Quest_Sst_TM_Grade5_AY25

QUEST

Explore

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

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Book Title: Quest Teacher Manual Social Science 5

ISBN: 978-81-985727-6-9

Published by Uolo EdTech Private Limited

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CIN: U74999DL2017PTC322986

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All suggested use of the internet should be under adult supervision.

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!

The Earth – Our Home

Chapters in This Unit

1. Globe—The Model of the Earth

2. Maps and Directions

3. Movements of the Earth

4. Weather and Climate

Story in This Unit

Dr Vikram, a brilliant scientist, embarks on a mission to investigate a series of mysterious disappearances spreading fear across Earth. As he digs deeper, he finds something unbelievable: magical portals opening up in different places. One day, he gets too close to one of these portals and gets pulled inside! He finds himself in a strange dungeon controlled by a powerful and evil leader named Lord Ero.

In the dungeon, Dr Vikram overhears the conversation between Lord Ero and Drakon. Lord Ero has been using the portals to capture people from Earth and bring them to his dungeon. His plan is to turn these people into an army that will obey his every command. With this army, Lord Ero wants to take over the planet Avora and show everyone, especially the Elders, how powerful he is.

Despite the dungeon being a frightening place, Dr Vikram cleverly finds a way to escape. Now that he knows all about Lord Ero’s evil plans, he is determined to stop him. On his journey back, he encounters the Elders, who agree to assist him. Elder Robot calls upon the trio—Conji, Eva, and Mel—and instructs them to accompany Dr Vikram to Earth. He also gives them a special tool called the ‘Guardian Compass,’ a device designed to help them locate the magical portals and stop Lord Ero’s scheme.

Globe-The Model of the Earth

Learning Outcomes

Students will be able to:

explain why the Earth appears flat from our perspective but is actually round. identify the features of a globe and understand its uses and limitations. understand the concept of poles and hemispheres and their significance. understand latitudes, their features, and their significance in locating places on Earth. explain longitudes, their features, and their significance in locating places on Earth. define grids, GMT and IST and understand their importance.

Let’s Recall

Recap the students’ knowledge on Earth and globe. Ask the students to read the poem given in the Get Set section.

Vocabulary

edge: the boundary line of a surface or an area vast: very large essential: very important observatory: a place with special equipment like telescopes, where scientists watch and study the stars, planets, and weather geographer: a person who studies the Earth’s features axis: an imaginary line around which the Earth spins poles: the points on the Earth’s surface where the axis ends latitude: horizontal lines drawn around the globe longitude: vertical lines drawn around the globe

Teaching Aids

Basketball, a small toy car; Globe, map; coloured origami sheets, white chart paper, glue, child-friendly scissors, sketch pens/markers; A ball, string or yarn, glue, ruler or measuring tape, markers; blank world maps, rulers, and coloured pencils; dice, cards with latitude and longitude coordinates written on them

Chapter: Globe—The Model of the Earth

Shape of the Earth

Learning Outcomes

The students will be able to explain why the Earth appears flat from our perspective but is actually round.

Teaching Aids

Basketball, a small toy car

Activity

Divide the class into small groups and provide each group with a basketball and a toy car. First, ask the students to place the basketball on a flat surface and move the toy car slowly from the far side of the ball toward the top, observing how the car gradually “rises” into view, demonstrating the effect of a curved surface like the Earth. Next, use a flat surface, such as a table or a piece of paper, and have a student move the toy car toward the group, observing how it appears all at once without the rising effect. After both experiments, discuss their observations and connect them to real-life examples, such as how ships appear on the horizon or how the sun rises and sets, to explain why the Earth appears flat but is actually round.

Extension Idea

Ask: Why can’t we see the Earth’s round shape from the ground?

Say: The Earth looks flat to us because we can only see a small part of it at a time.

Globe

Learning Outcomes

The students will be able to identify the features of a globe and understand its uses and limitations.

Teaching Aids

A globe and a map

Activity

Divide the class into groups and provide each group with a globe and a map.

Ask each group to locate continents and a few countries on the globe and then on the map. Next, have them find some cities within a country using both the globe and the map.

Ask the students to pretend they are travelling and pack the map and the globe into their bags.

After completing the activity, ask the students to think about the differences between a globe and a map. Facilitate a discussion on which one is easier to carry and why.

Extension Idea

Ask: Why can’t we see the entire Earth on a globe at once?

Say: The globe can only show one half of the Earth at a time, just like we can only see part of the Earth from space.

Poles and Hemispheres

Learning Outcomes

Quest Page 8

The students will be able to understand the concept of poles and hemispheres and their significance.

Teaching Aids

Coloured origami sheets, white chart paper, glue, child friendly scissors, sketch pens/markers

Activity

Divide the class into groups and provide each group with the necessary materials. Instruct the students to cut out a circle to represent the Earth and fold it in half to create the equator. Next, ask them to use two different coloured sheets—one for the Northern Hemisphere and another for the Southern Hemisphere—and paste the colours onto the corresponding halves of the circle. Finally, guide them to label the continents found in each hemisphere on the appropriate halves of the circle.

Finally, guide them to write the names of the continents that are located in each hemisphere on the respective halves of the circle.

Extension Idea

Ask: What hemisphere do we live in?

Say: We live in the Northern Hemisphere, above the equator.

Latitudes, Longitudes and Grids - Latitudes

Learning Outcomes

Quest Page 8

The students will be able to understand latitudes, their features, and their significance in locating places on Earth.

Teaching Aids

A ball, string or yarn, glue, ruler or measuring tape, markers

Activity

Divide the class into small groups and provide each group with a ball, string, ruler, and markers. Instruct students to wrap and paste the string around the widest part of the ball (its midpoint) to represent the Equator. Use a marker to label it as 0°.

Guide students to measure equal distances above and below the Equator using the string and the ruler.

Have them mark the positions of key latitudes: Tropic of Cancer (23½°N), Tropic of Capricorn (23½°S), Arctic Circle (66½°N), and Antarctic Circle (66½°S).

Then ask them to wrap and paste the string around the ball at each marked point to create parallel lines for the latitudes.

Extension Idea

Ask: Which key latitude passes through India?

Say: The Tropic of Cancer is the key latitude that passes through India.

Latitudes, Longitudes and Grids - Longitudes

Learning Outcomes

The students will be able to explain longitudes, their features and their significance in locating places on Earth.

Teaching Aids

Blank world maps, rulers, and coloured pencils

Activity

Provide students with a blank map.

Ask them to draw and label the Prime Meridian and International Date Line.

Have them mark a few other longitudes (e.g., 30°E, 60°E, 30°W, 60°W) and shade the Eastern and Western hemispheres in different colours.

Ask the students to mention any two countries in both Eastern and Western Hemispheres.

Extension Idea

Ask: What is the Prime Meridian used for?

Say: The Prime Meridian divides the Earth into Eastern and Western Hemispheres and helps calculate time zones.

Latitudes,

Longitudes and Grids - Grids

Learning Outcomes

The students will be able to define grids, GMT and IST, and understand their importance.

Teaching Aids

Globe or map, dice, cards with latitude and longitude coordinates written on them

Activity

Prepare cards with latitude and longitude coordinates (e.g., 23°N, 82°E or 45°S, 60°W).

Divide the class into small groups.

Let each group take turns rolling the dice to randomly select a coordinate card.

The group can use the globe or map to locate the place corresponding to the drawn coordinates.

Once located, they must name the country, city, or feature at that point.

Quest Page 10

Award points for accurate identification. The group with the highest score at the end of the activity wins.

Extension Idea

Ask: How do time zones differ from GMT, and why do we need them?

Say: Time zones are regions of the Earth that have the same standard time, based on their distance from GMT. Time zones are necessary because the Earth’s rotation causes different parts of the world to experience day and night at different times.

Pause and Answer

Answers

Page no. 8

1. flat 2. Geographers 3. axis

Chapter Checkup

1. Tick () the correct answer.

A. 23½° B. Greenwich Meridian

C. 360 D. 180

2. Fill in the blanks.

A. Grids B. East to West

C. North to South D. Poles

3. Write True or False.

A. False B. False

C. True D. False

4. Match the following.

A. Latitude → iv. Equator

B. Longitude → iii. Prime Meridian

C. 23½° → ii. Axis of rotation

D. 66½°N → i. Arctic Circle

5. Short answer questions.

A. Latitudes are imaginary horizontal lines that run east to west on the globe.

Longitudes are imaginary vertical lines that run from the North Pole to the South Pole.

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

Advantage: It shows the Earth’s shape accurately.

Disadvantage: It is difficult to carry around.

C. Greenwich Mean Time (GMT) is the time at the Prime Meridian, used as a reference for time zones.

D. Latitudes and longitudes intersect each other at right angles, forming a network of lines called grids. The point where the latitude and longitude intersect helps pinpoint the exact location of places on the Earth.

6. Long answer questions.

A. Properties of latitudes:

The parallel lines are at an equal distance from each other, and they do not meet.

The Equator is the longest latitude and other latitudes become smaller when moving towards the poles.

The North Pole and South Pole are just points. There are no lines there.

Latitude affects climate, with locations near the Equator being warmer and locations near the poles being colder.

B. Properties of longitudes:

These lines are semi-circles that run from the North Pole to the South Pole.

The lengths of the meridians are the same.

The distance between the lines is broader at the centre and lesser at the poles.

C. Indian Standard Time (IST) is the time observed throughout India and Sri Lanka. It is the time zone that India follows, which is 5 hours and 30 minutes ahead of Greenwich Mean Time (GMT). IST is based on the 82 1⁄2°E longitude, which passes through Mirzapur, Uttar Pradesh. This is considered the central meridian for India, and all the time in India is based on this meridian.

7. Picture based questions.

A. Africa

B. The Prime Meridian

HOTS

1. Climate: The climate changes drastically from the Equator to the North Pole.

Equator: The climate at the Equator is a hot, humid, tropical climate with consistent temperatures (25-30°C), North Pole: Extremely cold, below freezing, long winters and 24-hour summer daylight.

Daylight -

Equator: Consistent 12 hours of daylight and night. North Pole: 6 months of daylight in summer, 6 months of darkness in winter.

Landscapes:

Equator: Tropical rainforests, rivers, diverse wildlife. North Pole: Ice, snow, no vegetation, limited wildlife (polar bears, seals, etc.).

2. Advantages:

One time zone simplifies coordination across the country. No confusion with multiple time zones for businesses and governance.

Disadvantages:

Eastern states experience daylight much earlier, causing schedule issues.

Maps and Directions 2

Learning Outcomes

Students will be able to: list the limitations of the globes and understand how maps are used to overcome them. identify and understand the different types of maps and their uses. understand the cardinal and intermediate directions and learn how to use them to interpret maps. understand the use and importance of symbols in reading and interpreting maps. understand how scales on maps represent large areas in a smaller size and use them to calculate real-life distances. identify map features using colour patterns and understand the key’s role in interpreting symbols and colours.

Let’s Recall

Recap with the students the knowledge on the globe and maps. Ask the students to read the story in the Get Set section and attempt the question.

Vocabulary

miniature: very small limitations: restrictions inaccuracies: errors or mistakes distortions: changes that make something unclear or wrong precisely: exactly or accurately contrast: comparison condenses: makes something smaller or compact feasible: possible or practical to do map: a flat representation of the Earth’s surface, usually on paper atlas: a collection of maps, typically bound together in a book

Teaching Aids

direction: an indication that leads to a particular point cardinal directions: the four main directions— north, south, east and west intermediate directions: the directions in between the cardinal directions elements: elements symbols: small pictures or icons that represent different features and landmarks scale: ratio between the distance on the map and the actual distance on the ground

Globes, maps; flash cards with different information (e.g., population, rivers, climate, cities, roads, etc.); folded slips with instructions (direction of the blackboard, direction of your friend’s seat, direction of the entrance door, etc.); printouts of map of a city, sketch pens; a printed map of a country or state with a scale provided, ruler, sheet of paper; political map of India, colour key, colour pencils or crayons, a large map of India

Chapter: Maps and Directions

Globes and Maps

Learning Outcomes

Quest Page 15

The students will be able to list the limitations of the globes and understand how maps are used to overcome them.

Teaching Aids

Globes, maps

Activity

Divide students into small groups. Provide each group with a globe and a map. Give them a worksheet that asks them to compare the two. The worksheet can include questions like:

Which is easier to carry around, a globe or a map?

Which one shows the entire Earth at once?

Which one gives more detail about a particular area (e.g., streets, roads)?

Which one can be updated more easily?

Encourage the students to complete the worksheet while exploring the globe and the map. They should note the differences and list the limitations of the globe and the advantages of maps. After the activity, discuss the groups’ findings.

Extension Idea

Ask: How can we use maps to plan a trip or find a place we want to visit?

Say: We can use maps to plan a trip by identifying routes, landmarks, and distances between places. Maps show important details like roads, airports, hotels, and attractions, helping us decide the best way to reach our destination and explore the area.

Types of Maps

Learning Outcomes

Quest Page 16

The students should be able to identify and understand the different types of maps and their uses.

Teaching Aids

Flash cards with different information (e.g., population, rivers, climate, cities, roads, etc.)

Activity

Prepare flash cards with different types of information that can be represented on various types of maps. Split the class into small teams.

Ask the students that you will show flash cards with different types of information on them. Each team will take turns answering which type of map (e.g., political, physical, climatic, thematic, resource) would best represent the information on the flash card. The team with the most correct answers wins the challenge. After the activity, review the types of maps and the correct answers to each flash card. Discuss why each map type is suited for the specific information.

Extension Idea

Ask: Do you know what we call a person who creates maps?

Say: A person who creates maps is called a cartographer.

Directions and Sub-directions

Learning Outcomes

Quest Page 17

The students will be able to understand the cardinal and intermediate directions and learn how to use them to interpret maps.

Teaching Aids

Folded slips with instructions (direction of the blackboard, direction of your friend’s seat, direction of the entrance door, etc.)

Activity

Prepare folded slips with instructions (direction of the blackboard, direction of your friend’s seat, direction of the entrance door, etc.)

Call out the names of the students randomly and ask them to choose one slip from your table and read the instructions.

Let the students name the direction of the object/person as on their slip. Offer help to students if needed.

Extension Idea

Ask: Why do you think maps have arrows pointing to the North?

Say: Maps have arrows pointing to the North to act as a guide to ensure we use the map correctly and navigate accurately.

Reading a Map - Symbols

Learning Outcomes

Quest Page 18

The students will be able to understand the use and importance of symbols in reading and interpreting maps.

Teaching Aids

Printouts of map of a city, sketch pens

Activity

Divide the class into groups. Handout the map of the city to each group. Ask each group to identify and circle at least 5 symbols used in the map. Once students have done, invite each group to come forward and share their symbols.

Extension Idea

Ask: How do you think a map would look if we didn’t use symbols, and how might that affect its clarity?

Say: Without symbols, maps would need to have long descriptions for each feature, making them crowded and harder to read. This would reduce the map’s clarity.

Reading a Map - Scale

Learning Outcomes

The students will be able to understand how scales on maps represent large areas in a smaller size and use them to calculate real-life distances.

Teaching Aids

A printed map of a country or state with a scale provided, ruler, sheet of paper Activity

Divide the class into groups.

Hand out a printout of the map to each group.

Show the students how to find the scale on the map (e.g., 1 cm = 200 km).

Give two locations on the map to each group (e.g., two cities or landmarks).

Have the students use the ruler to measure the distance between the two points on the map.

Using the scale, guide the students to calculate the real-life distance between the two locations.

For example, if the distance between the cities is 3 cm, and the scale shows that 1 cm equals 200 km, the real distance would be 3 × 200 = 600 km.

Extension Idea

Ask: How would it be difficult to draw a full-sized map of an entire country or the world?

Say: Drawing a full-sized map of a country or the world is difficult because of their vast size. It would be too large to fit on paper and hard to show details clearly. Maps use scales to represent these large areas in a smaller, manageable size.

Reading a Map - Colour Key

Learning Outcomes

Quest Page 19

The students will be able to identify map features using colour patterns and understand the key’s role in interpreting symbols and colours.

Teaching Aids

Political map of India, colour key, colour pencils or crayons, a large map of India Activity

Provide students with a political map of India. Display a map of India that shows the colour key used for different physical features (e.g., brown for mountains, yellow for plateaus, green for plains, blue for water bodies).

Ask the students to carefully colour in the map based on the key provided. For example, they will colour mountain regions in brown, plateaus in yellow, grey for deserts, blue for water bodies, and plains in green. Once the students are done, have them compare their maps with their classmates to ensure that the colours match the key.

Ask students to present their maps, explaining the different colours they used and what each one represents.

Extension Idea

Ask: Why do you think it is important to use colours on maps instead of just writing descriptions of the features? Say: Colours on maps help us quickly understand the features of an area. The key makes it easier for us to read and interpret the map.

Answers

Get Set

Yes, I also use directions to help others to reach a particular place.

Page no. 15

Pause and Answer

1. A map/globe is a small model of the Earth.

Page no. 17

2. Maps that show the boundaries of continents or countries are known as physical/political maps

3. Using maps, we can see the whole/half world at once.

Chapter Checkup

1. Tick () the correct answer.

A. an atlas

C. symbols

E. yellow

2. Fill in the blanks.

A. Scale

C. Globe

E. intermediate directions

3. Write True or False.

A. False

C. True

E. False

4. Match the following.

A. States and continents

B. Rivers and plateaus

C. Railway and airports

D. Rainfall

E. Crops and minerals

5. Short answer questions.

B. states and cities

D. intermediate

B. Resource maps

D. Thematic maps

B. True

D. True

iii. Political map

ii. Physical map

v. Thematic map

i. Climate map

iv. Resource map

A. Maps are used to represent geographical locations, help in navigation, show different features like mountains, rivers, plateaus, roads, railways, and climate and rainfall patterns.

B. Symbols are pictures or shapes used on maps to represent real-world features like roads, mountains,

rivers, and buildings. They make it easier to understand and read the map without writing lengthy descriptions.

C. The different elements of a map are scale, symbols, directions, and key (legend).

D. A scale on a map shows the comparison between the distance on the map and the actual distance on the ground, helping to calculate real-world distances.

E. A colour key (or legend) explains what different colours on the map represent, such as blue for water bodies, green for forests, or brown for mountains.

6. Long answer questions.

A. Cardinal directions are the four main directions: North, South, East, and West. Intermediate directions are the directions between the cardinal directions, such as Northeast (NE), Southeast (SE), Southwest (SW), and Northwest (NW). These directions help in providing more precise navigation.

B. a. Physical maps: They highlight natural features such as rivers, plateaus, mountains and plains.

b. Political maps: They show the boundaries of continents, countries, states and cities.

c. Climatic maps: They display information on rainfall and climate across different places.

7. Picture-based questions.

A. Political

B. They show the boundaries of continents, countries, states and cities.

C. The legend shows the symbols used to represent the district boundaries and capital region. The line symbol is used for district boundaries and a red dot inscribed in a square is used for the country capital.

HOTS

Knowing directions (North, South, East, West) on a map helps us understand locations and navigate accurately. For example, if a destination is to the north, we will head in the right direction without getting lost. It ensures that we follow the correct routes and understand the map’s layout.

Movements of the Earth 3

Learning Outcomes

Students will be able to:

understand that the Earth’s rotation on its axis causes day and night. explain that Earth’s tilted axis and revolution around the Sun cause seasons and variations in daylight hours between hemispheres.

understand the concepts of equinox and solstice, how they occur, and their role in marking the changes in seasons.

describe solar and lunar eclipses in order to understand the alignment of the Sun, Earth, and Moon during these phenomena.

Let’s Recall

Recap with the students the knowledge on the shape of the Earth and its movements—rotation and revolution.

Ask the students to solve the riddles given in the Get Set section.

