Teaching Aids

A4 plain sheets, marker pens, sketch pens, pencil colours, pencils

Activity

Divide the class into two groups. Ask the students in one group to work on Republic Day and students in the other half work on the Independence Day.

Provide materials to the students. Show sample images of national symbols or festival celebrations for reference. Let them draw pictures related to the festival assigned and colour them.

Ask each group to write one message about peace and non-violence to dedicate to Mahatma Gandhi.

Some examples:

“Peace is the best way to live. Thank you, Bapu!”

“Non-violence makes the world a better place. We follow your path, Gandhiji!”

Walk around the room to check the progress of the students.

Once students have completed, invite them to showcase their work to the class and then display the posters on the class wall or display board.

Extension Idea

Ask: What did Gandhiji teach us about peace?

Say: Gandhiji taught us to solve problems without fighting (non-violence) and to be kind to everyone. He is also called ‘Father of our Nation.’

Religious Festivals Quest Page 125

Learning Outcomes

The students should be able to understand and respect different religious festivals celebrated in India, and identify their key traditions and celebrations.

Teaching Aids

Bingo cards, teacher’s list of clues

Activity

Distribute a Bingo Card to each student.

Explain to the students that you will read the clues and the students will mark the festival or related word that matches the clue, on their bingo cards. The student/s who gets a complete row, column or a diagonal marked first on the card is/are the winner.

Read the clues and instruct the students to concentrate and mark the festivals on their cards.

Note for the teacher:

To prepare bingo cards, cut out cardboard or a sheet of paper and draw a 3x3 grid. Instead of numbers, fill the boxes with festivals and religions (e.g., Gurpurab, Eid-ul-Fitr, Navroz, Diwali, Holi, Dussehra, Christmas, Ramazan, Langar)

To prepare clues you can take help from the following table:

Clues

Answers (on Bingo card)

Festival of Lights Diwali

Festival of Colours Holi

Victory of good over evil Dussehra

Celebrated to mark the birthday of Guru Nanak Dev Ji Gurpurab

People offer namaz to celebrate this Eid-ul-Fitr

Celebrated on 25th December Christmas

Parsi new year Navroz

Free food served to people at a gurudwara Langar

A month-long period of fasting Ramazan

Extension Idea

Ask: Which is your favourite festival and why?

Say: (Answer may vary.) My favourite festival is Diwali because it is a festival of lights, joy, and togetherness. People decorate their homes with diyas and rangoli, burst fireworks, and share sweets with family and friends. It also symbolises the victory of good over evil. The best part is the excitement of lighting lamps and spending time with loved ones.

Harvest Festivals Quest Page 127

Learning Outcomes

The students will be able to identify different harvest festivals of India, understand why they are celebrated, and recognise their connection to farming and seasons.

Teaching Aids

Political map of India, pencil colours, notebooks, glue

Activity

Ask students to colour the states on a political map of India where the harvest festivals are celebrated:

Bihu → Assam

Pongal → Tamil Nadu

Onam → Kerala

Baisakhi → Punjab

After colouring, ask the students to paste the map in their notebooks. Then below the map, have them write two sentences about each festival, mentioning when and how it is celebrated.

Extension Idea

Ask: Why do different states celebrate harvest festivals at different times?

Say: Different places grow crops in different seasons, so they celebrate when their crops are ready.

Birthdays

Learning Outcomes

Quest Page 128

The students will be able to understand the significance of Teacher’s Day and Children’s Day, and recognise the contributions of Dr. S. Radhakrishnan and Jawaharlal Nehru.

Teaching Aids

Coloured paper, markers, glue, stickers, decorative material

Activity

Provide the materials to the students.

Ask the students to fold the paper in half to make a card. Then, have them decorate the front with drawings, stickers, or a quote about teachers. Inside the card, ask them to write a short message to appreciate their teacher.

Example: “Thank you for teaching and inspiring me every day!”

Students colour, add borders, or small doodles to make their card look special. Students can personally give the card to their teacher on Teacher’s Day.

Extension Idea

Ask: How can we show respect to our teachers?

Say: We can show respect by listening to them, working hard, and being polite.

Get Set

1. Diwali

2. Independence Day

3. Holi

Pause and Answer

1. 26th January

2. Raj Ghat

3. 1947

Chapter Checkup

1. Tick () the correct answer.

A. Ramzan

B. Buddha Purnima

C. Tamil Nadu

2. Fill in the blanks.

A. Onam

B. kolam

C. Gurudwara

3. Match the following.

Answers

Page no. 123

Page no. 125

D. Gurupurab is celebrated to mark the birthdays of Sikh Gurus. People visit the Gurudwara to offer prayers. Langars are held and large processions are taken out in honour of Guru Nanak. Special decoration is done at all gurudwaras and a big celebration is held at the Golden Temple in Amritsar.

5. Picture-based questions.

A. Republic Day

B. Kartavya Path, in New Delhi

C. The armed forces (army, navy and air force), the police, school children, colourful tableaux of different states of India, and many children, who have been awarded for bravery, are a part of the parade.

