Reflection
Science
Acknowledgements
Academic Authors: Latika Uppal, Cherry Chadha, Akanksha Singh, Kashika Parnami, Chandani Goyal, Anuj Gupta, Simran Singh
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Sanjay Kumar Goel, Vishesh Agarwal
Project Lead: Sneha Sharma
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First impression 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Reflection Science 3
ISBN: 978-81-979832-9-0
Published by Uolo EdTech Private Limited
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CIN: U74999DL2017PTC322986
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Preface
Welcome to the exciting world of science through Reflection, a textbook that has been thoughtfully designed to ignite curiosity, and nurture a love for evidence-based thinking in young minds.
In today’s rapidly evolving world, a solid foundation in science from an early age is more crucial than ever. Science education lays the groundwork for critical thinking, problem-solving, and the ability to make informed choices. These skills are not just academic: they are essential life skills that empower young minds to understand and interact with the world around them in a rational and meaningful way. At UOLO, we believe that every child deserves to learn these skills with the best resources available.
In this pursuit, Reflection is uniquely crafted to provide a comprehensive and contemporary learning experience, meticulously aligned with the recommendations of the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023. The book incorporates the curricular goals and competencies outlined in the NCF 2023, ensuring that every chapter, exercise, and feature reflects these foundational principles.
This textbook transcends traditional teaching methods by adopting a competency-based approach, recommended by both NEP 2020 and NCF 2023, that emphasises not just conceptual understanding and critical thinking, but also application of scientific concepts, and problem-solving. It is designed to make learning both meaningful and relevant, equipping students with the tools they need to thrive in the 21st century.
Carefully curated content, NEP-specific tags, and a diverse array of elements have been seamlessly integrated throughout the book to nurture essential skills, values, and dispositions outlined in the NEP. Competency-based projects and assessments are strategically placed to help students master key concepts and develop higher-order thinking skills.
The book has the unique feature of being complemented by a graphic novella. Each unit of the book begins with an episode of the gripping sci-fi tale, which not only captivates the students’ interest and promotes reading, but also ingeniously connects with some of the core concepts that will be taught in the respective units.
Each chapter is also enriched with vibrant illustrations, relatable examples, and interactive activities to engage our young learners. Hands-on experiments and inquiry-based learning experiences have been embedded throughout the book to instil a scientific temper among students and make learning an enjoyable journey for them. Moreover, assessments ‘of, as, and for learning,’ as envisioned by the NEP and NCF, have been interwoven throughout the curriculum, providing continuous evaluation and meaningful feedback to students to support their growth and success.
The Reflection product bundle offers a comprehensive science kit which includes a textbook that has relevant and up-to-date content, concept building opportunities, projects, and assessments; a teacher manual offering extensive teaching support; technology-powered features that includes engaging videos and interactive exercises for students; and digital lesson plans and an assessment generator for teachers.
In conclusion, Reflection is designed to fascinate students towards science, both as a subject and as a practical experience in their everyday lives, while also making them well-rounded individuals. We invite educators, parents, and students to embrace Reflection and join us in nurturing the next generation of thinkers, innovators, and problem-solvers. Embark on this exciting journey with us and let Reflection be a valuable resource in your educational adventure.
The Product Philosophy
Welcome to the Reflection journey.
The program is carefully designed to elevate the experience of learning science through an NCF-based, age-appropriate, pedagogically-sound, and engaging content. Teachers will be supported with a manual that offers comprehensive guidance to optimise classroom instruction. Furthermore, various assessment mechanisms have been built in to the program.
Engaging Textbooks
Comic Stories
Teacher Manual
ASSESSMENT
Competency-based Model Assessments
STEAM Projects
Question-paper Generator
DIGITAL
Student and Teacher Apps
Learning Videos
Interactive Tasks & Exercises
Byte-size Lesson Modules
The Reflection program is also augmented by a digital learning platform that offers powerful educational videos and interactive exercises to help children master concepts and skills in a joyful and fear-free manner.
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. NEP 2020 focuses on fostering conceptual understanding, skills, values, and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is fully committed to actualising the vision of NEP 2020 by meticulously adhering to its outlined recommendations.
1. Focus on conceptual understanding
2. 21st century skills, values, and dispositions
3. Critical thinking and problem solving
4. Application in real life
5. Holistic and integrated learning
6. Experiential learning
7. Enjoyable and engaging
8. Scientific-inquiry and discovery-based approach
9. Technology-based solutions
10. Knowledge of India
Competency-based Education
NEP Pages 12, 17, and 22
Teaching and Learning Pedagogy
NEP Pages 3, 11, 12, and 27
National Pride
NEP Pages 15, 16, and 43
11. Assessment of core concepts and application skills Assessments
NEP Pages 12, 18, and 22
Our Key Features: Aligning with NEP 2020
STEAM Projects
Engaging hands-on projects blending Science, Technology, Engineering, Art, and Maths (STEAM) to inspire young minds
Competency-based Assessments
Test papers designed to evaluate the understanding of core concepts and application of skills
Story-based Approach
Enchanting comic stories that bring learning themes to life, making education a captivating adventure
Explore More
Curated videos to find out more about key concepts
Do and Learn
Multidisciplinary, holistic, and fun-filled activities to internalise the concept better
Investigate and Discover
Hands-on experiments to foster the spirit of scientific inquiry and evidence-based thinking
Translating Words into Action
Error Alert
Concise snippets of information designed to caution against potential misconceptions
HOTS
Intellectually stimulating questions designed to encourage deep, analytical, critical, and evaluative thought processes
Digital worksheets on key concepts to supplement textbook exercises
Wonders of Bharat
Fascinating insights into India’s rich culture and heritage, designed to ignite a profound sense of pride and love for the nation
Picture-based Questions
featuring visual stimuli to elevate comprehension, interpretation, and critical thinking
Life Skills
Simple activities and tips to develop a diverse set of essential skills for living well
The NEP Tags
The National Education Policy (NEP) 2020 outlines essential skills, values, dispositions, and learning approaches necessary for students to thrive in the 21st century. This textbook identifies and incorporates these elements throughout its content, activities, and exercises. Referred to as “NEP Tags”, they are defined as follows:
INTEGRATED
Art Integration
Bringing creativity and fun into learning by combining music, drama, and art with other subjects
Sports Integration
Using physical activities, sports, and games to make learning active and engaging
Holistic & Integrated Learning
Cross-curricular and skill linkages to make the learning experience more holistic, joyful and meaningful
Scientific Temper
A mindset rooted in curiosity, critical thinking, problem-solving, and evidence-based reasoning
SCIENTIFIC TEMPER
Teamwork
TEAMWORK
SDG
Embracing the spirit of mutual collaboration and cooperation while working together to solve problems
Sustainable Development Goals
Unwavering commitment to create a green, peaceful, prosperous, and equitable and inclusive world
SEL Social Emotional Learning
Developing the skills to understand and manage emotions, build positive relationships with others, and make responsible choices
GAMES
Education Standards as per the NCF 2023
The National Curriculum Framework for School Education (NCF), released in 2023, is developed based on the vision of the National Education Policy (NEP) 2020. Its purpose is to enable the implementation of the NEP. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive, and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Curricular Goals are statements that give directions to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.
Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
NCF Page 59
Curricular Goals
CG-1
Explores the natural and social environment in their surroundings
CG-2
Understands the interdependence in their environment through observation and experiences
Competencies
C-1.1 Observes and identifies the natural (insects, plants, birds, animals, geographical features, sun and moon, soil) and social (houses, relationships) components in their immediate environment
C-1.2 Describes structures, relationships, and traditions in the family and community
C-1.3 Asks questions and makes predictions about simple patterns (season change, food chain, rituals, celebrations) observed in the immediate environment
C-1.4 Explains the functioning of local institutions (family, school, bank/ post office, market, and panchayat) in different forms (story, drawing, tabulating data, noting discussion), and analyses their role
C-1.5 Creates simple objects (family tree, envelopes, origami) on their own using local materials
C-2.1 Identifies natural and humanmade systems that support their lives (water supply, water cycle, river flow system, life cycle of plants and animals, food, household items, transport, communication, electricity in the home)
C-2.2 Describes the relationship between the natural environment and cultural practices in their immediate environment (nature of work, food, traditions)
C-2.3 Expresses the changes in the lives of their family and community as communicated by elders and through local stories (changes in occupation, food habits, resources, celebrations, communication)
The above is a snapshot of the curricular goals and competencies relationship in EVS for the Preparatory Stage (NCF 2023, pages 340–341). The next section shows the coverage of all these competencies across the chapters.
Mapping with NCF 2023
C-1.1 Observes and identifies the natural (insects, plants, birds, animals, geographical features, sun and moon, soil) and social (houses, relationships) components in their immediate environment
CG-1 Explores the natural and social environment in their surroundings
C-1.3 Asks questions and makes predictions about simple patterns (season change, food chain, rituals, celebrations) observed in the immediate environment
C-1.5 Creates simple objects (family tree, envelopes, origami animals) on their own using local materials
C-2.1 Identifies natural and humanmade systems that support their lives (water supply, water cycle, river flow system, life cycle of plants and animals, food, household items, transport, communication, electricity in the home)
CG-2 Understands the interdependence in their environment through observation and experiences
C-2.2 Describes the relationship between the natural environment and cultural practices in their immediate environment (nature of work, food, traditions)
C-3.1 Describes the basic safety needs and protection (health and hygiene, food, water, shelter, precautions, awareness of emergency situations) of humans, birds, and animals
CG-3 Explains how to ensure the safety of self and others in different situations
C-3.3 Develops simple labels, slogans, and participates in roleplay on safety and protection in the local environment to be displayed/done in school and locality
C-4.1 Observes and describes diversity among plants, birds, and animals in their immediate environment (shape, sounds, food habits, growth, habitat)
CG-4 Develops sensitivity towards social and natural environment
C-4.3 Observes and describes natural resources in their immediate environment, and their use
C-4.4 Discusses how natural resources can be shared and maintained (growing vegetables in flowerpots/kitchen gardens, use of rainwater)
C-4.5 Identifies needs of plants, birds, and animals, and how they can be supported (water, soil, food, care)
C-4.6 Identifies the needs of people in different situations— access to resources, equal opportunities, work distribution, shelter
C-6.1 Performs simple investigations related to specific questions independently or in groups
C-6.2 Presents observations and findings through different creative modes (drawing, diagram, poem, play, skit, through oral and written expression)
CG-6 Uses data and information from various sources to investigate questions related to their immediate environment
Chapter at a Glance Walkthrough of Key Elements
5 Plants Around Us
Comic Story: Exciting story built through out the book, contains hooks to topics in a unit
Chapter Overview: Outline of the key concepts covered in the chapter
Get Set: A short and fun activity to get learners excited about the new topic
You know about different parts of a plant. Solve the crossword puzzle as quickly as you can!