Vocabulary

propose: to suggest an idea, plan or action evidence: facts, information or objects that help prove whether something is true or false reverse: opposite astronomers: people who study space, including stars, planets and other objects in the universe rotation: the spinning of the Earth on its axis which is an imaginary line that runs from the North Pole to the South Pole

Teaching Aids

orbit: the curved path that one celestial object takes around another celestial object revolution: the movement of the Earth around the Sun

leap year: the year with 366 days instead of 3651 4 equinox: a time of the year when the day and the night are the same length everywhere on the Earth solstice: the time of year when the Sun shines directly on one of the tropics

Globe; torch light; flash cards; chart papers, oil pastels, sketch pens, pencil, eraser, origami sheets; two balls of different sizes

Chapter: Movements of the Earth

Rotation of the Earth Quest Page 25

Learning Outcomes

The students will be able to understand that the Earth’s rotation on its axis causes day and night.

Teaching Aids

Globe and torch light

Activity

Divide the class into groups. Handout the material to each group. Give two countries from different continents to each group.

Ask the students to rotate the globe from left to right to mimic the Earth’s west to east rotation. The students should focus the light on one of the countries assigned to them.

Ask them to take a note of when it is day in this country, which country and continent will have night. (The students have to name any one.)

Similarly, ask them to repeat the activity for another country and note their findings.

Post the activity, invite the students to share their observations with the class.

Extension Idea

Ask: When it is day in India, which country has night? In which continent is this country located? Say: Brazil, South America. (Answer may vary.)

Revolution of the Earth

Learning Outcomes

Quest Page 25

The students should be able to explain that Earth’s tilted axis and revolution around the Sun cause seasons and variations in daylight hours between hemispheres.

Teaching Aids

Flash cards

Activity

Prepare a set of flash cards on the movement of the Earth around the Sun. These cards would have short phrases, words, like orbit, 365 1 4 days, seasons, movement on its axis, movement around the Sun, April to August, Northern hemisphere, longer days, summer, shorter days, winters, Southern hemisphere and so on.

Divide the class in groups. Give a set of cards (12-15) to each group.

Guide the students to sort and match the cards that go together, like orbit, seasons, movement around the earth, 365 1 4 days. Similarly, October to February, Southern Hemisphere, Summer, longer days and so on.

To complete the activity, the students should have at least 2 complete sets of cards—sorted and matched. Offer assistance to students as needed to ensure their understanding.

Extension Idea

Ask: Why are the days longer in summer and shorter in winter?

Say: In summer, the hemisphere tilted towards the Sun receives more sunlight for a longer period, making the days longer. In winter, the opposite happens, and the days are shorter.

Equinox and Solstice

Learning

Outcomes

Quest Page 27

The students will be able to understand the concepts of equinox and solstice, how they occur, and their role in marking the changes in seasons.

Teaching Aids

Chart papers, oil pastels, sketch pens, pencil, eraser, origami sheets

Activity

Explain that the chart will show Earth’s position during the equinoxes and solstices, describing how these positions affect sunlight, day length, and season.

Split the class into four groups and assign each group one key date: March 21 (Equinox), June 21 (Summer Solstice), September 23 (Equinox), or December 22 (Winter Solstice).

On a chart paper, each group will illustrate the Earth’s position on their assigned date, showing the tilted axis and the Earth’s location in its orbit around the Sun.

Students will label their chart with the Tropic receiving direct sunlight (if any), the length of day and night, and the seasons in both hemispheres.

Once complete, invite each group to present their chart and talk about the importance of the date they have shown.

Extension Idea

Ask: Can you think of any festivals or traditions associated with equinoxes and solstices?

Say: Nowruz marks the Persian New Year and is celebrated in many countries, including Iran, Afghanistan, and parts of Central Asia. It is celebrated on March 21, which is the Spring Equinox. (Answer may vary.)

Eclipses

Learning Outcomes

The students will be able to describe solar and lunar eclipses in order to understand the alignment of the Sun, Earth, and Moon during these phenomena.

Teaching Aids

Torchlight, two balls of different sizes

Activity

Split the class into groups and provide each group with the required materials. In each group, three students demonstrate the solar eclipse and another three demonstrate the lunar eclipse. For the Solar Eclipse demonstration, have one student hold the torchlight to represent the Sun. Another student

holds the larger ball to represent the Earth. The third student holds the smaller ball to represent the Moon. Instruct the students to simulate the movements of the Earth around the Sun and the Moon around the Earth.

As the Moon comes between the torchlight (Sun) and the Earth, it blocks the light and casts a shadow on the Earth, showing a solar eclipse.

For the Lunar Eclipse demonstration, repeat the process with another set of three students. The Earth moves between the torchlight (Sun) and the Moon, casting a shadow on the Moon, demonstrating a lunar eclipse. Once the students have completed the activity, ask the students about their learning.

Extension Idea

Ask: Why is it unsafe to look at the Sun during a solar eclipse?

Say: It is unsafe to look at the Sun during a solar eclipse because the Sun’s rays are still very powerful, even when partially blocked by the Moon. These rays can damage the retina in your eyes, potentially causing permanent vision problems or blindness. This happens because the reduced brightness might not cause immediate discomfort, but the harmful UV and infrared rays can still harm your eyes.

Get Set

Answers

Page no. 8

1. Summer 2. Winter 3. Spring

Pause and Answer Page no. 10

1. A leap year occurs every 6/ 4 years.

2. Camera/Satellite images of the Earth confirm that it is a sphere.

3. The Earth takes 40/24 hours to complete one rotation.

Chapter Checkup Page no. 10

1. Tick () the correct answer.

A. 24 hours B. Orbit

C. June 21 D. Solar Eclipse

2. Fill in the blanks.

A. Winter solstice B. axis

C. leap year D. solar eclipse

3. Write True or False.

A. True B. False

C. False D. True

4. Match the following.

A. Equinox → iii. March 21

B. Solstice → iv. June 21

C. Imaginary line → i. Axis

D. Leap year → ii. 366 days

5. Short answer questions.

A. Day and night are caused by the Earth’s rotation on its axis. The side facing the Sun experiences day, while the side away from the Sun experiences night.

B. Seasons are caused by the Earth’s revolution around the Sun and the tilt of its axis. Because of the Earth’s tilted axis, the part that gets more direct sunlight experiences summer, while the part that gets less sunlight experiences winter.

C. An equinox is a time of the year when the length of day and night are nearly equal. This happens twice a year: on 21 March and 23 September.

D. A solstice occurs when the Sun’s rays shine directly on one of the tropics. It marks the longest or shortest day of the year. The summer solstice happens on June 21, and the winter solstice happens on December 22.

6. Long answer questions.

A.

Solar Eclipse Lunar Eclipse

A solar eclipse occurs when the Moon passes between the Sun and the Earth, partially or completely blocking the Sun’s rays over an area on the Earth.

It occurs only on a new moon day.

A lunar eclipse occurs when the Earth passes between the Sun and the Moon, partially or completely covering the Moon in its shadow.

It occurs on full moon nights.

It can be harmful to eyes if viewed directly. It is safe to observe with a naked eye.

The Moon’s shadow falls on the Earth.

B.

The Earth’s shadow falls on the Moon.

Summer Solistice Winter Solistice

It occurs on June 21 (Northern Hemisphere). It occurs on December 22 (Northern Hemisphere).

The Sun’s rays fall directly on the Tropic of Cancer.

The Sun’s rays fall directly on the Tropic of Capricorn.

It is the longest day and shortest night in the Northern Hemisphere. It is the shortest day and longest night in the Northern Hemisphere. It marks the beginning of summer in the Northern Hemisphere. It marks the beginning of winter in the Northern Hemisphere.

7. Picture-based questions.

A. Solar Eclipse

B. A solar eclipse occurs when the Moon passes between the Sun and the Earth, partially or completely blocking the Sun’s rays over an area on the Earth.

HOTS

The tilt of the Earth’s axis means different parts of the Earth get more or less sunlight, creating seasons. When it’s summer in one hemisphere, it’s winter in the other. If the Earth’s axis wasn’t tilted, there would be no seasons, and every place would have constant weather based on its latitude.

Weather and Climate 4

Learning Outcomes

Students will be able to:

define the atmosphere, and weather, and understand how weather patterns lead to seasons. identify and explain the various factors affecting the climate of a place, such as latitude, altitude, distance from the sea, direction of winds, and humidity.

identify and describe the major climatic zones of the Earth and understand how latitude, temperature, and precipitation influence these zones.

Let’s Recall

Recap with the students the knowledge on the weather, climate and seasons. Ask the students to identify the weather of places given in the Get Set section.

Vocabulary

contrast: to show how two or more things are different from each other

atmosphere: the layer of air surrounding the Earth

temperature: a measure of how hot or cold something is

weather: the condition of the atmosphere at a particular place and time

Teaching Aids

climate: the average weather conditions over a long period

climatologists: scientists who study climate and weather patterns

latitude: distance from the equator

altitude: height of a place above the sea level

humidity: the amount of moisture in the air

Chart paper, pen/pencil, thermometer to record daily temperature; Chart papers, marker pens, pictures of places, reference textbooks, maps, climate charts, internet; Circular cutouts from a chart paper, green, blue and red strips of paper, glue, child-friendly scissors

Chapter: Weather and Climate

The Atmosphere, Weather and Seasons

Learning Outcomes

Quest Pages 32, 33

The students will be able to define the atmosphere, and weather, and understand how weather patterns lead to seasons.

Teaching Aids

Chart paper, pen/pencil, thermometer to record daily temperature

Activity

Begin by introducing the activity to students, explaining that they will be “weather watchers” for a week. Provide each student with a simple weather observation chart where they will record daily weather conditions, including temperature, cloud cover, wind, and precipitation. Encourage them to include additional details such as humidity or air pressure if instruments are available.

Guide students on how to observe and measure weather conditions. If possible, use a classroom thermometer for temperature readings and encourage them to note visible weather changes, such as cloud formations or wind movement.

Set a consistent time each day for observations to ensure accuracy. Encourage students to discuss their findings briefly with classmates, comparing notes and noticing trends.

At the end of the week, facilitate a discussion where students share their observations. Have them analyse how the weather changed over time and what patterns they noticed. Encourage them to make simple predictions about future weather based on their recorded data.

Extension Idea

Ask: Why is the atmosphere important for life on Earth?

Say: The atmosphere helps by:

Giving us air to breathe

Blocking harmful sun rays

Keeping Earth warm

Making weather possible

Stopping space rocks

Climate and the Factors Influencing It

Learning Outcomes

Quest Page

33

The students should be able to identify and explain the various factors affecting the climate of a place, such as latitude, altitude, distance from the sea, direction of winds, and humidity.

Teaching Aids

Chart papers, marker pens, pictures of places, reference textbooks, maps, climate charts, internet

Activity

Begin by dividing the class into five groups and assign each group one factor affecting climate: latitude, altitude, distance from the sea, direction of winds, and humidity.

Ask the students to research using textbooks, maps, climate charts and the internet.

Instruct them to choose 3 to 4 places where their assigned factor plays a significant role in climate variation. Encourage them to note temperature differences, rainfall patterns, and other climatic features in these locations.

Give each group a chart paper to creatively present their findings. They can use drawings, maps, graphs, and short descriptions to explain the impact of their assigned factor. Encourage them to use colours and illustrations to make their charts engaging.

After completing their charts, each group will present their findings to the class.

Allow time for classmates to ask questions and discuss how the factors interact to shape the climate of different regions.

Extension Idea

Ask: What tools do scientists use to study and predict the weather?

Say: Scientists use tools like thermometers to check temperature, barometers to measure air pressure, weather balloons to study the air, and satellites to take pictures of clouds and storms from space.

Climatic Zones

Learning Outcomes

Quest Page 35

The students will be able to identify and describe the major climatic zones of the Earth and understand how latitude, temperature, and precipitation influence these zones.

Teaching Aids

Circular cutouts from a chart paper, green, blue and red strips of paper, glue, child-friendly scissors

Activity

Provide students with blank circular diagrams and coloured strips of paper (red, green, and blue). Show them the reference image of the climatic zones. Instruct them to paste the red strips in the center for the Torrid Zone, green strips above and below the red for the Temperate Zones, and blue strips at the top and bottom for the Frigid Zones. Label each zone (Frigid Zone, Temperate Zone, Torrid Zone) and mark the corresponding lines like the Arctic Circle, Tropic of Cancer, Equator, Tropic of Capricorn, and Antarctic Circle. Once done, students can paste their completed diagrams in their notebooks. Discuss the climate and key features of each zone afterward.

Extension Idea

Ask: How do you think life would be different if you lived in the Frigid Zone instead of the Torrid Zone? What changes would you have to make to your daily activities, clothing, and food habits?

Say: (Sample Answer.) If I lived in the Frigid Zone, I would wear thick, warm clothes instead of light ones. I would eat more hot food to stay warm, and I might not go outside as much because of the cold. Daily activities like farming would be harder, and I’d see snow instead of sunshine.”

Get Set

1. sunny and warm weather

2. cold and snowy weather

Answers

Page no. 32

Pause and Answer Page no. 35

1. rain

2. Latitude

3. Coastal Chapter Checkup

1. Tick () the correct answer.

A. Earth

B. Sea level

C. Equator D. 3

2. Fill in the blanks.

A. climatologists

B. moisture

C. Tropic of Capricorn D. Sea breezes

3. Write True or False.

A. True

C. False

4. Match the following.

B. False

D. True

A. Distance from the equator → iii. Latitude

B. Height above sea level → iv. Altitude

C. Layer of air around Earth → i. Atmosphere

D. Frigid Zone → ii. Poles

5. Short-answer questions.

A. The factors that influence the climate are latitude, altitude, distance from the sea, direction of winds, and humidity.

B. Humidity is the amount of moisture in the air. High humidity makes the weather feel warmer and can bring rain. Low humidity creates dry and cooler weather.

C. When winds blow from the sea to the land, they are called sea breezes. These winds carry moisture, making the area humid and warm, and they often bring rainfall. On the other hand, when winds blow from the land toward the sea, they are called land breezes. These winds are dry and do not significantly affect the temperature of the area.

D. Latitude is the distance of a place from the equator, measured in degrees. Altitude is the height of a place above sea level.

6. Long-answer questions.

A. The closer a place is to the equator, the warmer its climate due to direct sunlight. Areas near the sea experience moderate climates because water heats and cools slower than land, reducing temperature extremes.

B. The world is divided into three climatic, or heat, zones. These three zones are the Torrid Zone, the Temperate Zone and the Frigid Zone.

a. The Torrid Zone lies between the Tropic of Cancer and the Tropic of Capricorn. It receives direct rays from the Sun, resulting in high temperatures and heavy rainfall. It is typically hot and humid throughout the year. This zone generally receives a lot of rainfall.

b. The Temperate Zone is located between the Tropic of Cancer and the Arctic Circle in the Northern Hemisphere, and between the Tropic of Capricorn and the Antarctic Circle in the Southern Hemisphere. These regions receive slanting rays from the Sun, so the climate is neither too hot nor too cold.

c. The Frigid Zone is found near the poles, between the Arctic Circle and the North Pole in the Northern Hemisphere, and between the Antarctic Circle and the South Pole in the Southern Hemisphere. It is very far from the equator and receives very slanted rays from the Sun. This zone remains frozen for most of the year.

7. Picture-based questions.

A. A desert.

B. Hot and dry

C. Loose, lightweight, and light-coloured clothes to protect from the sun and heat.

HOTS

1. Trees take in carbon dioxide, which helps keep the Earth cool.

2. Forests give shade and make the air moist, keeping the place cooler.

Our Environment Unit 2

Chapters in This Unit

5. Natural Disasters

6. Protecting Our Environment

Story in This Unit

Aboard the spaceship, Dr Vikram looks worried, prompting Conji to ask about his concerns. Dr Vikram expresses his fear for the humans trapped by Lord Ero and the worsening situation on Earth. Eva reassures him that they will find a solution soon. Curious to know more about Earth’s condition, Dr Vikram asks for an update, and Mel searches the internet. She discovers alarming news—people have mysteriously disappeared across various countries, and scientists suspect human intervention rather than a natural disaster.

Conji, unfamiliar with the term, asks Dr Vikram to explain what a natural disaster is. Dr Vikram describes them as sudden events like earthquakes, tsunamis, floods, droughts, and cyclones, which cause immense damage to life and property. Eva inquires if they are dangerous, and Dr Vikram confirms that they are, as they not only harm humans but also destroy habitats, uproot trees, and disturb nature’s balance. Mel realises that while scientists suspect human involvement, only they know the truth—that the disappearances are caused by the evil wizards.

As the spaceship approaches Earth, Eva spots the planet, signaling that they need to decide where to land. Mel suggests using the Guardian Compass and map to locate the magical portals. When she places the compass on the map, it starts glowing and reveals the portal’s location. Dr Vikram assists the Trio in reading the map, which indicates that the portal is in Greenland. Mel quickly verifies the location on her tablet, and Conji eagerly suggests landing their spaceship there to begin their mission.

Natural Disasters 5

Learning Outcomes

Students will be able to:

describe floods and earthquakes, their causes, effects, and safety measures to follow during an earthquake and a flood.

explain the causes and effects of cyclones and tsunamis and identify safety measures to take during these natural disasters.

understand what droughts are, their causes, effects on people, animals, and the environment, and ways to prevent them.

understand the importance of disaster preparedness and learn about different organisations that help during natural disasters.

Let’s Recall

Recap with the students the knowledge on the natural disasters. Ask the students to identify the natural disaster shown in the pictures given in the Get Set section.

Vocabulary

tremors: the shaking or vibration of the Earth’s surface sturdy: something that is strong and solid or thick cloudburst: sudden violent rainstorm

epidemics: when a large number of people in a specific area get sick from the same disease at the same time

numerous: too many evacuation: safe escape scarce: so less in quantity that almost nothing is left famine: extreme scarcity of food rescue: save from a difficult situation rehabilitating: restoring someone to normal life

Teaching Aids

natural disaster: a crisis or a calamity caused by nature

earthquake: sudden shaking of the ground seismograph: a machine used to record and measure an earthquake

flood: a lot of water on land which also enters homes, etc.

cyclones: violent storms that form over the sea or the ocean

tsunami: a huge ocean wave caused by an underwater earthquake or volcanic eruption

drought: when there is not enough rain for a long time

Chart papers, markers, sample plans, and pictures of emergency supplies like flashlights and first-aid kits; Strips of paper with facts related to cyclones or tsunamis, colours; Images related to droughts; Pictures related to organisations

Chapter: Natural Disasters

Earthquake, Floods

Learning Outcomes

Quest Page 44

The students will be able to describe floods and earthquakes, their causes, effects, and safety measures to follow during an earthquake and a flood.

Teaching Aids

Chart papers, markers, sample plans, and pictures of emergency supplies like flashlights and first-aid kits

Activity

Divide the class into two groups. One group will create a safety plan for earthquakes, and the other for floods. Give them paper, markers, sample plans, and pictures of emergency supplies like flashlights and first-aid kits.

Ask each group to list important steps for staying safe. The earthquake group should include “Drop, Cover, and Hold,” staying away from windows, and using stairs instead of elevators. The flood group should include moving to higher ground, avoiding floodwater, and keeping an emergency kit ready.

Let each group present their plan to the class. Discuss what makes a good safety plan and why being prepared is important. Encourage students to think about how they can use these plans at home.

Extension Idea

Ask: Why is it important to listen to the instructions given by rescue officers during a flood?

Say: Rescue officers are trained to help people during emergencies. They know the safest places to go to and ways to stay safe. Listening to them can save lives.

Cyclones

Learning Outcomes

Quest Page 46

The students will be able to explain the causes and effects of cyclones and tsunamis and identify safety measures to take during these natural disasters.

Teaching Aids

Chart paper, strips of paper with facts related to cyclones or tsunamis, colours, marker pens

Activity

Ask students to bring one fact about cyclones or tsunamis written on a strip of paper. Their facts can include causes, effects, safety tips, or examples of past cyclones and tsunamis in India.

Provide a large sheet of paper and ask students to paste their strips in the shape of waves to represent water. Once all strips are pasted, read out some interesting facts and discuss them with the class. Encourage students to observe patterns, such as how cyclones mostly affect coastal areas or how tsunamis are caused by underwater earthquakes. Display the completed chart in the classroom for future reference.

Extension Idea

Ask: What is the difference between a cyclone and a tsunami?

Say: A cyclone is a powerful rotating storm with strong winds and heavy rain that forms over the ocean. A tsunami is a series of giant ocean waves caused by underwater earthquakes or volcanic eruptions. Cyclones are weather events, while tsunamis are geological events.