HOTS

1. India has many harvest festivals due to its agricultural diversity, with different regions celebrating various crops harvested at different times of the year.

2. Both festivals, harvest festival of Kerala (Onam) and harvest festival of Tamil Nadu (Onam) honour the harvest but differ in customs and timing.

Kerala – Onam:

A. Navroz → ii. Between 19th to 22nd March

B. Children’s Day → iii. 14th November

C. Gandhi Jayanti → i. 2nd October

4. Answer the following questions.

A. Bihu – Assam

Pongal – Tamil Nadu

B. National festivals honour great leaders like Mahatma Gandhi, who taught us about truth, non-violence, and freedom. They remind us to follow their values and respect their contributions to our country.

C. Eid-ul-Fitr is celebrated with prayers at mosques. People wear new clothes, prepare delicious sweets like sewiyan, and share meals with family and friends. They greet each other with ‘Eid Mubarak’, which means “Blessed Festival”.

Time: August-September.

Significance: Celebrates the return of King Mahabali and the harvest.

Festivities: Includes Onam Sadya (feast), Pookalam (flower carpets), boat races, and dances like Thiruvathira.

Tamil Nadu – Pongal:

Time: January, marking the end of the winter solstice.

Significance: Celebrates the harvest of rice and thanks the sun god.

Festivities: Includes preparing Pongal (a rice dish), traditional music, dances, and rituals.

Work People Do

Learning Outcomes

Students will be able to: define occupation and identify and describe different types of occupation.

Let’s Recall

Recap with the students the knowledge on different occupations. Ask the students to read the clues from the Get Set section and unscramble the words.

Vocabulary

mineral: a substance that is naturally formed in the Earth coastal: near the sea factories: places where things are made occupation: the work done by people to earn money dairy farming: rearing animals to get milk from them poultry farming: rearing hens, ducks and geese for eggs and meat mining: digging up minerals from below the earth’s surface latex: a white liquid produced by rubber trees that is used to make rubber services: jobs people do for others

Teaching Aids

Pictures of different occupations (e.g., farming, animal rearing, mining, fishing etc.), pictures related to tools used by people involved in different occupations, chart papers, marker pens, colours, glue

Chapter: Work People Do

Meaning

of Occupation and Types of Occupations

Learning Outcomes

The students will be able to define occupation and identify and describe different types of occupation.

Teaching Aids

Pictures of different occupations (e.g., farming, animal rearing, mining, fishing etc.), pictures related to tools used by people involved in different occupations, chart papers, marker pens, colours, glue

Activity

Divide the class into three groups, assigning each group two types of occupations:

Group 1: Farming and Mining

Group 2: Animal Rearing and Fishing

Group 3: Forest-related and Factory-related Occupations

Provide materials such as chart paper, glue, scissors, and printed or drawn pictures of different occupations and their tools.

Ask the students to paste pictures related to their assigned occupations. Also tell them to include images of tools used in these occupations (e.g., a tractor for farming, a pickaxe for mining). Have them write a short sentence against each picture, describing the occupation or tool. Encourage students to be creative in their presentation, using colours, labels, and decorative elements.

Once completed, each group will showcase their work to the class.

Extension Idea

Ask: How are the tools of a farmer different from a person who rears animals?

Say: A farmer’s tools are used for growing crops, while a person who rears animals would need tools for taking care of animals.

Farmer ’s Tools: Plough, tractor, spade, sickle, seeds, and water for planting and harvesting crops.

Animal Rearer’s Tools: Feeding troughs, milking machines, shears (for wool), and enclosures for keeping animals safe.

Answers

Get Set Page no. 131

1. Farmer

2. Doctor

Chapter Checkup

1. Tick () the correct answer.

A. Minerals

B. Latex

C. Milk

2. Fill in the blanks.

A. metals

B. factories

C. pisciculture

3. Write True or False.

A. False

B. True

C. True

4. Match the following.

A. Seeds → i. Oils

B. Wood → iii. Paper

C. Jute → ii. Ropes

5. Answer the following questions.

A. The work that people do to earn money is called an occupation.

B. Forest-related occupations provide useful materials like wood, honey, rubber, and medicinal herbs. These help in making furniture, medicines, and other products.

C. If transport services stop, goods like food, medicines, and fuel will not reach the people. Shops will run out of supplies, and people will face many difficulties.

D. Mining is the process of digging into the earth to take out minerals like coal, iron, and gold. These minerals are used to make useful things like tools and machines.

E. Dairy farming is the practice of rearing cows, buffaloes, and goats for milk. The milk is used to make dairy products like butter, cheese, and curd.