Did You Know: Interesting facts related to the topic
Vocabulary: Meanings of difficult words
Error Alert: Caution against misconceptions
Investigate and Discover: Hands-on experiments to nurture the spirit of curiosity, inquiry and evidence-based thinking
Pause and Answer: Short exercises between the chapter to pause and assess comprehension
NEP Tags: To show alignment with NEP skills and values
Do and Learn: Multidisciplinary, holistic, and fun activities to understand the concept better
Think and Tell / Discuss: Analysis, reflection, and text-to-self connection-based prompts for discussion in class
Remember: Recall of previous knowledge relevant to the topic
Wonders of Bharat: Fascinating insights into India’s rich culture and heritage
Word Splash: Recall of key terms and concepts in the chapter
Explore More: Short videos to find out more about the topic
Points to Remember: Summary of the chapter
Chapter Checkup: Chapter-end practice exercises aligned to different levels of Bloom’s Taxonomy
Picture-based Questions: Special questions featuring visual stimuli to foster comprehension, interpretation, and critical thinking
HOTS: Intellectually stimulating questions designed for higher order thinking and analysis
Life Skills: Simple activities and tips to develop a diverse set of essential skills for living well
1 Our Body
Chapter Overview
What Makes Our Body?
Our Body
Organs
Organ Systems
Use the help box and label the body parts. Get Set
Head Eyes
Ears
Feet
Forehead
Shoulder
Elbow
Leg
What Makes Our Body?
Our body is made up of different parts. The smallest part of our body is called a cell. They are also known as building blocks of our body. Cells of the same kind group together to make a tissue. Different tissues combine to make an organ.
A group of organs that work together makes an organ system. Different organ systems together make an organism, or a living being.
Organism
How Our Body Works
The human body is like a machine that has different parts to do different kinds of work. The brain controls all other organs in our bodies.
Think and Tell
Think of an action like opening your notebook to write answers. How will your brain and other body organs work together to complete this action?
Complete the given flowchart.
Plants and animals are also living beings. What do you think their bodies are made up of?
blocks: small parts
Organs
Our body has two groups of organs: external organs and internal organs.
• External organs can be seen from outside. For example, arms, legs, abdomen and sense organs.
• Internal organs are inside our body and cannot be seen from outside. For example, brain, heart, lungs, stomach and liver.
Did You Know?
Skin is the largest external organ while the liver is the largest internal organ of our body.
Sense Organs
Sense Organs
Tongue: Helps to Taste
Nose: Helps to Smell
Eyes: Help to See
Ears: Help to Hear
Organs that help us to sense things around us are called sense organs. We have five sense organs: eyes, nose, ears, tongue and skin.
Skin: Helps to Feel
Brain Heart Lungs Stomach Liver
Organ Systems
Let us learn about the different organs systems in our body.
Skeletal System
An adult human body has 206 bones. All the bones of our body join to make our skeleton or skeletal system. The four main parts of the skeletal system are the skull, ribs, backbone and limbs. The function of the skeletal system is to give shape and support to our body. It also protects our internal organs.
Ribs protect the heart and the lungs Skull protects the brain
Backbone supports the head and the upper body
Limbs include the arms and the legs, and help in movement
Muscular System
The muscles in our body make our muscular system. The function of the muscular system is to move different parts of our body. Our body has more than 600 muscles.
Respiratory System
The respiratory system consists of the nose, windpipe and lungs. It helps us breathe. The process of taking in and giving out air is called breathing. We inhale oxygen-rich air. We exhale carbon dioxide-rich air.
skeleton: a structure made of bones inhale: breathing in air exhale: breathing out air
Skeletal System
The muscles in the face help to smile and speak.
The muscles in the hands help to hold and lift things.
The muscles in the legs help to walk, run and stand.
Muscular System
Nose
Wind pipe
Lungs
Respiratory System
Aim: To show how the lungs work to help in breathing
Materials Needed: Straws, two balloons and Sellotape to stick the straws
Method: Take two straws and stick them side by side. Now, fix one balloon at the free end of each straw. Blow air into the straw. Notice the change in balloons. Now, stop blowing air in it. Notice what happens to the balloons then.
Result: When you blow into the balloons, they inflate. When you stop blowing air in it, the balloons lose air and they deflate.
Conclusion: Lungs are filled with air when we breathe in. When we breathe out, air from the lungs is pushed out. Investigate and Discover
Digestive System
The food we eat is broken down into simpler forms. This process is called digestion. Our digestive system helps to digest our food. Let us understand how digestion occurs.
1. Mouth: We take in food through the mouth. Digestion starts in mouth with the help of saliva.
4. Liver: It releases a digestive juice into the intestine that helps to digest the food. Digestive System
2. Food pipe: The food pipe carries food from the mouth to the stomach.
3. Stomach: Here, the food is mixed with juices to make a soft and fine paste.
5. Intestines: The intestines help to digest food and absorb nutrients into the body. Nutrients go into the blood and then to the cells.
6. Anus: The undigested food is removed out of the body through the anus.
Circulatory System
Our circulatory system consists of the heart, the blood vessels and the blood. The circulatory system moves blood around the body. The blood carries oxygen and nutrients to the cells and takes away waste like carbon dioxide.
Heart pumps blood into the blood vessels.
Blood vessels are the thin tubes in which the blood flows.
Circulatory System
Unlike plants, carbon dioxide is harmful to our body, so our blood transports the carbon dioxide produced in our cells to the lungs for removal. Error Alert!
Nervous System
Our nervous system is made of three parts.
• Brain: It controls all the organs in our body and makes them work. For this reason, the brain is considered the controller of our body.
• Nerves: They exchange information between the brain and the rest of the body
• Spinal cord: It connects the nerves to the brain.
Reproductive System
Nervous System
Brain
Spinal Cord Nerves
This organ system in our body helps us to produce young ones of our own kind. It’s important for humans to reproduce so that they can continue to live on Earth.
Excretory System
The organ system that removes waste from our body is called the excretory system.
• Lungs remove carbon dioxide from the body.
• Skin removes waste in the form of sweat.
• Kidneys are bean-shaped organs that remove waste from the blood in the form of urine.
Kidneys
Wonders of Bharat
After COVID-19, breathing exercises such as alternate nostril breathing, or Pranayama, have become very popular to keep our lungs healthy. However, yoga has ancient Indian roots. It was practised by Indians centuries ago.
Word Splash
cells: the building blocks of our body tissues: groups of cells that perform the same function organs: groups of tissues performing the same function organ systems: groups of organs that work together sense organs: organs that help us sense things breathing: taking in and giving out air from the nose digestion: breaking down food into a simpler form
Explore More!
Scan the QR code to know more about our body.
Points to Remember
• Our body is made from cells, tissues, organs and organ systems.
• We have two types of organs: external organs and internal organs.
• The eyes, ears, nose, skin and tongue are sense organs.
• Our bodies have a skeletal system, a muscular system, a digestive system, a circulatory system, a nervous system and a reproductive system.
Chapter Checkup
1. Tick ( ) the correct options.
A. The smallest part of our body is called a . tissue cell organ organ system
B. A group of cells with the same function make a . tissue organ organ system blood vessels
C. Which of the following structures protects the heart and the lungs?
Ribs Kidneys Skull Limbs
2. Fill in the blanks.
A. A group of different tissues makes an .
B. An system is a group of organs that work together.
C. The total number of bones in an adult human is .
D. transports nutrients from the intestines to the cells.
3. Write ‘T’ for true and ‘F’ for false.
A. The windpipe carries food from the mouth to the stomach.
B. The liver secretes digestive juices to help in digestion.
C. Teeth are the sense organs that taste food.
4. Picture-based question.
Look at the diagram and answer the following questions.
A. Label the organs.
B. Name the organ system and its function in our body.
5. Short-answer questions.
A. Define reproduction.
B. List the organs that make our digestive system.
C. Why is our brain called the controller of our body?
6. Long-answer questions.
A. Write the difference between the external and the internal organs, with examples.
B. Why is the skeletal system important for our body? Write the function of each of its four parts.
C. Write the difference between the circulatory and the excretory systems.
Challenge (HOTS)
You are crossing the road. How do you think your sense organs can help you cross the road safely?
Life Skills
We are fortunate to have the gift of sight, but some children who are differently-abled cannot see. Find a nearby school that educates these children, with the help of an older family member.
Try to visit that school at least once a month to make friends and understand their challenges. Offer your help in any way you can.