Drought

Learning Outcomes

Quest Page 47

The students will be able to understand what droughts are, their causes, effects on people, animals, and the environment, and ways to prevent them.

Teaching Aids

Chart paper, colours, images related to droughts

Activity

Provide students with the materials.

Explain that they will create posters showing the causes of droughts and ways to prevent them. Encourage them to use drawings, slogans, and pictures to make their posters creative and informative.

Divide the class into small groups or allow individual work.

Give examples like deforestation, overuse of water, and climate change as causes, and solutions like rainwater harvesting, tree planting, and water conservation.

Once completed, have students present their posters and explain their ideas to the class. Display the posters in the classroom as a reminder of responsible water use.

Extension Idea

Ask: How can we save water in our daily lives to prevent drought-like situations?

Say: We can turn off taps when not in use, fix leaks, use buckets instead of hoses, and collect rainwater for plants and cleaning.

Help During Disasters

Learning Outcomes

Quest Page 47

The students will be able to understand the importance of disaster preparedness and learn about different organisations that help during natural disasters.

Teaching Aids

Chart papers, marker pens, colours, pictures related to organisations

Activity

Divide the class into small groups and assign each group one relief organisation: Red Cross, WHO, UNICEF, or NDRF.

Ask them to research resources such as books, printed materials, or internet access to find out what their assigned organisation does, how it helps during disasters, and any real-life examples of its work.

Ask each group to creatively present their findings—either by making a chart paper poster with pictures and key points or by creating a simple PowerPoint presentation. Encourage them to include the organisation’s logo, main functions, and how it supports disaster-affected people.

After the presentations, have a class discussion on how these organisations work together during emergencies and why their role is important in disaster management.

Extension Idea

Ask: What would happen if there were no disaster relief organisations?

Say: Many people would not get food, medical care, or shelter after a disaster.

Get Set

1. Floods 2. Earthquake

Answers

Page no. 43

Pause and Answer Page no. 45 1. T 2. F 3. T

Chapter Checkup

1. Tick () the correct answer.

A. Tsunami B. Seismograph

C. UNICEF D. Less rainfall

2. Fill in the blanks.

A. coastal B. cyclone

C. floods D. famine

3. Write True or False.

A. False B. False

C. True D. True

4. Match the following.

A. Drought → ii. Extreme scarcity of rain

B. Tsunami → iv. Huge ocean wave formed due to underwater earthquake

C. Earthquake → i. Ground shakes violently

D. Flood → iii. Overflowing of water everywhere

5. Short-answer questions.

A. The intensity of an earthquake is measured using the Richter scale. If the reading is 1–2, the earthquake is mild. If it is 6 or above, it is severe and can cause great damage.

B. A drought occurs when there is not enough rain for a long time. As the underground water levels reduce, availability of water for drinking and other daily purposes becomes scarce.

C. The sudden impact of a tsunami can cause numerous people to lose their lives and others to get injured. The salty sea water brought in by the tsunami can make the soil less fertile, affecting farming and plant growth.

D. UNICEF, Red Cross Society

6. Long-answer questions.

A. Flood Prevention:

a. Build strong dams and embankments to control water flow.

b. Grow more trees to prevent soil erosion and reduce waterlogging.

Drought Prevention:

a. Practice rainwater harvesting to save water.

b. Grow more trees to help keep moisture in the soil.

B. Effects of a Cyclone:

a. Strong winds and heavy rains damage houses and trees.

b. Flooding destroys roads, bridges, and crops.

c. It can cause loss of life and injuries.

Safety During a Cyclone:

a. Stay indoors in a strong building.

b. Move away from electric poles and trees.

c. Listen to weather updates and evacuate if needed.

C. NDMA stands for National Disaster Management Authority.

a. It plans and coordinates disaster relief in India.

b. It helps in early warning systems and rescue operations

c. It works with the army and other agencies to save lives during disasters.

7. Picture-based questions.

A. Earthquake

B. a. Loss of lives, Loss of property

C. a. Drop to the ground, take cover under a sturdy table or desk and hold on until the shaking stops.

b. Move away from windows, glass objects and anything that could fall, like bookshelves or heavy pictures.

HOTS

If a drought occurs in the Northern Plains of India, it would cause water shortages for drinking, farming, and daily use. Crops would dry up, leading to food shortages and higher prices of grains like wheat and rice. Farmers would suffer losses, and many might migrate to other areas in search of work. The Ganges River and its tributaries could have lower water levels, affecting hydroelectric power and irrigation. Overall, the economy would be impacted, and the government would need to provide relief measures like water supply, food aid, and support for farmers.

Protecting Our Environment 6

Learning Outcomes

Students will be able to:

explain the causes and effects of air pollution and suggest ways to reduce it.

explain the causes and effects of water pollution and identify actions they can take to prevent it. explain the causes and effects of land pollution and identify actions they can take to prevent it.

differentiate between biodegradable and non-biodegradable waste in order to explain the importance of proper waste disposal.

understand the meaning of 3Rs and apply it in their daily lives.

Let’s Recall

Recap with the students the knowledge on air, water and land pollution.

Ask the students to identify the pictures that are good for the environment given in the Get Set section.

Vocabulary

littering: throwing of waste on the ground or in a public place

global warming: the increase in the temperature of the Earth due to the trapping of the sun's heat by gases such as carbon dioxide

pesticides: chemical sprays used to kill insects on crops

pollution: the addition of harmful substances into the environment

Teaching Aids

pollutants: harmful substances that pollute the environment

afforestation: planting of trees and plants

deforestation: cutting down trees and forests over a large area of land

biodegradable waste: waste from natural materials that can be broken down non-biodegradable waste: waste that cannot be broken down

A4 sheet, markers, related pictures for reference, colours; Paper, props like paper signs for water bodies, plastic waste, or posters with slogans; Chart papers, glue, pictures related to causes, effects and prevention of land pollution; Metal cans, poster paper (green and blue), glue sticks, decorative materials for bins, pictures of waste materials (bio-degradable, non-biodegradable); Tracking sheet, pictures of examples of ways to reduce, reuse, and recycle

Chapter: Protecting Our Environment

Air Pollution

Learning Outcomes

Quest Page 53

The students will be able to explain the causes and effects of air pollution and suggest ways to reduce it.

Teaching Aids

A4 sheet, markers, related pictures for reference, colours

Activity

Explain the importance of air pollution awareness and discuss its causes, effects, and solutions. Show examples of effective posters with bold messages, bright colours, and simple illustrations. Provide materials to the students. Instruct them to highlight key points like pollution sources (factories, vehicles), effects (health issues, acid rain), and solutions (planting trees, reducing vehicle use).

Give them time to design the poster. Guide them if needed. Once done, have students briefly present their work, explaining their message. Display the posters in class or the school hallway. Conclude with a discussion on how they can help reduce air pollution.

Extension Idea

Ask: What small changes can people make to reduce air pollution?

Say: Using bicycles or public transport, planting more trees, reducing electricity use, and avoiding burning waste can help reduce air pollution.

Water Pollution

Learning Outcomes

Quest Page 54

The students should be able to explain the causes and effects of water pollution and identify actions they can take to prevent it.

Teaching Aids

Paper, marker pens, props like paper signs for water bodies, plastic waste, or posters with slogans

Activity

Divide students into small groups and assign them the task of creating a short skit on water pollution. Ask each group to choose a theme, such as causes, effects, or solutions (e.g., reducing plastic use, preventing littering, or proper waste disposal).

Guide them to create a simple script with a clear message, including characters like a polluted river, a concerned citizen, or a scientist.

Encourage the use of props like paper signs for water bodies, plastic waste, or posters with slogans. Give time for practice and ensure the skit is engaging, educational, and under 3–5 minutes. Have each group perform their skit for the class or school audience and conclude with a short discussion on solutions.

Extension Idea

Ask: Why do sea animals like turtles and fish suffer from plastic waste in the ocean?

Say: They often mistake plastic for food and eat it, which can block their stomachs and lead to death. Some also get trapped in plastic waste and cannot escape.

Land Pollution

Learning Outcomes

Quest Page 55

The students will be able to explain the causes and effects of land pollution and identify actions they can take to prevent it.

Teaching Aids

Chart paper, colours, marker pens, glue, pictures related to causes, effects and prevention of land pollution

Activity

Divide the class into groups to work together on the activity.

Provide materials such as chart paper, markers, glue, and old magazines for pictures.

Guide students to create a chart that highlights the causes, effects, and prevention of land pollution.

Encourage creativity by having them paste pictures, draw illustrations, and use bold headings to make their charts engaging.

Once complete, invite each group to present their chart to the class, explaining their key points. Afterward, they will display their charts in their classroom.

Extension Idea

Ask: Why is throwing plastic waste on the ground a big problem?

Say: Plastic does not decompose for hundreds of years. It stays in the soil, harms animals that may eat it, and makes the environment dirty.

Waste Management

Learning Outcomes

Quest Page 56

The students will be able to differentiate between biodegradable and non-biodegradable waste, and explain the importance of proper waste disposal.

Teaching Aids

Metal cans, poster paper (green and blue), glue sticks, decorative materials for bins, pictures of waste materials (bio-degradable, non-biodegradable)

Activity

Divide students into groups and provide them with materials for the activity.

Cover the bins – Ask each group to wrap one metal can with green paper (for biodegradable waste) and another with blue paper (for non-biodegradable waste). Let them decorate their bins creatively.

Sort the waste – Give students pictures of different waste items. They must decide whether each item is biodegradable or non-biodegradable and place it in the correct bin.

Present their work – Each group will explain how they sorted the waste and why each item belongs in its bin. Display the bins – Arrange the decorated bins in the classroom to reinforce the lesson on waste segregation.

Extension Idea

Ask: What happens to waste that is not disposed of properly?

Say: It can clog drains, pollute water and land, attract pests, and release harmful gases if burned or left in landfills.

The 3Rs Quest Page 57

Learning Outcomes

The students will be able to understand the meaning of 3Rs and apply it in their daily lives.

Teaching Aids

A4 sheets, markers, colours, tracking sheet, pictures of examples of ways to reduce, reuse, and recycle

Activity

Ask the students to start a “Reduce, Reuse, Recycle” challenge.

Ask them for one week, they should track how much waste they create at home and school and write down everything they throw away.

Tell them to follow the 3Rs – try to Reduce waste (use less plastic, bring a reusable water bottle), Reuse items (use both sides of paper, turn old jars into storage), and Recycle (separate paper, plastic, and cans).

Ask them to record their actions using a tracking sheet to note how they reduced, reused, or recycled each day. For Example: “Monday – I used a cloth bag instead of a plastic bag.”

At the end of the week, have them share their results and discuss in class: What did they do well? What was difficult? How did their actions help the environment? They can use A4 sheets to prepare a presentation.

Extension Idea

Ask: Why is recycling important, and what items can be recycled?

Say: Recycling saves energy and resources by turning used materials into new products. Items like paper, glass, plastic, and metal can be recycled.

Answers

Get Set Page no. 52

Pause and Answer Page no. 56

1. global warming

2. oxygen

3. improper waste disposal

Chapter Checkup

1. Tick () the correct answer.

A. burning of fossil fuels

B. cholera

C. recycling

D. Reduce, Reuse, Recycle

2. Fill in the blanks.

A. Pollution

B. Acid

C. biodegradable D. afforestation

3. Write True or False.

A. True

C. True

4. Match the following.

B. False

D. True

A. Air pollution → iii. Asthma, lung cancer, bronchitis

B. Land pollution → i. Soil-borne diseases, skin allergies

C. Water pollution → ii. Cholera, typhoid, dysentery

D. Biodegradable waste → iv. Generated from natural things

5. Short-answer questions.

A. Pollution is the introduction of harmful substances into the environment. Pollutants are the harmful substances that cause pollution, such as smoke, plastic waste, and chemicals.

B. Most plants need soil to grow. We get our food from plants. Plants grown in polluted soil may contain harmful substances that reach us through the food we eat. This can cause several diseases.

C. Global warming is the rise in Earth’s temperature due to the trapping of heat by gases like carbon dioxide and methane.

D. The 3Rs stand for Reduce, Reuse, and Recycle. They help in minimising waste and protecting the environment.

6. Long-answer questions.

A. Causes of Air Pollution

Air pollution is caused when factories, power plants and vehicles release harmful gases and smoke into the air. Burning fossil fuels, like petrol, releases a lot of carbon dioxide in the atmosphere. Also, various natural phenomena such as volcanic eruptions, forest fires and dust storms cause air pollution.

Ways to control air pollution

Encourage afforestation or the planting of trees and plants.

Use public transport for travelling. Try carpooling with your friends and family rather than using private vehicles. Try to walk wherever possible. Recycle garbage instead of burning it.

Reduce the use of things that use up or burn fossil fuels. For example, electricity comes from burning huge amounts of coal. Switching off lights and fans when not using them reduces the use of electricity, thereby reducing the amount of coal used.

B. The two types of waste are biodegradable and nonbiodegradable waste. Biodegradable waste (like food scraps and paper) decomposes naturally, while nonbiodegradable waste (like plastic and metal) does not break down easily and harms the environment.

C. Reduce – Use less plastic by carrying reusable bags and bottles.

Reuse – Use old containers for storage instead of throwing them away.

Recycle – Sort paper, plastic, and glass items for recycling to reduce waste in landfills.

7. Picture-based questions.

A. Water pollution

B. Oil spills make a layer of oil on the surface of the water that reduces the amount of oxygen dissolved in the water. This causes marine plants and animals to choke and die due to lack of oxygen.

C. a. Never throw garbage near or in water bodies such as rivers, lakes or ponds.

b. Use more eco-friendly products so that there is less chemical waste released from your homes.

HOTS

1. Clearing a forested area for a highway will harm the environment in several ways. It will destroy animal habitats, reduce the number of trees that clean the air, and increase air pollution from vehicles. The loss of trees will also contribute to global warming by reducing oxygen production and increasing carbon dioxide levels. Additionally, it may cause soil erosion and disturb the natural balance of the ecosystem.

2. a. If pollution continues, future generations will face extreme climate changes, loss of natural resources, and a poor quality of life with fewer clean water, air, and land options.

b. Continued pollution will lead to more diseases like asthma and cancer, dirty water sources, and unclean air, making life difficult for humans, animals, and plants.

The World We Live In

Chapters in This Unit

7. DRC—The Land of Dense Forests

8. Greenland—The Land of Ice and Snow

9. Saudi Arabia—The Land of Hot Sands

10. Prairies—Temperate Grasslands

Story in This Unit

Mel, Eva, Conji, and Dr Vikram are travelling in their spaceship, discussing why Lord Ero has opened a magical portal in Greenland. Dr Vikram explains that Greenland is not very populated, but the portals keep moving, and Lord Ero might be trying to capture people from different places. Eva realises they must act quickly before the portal shifts. However, Dr Vikram warns that their spaceship and appearance might scare the locals. To avoid this, Conji uses a spell to make the spaceship and themselves invisible.

As they fly over Greenland, Conji is surprised that the land is covered in ice despite its name. Dr Vikram explains that Greenland is one of the coldest places on Earth, and people living there adapt by wearing warm clothes and eating fatrich food. As they approach the portal’s location, Mel instructs everyone to fasten their seat belts. Once they land, they step out into the freezing cold, quickly noticing a bright, shining portal in the distance.

As they attempt to reach the portal, Conji struggles to walk through the thick snow. Eva also finds it difficult to move. Mel, who is not struggling as much, watches her friends in confusion. The deep and heavy snow makes it hard for them to walk, and they realise they must find a way to reach the portal before they freeze.

The Land of Dense Forests

Learning Outcomes

Students will be able to: locate the DRC on a map, describe its geography and climate, and understand the impact of its equatorial location.

describe the types of vegetation found in the DRC, and explain how climate influences vegetation, and also identify some of the key wildlife species found in the country. identify the main industries in the DRC, describe some of the key mineral resources found in the country, and explain how these industries contribute to the DRC’s economy.

describe the rural lifestyle in the DRC, identify some of the diverse ethnic groups and their unique customs.

Let’s Recall

Recap with the students the knowledge on the African continent. Ask the students to read the poem about DRC given in the Get Set section.

Vocabulary

basin: the area of land around a large river from which smaller rivers and streams run down to it canopy: the uppermost branches of the trees in a forest, forming a continuous layer of leaves tropical rainforest: dense and warm rainforests with high rainfall usually found between 10° north and south of the equator

savanna: grassy plains in tropical and sub-tropical regions

tribes: a group of people who have the same language, customs and live in their separate society

Teaching Aids

Blank political maps of Africa, coloured pencils, notebooks, reference map of Africa, glue; Chart paper, markers, pictures of rainforests and savannas, information about the climate and soil in each biome; Pencil/markers/ sketch pens, ruler; Presentation tools (posters/slideshows/chart papers), pictures of the different ethnic groups, markers, coloured pencils, glue, child-friendly scissors

Chapter: DRC—The Land of Dense Forests

Location and Climate Quest Page 67

Learning Outcomes

The students will be able to locate the DRC on a map, describe its geography and climate, and understand the impact of its equatorial location.

Teaching Aids

Blank political maps of Africa, coloured pencils, notebooks, reference map of Africa, glue

Activity

Give each student a blank map of Africa and coloured pencils. Instruct them to find and outline the Democratic Republic of the Congo (DRC) on the map. Ask them to colour the DRC using a distinct colour while keeping the neighbouring countries uncoloured for contrast. Guide them to label the capital city, Kinshasa, and write the names of the countries that share a border with the DRC. Once completed, encourage a discussion on the country’s location, size, and importance in Africa. Ask them to paste the finished maps in their notebooks.

Extension Idea

Ask: How does the DRC’s location near the Equator affect its climate?

Say: Being near the Equator means the DRC receives a lot of direct sunlight, which makes it hot. The high temperatures also cause a lot of evaporation, leading to high humidity and heavy rainfall, especially in its northern region.

Vegetation and Wildlife

Learning Outcomes

The students should be able to describe the types of vegetation found in the DRC, and explain how climate influences vegetation, and also identify some of the key wildlife species found in the country.

Teaching Aids

Chart paper, markers, pictures of rainforests and savannas, information about the climate and soil in each biome

Activity

Divide the students into two groups. Assign one group to research and create a chart on rainforests and the other on savannas. Instruct them to include key information about climate, vegetation, animal life, and soil. Encourage the use of drawings, pictures, or printed images to make the charts visually appealing. Once finished, have each group present their findings to the class, followed by a discussion on the differences between rainforests and savannas. Display the charts on the classroom walls for reference.

Extension Idea

Ask: What are some of the differences between the climate in the rainforest and the savanna?

Say: The rainforest is hot and wet year-round, while the savanna has a wet season and a dry season. The rainforest also receives much more rainfall than the savanna.

Learning Outcomes

The students will be able to identify the main industries in the DRC, describe some of the key mineral resources found in the country, and explain how these industries contribute to the DRC’s economy.

Teaching Aids

Pencil/markers/sketch pens, notebook, ruler

Activity

Guide the students to create a graphic organiser in their notebooks to display the different crops and minerals found in the Democratic Republic of the Congo (DRC) and their contributions to the economy. Instruct them to research and list at least two locations where each crop is grown and where each mineral is mined. Encourage them to use simple diagrams, charts, or mind maps for better visualisation. Once completed, have them paste the organiser in their notebooks for future reference.

Extension Idea

Ask: Why are minerals like cobalt and coltan important in today’s world?

Say: Cobalt is used in batteries for electric cars and phones, and coltan is used in electronic devices like phones and computers. These minerals are essential for modern technology.

Lifestyle

Learning Outcomes

Quest Page 69

The students will be able to describe the rural lifestyle in the DRC, identify some of the diverse ethnic groups and their unique customs.

Teaching Aids

Presentation tools (posters/slideshows/chart papers), pictures of the different ethnic groups, markers, coloured pencils, glue, child-friendly scissors

Activity

Divide the class into groups and assign each group one ethnic group: Bambuti/Pygmies, Twa, or Babinga. Instruct them to research their assigned group’s unique customs, traditions, clothing, and way of life. Encourage students to use books, reliable online sources, or classroom materials for their research. Have them organise their findings into a short and engaging presentation, using drawings, printed pictures, or simple props if possible. Once all groups are ready, allow them to present their work to the class, followed by a discussion on the diversity of these ethnic groups.