6. Picture-based questions.

A. i. Poultry farming ii. Dairy farming iii. Mining

B. Dairy farming (Image ii)

C. Mining (Image iii)

HOTS

To build and run a new amusement park, people will need to do jobs like:

1. Construction Workers: To build rides, buildings, and other structures.

2. Engineers: To design safe rides and facilities.

3. Artists and Designers: To create fun themes, decorations, and layouts.

4. Electricians and Technicians: To install and maintain lights, sound systems, and rides.

5. Gardeners and Landscapers: To make the park look beautiful with plants and greenery.

6. Security Staff: To keep visitors safe.

7. Food and Retail Workers: To run food stalls, shops, and souvenir stores.

8. Entertainers: To provide shows and performances for visitors.

(Answer may vary.)

Transport and Communication Unit 5

Chapters in This Unit

18. Means of Transport

19. Means of Communication

Story in This Unit

Mel is talking to Elder Robot on a video call to get help fixing the Locator, a device that can find Lord Ero when he uses Dark Magic. The children, Manu, Conji, Pihu, Eva, and Ishaan, are curious about how communication works on Avora. Mel explains that robots like her can send signals to each other, similar to how people on Earth use the internet and smartphones. After receiving instructions from Elder Robot, Dr Vikram fixes the Locator.

Later, the Locator beeps loudly, indicating that Lord Ero is in Delhi. The group decides to travel quickly but discreetly to avoid being seen by Lord Ero. They choose to use Dr Vikram’s car instead of their spaceship. Mel guides them to a dense forest using the Locator, but Lord Ero is not visible. Conji realises that Lord Ero is using an invisibility spell and reveals him by casting a spell.

A battle ensues between Lord Ero and Conji, with both casting powerful spells. Eva and Mel sneak up behind Lord Ero and trap him using a magical net. Lord Ero is frustrated and realises he has been outsmarted again. Conji reminds him that he cannot win against the combined power of the group. Everyone laughs, celebrating their victory over Lord Ero.

Means of Transport 18

Learning Outcomes

Students will be able to: identify different types of land transport, understand their uses, and recognise which vehicles are environmentally friendly. identify different types of air and water transport, understand their uses, and recognise the importance of airports and ports. recognise the importance of road safety in daily life and identify safe practices for walking, crossing roads, and using footpaths.

Let’s Recall

Recap with the students the knowledge on different types of transport. Ask the students to observe the pictures to answer the questions given in the Get Set section.

Vocabulary

bullock cart: a cart with two or four wheels drawn by oxen tonga: a cart with two or four wheels drawn by horses cargo: goods carried over long distances by ships, aeroplanes or big trucks subway: an underground passage meant for crossing roads level crossing: a place where a road crosses railway track means of transport: the different ways in which people or goods are moved from one place to another land transport: means of transport that can move only on land air transport: means of transport that can move only in the air water transport: means of transport that can move only in water

Teaching Aids

A4 sheets, marker pens; Board, dice, definition cards; Chart paper, crayons, and markers

Chapter: Means of Transport

Land Transport Quest Page

143

Learning Outcomes

The students will be able to identify different types of land transport, understand their uses, and recognise which vehicles are environmentally friendly.

Teaching Aids

A4 sheets, marker pens

Activity

Ask students to choose a destination where they can use at least 4 land transport types (e.g., train, bus, car, rickshaw/tonga). Instruct them that at least one of the transports should cause less or no pollution (e.g., train, electric bus).

Ask the students to think about a real-world destination they want to visit (for example, a local tourist spot, a city, or a specific route they know).

Encourage them to consider different types of land transport available in that area (think about places where a train, bus, car, and rickshaw or tonga are used together).

On an A4 sheet, have the students draw a flowchart to show the route and transport type. Have them mention destination names and transport used.

Once they are done, invite students to share their plan to the class, explaining their route and eco-friendly choice.

Extension Idea

Ask: Which type of transport is both healthy for us and good for the environment? Say: Bicycles

Air Transport and Water Transport Quest

Page 143

Learning

Outcomes

The students should be able to identify different types of air and water transport, understand their uses, and recognise the importance of airports and ports.

Teaching Aids

Board, dice, definition cards

Activity

Prepare a board and question cards. Divide the class into groups of 4–5 students.

To play, give one board to each group. The students take turns rolling a dice and moving along the board. When they land on a word, they pick a definition card and match it with the word. Correct matches let them stay on the square; wrong matches send them 1 square back.

The first player to reach the end wins.

Not to teacher:

Prepare the Board:

Draw a simple board with a path of squares (e.g., 20–30 squares).

In each square, write transport-related vocabulary words (e.g., airplane, helicopter, ship, port, captain, cargo, runway, ferry).

Leave a few squares blank for special instructions like “Skip a turn” or “Move forward 2 spaces”.

Prepare Question Cards:

Create a set of cards with definitions of the words on the board.

Each time a student lands on a word, they pick a card and must correctly match the definition with the word (e.g., “A large ship used for carrying goods” = “Cargo ship”).

Extension Idea

Ask: Why are ports important for water transport?

Say: Ports are where ships dock to load and unload goods and passengers, making them essential for trade and travel.