2 The Food We Eat
Chapter Overview
Importance of Food
Sources of Food Cooked and Raw Food Balanced Diet Food Groups The Food We Eat
Look at the pictures and name the fruits and vegetables. Get Set
Importance of Food
Food is very important for our survival. Some ways in which food is important for us are:
Food helps our body grow. Food helps us build muscles. Food helps our body fight against germs and keeps us safe from diseases.
Food gives us energy to play and work.
Food is rich in important substances called nutrients. These nutrients help to keep us fit and healthy.
We should eat healthy, home-cooked food. We should avoid eating a lot of junk food like pizzas, fries, burgers, chips, chocolates and soda drinks. They are difficult to digest and not good for our body.
Sources of Food
The food we eat comes from plants and animals.
Food from Plants
We get a variety of food from plants. Some examples of food we get from plants are fruits, vegetables, grains, pulses, nuts and oils.
Fruits: Apple, mango, orange, cherry, kiwi, custard apple and pineapple are some examples of fruits.
Vegetables: We eat spinach, cauliflower, broccoli, cabbage, sweet potato, potato and onion as vegetables.
Grains: Grains (or cereals) are the seeds of a plant. We can grind the grains into flour.
survival: staying alive grind: break down into powder
Grains we get from plants
Pulses: These are also seeds of plants. They are generally boiled and eaten.
Nuts: Nuts are single, large seeds of fruits with an outer covering. They can be eaten raw.
Pulses we get from plants
Black grams Lentils
Food from Animals
Nuts we get from plants
We get food like milk, eggs, meat and honey from animals. We obtain milk from cows, buffaloes and goats. We get eggs from hens and ducks. We get honey from bees. We get meat from hens and goats.
Do and Learn Circle the
Food we get from animals
Go into your kitchen. Identify the food items that come from plants and those that come from animals.
Make a table in your notebook to list these items based on their sources.
Pause and Answer
Wheat Rice Corn Barley
Almond
Cashew
Walnut
Hazelnut
Chickpea Kidney beans
Cooked and Raw Food
Cooking food is important because it makes food tasty and easy to digest. Cooking also kills the germs that may be present in the food. Some food require cooking before eating, while some can be eaten raw.
Potato, rice, brinjal and kidney beans are some examples of food that are eaten cooked. Cucumber, lettuce, sprouts and carrot are some examples of food that are eaten raw.
Remember!
We should always wash fruits before eating to remove dust and germs from them.
Food Groups
Discuss!
There are some food items which can be eaten raw as well as cooked. Discuss and list those food items. Share with others.
The food we eat can be divided into three groups: energy-giving food, body-building food and protective food.
Energy-giving Food
Energy-giving Food
The food that gives us energy to do our daily work is called energy-giving food. Food like rice, chapatti, sugar and potatoes are energy-giving foods. Butter, ghee, oil and nuts are also some energy-giving foods.
People who do more physical work, like sportspersons, labourers and farmers, need more energy-giving food.
Body-building Food
Food that helps our body grow and repair itself from daily wear-andtear is called body-building food. We get body-building food from both animals and plants.
repair: to fix something that is damaged or not working well
Body-building food from animals
Body-building food from plants
Growing children need more body-building food.
Protective Food
These types of food protect our body from diseases. They help our body fight against germs that enter our body. Fruits and vegetables are examples of protective foods.
Pause and Answer
Write two examples of each.
1. Energy-giving food
2. Body-building food
3. Protective food
Balanced Diet
The food we eat every day is called our diet.
Have you ever wondered why we need different types of food? Our body is like a machine that needs the right fuel to run well. Some foods give us energy to play and study (energy-giving foods), while others help us grow and build strong muscles (body-building foods). There are also foods that protect us from getting sick (protective foods).
A balanced diet is a diet that has food from all these food groups in the right amount. Eating a balanced diet helps us stay healthy, active and strong.
Milk Meat Eggs
Green beans Soya beans Pulses
Protective Food
Plate of mixed food
Fruits
Did You Know?
Healthy protein
Food Plate
Investigate and Discover
Aim: To identify a balanced diet
Milk is considered a complete food because it contains almost all the essential nutrients that we need.
Materials Needed: A diary or an A4 sheet, the picture of a food plate and a sketch pen
Method:
Step 1: Find a partner to participate with you in the activity.
Step 2: For one day, record everything you and your friend eat and drink for breakfast, lunch, and dinner.
Step 3: Create a table and compare your diet to determine who eats a balanced diet.
Findings: The person who eats meals that include food rich in all essential nutrients makes a balanced diet.
Conclusion: We must include food items from all food groups and nutrients to create a balanced diet.
Healthy Eating Habits
You Your friend
Breakfast
Lunch
Snacks
Dinner
Other than a balanced diet, we must also have a few healthy eating habits. Some healthy eating habits are:
• Always wash your hands before and after you eat.
• Chew your food properly.
• Do not eat your meals very late.
• Do not talk, read or watch TV while eating.
• Do not waste any food.
Wonders of Bharat
Verghese Kurien, known as the “Milkman of India”, helped India become the largest producer of milk in the world. He started a program called Operation Flood, which taught farmers how to produce more milk and sell it in better ways. This helped farmers earn more money and made milk easily available to everyone.
Word Splash
nutrients: important substances present in our food energy-giving food: food which gives us energy to do our daily activities body-building food: food which helps our body to grow and repair the wear and tear protective food: food which helps protect our body from diseases and keeps us healthy diet: food eaten regularly in a meal
balanced diet: a diet that has food from all food groups and in the right amount
Explore More!
Scan the QR code to know more about food plate.
Points to Remember
• Food is necessary for energy, growth and health.
• We get food from both plants and animals.
• Cooking food makes it tasty and easy to digest.
• Energy-giving food, body-building food and protective food are the three food groups.
Chapter Checkup
1. Tick ( ) the correct option.
A. Which of these is eaten raw?
Brinjal Rice Lettuce Chicken
B. Which of these is called the complete food?
Milk Egg Orange Bread
C. What does protective food do?
Gives us energy Helps in the growth of our body
Protects us from diseases Makes us sleepy
D. Which of the following are examples of nuts?
Apple, papaya and banana Wheat, rice and barley
Almond, cashew and walnut Eggs, fish and meat
E. Which of these are protective foods?
Fruits and vegetables Chapatti and bread
Chocolates and cakes
2. Fill in the blanks.
Butter and ice-cream
A. Food gives us the to play and study.
B. food helps in the growth of our body.
C. A has food from all food groups.
3. Write ‘T’ for true and ‘F’ for false.
A. Food helps to repair our body.
B. Cooking food makes it hard to digest.
C. We should waste food if we don’t like it.
4. Picture-based question. Tick ( ) the healthy eating habits.
5. Short-answer questions.
A. Why is food important for us?
B. Name the two sources of food.
C. List some foods we get from animals.
6. Long-answer questions.
A. Write the difference between energy-giving, body-building and protective foods with examples of each.
B. Suggest any three healthy eating habits.
C. What is a balanced diet? Why is it important to eat a balanced diet?
Challenge (HOTS)
You want to eat lunch. What all will you have to make it balanced and healthy?
3 Living and Non-living Things
Chapter Overview
Living and Non-living Things
Natural Things
Living and Non-living Things
Characteristics of Living Things
Get Set
Sheena and her friends went for a picnic. While looking around, she saw many different things. Help her circle the things that can move on their own.
Natural Things
There are many things around us. Some of those things are natural while some are human-made. Things found in nature are called natural. Soil, water, sun, clouds, mountains and forests are examples of natural things. Animals and plants are also a part of nature. Things like cars, books and buildings are made by humans, so they are called human-made things.
Pause and Answer
Tick ( ) the natural things and cross out ( ) the human-made things.
Living and Non-living Things
Things like plants and animal have life. We call them living things.
The tiger and the sunflower are two examples of living things.
Other things like car, pencil, table, chair, air and water have no life. These things are called nonliving things.
Living Things
Non-living Things
Natural things can be living or non-living but human-made things are always non-living in nature. Error Alert!
Characteristics of Living Things
Living things have some basic characteristics which makes them different from non-living things. Let’s learn about them.
characteristics: (here) qualities that are present in one type of thing and not the other.
Living Things Need Food
All living things need food to live and grow. Food gives them energy. Plants make their own food with the help of sunlight, air and water. Animals do not make their own food. Some animals eat only plants, like cows, goats and deer. Some eat other animals, like tigers, snakes and vultures. Some animals, like humans, bears and crows, eat both plants and other animals. Non-living things do not need food.
Living Things Breathe
Plants breathe through stomata.
eats grass. Humans eat both plants and animals.
All living things breathe air to live. They have special body parts that help them breathe. Humans and some other animals breathe through the lungs. Fish breathe through gills. Cockroaches and mosquitoes breathe through air holes called spiracles. Plants breathe through stomata. These are small openings present on underside of the leaves.
Fish breathe through gills.
Non-living things do not breathe. Think about it, have you ever seen a piece of a stone breathing?
Living Things Reproduce
All living things give birth to young ones of their own kind. The process by which living things produce young ones of their own kind is called reproduction.
Dogs give birth to puppies. Hen lays eggs.
Humans give birth to a human baby. Animals like cows, dogs and cats also give birth to their young ones. Birds, snakes, turtles, bees, and houseflies lay eggs which hatch to form their young ones.
Plants make their own food.
Deer
Stomata
Gills
Plants reproduce through seeds. When you plant a seed and the seed gets air, water and minerals, it grows into a new plant. For example, a mango seed grows into a mango tree.
Non-living things do not reproduce. A table cannot make another table on its own.
Living Things Grow
Living things grow over time. A small plant grows into a big plant. A child grows into an adult.
Non-living things do not grow.
Some plants reproduce with their body parts such as roots, stems and leaves. Did You Know?
Sweet potato plants can grow from their roots. Snake plants can grow from their leaves.