Extension Idea

Ask: What is the special connection that the Bambuti people have with the rainforest?

Say: The rainforest is their home and provides them with everything they need – food, shelter, and medicine. They have a deep respect for the forest and its resources.

Answers

Pause and Answer

1. False

2. True

3. True

4. False

Chapter Checkup

1. Tick () the correct answer.

A. Congo

B. Bambuti

C. Rubber

2. Fill in the blanks.

A. Babinga B. canopy

C. Coltan D. savanna

3. Write True or False.

A. True B. True

C. False

4. Match the following.

D. True

A. Savanna → ii. Giraffes

B. Kinshasa → iv. Capital of the DRC

C. Cobalt → i. Batteries

D. Jewellery → iii. Gold

5. Short-answer questions.

A. The DRC has a tropical climate with high humidity and dense rainforests, which lead to daily rainfall.

B. coffee, cocoa, rubber

C. Angola, Uganda (Answer may vary.)

6. Long-answer questions.

A. The people of the DRC mostly live in rural areas, with many residing in villages. Their homes are built on raised platforms to protect them from heavy rainfall. They practice farming and grow crops like cassava and plantains. The country is home to various tribes, each with unique customs and traditions. The Bambuti and Twa tribes live in the rainforests and rely on traditional hunting skills for food. The Babinga people, found in the south, are known for their

colourful clothing and intricate beadwork. People in the DRC wear bright, patterned fabrics and celebrate their culture through music, dance, and traditional ceremonies, fostering a strong sense of community.

B. In the north of the DRC, the forests are very rich in wildlife. Animals such as chimpanzees, baboons, elephants, buffaloes, rhinoceroses, and hippopotamuses are commonly found in the forests. Many kinds of birds, insects, and snakes can also be found in the forests. Crocodiles are present in large numbers in the rivers.

C. The DRC has a hot and humid climate throughout the year because it is near the Equator. The northern region experiences heavy rainfall almost every afternoon, making it one of the wettest places in the world. Most of the country is covered in dense vegetation due to the abundant rainfall. The southern part of the DRC is drier and receives less rain. The hot and humid conditions support the growth of tropical rainforests, while the climate in the south is relatively less hot and wet compared to the north.

7. Picture-based questions.

A. North: Central African Republic, South Sudan, Uganda West: Republic of the Congo

B. Atlantic Ocean

HOTS

(Answer may vary.)

Feature DRC Delhi

Temperature Hot year-round (due to equatorial location) Hot summers, cool winters

Rainfall High rainfall, especially in the north, some areas have distinct wet/dry seasons Monsoon season (July–September) brings most rainfall, otherwise relatively dry

Humidity Generally high humidity due to proximity to equator and rainforests

Humidity varies, generally higher during monsoon, lower in other seasons

Greenland: The Land of Ice and Snow 8

Learning Outcomes

Students will be able to:

locate Greenland on a map, describe its basic climate, and identify some key facts about it (largest island, territory of Denmark, capital city).

identify some common plants and animals found in Greenland and understand how they adapt to the harsh climate.

describe the main occupations in Greenland and explain how people travel across the island. describe the Inuit people, their traditional way of life, their adaptations to the cold, and how their lives are changing.

Let’s Recall

Recap with the students the knowledge on Greenland. Ask the students to identify the image of the coldest place from the pictures given in the Get Set section.

Vocabulary

lichens: a group of tiny plants that grow on rocks, walls and trees carnivorous: an organism that eats flesh of other animals mammals: animals that give birth to babies instead of laying eggs and feed the babies milk from their own bodies

harpoon: a spear-like instrument that is attached to a long rope and thrown by hand sledge: a vehicle without wheels that is used to travel in snow

kayak: a small, narrow boat with a small opening at the top for a person to sit in umiak: an open boat made of animal skin stretched over a wooden frame

igloo: a dome-shaped house made of snow parka: a jacket with a hood and lined with animal fur

Teaching Aids

World map, markers, string/yarn; Pictures of Greenland plants and animals, chart paper, glue; Ice cream sticks, glue, string, cardboard; Cotton balls, glue, a small plastic bowl (as a mold), and a sturdy base like cardboard

Chapter: Greenland: The Land of Ice and Snow

Location and Climate

Learning Outcomes

Quest Page 73

The students will be able to locate Greenland on a map, describe its basic climate, and identify some key facts about it (largest island, territory of Denmark, capital city).

Teaching Aids

World map, markers, string/yarn

Activity

Ask students to locate North America on the map.

Guide them to find the Atlantic Ocean.

Explain that Greenland is located northeast of North America, in the Atlantic Ocean.

Have students use a marker to circle Greenland on the map.

Use string or yarn to connect Greenland to Denmark on the map, explaining its political relationship.

Extension Idea

Ask: What is special about the location of Greenland?

Say: It is the largest island in the world and the Arctic Circle passes through it.

Vegetation and

Wildlife

Learning Outcomes

Quest Page 74

The students should be able to identify some common plants and animals found in Greenland and understand how they adapt to the harsh climate.

Teaching Aids

Pictures of Greenland plants and animals, chart paper, marker pens, glue

Activity

Divide the class into two groups. Assign one group to research on plants of Greenland and the other to research on animals. Ask them to gather pictures and key information about their assigned topic. Guide students to create a chart listing each plant or animal, its adaptation, and how it helps in survival. Encourage them to use drawings or printed images for better presentation. Once completed, have each group present their charts to the class, explaining how these plants and animals are suited to Greenland’s harsh climate. Display the charts in the classroom for reference.

Extension Idea

Ask: Why are plants in the tundra small?

Say: To conserve heat and protect themselves from wind.

Occupations and Transport Quest Page 75

Learning Outcomes

The students will be able to describe the main occupations in Greenland and explain how people travel across the island.

Teaching Aids

Ice cream sticks, glue, string, cardboard

Activity

Display pictures of reindeer and dog sledges. Explain that sledges are used in Greenland because there are no proper roads in many areas, especially in snowy regions.

Provide students with ice cream sticks, glue, string, and small cardboard pieces.

Instruct the students to arrange and glue 4–5 ice cream sticks side by side to form the base of the sledge and then glue two ice cream sticks lengthwise underneath the base to act as the runners.

Tell them to add small cardboard pieces or extra sticks to strengthen the structure and then tie a string to the front of the sledge for pulling.

Have the students test their sledges by pulling them on a smooth surface, then display their models in class.

Extension Idea

Ask: How are Kayaks different from umiaks?

Say: Kayaks are small, narrow boats designed for one or two people, usually covered on top with a small opening for the paddler. They are used for hunting and travelling in icy waters. Umiaks, on the other hand, are larger, open boats that can carry several people and goods, making them suitable for transportation and moving families.

Lifestyle Quest Page 76

Learning Outcomes

The students will be able to describe the Inuit people, their traditional way of life, their adaptations to the cold, and how their lives are changing.

Teaching Aids

Cotton balls, glue, a small plastic bowl (as a mold), and a sturdy base like cardboard

Activity

Display pictures of igloos and explain their dome shape, construction, and why they are effective in cold climates.

Provide cotton balls, glue, a small plastic bowl (as a mold), and a sturdy base like cardboard.

Turn the bowl upside down and apply glue all over it. Stick cotton balls to cover the entire surface, shaping them to form a dome.

Leave a small opening for the doorway or carefully cut one after the glue dries.

Allow time for the glue to set before removing the bowl (if using it as a mold). Arrange extra cotton around the igloo to resemble snow.

Explain how igloos trap heat and keep people warm despite being made of snow.

Extension Idea

Ask: How has Inuit life changed over time?

Say: Igloos trap heat because snow is a good insulator. The air pockets in the snow prevent heat from escaping, keeping the inside warm. Body heat, along with small lamps, warms the air inside, while the thick walls block cold winds. The dome shape helps retain warmth efficiently.

Answers

Get Set Page no. 73

Pause and Answer Page no. 75

1. False

2. True

3. True

Chapter Checkup

1. Tick () the correct answer.

A. The Polar

B. Inuits

C. Harpoons

2. Fill in the blanks.

A. Denmark

C. Sisimiut

3. Write True or False.

A. True

C. False

4. Match the following.

B. Nuuk

D. igloos

B. False

D. True

A. Umiak → ii. A boat that can carry many people

B. Sledge → iv. A vehicle without wheels

C. Parka → i. A jacket with a hood, lined with animal fur

D. Kayak → iii. A boat meant for one person

5. Short-answer questions.

A. The most important occupations in Greenland are hunting and fishing.

B. Minke, Humpback, Narwhal are a few species of whale found in Greenland.

6. Long-answer questions.

A. The DRC has a hot and humid climate, while Greenland has a cold and icy climate. The DRC receives heavy rainfall, whereas Greenland gets very little precipitation.

The DRC is covered with dense forests, while Greenland is mostly covered with ice.

B. Due to the cold climate, people wear warm clothes like parkas and boots.

Fishing and hunting are the main sources of food because farming is difficult.

Houses are built to withstand extreme cold, and some Inuits traditionally lived in igloos.

C. People in Greenland wear warm clothes like parkas, fur-lined boots, and thick gloves to protect themselves from the freezing cold. Traditional clothing includes sealskin coats and fur-lined hoods.

7. Picture-based questions.

A. Kayak

B. No. The terrain is icy and uneven with ice formations, making it unsuitable for traditional road or railway construction.

HOTS

1. Fish, Reindeer meat

2. Parka, Seal skin boots

3. Sledge, Kayak

4. See the Northern Lights; Learn about Inuit culture

Saudi Arabia: The Land of Hot Sands

Learning Outcomes

Students will be able to:

locate Saudi Arabia on a map, describe its basic geographical features, and identify its neighbouring countries, including its capital city.

describe Saudi Arabia’s climate, identify common plants and animals found there, and explain how they have adapted to the harsh desert environment.

identify oil as the major industry in Saudi Arabia, describe its importance in the global economy, and explain the challenges and adaptations related to agriculture in the country.

understand the culture, lifestyle, and governance of Saudi Arabia, including its modern cities, traditional clothing, monarchy, and the nomadic life of the Bedouins.

Let’s Recall

Recap with the students the knowledge on the deserts.

Ask the students to identify the image given in the Get Set section and attempt the question.

Vocabulary

adaptations: changes through which living beings become better suited to their environment

alfalfa: a kind of legume infrastructure: the systems and facilities available in a place

robe: a long, flowing outer garment

nomadic: living by travelling from place to place animal hide: animal skin that can be used to make tents or clothes

skyscrapers: a very tall building in a city

wadis: temporary streams formed after rainfall in the desert

Teaching Aids

oases: underground bodies of water in deserts that rise to the surface

desalination: a process through which salt is removed from seawater

monarchy: a type of government where the king is the ruler of the country

Bedouin: one of the native Arab tribes with a nomadic lifestyle

caravan: a group of people travelling together in a desert

Map of Asia, markers, coloured pencils, large World map for reference, notebooks, glue; Chart papers, sketch pens, markers; Printed timeline events, child-friendly scissors; Pictures related to important cities, type of governance, and clothing

Chapter: Saudi Arabia: The Land of Hot Sands

Location

Learning Outcomes

The students will be able to locate Saudi Arabia on a map, describe its basic geographical features, and identify its neighbouring countries, including its capital city.

Teaching Aids

Map of Asia, markers, coloured pencils, large World map for reference, notebooks, glue

Activity

Hang a large world map on the class wall. Ask students to locate Asia on it. Guide them to find the Arabian Peninsula and explain that a peninsula is a landmass surrounded by water on three sides.

Now, hand out maps of Asia to the students and ask them to colour Saudi Arabia.

Using blue, ask them to mark the Red Sea and the Persian Gulf and using distinct colours, have them mark some of its neighbouring countries: Jordan and Iraq to the north, Kuwait to the northeast, Qatar and the United Arab Emirates to the east, and Oman and Yemen to the south.

Once complete, let the students paste the maps in their notebooks.

Extension Idea

Ask: What are the sources of water in Saudi Arabia?

Say: Saudi Arabia’s main sources of water include underground aquifers, oases, and desalination of seawater. Since the country has no lakes or perennial rivers, temporary streams called wadis form after rainfall but dry up quickly. Oases, where underground water rises to the surface, provide freshwater in desert areas.

Climate, Vegetation, Wildlife Quest Page 82

Learning Outcomes

The students should be able to describe Saudi Arabia’s climate, identify common plants and animals found there, and explain how they have adapted to the harsh desert environment.

Teaching Aids

Chart papers, coloured pencils, sketch pens, markers, glue

Activity

Divide the class into small groups and have each group choose one plant and one animal found in Saudi Arabia. Instruct them to research their selected species, gathering pictures and key information about their adaptations and how these help them survive in the desert environment. Have students organise their findings on a chart paper, pasting pictures and highlighting key features of the plant and animal they researched. Once the charts are complete, each group will present their findings to the class, explaining how these species are suited to Saudi Arabia’s hot and arid climate. Display the charts in the classroom for future reference.

Extension Idea

Ask: How does climate affect the types of plants and animals found in an area?

Say: Climate determines what can grow and live in a region. Rainforests have dense vegetation and diverse wildlife, while deserts have drought-resistant plants and animals.

Economy

Learning

Outcomes

Quest Page 84

The students will be able to identify oil as the major industry in Saudi Arabia, describe its importance in the global economy, and explain the challenges and adaptations related to agriculture in the country.

Teaching Aids

Printed timeline events, notebooks, glue, child-friendly scissors

Activity

Discuss key events related to Saudi Arabia’s oil history.

Then, give each student a timeline worksheet with key events related to Saudi Arabia’s oil history, but in a jumbled order. Explain that their task is to cut out each event and arrange them correctly on a separate sheet of paper. Provide glue and scissors for them to paste the events in sequence in their notebooks. Walk around the classroom, guiding students as they work. Once completed, have a class discussion on how oil discovery changed Saudi Arabia’s economy, lifestyle, and global importance. Encourage students to share their thoughts on what life might have been like before oil was discovered. Display the completed timelines on the classroom wall.

Extension Idea

Ask: Why do other countries need Saudi Arabia’s oil?

Say: Many countries use oil as fuel in transportation, and industries.

Lifestyle and Cities and Some Places of Interest

Learning Outcomes

Quest Page 84

The students will be able to understand the culture, lifestyle, and governance of Saudi Arabia, including its modern cities, traditional clothing, monarchy, and the nomadic life of the Bedouins.

Teaching Aids

Chart papers, pictures related to important cities, type of governance, and clothing, glue, markers

Activity

Divide the class into three groups and assign each group a specific topic to research: one group will explore traditional clothing in Saudi Arabia, another will gather information about its important cities, and a third group will study its system of governance and compare it to India’s.

Encourage students to collect relevant information and find pictures to make their charts visually appealing. Provide them with materials such as chart papers, markers, and glue sticks to create their presentations creatively.

Once the charts are complete, have each group present their findings to the class. After the presentations, display the charts on the classroom walls or bulletin board for everyone to view and learn from.

Ask: Why do you think traditional clothing in Saudi Arabia is loose and covers most of the body?

Say: Loose clothing helps protect people from the extreme heat and sand. Covering up also protects the skin from sunburn.

Answers

Get Set

Cactus, date palm

Pause and Answer

1. True

2. False

3. False

Chapter Checkup

1. Tick () the correct answer.

A. Riyadh

B. Monarchy

C. Camel

D. Oman

2. Fill in the blanks.

A. oil

B. Date palms

C. Jeddah

D. Bedouin

3. Write True or False.

A. True

B. True

C. True

D. False

4. Match the following.

A. Bedouin → ii. Nomadic herders

B. Monarchy → iii. Ruled by kings

C. Camel → iv. Ship of the Desert

D. Wadis → i. Temporary streams

5. Short-answer questions.

Page no. 80

Page no. 83

A. Saudi Arabia is located in the western part of Asia, on the Arabian Peninsula. It is surrounded by the Red Sea on the west and the Persian Gulf on the east. It is bordered by countries like Iraq, Jordan, and Oman.

B. Saudi Arabia’s main industry is oil.

C. An oasis is a fertile area in the desert where underground water comes to the surface, allowing plants and animals to survive.

D. Water is obtained through desalination of seawater, underground wells, and oases.

E. Men wear thobe (a loose white robe) and cover their heads with a keffiyeh. Women wear abaya (a long black robe) that covers their whole body.

6. Long-answer questions.

A. Some of the adaptations that camels have that make them suited to the desert climate are:

Camels have humps that store fat, providing them with energy in harsh conditions.

They have long eyelashes and nostrils that close to protect against sandstorms.

Their wide, padded feet help them walk on the sand without sinking.

Camels can survive for long periods without water, as they store it in their bodies.

B. The Bedouin people are nomadic Arabs who travel in groups called caravans, mainly using camels for transportation. They raise camels, goats, sheep, and horses, which provide them with milk, meat, and animal hide. During summers, they camp near oases where their animals can graze, while in winters, they move along desert routes in search of water. Their lifestyle is adapted to the harsh desert environment, relying on livestock and seasonal migration for survival.

7. Picture-based questions.

A. The physical feature seen in the image is an oasis.

B. An oasis is formed when underground water (aquifers) reaches the surface. This can happen due to natural springs or when humans dig wells. The water source allows vegetation to grow in an otherwise dry and arid environment.

C. A tree that grows in and around an oasis is a date palm.

HOTS

The discovery of oil in Saudi Arabia transformed the country by making it one of the richest nations in the world. Oil exports brought economic growth, modern cities, and improved infrastructure. The lifestyle of the people changed

as many moved from nomadic living to settled urban life with access to better jobs, education, and healthcare. The wealth from oil also allowed for the development of industries, transportation, and technology, making Saudi Arabia a global economic power.

Prairies: Temperate Grasslands

Learning Outcomes

Students will be able to: describe grasslands, their names, and their locations with special reference to North American prairies; distinguish between tropical and temperate grasslands; and explain the prairies’ climate. describe the typical vegetation found in prairies, explain why the soil is fertile, identify common animals, and discuss the impact of human activity on prairie wildlife, particularly bison. identify the major occupations in the prairies, and describe the mineral resources found in the region. describe the lifestyle of people living in the prairies and explain how it differs from city life by discussing key factors such as occupation, environment, and daily activities.

Let’s Recall

Recap with the students the knowledge on the grasslands. Ask the students to complete the word search puzzle given in the Get Set section.

Vocabulary

ploughing: turning the soil before sowing seeds threshing: thrashing the grain to separate the edible part from the inedible part winnowing: blowing air through the grain to remove the husk grasslands: vast areas of flat land where the main vegetation is different kinds of grasses prairies: temperate grasslands in North America ranches: large farms where cattle are reared

Teaching Aids

World maps, colours, marker pens, glue, Large reference map as given on page 90, notebooks; Pictures of prairie plants (grasses, shrubs) and animals (bison, coyotes, prairie dogs, hawks, prairie chickens), yarn or string, glue; Chart papers, pictures related to crops grown in prairies, cattle ranches, and mineral resources and their locations; Notebooks, pen/pencil

Chapter: Prairies: Temperate Grasslands

Meaning and Types, Location and Climate

Learning Outcomes

The students will be able to describe grasslands, their names, and their locations with special reference to North American prairies; distinguish between tropical and temperate grasslands; and explain the prairies’ climate.

Teaching

Aids

World maps, colours, marker pens, glue, Large reference map as given on page 90, notebooks

Activity

Distribute world maps to each student.

Guide them to carefully colour and label each temperate grassland, using distinct colours for better visibility. Encourage accuracy in marking locations, referring to the world map on page 90 of the CB for assistance.

Once the task is complete, ask students to neatly write the names of the grasslands beside their respective regions. Additionally, have them mark Canada, the USA, and Mexico, highlighting the areas covered by the prairies.

Finally, instruct students to paste their completed maps in their notebooks for future reference.

Extension Idea

Ask: What kind of climate do prairies experience?

Say: The prairies experience hot weather during summer and cold weather during winter. There is moderate rainfall during the summer.