Road Safety Quest Page 145

Learning Outcomes

The students will be able to recognise the importance of road safety in daily life and identify safe practices for walking, crossing roads, and using footpaths.

Teaching Aids

Chart paper, crayons, and markers

Activity

Provide the material to the students.

Ask them to create a poster showing 3–4 important road safety rules, such as using zebra crossings, walking on footpaths, not playing on roads, looking both ways before crossing.

Once complete, invite the students to show their posters to the class. Display the posters on the class wall or display boards.

Extension Idea

Ask: Why should you always walk on the footpath?

Say: Walking on the footpath keeps us safe from vehicles on the road.

1. Tick () the correct answer.

A. Land B. Steamer

C. Level crossing D. Airport

2. Fill in the blanks.

A. Water B. Ships

C. Helicopters D. footpath

3. Write True or False.

A. True B. True

C. True D. False

4. Match the following.

Answers

C. The three safety rules are as follows:

Never cross roads on your own. Take your parents’ or any adults’ help to do it.

Always walk on the footpath or on the side of the road if there is no footpath.

Only cross the road using zebra crossings, overhead bridges or subways. If you are using a zebra crossing, wait for the cars to stop before you cross the road.

D. Water Transport Air Transport

Moves on rivers, lakes and oceans Flies in the sky

Slower but can carry heavy loads

Used for goods and passenger travel over long distances

Boats, ships, and steamers

6. Picture-based questions.

A. Ship

B. Water Transport

C. Boat, steamer

Faster but more expensive

Mainly used for quick travel and emergencies

Airplanes and helicopters

A. Boat → ii. Water transport

B. Train → i. Land transport

C. Helicopter → iii. Air transport

5. Answer the following questions.

A. The different ways in which people or goods are moved from one place to another are known as means of transport.

B. If there is no footpath, I will walk on the left side of the road, facing oncoming traffic, and stay as far from vehicles as possible.

HOTS

Gaurav can use a train, bus, or car to travel from Delhi to his village, as these are the most common land transport options for a 300 km journey. Trains are comfortable and affordable for long distances, buses are widely available and economical, and cars provide flexibility and convenience.

Means of Communication 19

Learning Outcomes

Students will be able to:

understand the need for communication, recognise the importance of the postal system as a means of communication, and learn how it functions.

understand the role and importance of telephones and fax machines in modern communication, and recognise how these technologies help connect people across distances.

understand how the internet helps us communicate quickly and easily, and recognise the importance of using email and staying safe online.

understand the concept of mass communication and learn how mass media and satellites help us communicate with many people worldwide.

Let’s Recall

Recap with the students the knowledge on means of communication like telephones, letters, mobile phones. Ask the students to read the poem in the Get Set section.

Vocabulary

communicate: to talk or share ideas, thoughts and feelings with someone

inland letter: a specific size of paper used for letters within India only

postcard: a rectangular card used for writing short messages

stamped: with a postage stamp

destination: the ending point of a journey

live: to watch something at the same time as it is happening in some other part of the city or the world

Teaching Aids

means of communication: different ways that we use to talk to other people or send messages to them

pin code: a special 6-digit number that helps the post reach the right place

mass communication: communicating with many people at the same time

satellites: artificial objects launched into space that send signals to television, radio and internet

Chart papers, origami sheets, sketch/marker pens, glue, child-friendly scissors; Paper cups, strings; Role play related placards (if required); Charts, pictures of mass communication, glue, markers

Chapter: Means of Communication

Need for Communication and Postal System

Learning Outcomes

The students will be able to understand the need for communication, recognise the importance of the postal system as a means of communication, and learn how it functions.

Teaching Aids

Chart papers, origami sheets, sketch/marker pens, glue, child-friendly scissors

Activity

Divide the class into groups of 4–5 students and provide materials to each group.

Explain the task: Students will create a flowchart to show the journey of a letter, including the following steps: Letter writing → Postbox → Post office → Transport → Delivery

Give each group origami sheets to create 2D models representing each step of the letter’s journey.

Show them a reference image to guide their work.

Paste one completed flowchart on the display board for reference.

Model Creation: Each group will make an envelope to represent the letter, small sample stamps, a postman in uniform, a mini transport van to represent mail transport, a house with a PIN code to show the letter’s destination.

Encourage creativity and teamwork while guiding students through the process.

Extension Idea

Ask: Can you tell the PIN code of the area of school and your home?

Say: Answer may vary.

Telephone and Fax

Learning Outcomes

The students should be able to understand the role and importance of telephones and fax machines in modern communication, and recognise how these technologies help connect people across distances.

Teaching Aids

Paper cups, strings

Activity

Give each pair two paper cups and a long piece of string.

Punch a small hole at the bottom of each cup and pass the string through. Tie a knot at each end of the string inside the cups.

One student speaks into a cup while the other listens from the other end.

Discuss how sound travels through the string, similar to how telephones work.

Extension Idea

Ask: How is a telephone different from a fax machine? Who invented them?