A small plant grows into a big plant. A baby grows into an adult.
Investigate and Discover
Aim: Growing plants from seeds
Materials Needed: A plastic tub, soil, seeds, water
Method:
Step 1: At home, look for a plastic tub that has not been in use.
Step 2: Take the help of an adult and make small holes in the bottom of the tub.
Step 3: Soak the seeds in water overnight in a container so that they can germinate easily.
Step 4: Fill the tub with soil and sow the seeds. Water it from time to time.
germinate: to start growing
Finding: With regular care and watering, you will see some small green plants growing from the soil in the tub.
Conclusion: Plants grow well in the soil with regular care and watering. We can recycle unused items, such as as pots, cans and boxes, to grow plants in them.
Living Things Move
Living things move from one place to another in search of food and shelter.
Animals like cats, dogs and humans have legs to walk. Birds have wings to fly and fish have fins to swim.
Plants also show movement in special ways. For example, the touch-me-not plant closes its leaves when touched. Sunflower turns towards the sun during the day.
Discuss!
You can see many vehicles like cars, scooters, and trucks moving on road. If they are moving, then are they living? Discuss with your classmates.
Touch-me-not plant folds its leaves. Sunflowers face the sun.
Non-living things do not move on their own. They move only when they are pushed or pulled. When you push a ball, it moves from its place. When you pull a rope, you bring it closer to you.
fins: body part of a fish which is used for swimming
Ball moves when it is kicked (pushed).
Humans walk with legs.
A bird flies with wings. A fish swims with fins.
Living Things Feel
Living things feel changes around them. Animals, including humans, have eyes to see, ears to hear, nose to smell, tongue to taste and skin to feel. Animals like ants and bees have antennae that help them feel changes around them. You must have often found ants near sugary items. They sense the sweetness with the help of their antennae.
Plants also sense changes in their surroundings. For example, the lotus flower opens at sunrise and closes at night.
Non-living things do not feel any changes around them. Your clothes do not show any change with the weather. They remain the same in every season.
Think and Tell
We know the water can flow from one place to another. Is water a living thing?
Wonders of Bharat
Remember!
In humans, the eyes, ears, nose, tongue and skin are collectively called the sense organs.
The Asiatic Elephant is one of the largest wild animals. The Periyar National Park in Kerala has the largest population of elephants in India.
Word Splash
lungs: organs used for breathing by humans and some other animals
gills: organs used for breathing by fish
spiracles: pores on the body of insects for breathing
stomata: small pores on the underside of leaves that help plants to breathe reproduction: a process by which living things produce young ones of their own kind
antennae: structures in insects that sense the surroundings
Explore More!
Scan the QR code to know more about living and non-living things.
Points to Remember
• All things are either natural or man-made.
• Things that have life are called living things.
• Non-living things have no life.
• Living things have characteristics that non-living things do not have, such as breathing and growing.
Chapter Checkup
1. Tick ( ) the correct option.
A. Which of the following is a living thing?
Table Book Dog Bus
B. Which of the following can move on their own?
Cockroach Car Mobile phone Pencil
C. What do plants use to breathe?
Spiracles Gills Lungs Stomata
D. Which of the following lays eggs?
Turtle Cow Dog Human
E. What helps a fish to swim?
Fins Legs Wings Skin
2. Fill in the blanks.
natural sun spiracles reproduction plants
A. Mountains, oceans and rocks are examples of things.
B. Living things produce young ones of their own kind by .
C. Sunflower turns towards the during the day.
D. make their own food with the help of air, water and sunlight.
E. Cockroaches and mosquitoes breathe through holes called .
3. Write ‘T’ for true and ‘F’ for false.
A. A puppy grows into a dog.
B. Humans breathe with their spiracles.
C. Only plants can feel changes around them.
D. Ants use their antennae to find food.
E. A bird moves with the help of fins.
4. Picture-based question.
Observe the given picture and answer the following questions.
A. Which characteristic of living things is shown in the picture?
B. Name another plant which shows the same characteristic.
5. Short-answer questions.
A. How are natural things different from the human-made things?
B. What is the function of stomata in plants?
C. Does a toy horse eat food? Why or why not?
D. Give two examples of how living things move.
E. How does the lotus plant respond to changes in its surroundings?
6. Long-answer questions.
A. How are living things different from non-living things? Explain with examples.
B. How do living things reproduce?
C. How can living things sense their surroundings? Give two examples.
D. Explain the movement shown by the touch-me-not plant.
Challenge (HOTS)
Can a river be called living because it moves? Why or why not?
Plants and Their Parts
Chapter Overview
Plants and Their Parts
How Plants Grow
Root System Shoot System
Get Set
Solve the riddles.
I have a long stem. I have yellow petals. People eat my seeds.
What am I?
I have thorns on my stem. I have different colours. I have a good smell.
What am I?
I grow in bunches, juicy and sweet. Green, red, or purple, I’m a fun treat!
What am I?
How Plants Grow
Most plants start as tiny seeds hidden inside fruits. Under the right conditions, a small plant starts to grow out of a seed. The process by which a seed grows into a new plant is called germination. The conditions important for a seed to germinate are sufficient air, water and warmth. The new plant that grows out of the seed is called a seedling. A plant’s body can be divided into two main systems.
• The root system: The parts of the plant that grow under the ground form the root system.
• The shoot system: The parts of the plant that grow above the ground form the shoot system.
Investigate and Discover
Aim: To study the conditions needed for the germination of seeds
Materials Needed: Seeds (beans), a clear plastic cup, cotton balls/ paper towels and water
Method:
Step 1: Place a few damp cotton balls or paper towels inside a plastic cup.
Step 2: Place 2–3 seeds on top of the cotton balls or paper towels.
Step 3: Keep the cotton balls damp by sprinkling or spraying a little water on them.
Step 4: Place the cups in a warm spot in your house.
sufficient: enough
Seedling Seed
Leaf Flower Fruit Stem Root Root System Shoot System
Germination of a Seed
Parts of a Plant
Step 5: Check the seeds daily.
Finding: After a few days, seedlings start to grow out from those seeds.
Conclusion: Seeds can germinate into plants under proper conditions of air, water and warmth.
Root System
Saima was cleaning weeds from her garden. As she pulled out a weed, she saw thread-like parts at the bottom of the plant. Her mother told her that these are its roots. The parts of the plant that grow under the soil are called roots.
Types of Roots
Roots are of two types: taproot and fibrous root.
Taproots
They have one main thick root from which many side roots grow.
Example: Carrot, turnip and radish have taproots
Functions of Roots
• The roots fix the plant into the soil.
Fibrous Roots
They have many thin, thread-like roots that grow from the base of a stem
Example: Wheat, rice, grass and onion have fibrous roots
• Roots absorb water and minerals from the soil.
• Roots of some plants store food in them. We eat the roots of these plants. For example, turnip, beetroot, carrot and radish.
weeds: unwanted plants absorb: to take in
Taproot
Fibrous Root
Shoot System
The shoot system includes all the parts of a plant that grow above the ground. This includes the stem, leaves, flowers, buds and fruits of the plant.
Stem
Stem mostly grows above the ground. Plants have different types of stems. Let us learn more about the types of stems.
Types of Stems
Thick and woody stems
Plants with thick, strong and woody stem are called trees. The stem of a tree is also called a trunk. Mango, neem and peepul are examples of trees.
Thin and woody stems
Plants with thin and woody stem are called shrubs. Rose, jasmine and hibiscus are examples of shrubs.
Soft and weak stems
Plants with green, soft and weak stem are called herbs. Plants like mint, spinach and coriander are herbs.
Functions of Stem
• It holds the plant upright and bears branches, leaves, buds, flowers and fruits.
• It carries water and minerals from the roots to the leaves.
• It also carries the food made by the leaves to other parts of the plant.
upright: standing straight
Did You Know?
Some plants have weak stems and they cannot stand upright. Such plants are called climbers and creepers.
Money plant is a climber. Pumpkin is a creeper.
Herb
Trunk Tree
Shrub
• The stems of some plants store food in them. We eat the stem of these plants. For example, potato and sugarcane.
Investigate and Discover
Aim: To show the movement of water through the stem
Materials Required: A white flower with its stem, a beaker half-filled with water, any food colour or ink
Method:
• Take any white flower with the stem part.
• Take a beaker half-filled with water and add colour/ink to it.
• Put the flower in the beaker such that only the stem is dipped in coloured water.
• Keep it aside for some time.
• Note the changes in the flower after a few hours.
Finding: You will notice that the flowers will have a coloured lining on its petals.
Conclusion: The flower changed colour because the stem of the plant carried the coloured water to the flower.
Leaf
Leaves are the soft, flat and green part of the plant. Let us now study about the different parts of a leaf and their functions.
Structure of a Leaf
The main parts of a leaf are:
• Leaf blade: Flat part of the leaf
• Mid vein: Thick line that divides the leaf into half
• Side veins: Thin lines that grow from the mid vein
Parts of a Leaf
• Stomata: Tiny pores mostly found on the lower side of the leaf.
Mid vein Side veins
Stomata
Leaf blade
Functions of a Leaf
• Leaves make food for the plant, which is why they are also called the ‘kitchen of the plants’. The process of plants making their own food using sunlight, carbon dioxide and water is called photosynthesis.
Green plants produce food in the form of a simple sugar called glucose. During photosynthesis, plants also produce oxygen, which they release into the air, making it cleaner and fresher. This is why we should grow more plants.
Leaves of some plants store food.
Coriander, spinach, lettuce, cabbage, etc. are examples of leaves eaten by human beings.
Flower, Fruits and Seeds
Flowers
Flowers may have different shapes, sizes, colour and smell. Flowers turn into fruits.