Vegetation and Wildlife

Learning Outcomes

Quest Page 91

The students will be able to describe the typical vegetation found in prairies, explain why the soil is fertile, identify common animals, and discuss the impact of human activity on prairie wildlife, particularly bison.

Teaching Aids

Pictures of prairie plants (grasses, shrubs) and animals (bison, coyotes, prairie dogs, hawks, prairie chickens), yarn or string, glue

Activity

Begin by explaining the concept of a food web and how all organisms in an ecosystem are interconnected. Emphasise that if one species is affected, it can have an impact on the entire ecosystem.

Divide the class into groups and provide each group with pictures of various prairie plants and animals. Discuss the feeding relationships—identifying which animals eat plants (herbivores) and which animals prey on others (carnivores).

Ask students to use yarn or string to connect the pictures, visually mapping the flow of energy from plants to herbivores and then to carnivores. Guide them in forming a complete food web that represents the prairie ecosystem. Encourage students to observe how different species depend on one another for survival.

Extension Idea

Ask: Name any two migratory birds that visit prairies in North America.

Say: Upland Sandpiper, Bobolink (Answer may vary.)

Economy

Learning Outcomes

The students will be able to identify the major occupations in the prairies, and describe the mineral resources found in the region.

Teaching Aids

Chart papers, pictures related to crops grown in prairies, cattle ranches, and mineral resources and their locations, glue, markers

Activity

Divide the class into three groups, each assigned a specific research topic:

Farming – including the crops grown in the prairies.

Cattle Ranching – its significance and practices.

Mineral Resources – types of minerals found and their locations.

Encourage students to collect relevant information and find pictures to make their charts visually appealing. Provide them with materials such as chart papers, markers, and glue sticks to create their presentations creatively.

Once the charts are complete, have each group present their findings to the class. After the presentations, display the charts on the classroom walls or bulletin board for everyone to view and learn from.

Extension Idea

Ask: Why do you think the prairies are called the “wheat basket of the world”?

Say: The prairies have vast stretches of fertile land, a suitable climate, and advanced farming techniques that allow large-scale wheat production. The USA is one of the largest exporters of wheat, supplying it to many countries worldwide.

Lifestyle and People

Learning Outcomes

The students will be able to describe the lifestyle of people living in the prairies and explain how it differs from city life by discussing key factors such as occupation, environment, and daily activities.

Teaching Aids

Notebooks, pen/pencil

Activity

Start by engaging students in a discussion about life in the prairies. Explain how people in the prairies mainly grow crops like wheat, maize, and barley, and raise cattle on large farms called ranches. Highlight how prairie life is different from city life, focusing on wide-open spaces, reliance on nature, and fewer people around.

Ask students to imagine they are prairie farmers and write a short diary entry describing a day in their life.

Encourage them to include details about their daily tasks, such as plowing fields, tending to animals, or harvesting crops. They should also describe the weather, which can vary from hot summers to cold winters, and share their thoughts on whether they enjoy their life or find it challenging. Provide students with writing materials and allow them time to complete their diary entries. Once finished, invite students to read their entries aloud to the class. Encourage discussion by asking questions like: “What challenges do farmers face?” or “How does the weather affect their work?” Conclude by emphasising the importance of farmers and ranchers in providing food for people worldwide.

Extension Idea

Ask: How might the lifestyle of someone living on a prairie farm be different from someone living in a city?

Say: A person living on a prairie farm would have a lifestyle centered around agriculture, working outdoors, tending to crops or livestock, and relying on natural resources. Their life may be quieter and more physically demanding, with fewer entertainment options and amenities. In contrast, someone in a city would likely have a job in business, technology, or services, with access to modern conveniences, public transportation, and social activities. City life is often faster-paced with more crowded living conditions.

Answers

2. Fill in the blanks.

A. ranches B. Bison

C. grass D. wheat basket

3. Write True or False.

A. True B. False

C. False D. True

4. Match the following.

A. South America → i. Pampas

B. Eurasia → iv. Steppes

C. Australia → ii. Downs

D. South Africa → iii. Velds

5. Short-answer questions.

A. Temperate grasslands are large, open grassy plains found in moderate climate regions. They have fertile soil and support farming and cattle grazing.

B. Ranches are large farms where cattle and other livestock are raised, mainly for meat and dairy products.

C. Coal and petroleum

6. Long-answer questions.

1. Tick () the correct answer.

A. Velds B. Humus

C. Wheat D. Tropical

A. The two types of grasslands are: Tropical grasslands – Found near the Equator, such as the Savannas in Africa.

Temperate grasslands – Found in cooler regions, such as the Prairies in North America and the Steppes in Eurasia.

B. The prairies have an extreme climate. Summers are warm with moderate rainfall, while winters are cold with heavy snowfall. Strong winds are common in the region.

C. a. Harsh climate – Cold winters and hot summers make it difficult for people to settle permanently.

b. Large farmlands – Most of the land is used for farming and cattle rearing, leaving little space for towns and cities.

7. Picture-based questions. A. bison

B. The bison is found in the prairies of North America, particularly in the United States and Canada.

C. Two other animals found in the prairies are:

a. Coyotes

b. Prairie dogs

HOTS

Machines are needed to do different kinds of farm work on the prairies because:

1. Large size of farms: The farms in the prairies are very large, so machines help to work efficiently and cover more area in less time.

2. Scarcity of labour: There are fewer people living in the prairies, so machines are essential to complete tasks like ploughing, sowing, and harvesting.

Transport and Communication Unit 4

Chapters in This Unit

11. Means of Transport

12. Means of Communication

13. The Age of Machines

Story in This Unit

Mel and her friends struggle to move through the deep snow as they try to reach the magical portal. Dr Vikram explains that roads cannot be built in such icy regions, so people use sledges pulled by huskies or small boats called kayaks for transportation. Since they do not have these options, Conji decides to use magic. He casts a spell, and the snow clears, forming a magical path for them to walk on. Excited, they hurry toward the portal.

When they reach the portal, Dr Vikram is warned to stay back so he does not get pulled in again. Eva explains that they are safe because they drank a safety potion, and Mel, being a robot, is unaffected by magic. As they examine the portal, they find a keyhole but no key to close it. They try to contact the Elders for help, but Dr Vikram mentions that signals are weak in such areas, and people usually use satellite phones to communicate. Luckily, Mel has a special gadget that works anywhere, and she uses it to send a message to Elder Robot.

Elder Robot replies, telling them to follow the Guardian Compass. When they look closely, they notice that one side of the compass needle is shaped like a key. Eva chants a spell to extract the key, and the compass glows, transforming the needle into a large key. She quickly inserts it into the keyhole, successfully closing the portal. The group celebrates, but Eva reminds them that they still have one more portal to close. They return to their spaceship, ready for their next mission.

Means of Transport

Learning Outcomes

Students will be able to:

identify various modes of transport, understand the significance of the steam engine in transportation history, and explain how transportation has evolved over time.

identify different types of land transport, explain the importance of roadways and railways, describe the features of highways, and discuss the benefits of metro systems in urban areas.

identify and differentiate between inland water transport and shipping, and understand the importance of ports in overseas trade.

identify means of air transport, describe their advantages and disadvantages, and functions of airports and different airlines that operate in India.

explain how transportation can harm the environment, identify alternative and sustainable transportation options, and discuss ways to reduce the negative impact of transportation.

Let’s Recall

Recap with the students the knowledge on the modes of transport. Ask the students to attempt the questions given in the Get Set section.

Vocabulary

diesel: a kind of fuel

cost-effective: of good value as per the amount of money spent

network: a system of intersecting roads or railway tracks

backwaters: part of a river or sea where the water remains still

transport: the ways in which people, animals or goods move from one place to another

steam engine: a type of heat engine used to perform mechanical work using steam

highways: long roads that connect different cities in a country

superfast trains: a passenger train that travels very fast

overseas shipping: import and export of goods through ships

global warming: increase in the temperature of the earth’s surface due to gases such as carbon dioxide

Teaching Aids

Flashcards with images of different modes of transport (e.g., bicycles, steam trains, cars, airplanes, electric vehicles) and fuel types and engine mechanisms (e.g., steam engine, internal combustion engine, electric motor), glue or tape for matching flashcards; Chart paper, marker pens, glue, pictures related to key attractions of cities, information on national highways and train routes; Political map of India, marker pens, glue, notebooks, large map of India for reference; Pictures related to airline logos and their airplanes, information related to different airlines; Props and placards (if needed)

Chapter: Means of Transport

Steam Engine and Modern Means of Transport

Learning Outcomes

The students will be able to identify various modes of transport, understand the significance of the steam engine in transportation history, and explain how transportation has evolved over time.

Teaching Aids

Flashcards with images of different modes of transport (e.g., bicycles, steam trains, cars, airplanes, electric vehicles) and fuel types and engine mechanisms (e.g., steam engine, internal combustion engine, electric motor), glue or tape for matching flashcards

Activity

Divide the class into groups and hand out flashcards featuring different modes of transport (e.g., bicycles, steam trains, electric cars, airplanes) along with details about their fuel types and engine mechanisms. Students will match each transport mode with its correct fuel source and engine type.

Groups will present their answers to the class.

Introduce the steam engine and discuss its role in revolutionising transportation (e.g., steam trains, steamships). Show images/videos or a short story about how steam engines led to faster and more efficient travel.

Provide students with pictures of different historical and modern transport modes.

Ask them to arrange them in chronological order, highlighting key innovations like:

Horse-drawn carriages → Steam trains → Automobiles → Airplanes → Electric vehicles

Discuss how transportation has evolved over time, leading to modern advancements.

Extension Idea

Ask: How has transportation technology affected the way people live and work?

Say: Modern transportation has made it easier for people to travel for work or leisure, has facilitated trade and the movement of goods, and has connected communities around the world.

Land Transport

Learning Outcomes

The students should be able to identify different types of land transport, explain the importance of roadways and railways, describe the features of highways, and discuss the benefits of metro systems in urban areas.

Teaching Aids

Chart paper, marker pens, glue, pictures related to key attractions of cities, information on national highways and train routes

Activity

Divide the class into groups and assign each group a travel route connecting a few popular cities in India. Each group will research the national highways and train routes that link these cities. Additionally, they should gather images related to their assigned cities.

Using a chart paper, they will creatively present the different ways to reach these cities along with key attractions.

Once the presentations are complete, each group will share their work with the class. The completed charts will then be displayed in the classroom for future reference.

Extension Idea

Ask: What are the advantages of travelling by train compared to other modes of land transport?

Say: Trains can carry a large number of passengers and goods over long distances, often at a lower cost than other options. They can also be more environmentally friendly than individual cars.

Waterways

Learning Outcomes

Quest Page 103

The students will be able to identify and differentiate between inland water transport and shipping, and understand the importance of ports in overseas trade.

Teaching Aids

Political map of India, marker pens, glue, notebooks, large map of India for reference Activity

Begin by displaying a large map of India that highlights the coastline and major ports. Distribute political maps to students and ask them to locate and mark thirteen major ports, including Mumbai, Chennai, Kolkata, and Visakhapatnam.

Once done, let the students paste the maps in their notebooks.

Discuss why ports are located along the coastline and how they serve as entry and exit points for goods. Conclude with a discussion on why ports are crucial for India’s economy and how shipping is a cost-effective method for transporting goods.

Extension Idea

Ask: Do you think water transport is eco-friendly? Why or why not?

Say: It is more eco-friendly than trucks and airplanes because ships use less fuel per ton of goods transported. However, oil spills and pollution from ships can harm the ocean.

Airways Quest Page 104

Learning Outcomes

The students will be able to identify means of air transport, describe their advantages and disadvantages, and functions of airports and different airlines that operate in India.

Teaching Aids

Chart paper, markers, glue, pictures related to airline logos and their airplanes, information related to different airlines

Activity

Begin by dividing the class into small groups and assigning each group a major Indian airline such as Air India, IndiGo, SpiceJet, or Vistara. Provide students with guiding questions to research, including the number of flights operated, major domestic and international routes, and total national and international flights.

Encourage students to gather pictures of airplanes and airline logos from newspapers, magazines, or online sources. Supply chart paper, markers, and glue for them to organise their findings in a creative and informative way.

Once the charts are ready, have each group present their research to the class, explaining key details about their assigned airline. Conclude with a discussion on why air travel is important, comparing different airlines based on fleet size, destinations, and services. Display the completed charts in the classroom for reference.

Extension Idea

Ask: What are the advantages and disadvantages of air transport?

Say: Advantages: Speed, ability to reach remote areas, useful in emergencies. Disadvantages: Expensive, can be affected by weather, and contributes to air pollution.

Traffic and Pollution

Learning Outcomes

The students will be able to explain how transportation can harm the environment, identify alternative and sustainable transportation options, and discuss ways to reduce the negative impact of transportation.

Teaching Aids

Props and placards (if needed)

Activity

Divide the class into small groups and assign them the topic: “The Role of Transportation in Causing Air Pollution and Sustainable Ways to Reduce It”. Ask each group to prepare a role play that highlights how different modes of transportation contribute to air pollution, its effects on health and the environment, and possible sustainable solutions.

Encourage students to include real-life scenarios such as traffic congestion, vehicle emissions, industrial transportation, and fuel combustion. They should also showcase sustainable alternatives like electric vehicles, public transport, cycling, carpooling, and cleaner fuels.

Give students time to write their script, assign roles, and rehearse before presenting their role play to the class. Invite each group to perform. Encourage other group members to observe and listen carefully.

Conclude with a class discussion on how choosing eco-friendly transport options can significantly reduce air pollution and create a healthier environment.

Extension Idea

Ask: How does air pollution from vehicles affect our health and the environment?

Say: Air pollution can cause respiratory problems, contribute to climate change, and harm plants and animals.

Answers

Get Set Page no. 100

Do as directed.

Pause and Answer Page no. 104

1. Thomas Newcomen

2. Highways

3. Ferry Chapter Checkup

1. Tick () the correct answer.

A. Ship

B. Aeroplane

C. Helicopter

D. Kolkata

2. Fill in the blanks.

A. wheel

B. James Watt

C. Railways

D. aeroplane

3. Write True or False.

A. True B. False

C. False D. True

4. Match the following.

A. Important public transport → iv. Metro rail

B. Means of transport in water → i. Ship

C. Fastest means of transport → ii. Aeroplane

D. Superfast train → iii. Vande Bharat

5. Short answer questions.

A. The three modes of transport are: Land transport, Water transport, and Air transport.

B. Road transport is the most convenient because it provides door-to-door service, is accessible in remote areas, and is cheaper for short distances.

C. The first railway line in India was built in 1853 between Mumbai and Thane.

D. Overseas shipping is the transportation of goods and passengers through ships from one country to another across seas and oceans.

6. Long answer questions.

A. Speed: Air transport is the fastest mode of transport and can cover long distances in a short time.

Emergency Use: It is useful in emergencies such as natural disasters, medical evacuations, and military operations.

B. The two types of waterways are:

a. Inland waterways – These include rivers, canals, and backwaters used for transportation within a country.

b. Shipping (Oceanic waterways) – This involves large ships transporting goods and passengers across seas and oceans between countries.

C. Reduces Vehicle Emissions: Metro rails encourage people to use public transport instead of private vehicles, reducing air pollution from cars and buses. Energy Efficient: Metro trains run on electricity, which reduces the dependence on fossil fuels and helps in cutting down carbon emissions.

7. Picture-based questions.

A. Vehicular emissions causing air pollution.

B. These pollutants can cause respiratory problems, worsen asthma, and contribute to other health issues. Being stuck in traffic can also increase stress levels.

C. One way to prevent this is to improve public transport. Spreading greater awareness about using public transport and carpools can help save the environment.

HOTS

1. a. Cheaper for Heavy Goods: Water transport is costeffective for carrying large and heavy goods over long distances, as ships can carry more cargo at a lower cost than trucks or planes.

b. Useful for Remote Areas: Some places do not have proper roads or railways, making rivers and seas the best way to transport goods easily.

2. a. For Safe and Fast Travel: Highways are built long and straight to allow vehicles to move at high speeds safely without sudden stops or sharp turns.

b. To Reduce Accidents: Fewer curves and roundabouts help drivers maintain better control of their vehicles, reducing the chances of accidents.

Means of Communication 12

Learning Outcomes

Students will be able to: identify different methods of personal communication, describe their uses and advantages, and understand how communication technology has evolved over time. identify different methods of mass communication, describe their uses and advantages, and understand how mass communication has evolved over time. explain how satellites are used for communication, describe the advantages of satellite communication, and discuss how it has affected broadcasting and global connectivity.

Let’s Recall

Recap with the students the knowledge on means of communication. Ask the students to solve the riddles given in the Get Set section.

Vocabulary

gestures: body signals reliable: dependable enable: allow or activate simultaneously: at the same time demonstrated: shown or proven transmitted: sent or conveyed efficient: productive with optimal use of resources disasters: terrible events causing great damage postal system: the network of post offices for sending and receiving letters, parcels, etc.

Teaching Aids

India Post: India’s national postal service speed post: express mail service

STD: used for calling people in other cities within India

ISD: used for international phone calls

SMS: text message sent using mobile phones information superhighway: vast and fast information network documentary films: films meant to educate or spread awareness

Large sheets of paper, pictures or drawings representing different communication methods, such as smoke signals, carrier pigeons, the printing press, the postal service, telegraphs, telephones, radio, television, emails, and smartphones to each group, marker pens, ruler, glue sticks; Props, topic related pictures, notepad and pen/pencils; Chart paper, marker pens, pictures related to satellites, information on their functions, glue

Chapter: Means of Communication

Personal Communication

Learning Outcomes

The students will be able to identify different methods of personal communication, describe their uses and advantages, and understand how communication technology has evolved over time.

Teaching Aids

Large sheets of paper, pictures or drawings representing different communication methods, such as smoke signals, carrier pigeons, the printing press, the postal service, telegraphs, telephones, radio, television, emails, and smartphones to each group, marker pens, ruler, glue sticks

Activity

Divide the class into groups and hand out large sheets of paper along with pictures or drawings representing different communication methods, such as smoke signals, carrier pigeons, the printing press, the postal service, telegraphs, telephones, radio, television, emails, and smartphones.

Ask the students to draw a horizontal line across the sheet to represent a timeline. Then, have them mark key historical periods, such as ancient times, the Middle Ages, the 19th century, and modern times, at the top of the line. Next, instruct the students to analyse the pictures and work together to place them in the correct chronological order on the timeline. As each method is placed, discuss its importance, how it worked, and how it improved communication.

Extension Idea

Ask: Imagine you are trying to reach a friend who lives in a remote area with no internet or phone service. What method of communication would you use and why?

Say: (Answer may vary.) Students might suggest sending a letter by mail, using a messenger, or finding another way to physically deliver the message.

Mass Communication

Learning Outcomes

The students should be able to identify different methods of mass communication, describe their uses and advantages, and understand how mass communication has evolved over time.

Teaching Aids

Props, topic related pictures, notepad and pen/pencils

Activity

Divide the class into groups and assign each group a scenario, such as reporting a local event, advertising a product, or raising awareness about a natural disaster. Ask each group to select one mode of mass communication to deliver their message effectively. Give the groups time to plan, create, and rehearse their presentations. Once they are ready, have them present their work to the class, showcasing how their chosen communication method conveys the message uniquely and reaches different audiences.

Conclude with a class discussion on which communication methods were most effective for different types of messages and how mass communication influences everyday life.

Extension Idea

Ask: What are the advantages and disadvantages of social networking?

Say: Advantages: Connects people, allows for information sharing, facilitates social movements. Disadvantages: Can spread misinformation, lead to cyberbullying, raise privacy concerns.

Satellite Communication Quest Page 113

Learning Outcomes

The students will be able to explain how satellites are used for communication, describe the advantages of satellite communication, and discuss how it has affected broadcasting and global connectivity.

Teaching Aids

Chart paper, marker pens, pictures related to satellites, information on their functions, glue

Activity

Divide the class into groups and assign each group a specific use of satellite communication, such as broadcasting, GPS, weather forecasting, or scientific research. Ask each group to research on how satellites enable their assigned function, its importance in daily life, and real-world examples.

Ask the students to organise their findings onto a chart. Encourage them to include as many pictures to make their charts appealing.