Say: A telephone allows us to talk to someone, while a fax machine sends written messages and documents. The telephone was invented by Alexander Graham Bell in 1876 and the fax machine was invented by Alexander Bain in 1843.

Internet and Email

Learning Outcomes

The students will be able to understand how the internet helps us communicate quickly and easily, and recognise the importance of using email and staying safe online.

Teaching Aids

Roleplay related placards (if required)

Activity

Split the students into small groups, with 3–4 members in each group.

Explain that each group will prepare a role play highlighting the pros (good things) and cons (bad things) of the internet. Encourage them to come up with a scenario that shows both sides. For example, one group could show how the internet helps with learning, but also how it can be distracting.

Give each group time to write dialogues for each member of the group. Encourage them to be creative but make sure the message is clear and educational.

Allow the groups 10–15 minutes to prepare their role play. Remind them to decide who will act in each role and practice their lines.

After the preparation time, invite each group to present their role play to the class. Make sure to give them enough space to perform and encourage the class to listen carefully.

After each presentation, ask the class what they learned from the role play about the pros and cons of using the internet.

Appreciate the students for their efforts.

Extension Idea

Ask: What should we do to protect our eyes when using smartphones and laptops?

Say: We should spend less time on screens and play outside more to keep our eyes healthy.

Mass Communication

Learning Outcomes

The students will be able to understand the concept of mass communication and learn how mass media and satellites help us communicate with many people worldwide.

Teaching Aids

Charts, pictures of mass communication, glue, markers

Activity

Divide the class into groups and provide each group with materials. Instruct the students to paste pictures representing different means of mass communication, such as newspapers, radio, television, satellites, and the internet.

Ask each group to write a brief description about its invention and use under the corresponding picture. Once complete, display the charts on the class wall or display board.

Extension Idea

Ask: What is a satellite? How do they help us watch live events?

Say: A satellite is an object that is sent into space to help send signals to Earth for things like television, radio, and the internet. Satellites send signals from faraway places to our televisions or radios, so we can watch or hear events happening in other parts of the world.

Answers

True

and Answer

1. Tick () the correct answer.

A. Speed Post

B. Letters

C. Fax machine

2. Fill in the blanks.

A. electronic mail

B. postbox

C. speed post

3. Write True or False.

A. True

B. True

C. False

4. Match the following.

A. Pin code → iii. Letters

B. Radio → ii. Mass communication

C. Fax machine → i. Offices

5. Answer the following questions.

A. I would use the internet or television, as they provide the latest news quickly.

B. Satellites help in sending signals to radios, televisions, and the internet, allowing us to watch live events and get information from other parts of the world.

C. Radio, Television

D. An email is an electronic message sent over the internet. Yes, I have received an email.

E. In ancient times, people used methods like sending messages through trained birds or carrying letters on foot. Today, we use faster and more advanced methods like telephones, the internet, and satellites to communicate almost instantly.

6. Picture-based questions.

A. Radio

B. Mass Communication

HOTS

Similarities Between Newspapers and Television

Similarity Newspapers Television

Purpose To infrom and entertain To inform and entertain

Reach Both reach lots of people Both reach lots of people

News Both share news and stories Both share news and stories

Ads Both have advertisements Both have advertisements

Differences Between Newspapers and Television

Difference Newspapers Television

Type Paper and text

Video and sound

Speed Slower, updates once a day Faster, updates right away

Way to use You read it You watch it

Permanence You can keep it It disappears after a while

Peeping into the Past

Chapters in This Unit

20. Early Man

Story in This Unit

Lord Ero is trapped in a magical net, unable to escape or lie. When questioned by Eva about his activities at the museums, he refuses to reveal his plan. Conji, aware of the net’s power, uses the spell “REVEALIO” to compel him to speak. Under its influence, Lord Ero recites a cryptic riddle about striking a spark and making a flame, which leaves everyone puzzled. Dr Vikram deduces that the riddle refers to early humans who used flint stones to create fire. Ishaan confirms that flintstones were tools used by ancient people, leading Eva to realise that Lord Ero was searching for them at the museums.

When further pressed, Lord Ero reluctantly admits that he discovered in his Book of Dark Spells that flintstones used by early humans could grant him immense power, making him the strongest wizard in Avora. However, before the group can take further action, a sudden spell shatters the magical net, freeing Lord Ero. To their shock, Drakon appears, leaving everyone stunned as the confrontation takes an unexpected turn.

As Lord Ero rejoices in his rescue by Drakon, the children hide behind trees, but their enemies quickly find them. Just as the situation becomes dire, the Elder Wizards arrive to help. A fierce battle ensues as Lord Ero and Drakon declare their intention to rule both Avora and Earth. The Elders, however, stand firm, vowing to lock them away in the Void. Before they can act, Drakon joins the fight, and together with Lord Ero, they cast a powerful dark spell. The good wizards counter with a spell of light, leading to a dramatic clash of magic.