Uses of Flowers
Flowers have many different uses in our daily lives. Here are some simple ways in which we use flowers:
• Food: Flowers from plants such as cauliflower, broccoli, and banana are used to make tasty dishes.
• Honey: Honeybees suck the nectar of flowers and turn it into honey. We use honey as a sweetener.
• Spices: Cloves are dried flower buds. Saffron are a part of the crocus flower.
nectar: sweet liquid made by a flower
Cloves
Saffron
• Decoration: Flowers such as roses and marigolds are often used to decorate places. They are also used for making garlands and rangolis.
• Fragrance: Flowers such as roses, jasmine and lavender are used to make perfumes.
• Dyes and Colours: Natural colours are made from flowers like palash , roses and orchids. These colours are used to dye clothes and other items. These colours do not harm the environment.
Fruits
Fruits have seeds in them. Some fruits have one seed while some have more than one seed.
Fruits with one seed
Fruits with few seeds
Fruits with many seeds
Plum, mango and cherries Orange, apple and lemon Papaya, musk melon and watermelon
Seeds
Seeds are mostly present in fruits.
Some of the vegetables we eat are actually the fruits of plants. The part of the plant with seeds is called the fruit. This means that tomatoes and bottle gourds are fruits, even though we commonly call them vegetables.
We eat the seeds of some plants such as corn, rice, wheat, gram, etc. They are called cereals and pulses. Spices such as cumin, black pepper and mustard are also seeds. They add taste and flavour to our food.
Wonders of Bharat
Neem is often called the ‘village pharmacy’ in India because of its many uses. Its leaves, bark and seeds are used for making medicines and insect repellents.
garland: flowers tied in a loop with the help of thread
Error Alert!
Word Splash
germination: the process by which a seed grows into a plant
seedling: the new plant that grows out of a seed
trunk: the stem of a tree
photosynthesis: the process by which plants make their own food using sunlight, carbon dioxide and water
Explore More!
Scan the QR code to know more about types of plants.
Points to Remember
• Most plants start as tiny seeds hidden inside fruits.
• A plant is divided into two parts, the root and the shoot.
• The roots of the plants grow under the ground.
• The shoot consists of the stem, branches, leaves, flowers and fruits.
• Plants store food in their roots, stem, leaves, flowers and fruits.
Chapter Checkup
1. Tick ( ) the correct option.
A. What are the two main parts of a plant?
Root system and flower system Stem system and leaf system
Root system and shoot system Leaf system and flower system
B. Which of the following plants have fibrous roots?
Carrot and turnip
Wheat and rice
C. What does the shoot system include?
Roots and soil
Stems, leaves, flowers and fruits
Mango and neem
Rose and hibiscus
Leaves, roots and soil
Stems, roots and soil
D. What is the function of the stem?
To absorb water from the soil To take in oxygen for the plant
To transport water and food To store oxygen for the plant
2. Fill in the blanks.
A. are plants with thin, woody and strong stems.
B. roots are long and thick.
C. The flat surface of the leaf is called the .
D. are also called the ‘kitchen of the plants’.
3. Write ‘T’ for true and ‘F’ for false.
A. The shoot system of the plant grows underground.
B. Taproots have many thin, thread-like roots.
C. The midrib is the central vein of the leaf.
D. Flowers cannot be used to make perfumes.
4. Picture-based question.
Write any two parts of the plant shown in the picture and one function of each.
5. Short-answer questions.
A. State the difference between the root system and the shoot system.
B. What do seeds need to grow into a new plant?
C. Mention the raw material used by plants to make food.
D. Which part of the plant can be used to make dyes?
6. Long-answer questions.
A. Write two functions of each: a. Roots b. Stem c. Leaf
B. What are the differences between taproots and fibrous roots? Give examples.
C. Describe the structure and functions of a leaf with a suitable diagram.
D. Explain the process of photosynthesis in plants.
E. How are trees, shrubs and herbs different from each other? Explain with examples.
F. Suggest any three uses of plants in our daily lives.
Challenge (HOTS)
If the roots of a plant were damaged or stopped working, how would this affect the leaves, stem, and flowers of the plant?
Life Skills
Soham plants a sapling every year on his birthday. Like Soham, take a pledge to plant a sapling on your birthday. You may name your plant and care for it throughout the year to see it growing. You may also click its pictures. Also, encourage your friends to do the same on their birthdays.
5 Animals and Their Eating Habits
Different Animals
Chapter Overview Get Set
Animals and Their Eating Habits
Characteristics of Animals
Eating Habits of Animals
Food Chain
Have you ever been to a zoo? List some animals you saw there.
There was a baby elephant! It was so cute and playful.
Hey, friends! How was your weekend?
It was great! I went to the zoo with my family. We saw so many lions, giraffes, elephants and monkeys. It was good!
Different Animals
Earth has different kinds of animals. Let us learn about them.
Wild Animals
Most animals live on their own in nature. They find their own food and make homes in places like caves, trees or water. These animals are called wild animals.
Some examples of wild animals are tigers, lions, elephants, giraffes, rhinoceros, bears, deer, vultures, whales and crocodiles.
Domestic Animals
Some animals live with people in their homes or farms. These animals are called domestic animals. Domestic animals can be divided into two groups.
Farm animals are domestic animals that are kept by humans for their use in farms.
Examples of Farm Animals
Cows, buffaloes and goats are kept for their milk. Hens are kept for their eggs. Sheep are kept for their wool.
Pet animals, on the other hand, are domestic animals that are kept by humans at home for companionship. Some common pets are dogs, cats, fish and rabbits.
Characteristics of Animals
What are some ways animals protect themselves from danger?
All animals show some common characteristics. These characteristics make them different from non-living things. These characteristics are as follows:
Movement
Animals move in search of food and shelter. They also move to escape from other animals. They have different body parts which help them in movement.
Animals like horse and lion have legs that help them walk and run. Fish have fins to swim. Birds have wings to fly.
Breathing
All living beings need to breathe to live. Animals have different organs for breathing.
• Most land animals, like monkeys, goats, cows, lions and tigers have nose and lungs that help them breathe.
• Caterpillars and cockroaches have tiny holes called spiracles that help them breathe.
• Birds have holes called nares on their beaks that help them breathe.
• Fish have gills to breathe under water.
Reproduction
The process by which living beings produce young ones of their own kind is called reproduction. Animals reproduce in two ways:
• By laying eggs: Hens, snakes, frogs, and butterflies lay eggs. Their babies grow inside the eggs until they are ready to come out.
• By giving birth to young ones: Tigers, elephants and cows give birth to babies directly. They do not lay eggs. The babies grow inside the mother’s body until they are born.
shelter: a place to live; escape: to move away for safety
Hens reproduce by laying eggs.
Elephants reproduce by giving birth to their young ones.
Wings help birds to fly.
Nares Gills
Vulture Fish
Spiracles Caterpillar
Growth
Just like you grow from a baby to an adult, animals grow too. A puppy grows into a dog, and a kitten grows into a cat.
Eating Habits of Animals
Based on their food habits, animals are of three types: herbivores, carnivores and omnivores.
Herbivores
Animals that eat plants and plant parts like fruits, leaves and stem are called herbivores. Some examples of herbivores include horses, elephants, cows, zebras, tortoises, and goats. These animals have broad, flat teeth that help them to bite and chew parts of a plant. Let us learn more about how these animals eat their food.
Animals that chew cud: Some herbivores, like cows, buffaloes, and goats, chew cud.
Cud is the partially digested food that these animals bring back into their mouths. It helps them digest their food more easily.
partially: (here) not fully
Zebra has broad, flat teeth.
Animals that gnaw: Some animals use their sharp front teeth to take small bites of hard things like nuts, seeds or woody stems. This way of eating is called gnawing.
Squirrels and beavers are examples of animals that gnaw.
Carnivores
Animals that eat the flesh of other animals are called carnivores. Animals like lions, tigers, wolves, sharks, dolphins, whales, owls and alligators are carnivores.
Carnivores have sharp teeth which help them tear food apart. Let us learn more about how carnivores eat their food.
Tearing and chewing flesh: Lions and tigers use their long, sharp teeth, called canines, to tear meat from the animals they catch.
Swallowing food whole: Snakes swallow their prey whole. They can stretch open their mouths to eat animals larger than their heads.
Did You Know?
The largest animal on Earth, the blue whale, is a carnivore. The size of the blue whale is about 18 trucks standing one after the other! The weight of one blue whale is equal to the weight of 20 elephants!
Omnivores
The sharp canines of a tiger
Snake swallowing a big frog.
Animals that eat both plants and the flesh of other animals are called omnivores. Animals like dogs, pigs, monkeys, crows, seagulls, sparrows and crabs are omnivores.
The monkey is an omnivore.
Beaver gnawing a wooden log.
Omnivores have sharp teeth in the front and flat teeth at the back. The sharp teeth help to tear the food, and the flat teeth help to grind the food.
Investigate and Discover
Think and Tell
In which group would you put human beings? Herbivores, carnivores or omnivores? Why?
Aim: To study the characteristics and eating habits of an animal
Requirement: Visit to a zoo or farm
Method:
Step 1: Visit the zoo or a farm.
Step 2: Create an observation sheet for the animals you see there.
Step 3: Collect information on the following details and fill out the observation sheet: shelter of the animal, body parts used for movements, body parts that help in breathing, way of reproduction and eating habits of the animal.
Finding: Share your information from the observation sheet with your classmates.
Food Chain
A food chain shows how living things depend on each other for food. It tells us who eats whom in a specific place. A food chain always begins with a plant.
Let us look at some examples of food chains:
Plant → Caterpillar → Bird
• A plant is eaten by a caterpillar.
• A caterpillar is eaten by a bird.
Grass → Zebra → Lion
• Grass is eaten by a zebra.