Once they are done, invite each group to present their research to the class. After all presentations, lead a discussion on how satellite communication has transformed different industries and impacted society globally.

Extension Idea

Ask: How do satellites overcome the challenge of the Earth’s curved surface in broadcasting?

Say: Satellites are positioned high above the Earth, allowing them to “see” a large area.

They receive signals from Earth and then relay them back down, covering a much wider area than ground-based antennas could.

Answers

Get Set Page no. 108 1. Email

Radio 3. Satellite Pause and Answer Page no. 111 1. pigeons 2. India Post 3. Smartphones

Checkup

1. Tick () the correct answer.

A. Carrier Pigeons

B. Information Superhighway

C. Rockets

D. Marconi

2. Fill in the blanks.

A. communication B. telephone

C. mass communication D. documentary

3. Write True or False.

A. False B. True

C. False D. False

4. Match the following.

A. John Logie Baird → iii. Television

B. Guglielmo Marconi → ii. Radio

C. Johannes Gutenberg → i. Printing

D. STD → iv. Other Indian cities

5. Short-answer questions.

A. Mass communication is the process of sharing information with a large number of people at the same time through newspapers, television, radio, and the internet.

B. A fax machine is a device that sends and receives printed documents over a telephone line. It is used to quickly share written information and images.

C. Speed Post is a fast and reliable postal service offered by India Post for delivering letters and parcels quickly across the country.

D. A documentary film is a movie that provides factual information about real-life events, people, or issues, often for educational purposes.

6. Long-answer questions.

A. Satellite communication is the use of artificial satellites to transmit signals for television, radio, internet, GPS, and weather forecasting.

Advantages:

Provides communication in remote areas where telephone and internet services are limited. Enables global broadcasting of TV channels and live events.

Helps in weather forecasting and disaster management.

Supports GPS navigation for transportation and travel.

B. The internet has completely changed the way people communicate by making it faster, easier, and more accessible.

Impact:

Instant Messaging & Emails: People can send messages instantly instead of waiting for letters.

Video Calls & Social Media: Platforms like Skype, WhatsApp, and Facebook help people stay connected.

Online News & Information: The internet provides real-time news and information from around the world.

E-commerce & Digital Services: People can shop online, pay bills, and access various services from their homes.

7. Picture-based questions.

A. Picture 2

B. Picture 2

HOTS

A leave application to the school principal is a situation where a written form of communication, like a letter or an email, is more suitable than a phone call or talking in person.

Justification: Writing a letter ensures that the principal has a clear record of the request, including the reason and dates for leave. It is also more polite and formal than just telling them verbally.

Age of Machines

Learning Outcomes

Students will be able to:

define machines, identify examples of simple and complex machines, and explain the significance of the discovery of metals that led to the development of better tools and impacted early human societies. define a factory, and describe the Industrial Revolution, highlighting its significance in transforming people’s lives and society. explain the use of coal in generating electricity, its limitations and its replacement by renewable energy sources in power generation.

Let’s Recall

Recap with the students the knowledge on machines we use in our daily lives. Ask the students to attempt the question given in the Get Set section.

Vocabulary transformed: changed something to a state which is very different from its original one fuel: a substance which is used to provide heat or power machine: tools that makes our work easier factory: a place where large number of goods are produced quickly using big machines industrial revolution: the advancement from hand-made goods to machine-made goods solar energy: use of the heat and light of the sun to generate electricity hydroelectricity: the electricity produced from flowing water of rivers

Teaching Aids

Pictures or drawings of tools made from stone, copper, bronze, and iron, timeline worksheets, pen/pencil; Chart paper, pictures or examples of handmade items (e.g., a hand-knitted scarf, a pottery piece) and mass-produced items (e.g., a machine-made t-shirt, a plastic toy), glue, marker pens; Pictures of thermal power plants, coal, solar panels, batteries, windmills, and hydroelectric power stations, dams, chart papers, colours

Chapter: Age of Machines

Discovery of Metals Quest Page 118

Learning Outcomes

The students will be able to define machines, identify examples of simple and complex machines, and explain the significance of the discovery of metals that led to the development of better tools and impacted early human societies.

Teaching Aids

Pictures or drawings of tools made from stone, copper, bronze, and iron, timeline worksheets, pen/pencil

Activity

Start the activity by explaining how the discovery of metals changed early human life, improving tools and lifestyles. Briefly outline the timeline of metal discoveries:

Copper: First discovered over 10,000 years ago.

Bronze: Discovered about 6,000 years ago, made by mixing copper and tin.

Iron: Discovered later, stronger than copper and bronze, used for advanced tools. Ask students to research the tools made from each metal (e.g., copper tools, bronze axes, iron plows) and their uses. Encourage them to bring pictures of these tools. Give students a blank timeline template or ask them to draw one. Have them mark the years of each discovery and label copper, bronze, and iron. Suggest they add small drawings or symbols to show the tools and their uses, like farming or hunting.

Extension Idea

Ask: If you could invent a new machine to make your life easier, what would it be and how would it work? Say: (Answer may vary.) I will invent a machine that can do my homework and help me study for my exams.

Mass Production and the Industrial Revolution Quest Page 118

Learning Outcomes

The students should be able to define a factory, and describe the Industrial Revolution, highlighting its significance in transforming people’s lives and society.

Teaching Aids

Chart paper, pictures or examples of handmade items (e.g., a hand-knitted scarf, a pottery piece) and massproduced items (e.g., a machine-made t-shirt, a plastic toy), glue, marker pens

Activity

Divide the class into groups and assign each group the task of bringing pictures of at least one handmade item and one mass-produced item. Ask each group to paste these pictures onto a chart paper and highlight the differences between the two items in terms of appearance, quality, and cost. Additionally, they should note the time and effort required to create each item by hand compared to by machine.

Encourage students to discuss and answer the above points as part of their activity.

Walk around the room and help the students if needed. Once the charts are complete, invite each group to present their findings to the class, explaining their observations and conclusions.

Extension Idea

Ask: How did the invention of the steam engine change the way goods were produced?

Say: The steam engine allowed for the use of machines to produce goods on a much larger scale and at a faster rate than by hand. This led to mass production and the factory system.

Discovery of Electricity

Learning Outcomes

Quest Page 119

The students will be able to explain the use of coal in generating electricity, its limitations and its replacement by renewable energy sources in power generation.

Teaching Aids

Pictures of thermal power plants, coal, solar panels, batteries, windmills, and hydroelectric power stations, dams, chart papers, colours, marker pens, glue

Activity

Divide the students into groups and assign each group a specific topic to research:

One group will research thermal power plants in India, focusing on how they operate and the raw materials used.

Another group will explore the use of solar energy for producing electricity.

A third group will study hydro energy, and a fourth group will examine wind energy for electricity generation. Encourage the groups to collect related pictures to make their charts visually appealing. They can also include diagrams to illustrate the process of generating electricity for their assigned energy source. Have them mention the advantages and disadvantages of using each of them.

Provide each group with materials such as chart paper, markers, and glue. Have them organise and paste their information neatly on the charts.

Once the charts are complete, have each group present their findings to the class, explaining the key points and diagrams they created.

Extension Idea

Ask: What can you do to conserve energy in your daily life?

Say: (Answer may vary.) Turn off lights when leaving a room, use energy-efficient appliances, walk or use a bicycle instead of driving a car for short distances, and reduce water usage.

Get Set

(Answers will vary.)

Answers

Page no. 117

I learned to ride a bicycle when I was about six years old. My dad held onto the back of the seat while I pedalled, and he ran alongside me. Eventually, he let go, and I wobbled a bit before finding my balance and riding on my own! One funny memory is that I ran into a rose bush the first time I rode without training wheels because I didn't know how to use the brakes yet!

Pause and Answer

no. 119

Chapter Checkup

1. Tick () the correct answer.

A. Copper B. Iron

C. Wind D. Britain

2. Fill in the blanks.

A. stone B. Factories

C. hydroelectricity D. cheaper

3. Write True or False.

A. True B. False

C. True D. True

4. Short-answer questions.

A. Machines are tools or devices that use energy to perform tasks more efficiently than humans.

B. Bronze was made by mixing copper and tin, creating a stronger metal than copper alone.

C. A dam is a barrier built across a river to store water, which is often used for irrigation, hydroelectric power, and flood control.

D. The steam engine was used to power machines, trains, ships, and factories, making transportation and production faster and more efficient.

5. Long-answer questions.

A. The Industrial Revolution was a period of major technological advancements that began in Britain in the 18th century. It led to the shift from handmade goods to machine-made goods in factories. It introduced steam engines, improved transportation, and changed people’s lifestyles by increasing urbanisation and mass production.

B. We need alternate sources of energy because fossil fuels like coal and petrol are non-renewable and cause pollution. Alternative sources help protect the environment and provide sustainable energy. Two examples of alternative sources of energy are:

a. Solar energy – Uses sunlight to generate electricity.

b. Wind energy – Uses wind turbines to produce electricity.

6. Picture-based questions.

A. Solar panels

B. Solar panels convert sunlight into electricity.

C. No, solar energy does not cause pollution because it does not release smoke or harmful gases. It uses sunlight to make electricity, which is clean and does not harm the air or water.

HOTS

1. In the village, John worked at home and made items by hand, but in the factory, he had to work with machines in a large building with many workers.

2. At home, he could choose his working hours, but in the factory, he had to follow a fixed schedule and work for long hours every day.

Indian Freedom Struggle

Chapters in This Unit

14. The First War of Independence

15. Struggle for Independence

16. Great Achievers of India

Story in This Unit

Aboard the spaceship, the Trio and Dr Vikram examine the magical map, which starts glowing when they place the Guardian Compass on it. Conji excitedly notes that the map reveals the location of the next portal, and Mel quickly searches on the tablet, confirming that it is in New York, United States of America. Dr Vikram is surprised, explaining that New York is the most populous city in the U.S. Realising the urgency, the group prepares to head there without delay.

As they travel, Conji expresses curiosity about Earth’s many cities and countries and asks Dr Vikram where he is from. Dr Vikram proudly shares that he is from India, a land of rich culture, beautiful landscapes, and a great historical past. Eva and the others show interest in learning more, and Dr Vikram draws a connection between their battle against Lord Ero and India’s own struggle for independence. He describes the bravery of leaders like Mahatma Gandhi, Rani Lakshmi Bai, Lala Lajpat Rai, and Sarojini Naidu, who played key roles in freeing India from British rule.

Mel finds the story fascinating, and Dr Vikram explains how these courageous individuals made great sacrifices to achieve India’s freedom. Conji expresses hope that they too can free Avora from Lord Ero’s tyranny, and Eva agrees that this must remain their ultimate goal. Just then, Mel announces that they are approaching the location of the second magical portal. Dr Vikram reminds everyone to use the invisibility spell before landing, and Conji quickly chants, “INVISIBLIO!” With their ship now hidden, Mel advises everyone to fasten their seatbelts as they prepare for a safe landing in New York.

The First War of Independence

Learning Outcomes

Students will be able to: identify key goods traded between India and other regions, understand the motivations behind this trade, and describe the arrival and impact of European trading powers. explain how the British East India Company gained political control over India, connecting it to the Industrial Revolution and key events like the Battle of Plassey. describe how British policies negatively impacted Indian farmers, weavers, traders, and rulers, leading to growing resentment and resistance. explain the causes of the 1857 revolt, identify key figures and events, and understand its significance in the struggle for Indian independence.

Let’s Recall

Recap with the students the knowledge on India’s war of Independence. Ask the students to attempt the question given in the Get Set section.

Vocabulary

weakening: to become weaker regional: belonging to a particular region discontent: feeling of dissatisfaction or unhappiness with a situation industrial revolution: time when people started using machines to make things instead of making them by hand. taxes: money that people pay to the government

Teaching Aids

economy: system of a country which people follow to buy and sell goods and services to earn money cartridges: a metal or cardboard tube that contains a bullet revolt: a fight against those in power suppressed: stop or control something forcefully exile: forced to stay out of one’s country

Maps of Indian Ocean region, coloured pencils, markers, notebooks, glue; Notebooks, information on key events that led to the formation of the East India Company, pen/pencils; Chart paper, pictures and information on British policies; Map of India, pictures of leaders and events related to the revolt of 1857

Chapter: The First War of Independence

India as a Trade Centre

Learning Outcomes

The students will be able to identify key goods traded between India and other regions, understand the motivations behind this trade, and describe the arrival and impact of European trading powers.

Teaching Aids

Maps of Indian Ocean region, coloured pencils, markers, notebooks, glue

Activity

Distribute maps of the Indian Ocean region to the students. Provide coloured pencils or markers and assign each individual the task of tracing ancient trade routes that connected India to Greece, Rome, Arabia, Europe, and Sumatra. Instruct students to use different colours for different trade routes to make the paths clear and visually appealing. Ask them to label key ports, cities, and regions that were important for trade during ancient times. Encourage a discussion about what goods were traded, such as spices, silk, cotton, and precious stones, and how these trade routes helped in the exchange of culture, ideas, and technology.

Once completed, have students present their maps to the class, explaining their findings. Conclude with a discussion on the importance of ancient trade routes in shaping global connections. Later, have the students paste the maps in their notebooks.

Extension Idea

Ask: Why do you think spices were so valuable in Europe?

Say: Spices were rare and expensive in Europe. They were used for flavouring food, preserving it, and even for medicinal purposes. This made them highly sought after.

Formation of the East India Company

Learning Outcomes

The students should be able to explain how the British East India Company gained political control over India, connecting it to the Industrial Revolution and key events like the Battle of Plassey.

Teaching Aids

Notebooks, information on key events that led to the formation of the East India Company, pen/pencils

Activity

Ask the students to research the key events that led to the formation of the East India Company. Encourage them to explore factors such as trade interests, British exploration, and early interactions with India. Hold a class discussion where students share their findings and discuss the major factors that contributed to the establishment of the company.

Give students time to write a short story narrating the formation of the East India Company in a creative and engaging way.

Once they finish, invite students to read their stories to the class, helping everyone understand the events in an interesting and imaginative way.

Extension Idea

Ask: What do you think would have happened if the Mughal Empire had been stronger at that time?

Say: The British would have had a harder time gaining control, and the history of India might have been different.

Discontent Among Indians

Learning Outcomes

Quest Page 130

The students will be able to describe how British policies negatively impacted Indian farmers, weavers, traders, and rulers, leading to growing resentment and resistance.

Teaching

Aids

Chart paper, glue, pictures and information on British policies

Activity

Divide the class into groups and assign each group the task of researching British policies that caused discontent among Indians. Encourage them to gather relevant pictures and information.

Have the class sit in a circle and provide each group with a chart paper. Instruct them to paste the collected pictures and organise the information on the policies that led to Indian resentment.

Once completed, allow each group to present their work to the class, explaining how these policies impacted the people and contributed to the growing dissatisfaction with British rule.

Extension Idea

Ask: Which British policy allowed them to take over kingdoms that had no heirs?

Say: Doctrine of Lapse

The Revolt of 1857

Learning Outcomes

Quest Page 131

The students will be able to explain the causes of the 1857 revolt, identify key figures and events, and understand its significance in the struggle for Indian independence.

Teaching Aids

Map of India, pictures of leaders and events related to the revolt of 1857, glue, chart paper, markers

Activity

Divide the class into groups and assign them the task of collecting pictures of key people and events related to the Revolt of 1857.

Provide each group with a map of India and ask them to mark the locations where the revolt took place. Instruct them to paste this map at the centre of a large chart paper.

Around the map, have students attach pictures of the main leaders involved in the revolt and write down the key causes that led to the uprising.

Once completed, invite each group to present their chart to the class, explaining the significance of the marked locations, leaders, and causes.

Extension Idea

Ask: What was the significance of Bahadur Shah Zafar joining the revolt?

Say: As the last Mughal emperor, his involvement gave the revolt legitimacy and symbolised a challenge to British authority.

Answers

Get Set

Page no. 128

(Answer may vary.) Rani Lakshmi Bai, Mangal Pandey

Pause and Answer

Circle  the correct word.

1. Vasco da Gama arrived in Kochi/ Calicut.

Page no. 129

2. The Europeans established factories that were built like forts /markets.

3. The British established the East India Company in the year 1700/ 1600.

Pause and Answer

1.  2. 

3.  4. 

Chapter Checkup

1. Tick () the correct answer.

A. Bahadur Shah Zafar

B. 1600

C. Meerut

2. Fill in the blanks.

A. the First War of Independence

B. indigo and cotton

C. Awadh

D. viceroy

3. Write True or False.

A. False B. False

C. True D. False

E. True

4. Match the following.

Page no. 131

5. Short-answer questions.

A. Greece, Rome

B. Spices, Silk, Precious stones

C. Siraj-ud-Daula, the Nawab of Bengal, fought against the East India Company led by Robert Clive.

D. Mangal Pandey was arrested and later executed on April 8, 1857.

6. Long-answer questions.

A. The new cartridges for the Enfield rifles were rumoured to be greased with cow and pig fat, which offended both Hindu and Muslim soldiers. Hindus considered cows sacred, and Muslims considered pigs unclean. The soldiers had to bite off the cartridge before loading the rifle, which went against their religious beliefs. So biting something covered in the fat of these animals angered both.

B. The Revolt of 1857 showed that the East India Company failed to govern India properly. There was widespread unrest due to unfair policies, high taxes, and exploitation of Indians. The British government dissolved the East India Company in 1858 and took direct control to ensure better administration. Queen Victoria promised better governance and protection for Indian people under British rule.

7. Picture-based questions.

A. Rani Lakshmi Bai

B. Gwalior

C. 29 years

HOTS

A. Rani Lakshmi Bai → iv. Jhansi

B. Bahadur Shah Zafar → ii. Delhi

C. Tantia Tope → i. Kanpur

D. Begum Hazrat Mahal → iii. Awadh

The Revolt of 1857 was a failure because the British defeated the Indian rebels and took direct control of India in 1858. However, it was also a success in some ways because it united people from different regions and made Indians more aware of the need for freedom. It also led the British to change some of their unfair policies.

Struggle for Independence

Learning Outcomes

Students will be able to:

identify some of the social evils prevalent in 19th-century India and describe the contributions of key social reformers in challenging these practices.

explain the reasons for the formation of the Indian National Congress, identify key leaders, and describe the differences between the two groups within the movement.

explain the British policy of “divide and rule”, describe the Swadeshi Movement and its impact, and identify key revolutionary figures in the Indian independence struggle.

describe Gandhi’s experiences after returning to India, identify the social issues he observed, and explain his initial efforts towards social reform.

explain the Rowlatt Act, describe the Jallianwala Bagh massacre and its impact, and define Satyagraha and its role in the Indian independence movement.

identify and describe the key events, goals, and leaders associated with the Non-Cooperation Movement, the protest against the Simon Commission, the Civil Disobedience Movement, the Quit India Movement, and the role of the Indian National Army in India’s struggle for independence.

understand the impact of various freedom movements that led to India’s independence and the subsequent partition of India and Pakistan.

Let’s Recall

Recap with the students the knowledge on the struggle for Independence of India.

Ask the students to identify the famous leaders given in the Get Set section.

Vocabulary

caste system: a system of discrimination in the Hindu society based on people’s birth protests: actions that show that you do not like or approve of something boycott: to refuse to take part in something that you strongly disapprove nationalism: feeling of love and a sense of attachment to one’s country untouchables: group of people who were considered low and polluting by other groups massacre: killing lot of people without any fault of theirs

Teaching Aids

cooperate: to work with someone to achieve something divide and rule policy: a strategy of the British to divide the people of India social reformers: people who try to improve the society by removing evil practices from it moderates: a group of leaders in the INC who wanted slow change through peaceful talks with the British extremists: a group of leaders in the INC who wanted quicker action and used protests to push for change

Information sheets about the reformers, simple props or costumes; Chart paper, pictures of moderates and extremists, glue, markers; A4 sheets, coloured pencils, glue (if they have to paste some pictures); Notebook, pen/pencils, pictures related to Gandhiji and his contributions; Reference pictures of Jallianwal Bagh massacre; Chart papers/Power point presentation, projector

Chapter: Struggle for Independence

Social Reformers

Learning Outcomes

Quest Page 136

The students will be able to identify some of the social evils prevalent in 19th-century India and describe the contributions of key social reformers in challenging these practices.