The power of light overwhelms the dark magic, pushing Lord Ero and Drakon back. Seizing the moment, Conji casts ENTRAPIO, imprisoning them in a magical glass box. The Elder Robot thanks Dr Vikram and the children for their bravery. The Elders then prepare to lock the villains in the Void, ensuring peace in Avora. As they bid farewell, Eva expresses hope that they will visit again, and the Trio departs with the Elders, leaving behind a safe world once more.

Early Man

Learning Outcomes

Students will be able to:

understand how early humans survived by hunting and gathering food, identify the materials they used to make tools, and explain how they hunted animals using spears and other tools. understand how early humans discovered and used fire. explain how farming began and why early humans started growing crops. identify different animals that early humans domesticated and explain how these animals were useful. understand how early humans used sledges, rafts, carts, and wheels to make life easier, and how the discovery of metals helped them create stronger tools and ornaments.

Let’s Recall

Recap with the students the knowledge on the life of an early man. Ask the students to find the words in the word grid given in the Get Set section.

Vocabulary

spear: a weapon with a long shaft and a pointed tip

discovery: to find or learn something for the first time

companionship: having someone with you invention: a thing that has been made or designed by somebody for the first time

Teaching Aids

era: an important period of time in history hunter–gatherers: people who either hunted for food or gathered what they could find rafts: flat platforms made of logs tied together to float across water

sledges: simple platforms of wood that could be dragged over the ground

Small stones, wooden sticks, feathers, pieces of fur or soft fabric (representing animal skins for clothing), dried leaves or straw, plastic animals, fruits, a cloth bag; Picture cards with fire uses (both past and present); Small cups, soil, seeds (black gram/green gram dal/beans), small watering cans or bottles; Flash cards of domesticated and wild animals; Ice cream sticks, string, glue, bottle caps, scissors

Chapter: Early Man

Shelter, Clothing and Tools

Learning Outcomes

The students will be able to understand how early humans survived by hunting and gathering food, identify the materials they used to make tools, and explain how they hunted animals using spears and other tools.

Teaching Aids

Small stones, wooden sticks, feathers, pieces of fur or soft fabric (representing animal skins for clothing), dried leaves or straw, plastic animals, fruits, a cloth bag

Activity

Fill a cloth bag with various objects such as stones, sticks, feathers, fur, and dried leaves. Have students sit in a circle and pass the bag around while music plays. When the music stops, ask the student holding the bag to pick one item, and guess how the early man used that article. Let the game continue till all students have got a chance to guess the articles. Once all objects have been guessed, take them out one by one and discuss how early humans might have used each item and have students think of a modern object that serves the same purpose as the item.

Extension Idea

Ask: Why were early humans called hunter-gatherers?

Say: Early humans were called hunter-gatherers because they hunted animals for food and gathered fruits, leaves, and roots from trees.

Discovery of Fire

Learning Outcomes

The students should be able to understand how early humans discovered and used fire.

Teaching Aids

Picture cards with fire uses (both past and present)

Activity

Prepare picture cards illustrating different uses of fire, such as cooking food, providing warmth, lighting dark places, and protecting against wild animals. Include modern uses like candles, stoves, and campfires.

Divide the board into two sections - Uses for Early Humans, and Modern-Day Uses.

Show the cards to students one by one and ask them to decide which category the picture belongs to. Sort the cards into the correct sections -

Early Humans: Used fire for warmth, cooking raw meat, and protection.

Modern-Day: Fire is used for cooking on gas stoves, lighting candles, and generating electricity. Wrap up with a class discussion on how fire helped early humans survive and how its uses have evolved over time.

Extension Idea

Ask: How did early humans discover fire?

Say: Early humans saw sparks when they struck stones or when lightning hit dry trees.

Beginning of Farming

Learning

Outcomes

Quest Page 164

The students will be able to explain how farming began and why early humans started growing crops.

Teaching Aids

Small cups, soil, seeds (black gram/green gram dal/beans), small watering cans or bottles

Activity

Give each student a small cup filled with soil, a few black gram/green gram dal/bean seeds, and a small watering can or bottle with water.

Instruct students to plant the seeds by gently pressing them into the soil, about 1–2 cm deep.

Ask students to water the soil lightly, ensuring it stays moist but not soaking wet.

Remind students to water their plants daily and place the cups in a sunny spot.

Over the next few days, have students observe any changes in their plants, noting the growth of roots, stems, and leaves.

After a week, ask students to share their observations. Discuss how plants need sunlight, water, and good soil, just like early humans learned.

Extension Idea

Ask: What is the difference between gathering food and farming food? Which one do you think is easier and why?

Say: Gathering food requires finding it in nature, while farming means growing it in one place. Farming might be easier because they didn’t have to travel long distances to find food.

Domestication of Animals

Learning

Outcomes

Quest Page 164

The students will be able to identify different animals that early humans domesticated and explain how these animals were useful.

Teaching Aids

Flash cards of domesticated and wild animals

Activity

Divide the board into two sections: “Domesticated Animals” and “Wild Animals”.