• A zebra is eaten by a lion.
Plant Caterpillar Bird Food Chain Grass Zebra Lion Food Chain
Do and Learn
• Take 3 paper cups, and cut-outs of plants and animals of your choice. Also, get a marker or a colour pencil.
• Paste the cut-outs of plants and animals on the paper cups, as shown.
• Write the names of the plants and animals below each cut-out.
• Arrange the cups in the order of a simple food chain (e.g., plant → herbivore → carnivore).
• Show your cups to your classmates and explain the food chain.
• Combine your cups with your classmates’ cups to create larger food chains.
Wonders of Bharat
The one-horned rhinoceros is a wild animal mainly found in the Kaziranga National Park in Assam, India. These large herbivores are known for their thick skin and a single black horn. They are an important part of the ecosystem and help to maintain the balance of nature.
Word Splash
reproduction: the process by which living beings produce young ones of their own kind
herbivores: animals that eat plants and plant parts like fruits, leaves and stems cud: the partially digested food
gnawing: a way of eating in which animals use their sharp front teeth to take small bites of hard things like nuts, seeds or wood.
carnivores: animals that eat the flesh of other animals
omnivores: animals that eat both plants and the flesh of other animals
Explore More!
Scan the QR code to know more about different types of animals.
Points to Remember
• Wild animals live by themselves in nature. They find their food and live in the natural surroundings.
• Pet animals are domestic animals that are kept by human beings for companionship.
• Herbivores eat plants, carnivores eat the flesh of other animals, and omnivores eat both plants and other animals.
• A food chain shows how living things depend on each other for food.
Chapter Checkup
1. Tick ( ) the correct option.
A. Which of these eats both plants and animals?
Herbivore Carnivore Omnivore All of these
B. Which of these animals is a carnivore?
Rabbit
Deer Lion Cow
C. Which animal is most likely to be found in a farm?
Wolf Horse Elephant Shark
D. What type of animal is a zebra if it eats only plants?
Herbivore Carnivore and wild
Omnivore and pet
Omnivore and farm
E. Which of the following statements is true?
a. Wild animals need humans to feed them.
b. Domestic animals live by themselves in nature.
c. Pet animals are kept by humans for companionship.
d. Carnivores eat only plants.
2. Fill in the blanks.
A. Domestic animals depend on for food.
B. A shows who eats whom in a specific place.
C. Tigers use their sharp teeth to the meat of animals.
D. Snakes their prey whole.
3. Write ‘T’ for true and ‘F’ for false.
A. Wild animals live in natural surroundings.
B. Cud is the partially digested food.
C. Lions use their sharp teeth to tear meat from the animals.
D. A food chain always begins with a plant.
4. Picture-based question.
Look at the picture of these animals and answer the questions below.
A. Write how each animal breathes.
Caterpillar: Bird:
B. Create a food chain using the names of these animals.
5. Short-answer questions.
A. Sort the animals as wild, pet and farm animals. Lion, buffalo, horse, fox, dog, cat, crocodile, hen and rabbit.
Caterpillar Bird
B. What helps fish and birds to move?
C. Write two ways in which animals reproduce.
D. What kind of teeth do omnivores have? Why?
6. Long-answer questions.
A. Write two differences between herbivores and carnivores, with examples of each.
B. Explain the eating habits of omnivores with examples.
C. What is a food chain? Choose animals from the list and show any two food chains: Lion, rabbit, grass, zebra and eagle
D. Give reasons.
a. Herbivores have broad, flat teeth.
b. Carnivores have sharp, pointed teeth.
Challenge (HOTS)
Imagine a grassland where carnivores like lions and tigers have reduced in number over time. How would this affect the food chain in the grassland?
Life Skills
Imagine you are a bird searching for food. What challenges could you face and how would you overcome them? Discuss with your family or friends.
6 Birds
Chapter Overview
Birds Around Us
Body Parts of a Bird
Birds What Helps a Bird Fly?
Characteristics of Birds
Connect the dots from 1 to 47 and colour it. Get Set
Let us learn about different kinds of birds, their body parts, how they fly, and their characteristics.
Birds Around Us
Siya went to her grandmother’s village. Every morning, she got up with the sound of birds chirping. She saw many birds, like sparrows, parrots and peacocks. She realised that birds are such amazing creatures!
Do and Learn
Bird Watching
• Go to a park, or to your backyard, or to a bird-friendly area, with your parents/ elders.
• Look for birds and when you see them, observe them carefully. Note their colours, sizes, shapes, and any unique features that they might have.
• Use the internet and gather interesting facts about each bird.
• Take an A-4 sheet of paper and create your bird report. Paste photos of the birds (if possible).
My Bird Report
What is the colour of the bird?
What is the shape of the bird?
What is the size of the bird?
List some interesting facts about birds.
The body of a bird mainly has three parts: the head, the trunk, and the tail.
Head
Body Parts of a Bird
Body Parts of a Bird
Birds have many unique body parts that help them survive.
Wings
Hummingbirds can flap their wings up to 80 times per second! Did You Know?
Wings help birds to fly. Some birds have long, narrow wings while others have short, broad wings.
Feathers
Birds have feathers all over their body. Feathers are of three types: body feathers, flight feathers and down feathers.
Flight feathers: These are found on the wings and the tail of a bird. They are long and strong, and help birds to fly.
Long and Narrow Wings Short and Broad Wings
Down feathers: There are soft and fluffy, and found underneath the outer feathers. They keep birds warm by trapping heat.
Beaks
Birds use their beaks to catch and eat food. The shape and size of their beaks depend on the kind of food they eat.
Types of Beaks
Body feathers: They cover the body of the birds. They give shape and colour to a bird’s body.
Birds do not have teeth. Therefore, they use their beaks to catch, pick, tear and eat their food.
1. Short and hard beaks—This type of beaks helps birds to pick up seeds and worms easily. For example: sparrows and pigeons.
Error Alert!
Sparrow
Eagle
2. Strong, sharp and hooked beaks—This type of beaks helps flesh-eating birds to tear the flesh of the smaller animals and birds that they eat. For example: vultures and eagles.
3. Chisel-shaped beaks—This type of beaks helps birds to make holes in tree trunks. For example: woodpeckers and hoopoes.
4. Long and pointed beaks: Some birds have a long and slender beak which helps them to suck nectar from flowers. For example: hummingbirds.
5. Curved beaks—This type of beaks is used for cracking nuts and eating fruits. It also helps birds to climb. For example: parrots.
Spoonbill
Feet and Claws
6. Broad and flat beaks—This type of beaks helps birds catch fish without letting it slip. For example: ducks, swans and spoonbills.
Feet and claws help birds to walk, perch, climb, and catch food. The shape of a bird's feet and claws are adapted to its lifestyle.
Types of Feet and Claws
Discuss!
Share some examples of birds you see around. What are some of their common features?
Discuss with your classmates.
1. Perching Feet: Birds like sparrows and robins have three toes in the front and one toe at the back. This helps them grip branches.
chisel: a tool with a sharp end that is used for cutting slender: small or narrow perch: to sit on a branch
Perching Feet
Parrot
Hummingbird
Hoopoe
2. Webbed Feet: Birds like ducks and swans have webbed feet. These types of feet have skin between the toes. These feet help birds to paddle and swim in the water.
Webbed Feet
3. Climbing Feet: Woodpeckers have two toes in the front and two toes at the back. This helps them climb trees.
Climbing Feet
4. Grasping Feet: Eagles and hawks have strong, curved claws called talons for catching and holding on to their prey.
Grasping Feet
Pause and Answer
Write the correct names.
1. A bird with a short, hard, pointed beak:
2. A bird with a broad and flat beak:
3. A bird with climbing feet:
4. A bird with talons:
What Helps a Bird Fly?
Birds can fly because they have special features, which are:
Wings: They flap their wings upwards and downwards to fly. The upward movement of the wings is called upstroke. The downward movement of the wings is called downstroke.
talons: long, sharp and curved nail on the feet of some birds
Woodpecker Swan Eagle Sparrow
Hollow Bones: Birds have lightweight, hollow bones that make it easier for them to take off and then remain in the air for a long time.
Strong Muscles: Birds have strong chest muscles that help them flap their wings powerfully. These muscles are called pectoral muscles.
Streamlined Bodies: Birds have a streamlined shape, with a pointed beak and smooth head, to cut through the air easily. This helps them fly faster.
Characteristics of Birds
Building Nests
Birds build nests to lay eggs and take care of their young ones.
Nests of Different Birds
Sparrows and pigeons use twigs and grass to make their nests on trees and the holes of buildings.
Woodpeckers drill holes in tree trunks and make their nests there.
Tailorbirds make their nests in plants with large leaves. They use their sharp beaks to stitch leaves using twigs or pieces of thread.
Weaver birds weave nests using grass, leaves and twigs. These nests hang from tree branches.
streamlined: a shape that is thick in the middle and narrow at the ends
Sparrow’s Nest
Tailorbird’s Nest
Weaver Bird’s Nest
Woodpecker’s Nest
Migration
During winters, birds living in colder places move to warmer places. This movement is called migration. They migrate every year in the same season.
Birds migrate in search of food, water and warmer places where they can lay eggs and raise their babies. The Siberian crane migrates to India from Russia during the winters.
Wonders of Bharat
Think and Tell
Do birds migrate back to their original places? If so, when and how?
Salim Ali was a famous Indian scientist who studied birds. He was popularly called the “Birdman of India”. He wrote important books about birds, helped create safe places for birds to live, and worked hard to protect them.
Word Splash
pectoral muscles: strong muscles located in the chest area migration: movement of birds from colder places to warmer places
Explore More!
Scan the QR code to know more about birds.
Points to Remember
• Birds have wings and feathers, which are useful for flying.