Teaching Aids

Information sheets about the reformers, simple props or costumes

Activity

Assign each student the role of a social reformer, such as Swami Dayanand Saraswati, Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Sir Syed Ahmed Khan, or Savitribai Phule. Ask students to research their assigned reformer, focussing on their contributions, the social issues they fought against, and the impact of their work.

Give students time to prepare a short speech in the first person, as if they were the reformer themselves. Encourage them to dress up or use simple props to enhance their presentation. Each student will then deliver their speech to the class, explaining their reformer’s beliefs and how they worked to bring about change.

Conclude with a class discussion on how these reformers shaped Indian society and what lessons can be learned from their work today.

Extension Idea

Ask: How did education help the social reformers in their work?

Say: Education gave them knowledge, understanding, and the ability to communicate their ideas effectively. It helped them challenge existing beliefs and advocate for change.

The Rise of Indian Nationalism

Learning Outcomes

Quest Page 136

The students should be able to explain the reasons for the formation of the Indian National Congress, identify key leaders, and describe the differences between the two groups within the movement.

Teaching Aids

Chart paper, pictures of moderates and extremists, glue, markers

Activity

Divide the class into two groups. Ask one group to research the moderate leaders and the other to research extremist leaders. Ask them to gather information about their personal lives, contributions to India’s Freedom Struggle, and relevant pictures.

In class, have students sit with their respective groups. Provide them with materials such as chart paper, glue sticks, and marker pens. Encourage them to creatively organise and present the information they have collected on the chart paper.

Once the charts are complete, invite volunteers from each group to present their work to the class, explaining the key differences between moderate and extremist leaders and their roles in India’s independence movement.

Extension Idea

Ask: Do you think the Moderates’ or the Extremists’ approach was more effective? Why?

Say: (Answer may vary.) Both the Moderates and Extremists played important roles in India’s freedom struggle. The Moderates used peaceful methods like petitions and discussions, while the Extremists believed in stronger protests and direct action. The Extremists’ approach created urgency and inspired people to fight for complete independence, making it more effective in the long run. However, the Moderates helped unite people and lay the foundation for the movement.

Partition of Bengal and Swadeshi Movement

Learning Outcomes

The students will be able to explain the British policy of “divide and rule”, describe the Swadeshi Movement and its impact, and identify key revolutionary figures in the Indian independence struggle.

Teaching Aids

A4 sheets, coloured pencils, markers, glue (if they have to paste some pictures)

Activity

Ask students to create a poster on the Swadeshi Movement. Encourage them to imagine how people might have reacted to the movement and how revolutionaries would have designed posters to spread awareness among local communities. Have them think about slogans, images, and messages that could inspire people to boycott British goods and support Indian-made products. Once they finish, ask them to present their posters to the class and explain their ideas.

Extension Idea

Ask: Why do you think the British wanted to divide Indians based on religion?

Say: The British wanted to weaken the unity among Indians so they could continue ruling easily.

Mahatma Gandhi Joins the Struggle Quest Page

138

Learning Outcomes

The students should be able to describe Gandhi’s experiences after returning to India, identify the social issues he observed, and explain his initial efforts towards social reform.

Teaching Aids

Notebook, pen/pencils, pictures related to Gandhiji and his contributions

Activity

Ask each student to research the life of Mahatma Gandhi, focusing on his early life, key events, contributions to India’s freedom struggle, and his principles of non-violence and truth. Encourage them to use books, online sources, and pictures for reference. Provide time for students to organise their findings into a short biography. Ask them to present their work to the class, highlighting Gandhi’s impact on India and the world. Conclude with a discussion on how his values are relevant today.

Extension Idea

Ask: How did Gandhi’s experiences in South Africa influence his approach to social reform in India?

Say: His experiences fighting for the rights of Indians in South Africa likely instilled in him a strong sense of justice and a belief in nonviolent resistance.

Jallianwala Bagh

Learning Outcomes

Quest Page 138

The students should be able to explain the Rowlatt Act, describe the Jallianwala Bagh massacre and its impact, and define Satyagraha and its role in the Indian independence movement.

Teaching Aids

Reference pictures of Jallianwala Bagh massacre, A4 sheets, coloured pencils, markers

Activity

Explain the Jallianwala Bagh massacre with sensitivity, describing how British troops, under General Dyer’s command, fired on a peaceful gathering on April 13, 1919, killing and injuring hundreds. Emphasise the tragic loss of innocent lives and its impact on India’s struggle for freedom. Observe a moment of silence to honour the victims. Ask students to express their thoughts through artwork or poems, reflecting on the sorrow and injustice of the event. Once completed, invite volunteers to share their work with the class, fostering a respectful discussion on the importance of remembering history.

Extension Idea

Ask: Why was the Jallianwala Bagh massacre a turning point in the Indian independence movement?

Say: It exposed the brutality of British rule and fuelled the growing anger and determination of the Indian people to achieve freedom. It also solidified Gandhi’s leadership and the use of Satyagraha as a powerful tool for change.

Non-cooperation Movement, Simon Commission, Civil Disobedience

Movement, Quit India Movement, Indian National Army Quest Page 139

Learning Outcomes

The students should be able to identify and describe the key events, goals, and leaders associated with the NonCooperation Movement, the protest against the Simon Commission, the Civil Disobedience Movement, the Quit India Movement, and the role of the Indian National Army in India’s struggle for independence.

Teaching Aids

Chart papers/Power point presentation, projector, coloured pencils, markers, glue

Activity

Divide the class into five groups and assign each group a freedom movement, such as the Non-Cooperation Movement or the Quit India Movement. Ask students to research their assigned movement, gather relevant pictures, and create a presentation. They can choose to present their findings on a chart paper or through a PowerPoint presentation. Encourage them to highlight key events, important leaders, and the movement’s role in India’s struggle for independence. Once completed, have each group present their work to the class.

Extension Idea

Ask: What made the Indian National Army (INA) different from other freedom movements? How did its role impact the fight for independence?

Say: Unlike other movements, the INA used armed resistance against British rule. Led by Subhas Chandra Bose, it inspired Indians to fight for independence actively. The INA’s efforts pressured the British and contributed to their decision to leave India.

India Becomes Free

Learning Outcomes

The students should be able to understand the impact of various freedom movements that led to India’s independence and the subsequent partition of India and Pakistan.

Teaching Aids

A4 sheets, markers, coloured pencils

Activity

Ask students to create a poster that represents the joy and emotions of the people of India on 15th August 1947. Encourage them to depict the excitement, pride, and sense of victory through their artwork, showing scenes of people rejoicing, waving the national flag, or celebrating in the streets. They can include slogans and quotes from famous leaders such as Mahatma Gandhi, Subhash Chandra Bose, or Jawaharlal Nehru.

Remind students to highlight the contributions of various freedom fighters in achieving independence through their illustrations. Once completed, have students present their posters to the class, explaining their designs and the messages they wish to convey. Display the posters around the classroom to celebrate India’s journey to freedom.

Extension Idea

Ask: How do you think India’s history would have changed if partition had not happened?

Say: There may have been fewer conflicts between India and Pakistan, and people of different religions might have continued living together. However, political differences could have led to other challenges.

Get Set

Pt. Jawaharlal Nehru, Mahatma Gandhi

Pause and Answer

1. Educated Indians

2. extremist

3. A. O. Hume

Pause and Answer

Answers

Page no. 135

Page no. 138

Page no. 140

1.  2.  3. 

Chapter Checkup

1. Tick () the correct answer.

A. Subhash Chandra Bose

B. 1885

C. Raja Ram Mohan Roy

2. Fill in the blanks.

A. Subhash Chandra Bose B. Divide and Rule

C. Raj Guru D. Dadabhai Naoroji

3. Write True or False.

A. True B. False

C. False D. False

4. Match the following.

A. Bhagat Singh → i. Revolutionary

B. A. O. Hume → iv. Formation of INC

C. Civil Disobedience Movement → ii. Dandi March

D. Quit India Movement → iii. Do or Die

5. Short-answer questions.

A. Raja Ram Mohan Roy, Swami Dayanand Saraswati

B. Purna Swaraj means “Complete Independence”. The INC demanded full freedom from British rule in 1929.

C. The main leader of the Muslim League was Mohammed Ali Jinnah.

6. Long-answer questions.

A. The Moderates believed in peaceful talks and petitions to gain rights from the British. The Extremists wanted direct action and protests to fight for freedom.

B. The Quit India Movement was launched by Mahatma Gandhi in 1942 during World War II. The British had involved India in the war without asking Indian leaders, which made many Indians unhappy. Gandhi gave the slogan “Do or Die”, urging people to fight peacefully but firmly for India’s freedom. Many leaders, including Gandhi, were arrested, and protests spread across the country. Although the British did not leave immediately, the movement showed India’s strong desire for independence. After World War II ended in 1945, the British realised they could no longer control India, leading to India’s independence in 1947.

C. In 1928, the British Government decided to make some changes in the governance of India. They appointed the Simon Commission under Sir John Simon to suggest changes. The commission did not have any Indian members. This angered the people and the commission was opposed.

7. Picture-based questions.

A. Jallianwala Bagh is located in Amritsar, Punjab, India.

B. This place is significant in India’s struggle for freedom because of the Jallianwala Bagh Massacre that took place on April 13, 1919. British troops, led by General Dyer, fired on a peaceful gathering of Indians, killing hundreds of innocent people. This tragic event increased anger against British rule and strengthened the fight for India’s independence.

HOTS

The Quit India Movement had the biggest impact because it was huge! Lots of people joined, and it showed the British that Indians really, really wanted freedom. It made the British realise they couldn’t rule India much longer.

Great Achievers of India

Learning Outcomes

Students will be able to:

identify the significant contributions of Dr B. R. Ambedkar, Sarojini Naidu, and Vallabhbhai Patel to India’s development and progress.

identify the significant contributions of Jagadish Chandra Bose, Homi Bhabha, and C. V. Raman to the field of science.

identify the significant contributions of Rabindranath Tagore, Swami Vivekananda, and Annie Besant to India’s cultural, spiritual, and social landscape.

Let’s Recall

Recap with the students the knowledge on the great achievers of India. Ask the students to read the poem by Rabindranath Tagore given in the Get Set section.

Vocabulary

remarkable: special, amazing and outstanding discrimination: treating people unfairly because of who they are based on their gender, age or race literature: writings, such as story, poem or play, which are considered artistic and valuable curiosity: wanting to know or learn about something physiology: a branch of science that deals with the functions and activities of living organisms inspiration: strong motivation to do something because of another person illiteracy: not being able to read or write leader: a person who inspires others to follow them

Constitution of India: a document that explains how India’s government works and the rights and duties of its people

governor: a person who represents the government in a state or territory and oversees its administration scientist: a person who studies science social reformer: a person who works to improve society

Teaching Aids

Clue cards, pictures of the leaders; Chart papers, marker pens, pictures related to the lives of the three leaders, glue; Chart paper, markers, information about each leader (including pictures), glue

Chapter: Great Achievers of India

Leaders

Learning Outcomes

Quest Page 146

The students will be able to identify the significant contributions of Dr B. R. Ambedkar, Sarojini Naidu, and Vallabhbhai Patel to Indiaʼs development and progress.

Teaching Aids

Clue cards, pictures of the leaders

Activity

Prepare a set of clue cards, each describing a famous Indian leader without mentioning their name. Clues can include their achievements, contributions, or famous titles (e.g., “I wrote the Indian Constitution” for Dr B. R. Ambedkar or “I was known as the Nightingale of India” for Sarojini Naidu).

The teacher reads out the clues one by one while the students listen carefully and try to guess the leader. To make it interactive, students can raise their hands to answer or write their guesses on small boards.

For a visual connection, the teacher can display pictures of different leaders on the board. After each correct answer, the teacher provides a brief explanation of the leader’s contributions.

Extension Idea

Ask: How can we, as students, carry forward the values of these leaders in today’s world?

Say: By promoting equality, respecting diversity, staying united as a nation, and working towards making society fair and just for all.

Scientists

Learning Outcomes

Quest Page 147

The students should be able to identify the significant contributions of Jagadish Chandra Bose, Homi Bhabha, and C. V. Raman to the field of science.

Teaching Aids

Chart papers, marker pens, pictures related to the lives of the three leaders, glue

Activity

Begin by dividing the class into three groups and assign each group one scientist: Jagadish Chandra Bose, Homi Bhabha, and C. V. Raman.

Explain to the students that each group will research their assigned scientist and create a chart paper presentation with key facts, and their contributions in the field of science. Encourage them to focus on the scientist’s early life, his contributions, and qualities that made them great. Give each group a large chart paper and markers. Ask them to organise their information creatively using drawings, quotes, and short descriptions. Guide them to keep it neat and engaging for their classmates. Once the charts are complete, each group will present their work to the class. Encourage students to listen actively and ask questions about the other scientists. Conclude the activity with a class discussion on what they learned and how they can apply these scientists’ qualities in their lives.

Extension Idea

Ask: These scientists worked hard despite facing challenges in their time. What qualities do you think a great scientist should have, and how can you apply those qualities in your own learning?

Say: A great scientist should be curious, patient, hardworking, and open to new ideas. Students can apply these qualities by asking questions, experimenting, not giving up when facing difficulties, and always being eager to learn new things.

Social Reformers

Learning Outcomes

Quest Page 148

The students will be able to identify the significant contributions of Rabindranath Tagore, Swami Vivekananda, and Annie Besant to India’s cultural, spiritual, and social landscape.

Teaching Aids

Chart paper, markers, information about each leader (including pictures), glue

Activity

Divide the students into small groups and assign them the task of creating a comparative chart on Rabindranath Tagore, Swami Vivekananda, and Annie Besant. Provide them with chart paper, markers, and printed or digital information about each leader.

Ask students to focus on key aspects such as their fields of expertise (literature, spirituality, social reform), major achievements, philosophies, and impact on India. Encourage them to organise the information in columns and highlight key differences and similarities using colours, symbols, or pictures.

Once the charts are complete, have each group present their findings to the class, explaining the unique contributions of each leader and how they influenced India’s cultural, spiritual, and social landscape. Conclude with a discussion on how their ideas are still relevant today.

Extension Idea

Ask: Annie Besant was not born in India, but she dedicated her life to the country. Why do you think she did this?

Say: She was inspired by Indian culture and philosophy. She believed in India’s potential and wanted to help the country achieve freedom and progress. It shows that people can contribute to a place even if they weren’t born there, if they feel a connection and want to make a difference.

Pause and Answer

1. B. R. Ambedkar

2. Sarojini Naidu

3. Sardar Patel

Chapter Checkup

1. Tick () the correct answer.

A. Dr Ambedkar B. Sardar Patel

Answers

Page no. 147

C. Sarojini Naidu D. Swami Vivekananda

2. Fill in the blanks.

A. Shantiniketan B. Homi Bhabha

C. J. C. Bose D. Annie Besant

3. Write True or False.

A. False B. True

C. True D. True

4. Match the following.

A. Sardar Patel → iii. Iron Man of India

B. Sarojini Naidu → ii. Nightingale of India

C. Rabindranath Tagore → i. Shantiniketan

D. Homi Bhabha → iv. Nuclear energy

5. Short-answer questions.

A. Sardar Patel was given the title ‘Sardar’ (which means leader) because he led a successful protest against increased taxation in the town of Bardoli.

B. C. V. Raman discovered the Raman Effect, which explains the scattering of light when it passes through a transparent material.

C. Homi Bhabha played a key role in establishing Indiaʼs nuclear program and was the founder of the Tata Institute of Fundamental Research.

D. Annie Besant started the Indian Home Rule League to demand self-governance for India. She worked to promote education and womenʼs rights in India.

6. Long-answer questions.

A. Rabindranath Tagore believed in holistic education that focused on creativity, nature, and self-learning. He established Shantiniketan, which later became

Visva-Bharati University, to promote an open and interactive learning environment.

Swami Vivekananda emphasised spiritual and character-building education. He believed that education should develop both the mind and soul. He was instrumental in spreading Indian philosophy and Vedanta and played a significant role in setting up the Ramakrishna Mission, which worked towards education and social service.

B. Dr B. R. Ambedkar worked tirelessly for social equality in India. Some of his major contributions include:

a. Drafting the Indian Constitution, which ensures equal rights for all citizens.

b. Abolishing untouchability and fighting for the rights of Dalits (Scheduled Castes).

c. Promoting reservation policies to provide educational and job opportunities for disadvantaged communities.

d. Encouraging education for all, especially for lowercaste individuals, to help them achieve social progress.

7. Picture-based questions.

A. Sarojini Naidu

B. She was the first Indian woman to become the President of the Indian National Congress in 1925.

C. She was called the “Nightingale of India” for her poetry and contributions to Indiaʼs freedom movement.

HOTS

The role of social reformers was equally important as freedom fighters in India’s freedom struggle because:

1. Eliminating Social Evils – Social reformers like Raja Ram Mohan Roy, Jyotirao Phule, and Dr B.R. Ambedkar fought against evils like caste discrimination, child marriage, and untouchability. Their efforts helped create a more equal society, which strengthened the fight for independence.

2. Spreading Awareness and Education – Reformers promoted education, especially for women and lower castes, which empowered people to question British rule and demand their rights. This awareness played a crucial role in uniting Indians for the freedom struggle.

The United Nations Unit 6

Chapters in This Unit

17. The Birth of the UN

18. The Working of the UN

Story in This Unit

Dr Vikram and the Trio land outside the United Nations headquarters, where they learn about the UN’s role in maintaining peace, security, and global cooperation. Eva admires the colourful flags, which Dr Vikram explains represent the member countries. The Trio realises the importance of the UN in solving world issues, but they quickly refocus on their mission to close the second magical portal nearby.

As they approach the portal, they notice it looks different from the first one, with no visible keyhole. Eva casts a spell, REVEALIO, which reveals a riddle on a glowing screen. The riddle describes four natural elements—water, land, air, and fire.

Dr Vikram helps them understand that they need to combine these elements into a sphere to close the portal. Conji casts a spell, ELEMENTAS UNITAS, forming a magical sphere that he pushes into the portal, successfully closing it.

With their task complete, the Trio prepares to return to Avora to rescue innocent people from Lord Ero’s Dungeon. Dr Vikram is concerned about those still trapped, but the Trio reassures him that they will bring them back to Earth safely. Before leaving, they help Dr Vikram return to his family using the spell MOVIO, and then they set off for their next mission in Avora.

The Birth of the UN 17

Learning Outcomes

Students will be able to:

explain how the devastation of World Wars I and II led to the creation of the United Nations, understanding the UN’s primary purpose of maintaining peace. explain how and why the United Nations was founded, identify its main goals, and understand the importance of the UN Charter. list and explain the main objectives of the United Nations, understanding how these objectives contribute to a more peaceful and just world. identify and describe the six main organs of the UN, understanding their respective functions and how they work together.

Let’s Recall

Recap with the students the knowledge on the devastation caused by world wars and need for a peace making organisation.

Ask the students to read the poem by Rabindranath Tagore given in the Get Set section.

Vocabulary

UN charter: a document that guides all UN member countries human rights: basic rights for all people as humans, no matter which country they belong to or the religion they follow veto power: power to refuse a decision or to stop an action

Teaching Aids

Political world map, coloured pencils, notebooks, glue; A4 sheet, cut-outs of different parts of the UN flag like world map, olive branches, glue, small wooden sticks (ice-cream sticks), notebook; Strips of paper with UN objectives; Chart papers, markers, pictures and information on UN organs

Chapter: The Birth of the UN

World Wars

Learning Outcomes

Quest Page 157

The students will be able to explain how the devastation of World Wars I and II led to the creation of the United Nations, understanding the UN’s primary purpose of maintaining peace.

Teaching Aids

Political world map, coloured pencils, notebooks, reference world map, glue Activity

Provide students with political world maps along with different coloured pencils or markers. Instruct them to shade or outline the countries that participated in World War I using one colour and those involved in World War II with a different colour.

Display a large world map on the classroom wall or board for reference. Encourage students to compare and analyse how the participation of countries changed between the two wars. Once they have completed their maps, ask them to paste their work into their notebooks for future reference.