Show a flashcard to the class and ask the students to identify the animal and classify it as either domesticated or wild.

For domesticated animals, further ask the students how early humans used them. Discuss the various uses, such as how dogs helped with hunting and protection, cows provided milk and meat, and horses were used for transportation.

Conclude by reviewing how domesticated animals helped early humans survive and continue to be helpful to us today.

Extension Idea

Ask: Can you think of a domesticated animal that we still use today for a similar purpose as early humans?

Say: Yes, dogs are still kept for protection and companionship, cows are still used for milk, and sheep are used for wool.

Changes in Transportation and Discovery of Metals Quest Page 165

Learning Outcomes

The students will be able to understand how early humans used sledges, rafts, carts, and wheels to make life easier, and how the discovery of metals helped them create stronger tools and ornaments.

Teaching Aids

Ice cream sticks, string, glue, bottle caps, scissors

Activity

Divide the class into 4 groups. Two groups will build a sledge model, and the other two will build a cart model.

To Build the Sledge Model:

Apply glue to the sides of the ice cream sticks and paste 5–6 sticks together to form a square base.

Paste two sticks vertically on two sides for additional support.

Attach strings to the edges for pulling.

Once completed, discuss how early humans used sledges by dragging them across the ground.

To Build the Cart Model:

Apply glue to the sides of the ice cream sticks and paste 5–6 sticks together to form a square base.

Attach bottle caps at the four corners of the base to serve as wheels.

Add strings to the edges for pulling.

Once completed, explain how carts with wheels were easier to pull than sledges and discuss the initial use of water logs for rolling sledges, which eventually led to the invention of the wheel.

After both models are complete, have a discussion about how these inventions helped early humans with transport and how the invention of the wheel made travel even easier.

Extension Idea

Ask: What did early humans make out of copper and gold?

Say: They found that these shiny materials could be shaped into tools and ornaments. By heating metals, they learnt to create stronger tools for farming and hunting.

Get Set

Find the following words in the given word grid and circle them.

1. HUNTER

2. JUNGLE

3. STONE

Pause and Answer

1.  2.  3. 

Chapter Checkup

1. Tick () the correct answer.

A. Stone

B. Fruits

C. Dog

2. Fill in the blanks.

A. hunters

B. raft

C. spears

3. Write True or False.

A. False

B. True

C. True

4. Match the following.

A. Animal skins → iii. Clothes

B. Caves and trees → ii. Shelters

C. Bones → i. Tools

Answers

Page no. 162

5. Answer the following questions.

A. The invention of the wheel made transportation easier, allowing early humans to move heavier loads and travel faster. It also helped in the development of carts and other tools for work.

B. The domestication of animals helped early humans by providing protection, food (like milk, meat, and wool), and assistance in carrying heavy loads. Animals like dogs, cows, and horses made life easier and safer.

Page no. 164

C. Early humans decided to settle down and farm because farming allowed them to produce their own food in one place, making it easier to grow crops and ensure a steady supply of food. This led to stable communities and less need to wander in search of food.

D. The first raft was made by tying logs together to create a floating platform. Early humans used it to cross rivers or other bodies of water, making travel easier and more efficient.

6. Picture-based questions.

A. Early Humans

B. They are trying to create fire.

C. They used fire for - warmth, cooking raw meat, and protection from wild animals.

HOTS

If early humans had not invented the wheel, our lives would be very different. Transportation would be much harder, as we wouldn’t have cars, trains, or bicycles. Moving heavy objects would require more effort, like dragging or carrying them. Machines and technology that rely on wheels, such as clocks or factory equipment, might not exist, slowing down progress and making daily tasks more difficult. Overall, the wheel’s invention greatly advanced human civilisation, and without it, our world would be less developed and efficient.

Assessment Answer Keys

Assessment – 1

Read this article. Answer the questions given below.

1. Answer: c. Chemical waste

2. Answer: b. It is filled with plastic and toxic waste.

3. Answer: a. People will have less clean water to drink and wash with, leading to health problems.

b. The pollution could harm local wildlife and ecosystems, affecting the food chain and biodiversity.

4. Answer: a. Factories should treat and properly dispose of their waste instead of dumping chemicals into the river.

b. People should stop throwing plastic and trash into the river and participate in cleaning drives.

Assessment – 2

Read the report. Answer the questions given below.

1. Answer: b. Dengue and malaria

2. Answer: b. the Municipal Corporation

3. Answer: a. Rainwater gets collected in many areas and does not flow away, causing floods.

b. The rainwater mixes with garbage and sewage, leading to the spread of diseases.

4. Answer: a. Improve the drainage system to prevent waterlogging and flooding.

b. Organise regular garbage collection and ensure that waste is properly disposed of.

c. Conduct awareness programs to educate people about cleanliness and hygiene.

Read the story. Answer the questions below.