• Birds use their beaks to catch and eat food.
• Feet and claws help birds to walk, perch, climb, and catch food.
• Birds live in nests. They lay eggs in them and also protect themselves from predators or harsh weather.
Siberian Crane
Chapter Checkup
1. Tick ( ) the correct option.
A. Which type of feathers help birds to fly?
Body feathers
Flight feathers
Down feathers
None of these
B. Which type of feathers help birds to keep their bodies warm?
Body feathers
Flight feathers
Down feathers
Tail feathers
C. Which birds are known for weaving their nests?
Sparrows Woodpeckers Weaver birds Penguins
2. Fill in the blanks.
A. Birds use and claws to walk and climb.
B. help birds to fly and keep them warm.
C. Birds have a body shape to help them fly.
D. Birds lay eggs in .
3. Write ‘T’ for true and ‘F’ for false.
A. Birds have feathers on their legs and beaks.
B. Birds have wings to fly in the air.
C. Birds use their claws to catch and eat food.
D. Birds migrate to search for warmer places.
4. Picture-based question.
Look at the picture of a duck and answer the questions.
A. Look at the bird’s feet. Where do you think it lives?
B. Look at the bird’s beak. What do you think it eats?
5. Short-answer questions.
A. How do grasping feet helps birds?
B. Where do woodpeckers make their nests?
C. How do wings help birds fly?
D. Why are nests important for birds?
6. Long-answer questions.
A. Why do you think different birds have different types of beaks and feet?
B. Compare the nests made by a weaver bird and a tailorbird.
C. What is migration? Why do birds migrate?
D. Draw a new type of bird by combining features from three different birds that you have learnt about. Write one special thing about your new bird.
Challenge (HOTS)
If a bird with webbed feet were to live in a desert, what challenges might it face?
Life Skills
Make a bird feeder to help our feathered friends find food. Follow these simple steps to create your very own bird feeder.
• Take a toilet paper roll. Use a spoon or a butter knife to spread peanut butter all over the outside of the toilet paper roll.
• Thread a piece of string or yarn through the hole in the toilet paper roll and tie the ends of the string to create a loop.
• Find a tree branch or a hook outside to hang your bird feeder.
PROJECT 1
Journey of a Plant
Objective: Students will grow seedlings from seeds and observe how it develops over time.
Materials Needed: Small pot or plastic cup, seeds, soil, a small containers with water, labels or sticky notes, crayons or markers, chart paper
Steps:
Step 1: Learn about the different parts of a plant.
Study about the different parts of a plant, such as the roots, stem, and leaves. You can take the help of your school textbook or the internet.
Step 2: Planting Seeds
Take a small pot or a plastic cup and fill it with soil. Plant a few seeds in the soil by pressing them down gently and water the soil lightly using watering cans or spray bottles.
Step 3: Observe the Growth
Soon you will see tiny seedlings grow from where you had planted the seed. Keep the pot in a spot that has sunlight and air. Water the plants regularly but take care to not water them too much. That may spoil the roots and the plant may die.
Step 4: Make a Growth Chart
Over the next few weeks, observe how your seedlings change, like how tall the stem gets and how big the leaves grow. Use a ruler to measure the height of the stem each week. Create a growth chart on paper by drawing your plant at different stages, from a tiny seedling to a taller plant. Use crayons or markers to highlight changes as the plant grows. Also, mention the dates of these measurements.
Step 5: Present the growth chart of your plant
Share your growth chart with the class. Discuss how you felt watching your plant grow.
Project Output: Now you have a chart where you have measured the growth of your plants over time.
Final Outcome: This project will help students have a concrete understanding of the growth and development of the plants.
To be read aloud and explained in the mother tongue by the teacher, as needed.
Assessment 1
Read this interesting story about the human body. Then, answer the questions given below.
The Body Town
In the Body Town, all the body parts worked together to keep everyone happy and healthy. The Heart sent blood all over the town. The Lungs gave fresh air to everyone. The Brain was the boss, telling all the parts what to do. The Stomach turned food into energy, and the Liver helped by processing nutrients from food.
One day, Body Town wanted to play Kabaddi, a popular game. The Brain told the Legs to get ready to run. The Lungs took big breaths of air, and the Heart pumped faster to give the muscles lots of energy. The Legs ran, tagged, and everyone had a blast playing kabaddi. The Body Town worked so well because all the parts helped each other, just like our body does every day!
1. What is the main job of the heart in the body?
A. Pumping blood
B. Breathing air
C. Digesting food
2. If the lungs stop working, what will happen to our body?
A. The blood in our body will not be cleaned.
B. The food we eat will not be digested.
C. Our body will not get oxygen.
3. Ravi loves to play football. When he runs fast, he breathes harder and his heart beats faster. Explain why this happens, in 2 lines.
4. Suggest a balanced diet to Ravi so that he stays fit and healthy. Make sure you include all the food groups.
To be read aloud and explained in the mother tongue by the teacher, as needed.
7 Staying Safe
Imagine you are walking to school. You see a footpath to walk safely, a zebra crossing for people to cross the road, and a traffic light that shows when to stop or go. These are simple rules to keep us safe. Get Set Chapter Overview Staying Safe
Label the traffic light, the zebra crossing and the footpath in the boxes.
Ways to Keep Safe
Safety is all about keeping ourselves and others safe from any kind of harm. We must follow safety rules to keep ourselves safe. Let us know more about these rules.
Safety at Home
Have you ever done some art and craft work at home? Such activities need things such as scissors and paper cutters. Such objects are sharp and dangerous. Similarly, there are other things in our homes which can harm us if not handled carefully.
Some safety rules that we should follow at home are:
• Do not play with sharp objects. You may accidentally cut yourself. Take help from an adult when using sharp objects.
• Do not touch electrical wires and switches, especially with wet hands. You may get an electric shock.
• Always keep things in the right place. Never leave your toys, bags and other things littered around the house. You may trip on these things and fall.
• Do not play in the kitchen. Avoid touching hot utensils and the gas stove.
• Be careful of wet and slippery floors. You may slip and fall.
Safety in Schools
Some important safety rules to follow in school are:
• Do not jump on benches and chairs.
dangerous: harmful adult: a grown-up person
littered: kept things untidily utensils: pots and pans
Wires
• Do not run around inside the classrooms or in the corridors.
• Always walk in a queue. Do not push or pull other students as this can make them fall and hurt themselves.
• Do not slide on the handrail of the staircase. You may fall and hurt yourself. It is meant for holding when climbing up or down the stairs.
Safety at Playground
In a playground, you should:
• wait for your turn to play on the swings.
• not tease any stray animal if you see one. They might get scared and bite you.
Safety on the Road
Kids running in the classroom. Sliding down the handrail.
How are we helping others if we follow the safety rules? Discuss with your classmates.
Let us learn some simple rules to stay safe on the roads.
• Do not play near or on the main road. You may get hit by a car.
• If you want to cross the road, you must look to your left, then to your right and again to your left before crossing it.
• Use a foot-over bridge or a zebra crossing to cross the road.
• Check the traffic lights while crossing the road.
• Wait in a queue to board a vehicle.
Child crossing the road.
• Never take your hands or face out from any moving vehicle.
queue: line handrail: a long bar at the side of a staircase
stray: homeless foot-over bridge: a narrow bridge over road that is used for crossing to the other side
First Aid
Ricky and Preeti were flying kites. Ricky cut his finger and was sad. Preeti told Ricky to not worry. She had a first-aid box at home. So, they went to Preeti's house. Ricky washed his finger with clean water. Preeti took out the box from the cupboard. From that box, she took out a band-aid and gave it to Ricky. He put the band-aid on his cut. Now, they can happily fly kites again.
The band-aid was the first help that Preeti gave to Ricky. First aid is the medical help given to someone before a doctor arrives.
A first-aid box should have a roll of cotton, bandages, band-aids, an antiseptic cream, a cream to treat slight burns, a medical tape and a few medicines.
Steps to give first aid:
1. Do not panic. Call an adult for help.
2. Do not let crowds gather around the injured person.
3. For small cuts, use a band-aid. For deep cuts, clean the wound with an antiseptic lotion. Then wrap a bandage on the injured part. After that, go to a doctor.
First aid was first introduced by St. John Ambulance in 1879. The first aid is shown by the cross sign. Did You Know?
antiseptic: something that kill germs
An adult giving first aid to a child.
A First-aid Box
Do and Learn
Let us make our own first aid box!
Take an empty shoe box or any other old box. Clean the box thoroughly. Then, wrap the box and its lid with white paper.
Take the help of an adult to put a roll of cotton, some band-aids, a roll of bandage, medical tapes, a few medicines for fever and pain, and an antiseptic lotion or cream in the box.
Now, draw the first-aid symbol on the lid of the first-aid box. Colour the symbol as well.
Your first-aid box is now ready to use.
Discuss the importance of a first-aid box in our schools and homes.
Caution: Do not take any medicine without asking your parents.
Pause and Answer
Write ‘T’ for true and ‘F’ for false.
1. First aid is given before the doctor arrives.
2. We must panic if someone gets hurt or injured.
3. We don’t need a first aid box in our house.
4. Do not call the doctor if someone is bleeding too much.
Being Alert and Careful
We should also be careful of people around us.
Safety from Strangers
In this section, we’ll learn some easy ways to stay safe from strangers.
Don’t Talk to Strangers: If someone you don’t know tries to talk to you, do not respond. Find a trusted adult nearby. Don't take things from strangers.
Stay Close to Grown-ups You Know: Always stay near your parents, teachers or caregivers when you’re out.
Say “No” and Go: If a stranger offers you something or asks you to go somewhere with them, firmly say, “No” and leave quickly.
Never Share Personal Information: Don’t tell strangers your name, address or your school’s name.