Wrap up the activity by discussing the global impact of both wars, emphasising how they reshaped territorial boundaries and international relations. Highlight the need for a peacekeeping organisation, which ultimately led to the formation of the United Nations.

Extension Idea

Ask: What was so devastating about the atomic bombs used in World War II?

Say: The atomic bombs caused immense destruction and killed so many people instantly. They also caused longlasting harm through radiation. It showed the world how dangerous war can be with new technologies.

Formation of the UN

Learning Outcomes

Quest Page 158

The students should be able to explain how and why the United Nations was founded, identify its main goals, and understand the importance of the UN Charter.

Teaching Aids

A4 sheet, cut-outs of different parts of the UN flag like world map, olive branches, glue, small wooden sticks (ice-cream sticks), notebook Activity

Provide students with cut-outs of different parts of the UN flag, including the world map and olive branches. Give each student an A4 sheet and instruct them to assemble and paste the cut-outs correctly to form the UN flag.

Once the flag is complete, ask students to write key details below their flag, including the date of formation of the UN and the location of its headquarters. Ensure they use neat handwriting and proper formatting.

After completing the activity, have students show their work to the class, briefly explaining what they learned. Display the completed flags on the classroom wall or display board for a day. The next day, ask students to paste their work into their notebooks for future reference.

Extension Idea

Ask: What is the UN Charter, and why is it important?

Say: The UN Charter is like the rulebook for the UN. It outlines the organisation’s goals and how member countries should work together. It’s a promise from countries to cooperate and try to find peaceful solutions.

Objectives of the UN Quest Page 159

Learning Outcomes

The students will be able to list and explain the main objectives of the United Nations, understanding how these objectives contribute to a more peaceful and just world.

Teaching Aids

Strips of paper with UN objectives

Activity

Write the UN objectives in parts on separate strips of paper. Divide the class into small groups and provide each group with a mixed set of strips. Instruct students to work together to arrange the strips in the correct order to form complete UN objectives. Once all groups have completed the task, have them share their answers with the class. Facilitate a discussion on each objective, encouraging students to reflect on its meaning and how it connects to the UN’s role in promoting global peace and cooperation.

Extension Idea

Ask: What are human rights?

Say: Human rights are basic rights that everyone deserves, no matter where they live or what they believe.

Structure of the UN Quest

Page 159

Learning Outcomes

The students will be able to identify and describe the six main organs of the UN, understanding their respective functions and how they work together.

Teaching Aids

Chart papers, markers, glue, pictures and information on UN organs

Activity

Divide the class into six groups and assign each group one UN organ to research. Instruct them to gather information on their organ’s headquarters, key functions, member countries, and other important details. Encourage them to collect pictures related to their organ.

Provide materials such as chart paper, markers, and glue, and ask students to creatively organise their findings on the chart. Once completed, have each group present their chart to the class, explaining their research. After the presentations, display the completed charts on the classroom display board to showcase their work and reinforce learning.

Extension Idea

Ask: How do the different organs of the UN work together to achieve the UN’s goals?

Say: The General Assembly discusses issues and makes recommendations. The Security Council deals with peace and security. The ICJ settles legal disputes. The Secretariat carries out the UN’s work. ECOSOC deals with economic and social development. They all work together, each playing a different role, to achieve the UN’s overall objectives.

Get Set

Answers

Page no. 157

Yes, the teacher played an important role in solving the disagreement between Aarav and Ria. Instead of taking sides, the teacher listened to both of them and made fair rules so they could play again without confusion. This helped them understand the importance of fairness, rules, and peaceful conflict resolution.

Chapter Checkup

1. Tick () the correct answer.

A. Hiroshima

B. To prevent war and maintain peace

C. Brazil

2. Fill in the blanks.

A. New York

B. Secretary General

C. The Hague

3. Write True or False.

A. False B. False

C. True D. True

4. Match the following.

A. The International → iii. Court of the UN Court of Justice

B. The General Assembly → iv. Where all countries meet in the UN

C. The Secretariat → ii. Administrative work of the UN

D. Veto → i. Permanent members of the Security Council

5. Short-answer questions.

A. The five permanent members are China, France, Russia, the United Kingdom, and the United States.

B. The Secretariat carries out the administrative work of the UN, implements decisions, and provides information on global issues.

C. The International Court of Justice (ICJ) settles disputes between countries and gives legal advice on international laws.

6. Long-answer questions.

A. The UN was founded on October 24, 1945, after World War II, to prevent future wars and promote peace. It was created when 50 countries signed the UN Charter in San Francisco. The UN replaced the League of Nations, which had failed to prevent the war.

B. The main objectives of the United Nations are:

a. The UN works to stop wars and help countries settle their differences peacefully.

b. The UN ensures that everyone is treated fairly and that their basic human rights are respected.

c. The UN helps people in need by giving food, water and medical care during emergencies.

d. The UN helps countries develop in ways that protect the Earth and fight climate change.

e. The UN ensures countries follow agreed-upon rules to keep things fair and peaceful.

C. The UN has helped maintain peace by mediating conflicts and sending peacekeeping forces.

It has worked to improve health and education through agencies like WHO and UNESCO.

It has helped protect human rights and fight against poverty and hunger.

It provides emergency aid during natural disasters and wars.

7. Picture-based questions.

A. The Security Council has 15 members.

B. The special power is the veto power. This power is held by the five permanent members (China, France, Russia, the United Kingdom, and the United States).

HOTS

As a representative of a small country, I would first approach the United Nations General Assembly because it is where all countries, big or small, have an equal voice. I would present my issue of promoting education for all children and ask for support from other nations.

I would also seek help from UNESCO (United Nations Educational, Scientific and Cultural Organization) because it works to improve education worldwide by providing resources, training teachers, and ensuring every child has the right to learn.

The Working of the UN 18

Story in This Chapter

Elder Wizard and Elder Robot finally locate Lord Ero’s dungeon, where they hear the screams of innocent people. Inside, Lord Ero and his ally Drakon realise that their portal has been closed, foiling their evil plans. As Elder Wizard and Elder Robot confront them, a fierce battle begins. Lord Ero and Drakon use powerful spells, but the heroes counter them. Elder Wizard is struck and falls, but the young heroes—Conji, Eva, and Mel— arrive to help. Eva suggests combining their magical abilities to create a powerful energy sphere that will trap Lord Ero and Drakon in their own magic.

Reciting a powerful spell, the team unites their strength, engulfing Lord Ero and Drakon in a bright light that drains their powers. Elder Robot seizes the moment and traps them in a magical bubble. Conji heals Elder Wizard, who quickly recovers. With their enemies defeated, Elder Robot and Mel work on safely returning the captured humans to Earth using spaceships and the help of other robots. As peace is restored, Conji, Eva, and the others celebrate their victory, cheering for Team Avora and their success in saving both their planet and the people of Earth.

Learning Outcomes

Students will be able to:

identify the key functions and purposes of UNESCO, UNICEF, WHO, ILO, and FAO and understand how these agencies contribute to making the world a better place.

describe some of the key achievements of the UN, as well as some of the challenges it faces, fostering a balanced understanding of the organisation’s role in the world. describe India’s role and contributions to the United Nations.

Let’s Recall

Recap with the students the knowledge on the United Nations Organisation. Ask the students to solve the riddle given in the Get Set section.

Vocabulary

invasion: when one country’s army enters another to take over that country by force genocide: large-scale killing of a particular group of people

peacekeeping: to ensure peace in the world

democratic: people having a say in the governing of an organisation or a country

Teaching Aids

UNESCO World Heritage Site: a special place, like a monument or natural area, that is important to all people because of its history, culture or beauty

apartheid: a discriminatory practice that treats one group of people as socially and legally inferior to another group

Questions on UN agencies; Notebook, pictures and information on Indian nationals in UN

Chapter: The Working of the UN

Special Agencies

Learning Outcomes

Quest Page 164

The students will be able to identify the key functions and purposes of UNESCO, UNICEF, WHO, ILO, and FAO and understand how these agencies contribute to making the world a better place.

Teaching Aids

Questions on UN agencies

Activity

Divide the class into teams, making sure each team has a good mix of students. Prepare a set of questions about different UN agencies, covering their logos, full names, and key functions. Take turns asking each team a question. Use the blackboard or whiteboard to list the team names and keep track of their scores, adding points for each correct answer.

At the end of the quiz, total the scores and announce the winning team. Wrap up with a short discussion on what students learned about UN agencies and their roles in the world.

Extension Idea

Ask: Why do we need organisations like the UN and its special agencies?

Say: Many problems, like diseases, poverty, and environmental issues, affect the whole world. These organisations help countries work together to solve these problems and make the world a better place for everyone.

Achievements

Learning Outcomes

Quest Page 166

The students should be able to describe some of the key achievements of the UN, as well as some of the challenges it faces, fostering a balanced understanding of the organisation’s role in the world.

Teaching Aids

Not Required

Activity

Introduce the debate topic: the effectiveness of the United Nations. Divide the class into two teams—one supporting the UN’s positive impact and the other focussing on its limitations and challenges. Assign roles within each team, such as speakers, researchers, and note-takers, to ensure active participation.

Give teams time to research and prepare arguments. Encourage them to use examples of UN successes, such as peacekeeping missions, humanitarian aid, and global health initiatives, as well as challenges like political conflicts, funding issues, and enforcement limitations.

Set clear rules for the debate, including time limits for opening statements, rebuttals, and closing arguments. Ensure respectful discussion and allow teams to respond to each other’s points.

After the debate, facilitate a class discussion where students reflect on both perspectives. Conclude by emphasising the complexity of global governance and the importance of international cooperation. Optionally, allow students to vote on which side presented the strongest arguments.

Extension Idea

Ask: UN isn’t perfect, do you think it is important to have an organisation like it?

Say: Even with its challenges, the UN provides a place for countries to talk to each other and try to solve problems together. It’s a way to try to make the world a better place, even if it’s not always easy or successful. It offers hope and a platform for international cooperation.

India and UN

Learning Outcomes

The students will be able to describe India’s role and contributions to the United Nations.

Teaching Aids

Notebook, pictures and information on Indian nationals in UN

Activity

Quest Page 167

Ask students to research India’s role in UN conferences, focussing on peacekeeping, climate agreements, human rights, and global policies. Guide them with questions like: Which UN conferences has India joined? What contributions has India made? How have these conferences impacted global issues?

Tell students to take notes in their notebooks and organise their findings. Encourage them to use reliable sources like government websites, news reports, and UN records.

On the day of the activity, have students share their findings with the class. They can present individually or in small groups, highlighting key points. Encourage discussion by asking follow-up questions and letting students respond to each other.

Wrap up by summarising India’s role in the UN and its global impact. Emphasise the importance of international cooperation. Optionally, appreciate well-researched presentations to encourage effort.

Extension Idea

Ask: Why does India raise issues concerning developing countries at the UN?

Say: Developing countries often face similar challenges, like poverty, lack of access to healthcare, and the effects of climate change. India wants to make sure these issues are addressed by the UN.

Get Set

United Nations Security Council (UNSC)

Pause and Answer

1. F 2. F

3. T 4. F

Chapter Checkup

1. Tick () the correct answer.

A. UNICEF

B. UNESCO

C. ILO

2. Fill in the blanks.

A. FAO B. ILO

C. UNESCO D. WHO

3. Write True or False.

A. False B. False

C. False D. True

4. Short-answer questions.

Answers

Page no. 164

Page no. 167

A. UNICEF was established in 1946 to provide emergency aid, healthcare, and education to children affected by World War II. Today, it works globally to support children’s rights, health, and education.

B. The International Labour Organization (ILO) protects workers’ rights, promotes fair wages, improves working conditions, and fights against child labour and forced labour.

C. The Food and Agriculture Organization (FAO) works to end hunger, improve food security, promote sustainable agriculture, and support rural development worldwide.

5. Long-answer questions.

A. United Nations, Educational, Scientific and Cultural Organization (UNESCO)- It helps countries improve education, protect cultural and historical sites, and encourage science and learning. It promotes peace by bringing people from different cultures together to understand each other better. The UNESCO World Heritage Site is a special place, like a building or natural area, that is important to all people because of its history, culture or beauty.

B. The UN has faced challenges and failures, including: Rwanda Genocide (1994) – The UN failed to prevent the genocide in Rwanda, where nearly 800,000 people were killed.

Iraq War (2003) – The UN was unable to stop the USled invasion of Iraq, which was controversial and led to long-term instability.

C. a. Peacekeeping Missions – India has sent thousands of soldiers to UN peacekeeping operations worldwide.

b. Climate Action – India actively participates in UN climate agreements, such as the Paris Agreement.

c. Health Initiatives – India works with WHO to provide vaccines and improve global healthcare.

d. Leadership & Diplomacy – India has served as a non-permanent member of the UN Security Council multiple times and contributes to global decision-making.

7. Picture-based questions.

A. UNICEF stands for United Nations International Children’s Emergency Fund (now officially called the United Nations Children’s Fund).

B. Providing emergency aid – UNICEF helps children in crisis areas by offering food, clean water, and medical care.

Improving education – It works to ensure every child has access to quality education, especially in developing countries.

Health and nutrition – It provides vaccinations, fights malnutrition, and promotes healthy living for children. Child protection – UNICEF works to prevent child labour, trafficking, and violence against children.

Disaster relief – It helps families rebuild after natural disasters and conflicts.

HOTS

The Food and Agriculture Organization (FAO) can support the nation.

Two ways FAO can help:

1. Providing food aid – FAO can send food supplies to help people facing hunger.

2. Improving farming methods – It can teach farmers how to grow crops using better techniques, like droughtresistant seeds and better irrigation systems.

Assessment Answer Keys

Assessment – 1

Read this news article. Answer the questions given below.

1. Answer: a. Cyclone Vara

2. Answer: c. To ensure safety from flooding

3. Answer: a. The cyclone damaged many homes.

b. It uprooted trees and disrupted electricity supply across the city.

4. Answer: Step 1: Strengthen buildings and infrastructure to withstand strong winds and heavy rain. Step 2: Improve early warning systems and increase awareness programs to educate citizens on cyclone preparedness.

Assessment – 2

Read this article. Answer the questions given below.

1. Answer: b. Satellite communication

2. Answer: d. It reduces the number of TV channels

3. Answer: Television broadcasting, Internet services, GPS navigation

4. Answer: In the future, satellite communication may become even faster and more advanced. With new technology, we might have 5G and 6G satellite internet providing high-speed connectivity worldwide. Satellites could also play a key role in space exploration, disaster management, and global surveillance, making communication even more efficient and accessible for everyone.

Assessment – 3

Read this article. Answer the questions given below.

1. Answer: c. United Nations Security Council

2. Answer: b. To provide food, water, and medical supplies

3. Answer: a. Promote Dialogue: Organise meetings with leaders from both sides to discuss the benefits of peace, such as rebuilding the country, improving the economy, and ensuring safety for citizens.

b. Encourage Unity: Highlight how working together can bring stability, better opportunities, and international support for rebuilding homes, schools, and hospitals.

4. Answer: a. Education Programs: The UN could set up temporary schools and provide books, teachers, and learning materials to ensure children continue their education.

b. Psychological Support: Many children may have experienced trauma due to the war. The UN could provide counseling and mental health support to help them recover emotionally.

Element Answer Keys

Chapter 1

Do and Learn

Five countries in the Northern Hemisphere:

1. Canada

2. Germany

3. Russia

4. China

5. United States

Five countries in the Southern Hemisphere:

1. Australia

2. Argentina

3. Brazil

4. South Africa

5. New Zealand

Discuss!

Page no. 9

Page no. 11

If India had multiple time zones, coordinating business, travel, and communication would be difficult. Some regions would experience sunlight too early or late, and transport schedules would need adjustments.

Chapter 2

Discuss!

Page no. 16

Maps are more convenient than globes as they are easy to carry, provide detailed views of specific locations, and offer specialised information such as political boundaries, climate, and population distribution.

Think and Tell

Page no. 16

Different maps are used instead of one detailed map to avoid confusion and make information easier to understand. Specialised maps, like road maps for navigation or climate maps for weather studies, help focus on specific aspects of a place.

Chapter 4

Discuss!

Page no. 35

Climate differences between Shimla and Thar Desert:

1. Shimla has a cold and temperate climate, while the Thar Desert has hot and arid conditions.

2. Shimla receives rain and snowfall, while the Thar Desert has very little rainfall and experiences extreme temperatures.

Chapter 5

Do and Learn

Flood Evacuation Plan

Page no. 45

Before: Keep emergency kits ready, identify safe areas, and store important documents safely.

During: Move to higher ground, avoid floodwaters, and follow official warnings.

After: Check for damages, ensure clean water, and avoid using unsafe electrical appliances.

Chapter

6

Discuss!

Benefits of using separate dustbins:

It helps in recycling waste efficiently.

Page no. 56

It reduces pollution by ensuring biodegradable and nonbiodegradable waste are disposed of properly.

Yes, it is necessary because proper waste segregation helps in managing waste better and keeping the environment clean

Chapter

7

Discuss!

Page no. 67

The Congo River is important to the people of the Democratic Republic of Congo (DRC) because:

It provides water for drinking, farming, and fishing

It is used for transportation and trade

Do and Learn

Plants:

1. Oil Palm

2. Mahogany Tree

Animals:

1. African Forest Elephant

2. Okapi

3. Bonobo

4. Congo Peafowl

5. Red River Hog

Chapter

8

Think and Tell

Page no. 68

Page no. 76

The environment of Greenland influences people’s lives by: Houses are built to withstand cold temperatures People wear heavy clothing made of animal fur. Hunting and fishing are main sources of food.

Chapter

Discuss!

9

Page no. 82

Yes, wadis and oases are important for desert animals because:

They provide water for drinking. They support vegetation that animals rely on for food and shelter.

Think and Tell

Page no. 82

Spines help trees reduce water loss because: They have less surface area compared to leaves. They prevent excess evaporation in the hot desert climate.

Chapter 10

Do and Learn

Page no. 91

A poster on prairie wildlife should include animals like bison, prairie dogs, and hawks. It should show how they adapt by grazing, burrowing, or hunting in open grasslands

Think and Tell

Page no. 92

If too much land is used for farming, animals will: Lose their habitat and food sources. Face a decline in population due to lack of space and food.

Chapter 11

Discuss!

Benefits of using local transport:

1. It reduces traffic congestion

Page no. 103

2. It is cost-effective and environmentally friendly.

Think and Tell

Page no. 104

Airways help during natural disasters because: They can deliver aid quickly They can evacuate people from affected areas.

Chapter 12

Do and Learn

A chart showing communication methods like:

1. Postal Services

2. Telephone

3. Internet

4. Mass Media

Think and Tell

3. Microwave – Heats food

4. Vacuum Cleaner – Cleans dust

5. Mixer Grinder – Helps in cooking

Do and Learn

Five Dams in India:

1. Bhakra Dam – Sutlej River

2. Hirakud Dam – Mahanadi River

3. Sardar Sarovar Dam – Narmada River

4. Nagarjuna Sagar Dam – Krishna River

5. Tehri Dam – Bhagirathi River

Chapter 14

Discuss!

If the Mughal Empire had remained strong:

Page no. 120

Page no. 130

The East India Company would not have gained control over India.

There would have been strong resistance against British rule

Chapter 15

Think and Tell

Page no. 136 Evil practices must be removed because they harm society and deny people their rights.

Do and Learn

Bhagat Singh:

Page no. 110

Page no. 111

Printed newspapers are declining because of: Digital news available on phones and computers. Instant updates online instead of waiting for the next day’s newspaper.

Chapter 13

Do and Learn

Page no. 118 Machines at home:

1. Refrigerator – Keeps food fresh

2. Washing Machine – Cleans clothes

Page no. 138

A freedom fighter from Punjab. He was part of the Hindustan Socialist Republican Association.

Protested against British rule.

Involved in the Lahore Conspiracy Case. Executed in 1931 at a young age.

Chapter 16

Do and Learn

Famous Female Leader: Sarojini Naidu

Known as the “Nightingale of India”. Worked for India’s independence.

Chapter 18

Think and Tell

Peace ensures: Safety and stability in the world.

Better international cooperation

Page no. 146

Page no. 166

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.

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ISBN 978-81-985727-6-9