Assessment – 3

1. Answer: c. He uses a computer and a smartphone.

2. Answer: a. It is fast and avoids traffic.

3. Answer: a. Anika can stay in touch by calling them on the phone.

b. Anika can write letters or send postcards to her grandparents.

4. Answer: a. Use public transport like buses or the metro instead of private vehicles.

b. Promote the use of bicycles or walking for short distances.

Chapter 1

Discuss!

Element Answer Keys

Think and Tell

(Sample answer) As a mayor, I would introduce:

Page no. 60

Page no. 9

We can keep the Earth clean by reducing waste, recycling, planting trees, and avoiding pollution.

Chapter 4

Think and Tell

Page no. 26

To find the names of all states in India, I would use a political map.

Chapter 5

Think and Tell

Page no. 32

Clean water is important as it keeps humans and animals healthy and prevents diseases.

Discuss!

Page no. 33

Other ways to save the environment include saving electricity, using eco-friendly products, and conserving water.

Chapter 6

Think and Tell

1. More parks for children.

2. Better public transport.

3. Clean drinking water in all areas.

Chapter 9

Do and Learn

Three national parks in India:

1. Jim Corbett National Park – Uttarakhand

2. Kaziranga National Park – Assam

3. Sundarbans National Park – West Bengal

Chapter 10

Do and Learn

Page no. 67

Page no. 76

(Sample answer) The Delhi Metro map shows routes to important places like Chandni Chowk, Red Fort, and India Gate.

Think and Tell

Page no. 44

Most members of the central government live in the capital because it is the administrative and decision-making centre of the country.

Chapter 7

Discuss!

Page no. 52

In the desert, I would wear light clothes, drink plenty of water, and find shade to stay cool.

Do and Learn

Page no. 76

Yes, Delhi is like a mini-India because people from different states, languages, and cultures live here.

Chapter 11

Do and Learn

States neighbouring Maharashtra:

1. Gujarat

2. Madhya Pradesh

3. Chhattisgarh

4. Telangana

Page no. 54

(Sample answer) If our group represents forests, we will discuss deforestation, how it affects wildlife, and how planting more trees can help.

Chapter 8

Do and Learn

Page no. 59

(Sample answer) To improve the classroom, we can:

1. Keep it clean by throwing trash in bins.

2. Organise books and materials properly.

3. Decorate the walls with educational charts.

Discuss!

Page no. 60

Keeping parks and streets clean ensures a healthy environment, prevents diseases, and makes public spaces pleasant.

5. Karnataka

6. Goa

Discuss!

Page no. 82

Page no. 83

Yes, the Mumbai film industry provides jobs in acting, direction, music, set design, and many other fields.

Chapter 12

Think and Tell

Page no. 91

No, Chennai has a warm climate, so woollens are not needed.

Discuss!

Page no. 92

Leh is very cold, while Chennai is warm and humid. Tenzin will feel much hotter than usual in Chennai.

Chapter 13

Do and Learn

Five famous people from Kolkata:

1. Rabindranath Tagore (Writer)

2. Satyajit Ray (Filmmaker)

3. Sourav Ganguly (Cricketer)

4. Swami Vivekananda (Spiritual leader)

5. Amartya Sen (Economist)

Chapter 14

Do and Learn

(Sample answer) Some kitchen spices:

Turmeric – Haldi (हल्दी)

Cumin – Jeera (जदीरा)

Cardamom – Elaichi (इलायचदी)

Cloves – Laung (लौंग)

Chapter 15

Discuss!

Chapter

17

Page no. 99

Discuss!

Page no. 111

Page no. 134

Other important services we use daily include electricity, water supply, and the internet.

Chapter 18

Do and Learn

Three airports and ports in India:

Indira Gandhi International Airport – Delhi

Page no. 144

Chhatrapati Shivaji International Airport – Mumbai

Chennai Port – Chennai

Chapter 19

Discuss!

Page no. 119

(Sample answer) During festivals, I wear traditional clothes like a kurta, saree, or lehenga.

Chapter 16

Think and Tell

Page no. 152

The internet helps in studying by providing educational videos, online books, and practice exercises.

Chapter 20

Discuss!

Page no. 163

Without fire, we could not cook food, stay warm, or make tools, making life very difficult.

Page no. 128

Harvest festivals are celebrated everywhere because agriculture is important for all regions in India.

About the Book

Understanding the world around us is essential for developing rational thinking, social awareness, and responsible citizenship. The Teacher Manual for the Quest Series (Grades 3–5) equips educators with structured lesson plans, hands-on activities, and inquiry-driven teaching strategies that make Social Science engaging and meaningful for young learners.

Key Features

This Teacher Manual is designed to empower educators with:

• Well-structured lesson plans that provide a clear roadmap for effective teaching, ensuring smooth lesson delivery and active student participation.

• Hands-on activities and case studies that encourage students to explore real-world scenarios through discussions, role-plays, and creative exercises.

• Innovative teaching strategies that foster critical thinking, meaningful dialogue, and connections between classroom learning and everyday life.

About Uolo

Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia and the Middle East.