Trust Your Feelings: If someone makes you feel uncomfortable or scared, it’s important to tell a trusted adult right away.
Good Touch and Bad Touch
A touch that makes you feel good and comfortable is called a good touch. On the other hand, a bad touch makes you feel bad and uncomfortable. If anyone makes you feel uncomfortable, tell your parents immediately about this.
Good Touch
It feels safe and pleasant.
Stay away from strangers.
Say no to strangers.
Trust your parents and share your feelings.
Bad Touch
It feels unsafe and can hurt. Makes you feel good and happy. Makes you uncomfortable, confused and scared
Examples: A kiss or touch by your parents or loved ones, a hug from your mother, a pat on back by your father or teacher
Examples: Cheek-pulling, hitting, pushing, pinching and touching private parts of your body by a stranger
Error Alert!
Not only strangers but your friends or relatives can also make you feel uncomfortable. Any form of touch in which you do not feel good and comfortable is a bad touch.
comfortable: (here) safe and pleasant
Wonders of Bharat
Word Splash
In India, many homes use ayurveda, an ancient way of healing, for first aid. People use turmeric for cuts, tulsi leaves for coughs, aloe vera for burns, and honey for sore throats. These natural remedies are simple things available in our kitchens. They are a great way of keeping ourselves healthy. first aid: the first help given to an injured person before reaching a hospital or a doctor
Explore More!
Scan the QR code to know more about safety rules.
Points to Remember
• We should stay safe at home, school, playground and on the road.
• First aid is the medical help given to someone before a doctor arrives.
• We should not talk to strangers.
• A good touch makes you feel good.
• A bad touch makes you uncomfortable.
Chapter Checkup
1. Tick ( ) the correct option.
A. What should we do to be safe at home? We should scatter toys everywhere. We should play with electrical switches. We should not touch hot utensils in the kitchen.
We should use sharp objects without the help of an elder.
B. What should we do to be safe at school?
We should not slide on the handrails.
We should push our classmates.
We should not keep our classrooms clean.
We should run around in our classroom.
C. What should we do to be safe in the playground?
We should wait for our turn on the swings.
We should push our friends on slides.
We should tease stray animals.
We should play near the merry-go-round.
D. What should we do to be safe on the road?
We should play on the road.
We should use the zebra crossing while crossing the road.
We should not follow traffic rules.
We should take our head out of a moving vehicle.
E. What is true about first aid?
It is given only to our friends and family.
It is the medical help given to someone before the doctor arrives. It is given after the doctor comes.
It is given only if the person is bleeding.
2. Fill in the blanks.
A. We should not play with switches.
B. We should never open the door to when we are alone at home.
C. A touch makes you feel comfortable.
D. A touch makes you uncomfortable.
3. Write ‘T’ for True and ‘F’ for False.
A. We should keep the bathroom floor wet.
B. Electric devices can give an electric shock.
C. You can play on the road with less traffic.
D. We must take toys given to us by strangers.
4. Picture-based question.
Write ‘good touch’ or ‘bad touch’ for the following images.
5. Short-answer questions.
A. Write three things you should not play with at home.
B. Why should you not touch electric devices?
C. What is first aid?
D. Draw a traffic light and write what each colour of the traffic light stands for.
6. Long-answer questions.
A. Write three safety rules to be followed at home.
B. Suggest two ways to stay safe: a. at school b. in the playground c. on the road
C. Why do we need an adultʼs help while using sharp objects?
D. What might happen if an injured person does not get first aid?
E. What is a bad touch? Give an example.
Challenge (HOTS)
Your friend saw a toy lying in the park. He wants to pick that toy to play with it. Will that be a safe thing to do? Why or why not?
Life Skills
Make a first-aid box. You can take help from your parents. Donate it to a needy person, or keep it at your home or classroom.
Housing and Clothing
Chapter Overview
Housing and Clothing
Need of a House Kutcha and Pucca Houses Different Types of Houses Different Clothes
What are Clothes Made Of?
Taking Care of Clothes
Get Set
Solve the riddles:
1. I am a room where meals are made, with pots and pans. What room am I?
2. You enter and leave through me. I can be locked to keep you safe. What part of the house am I?
3. Iʹm where you sleep at night, with a bed, pillows and sheets. What room am I?
Need of a House
Have you noticed people living on the streets? Their lives are difficult because they do not have houses.
All of us need a house to live in. A house protects us from the sun, heat, cold, wind, rain, wild animals and thieves. We should keep our houses clean. Dirty houses have germs. These germs can make us sick. Some ways to keep our house clean are:
• Open the doors and windows to let in fresh air and sunlight. Sunlight helps to kill germs present in houses.
• Clean the floor using a disinfectant.
• Keep dustbins covered.
Remember!
Some houses have different rooms for different purposes, such as bathroom, living room, kitchen, bedroom, and so on.
Kutcha and Pucca Houses
People live in different types of houses.
Kutcha Houses
Houses made of mud, straw, and bamboo are called kutcha houses. We often find kutcha houses in rural areas.
Always keep your house clean.
Think and Tell What do you think happens to a kutcha house during a heavy storm?
disinfectant: a liquid used to kill germs
Pucca Houses
Pucca houses are houses made of strong materials like bricks, steel, wood, iron and concrete. These houses are common in cities and towns. Flats and bungalows are examples of pucca houses.
Different Types of Houses
We also have different houses based on the material and region.
Tent: A tent is a house made of cloth, like canvas. It can be moved to different places, so it’s great for people who travel or camp. Tents are used by soldiers, travellers, campers, and nomads. They are easy to set up and take down.
The first tents were made with buffalo skin in North America. Those tents were called Tepees. Did You Know?
Houseboat: It is a wooden house built on a boat. It floats on water. We commonly see houseboats in Kashmir and Kerala in India.
Caravan: It is a house on wheels. This house can be fixed to the engine of a car or truck to move from one place to another.
Stilt House: It is a house raised on poles made of wood or metal. These houses are
concrete: a mix of cement, sand, water and small stones canvas: a thick, strong cloth, mostly waterproof nomads: people who do not stay long at a place and keep moving from place to place
Flats (Apartments)
mainly built in areas that get floods. As the houses are raised on poles, flood water does not enter the houses. These houses are also found in forest areas to prevent wild animals from entering the houses.
Igloos: They are houses made with blocks of ice. They are only found in polar regions which are covered with ice throughout the year. People who live in igloos are called eskimos.
We can group houses into two types: permanent houses and temporary houses.
Permanent Houses
They are houses that are fixed at a place and cannot be moved from one place to another.
Concrete houses, like bungalows and flats, are permanent houses.
Do and Learn
Temporary Houses
They are houses that are not fixed at a place and can be moved from one place to another.
Tents, houseboats and caravans are examples of temporary houses.
Create a model of any one type of house using easily available materials like cotton, ice-cream sticks, pencil shavings, etc. Share the name and features of the type of house you have made.
Pause and Answer
Name the type of houses.
1. Houses that move on wheels.
2. Houses that are built on boats.
3. Houses that are made with canvas cloth.
4. Houses that are made with ice blocks.
floods: overflowing of water on the land prevent: to stop something from happening polar regions: the cold regions near the poles of the Earth
Different Clothes
We need clothes to cover our bodies. They make us look smart. Clothes protect us from heat, dust, cold and rain. These also protect us from insect bites. We should wear neat and clean clothes. People choose clothes based on seasons, occasion and the work one does.
• Clothes in Summers: In hot summers, we wear lightcoloured cotton clothes. Cotton clothes absorb sweat and allow air to pass through. Light-coloured clothes absorb less heat from the sun and keep us cool.
• Clothes in Winters: In cold winters, we wear dark-coloured woollen clothes. Woollen clothes trap the body heat, keeping us warm. Additionally, dark colours absorb more heat from the sun, which helps to keep our bodies warm.
• Clothes in Monsoons: When it rains, we use raincoats and umbrellas made from waterproof materials. They keep us dry and protect us from getting wet in the rainwater.
• Clothes for Snowy Places: In snowy places, people wear fur or warm clothes. Fur traps the body heat and keeps us warm from the cold wind and snow.
Did You Know?
Some jobs require special clothes to be safe. Fire fighters wear thick suits that protect them from fire. Students wear school uniforms.
What are Clothes Made Of?
Why do you have different school uniforms for summers and winters?
In earlier times, people used to cover their bodies with leaves and animal skins. Nowadays, we wear clothes made of fibres.
waterproof: that does not let water pass through
Light Cotton Clothes
Dark Woollen Clothes
Fibres are thin, thread-like structures woven together to make fabric. The fabric is then used to make dresses.
Fibres can be natural, or human-made.
Natural Fibres
Natural fibres are fibres that we get from plants and animals.
Wool, silk, jute and cotton are examples of natural fibres. Wool and silk are animal fibres. Jute and cotton are plant fibres.
We get wool from animals like sheep and goats.
Wool is obtained from Sheep Silk is obtained from Silkworm Silk is made by silkworms. Silk clothes are expensive and mostly worn by people on special occasions. We get cotton from cotton plants.
Cotton is obtained from cotton plants Jute is obtained from jute plants Jute is made from the stems of the jute plant. It is used to make jute bags and ropes.
Human-made Fibres
Human-made fibres are fibres made from chemicals in factories. They are also called synthetic fibres. Nylon, polyester, rayon and acrylic are examples of synthetic fibres. Synthetic fibres are less expensive and more durable than natural fibres.
woven: threads joined in a pattern fabric: cloth or material made using fibres occasion: a special event
Nylon Rope
Acrylic Sweater Rayon Dress
Dress made with fibres
Pause and Answer
Write two examples of each.
1. Natural Fibres
2. Synthetic Fibres
Taking Care of Clothes
We must take good care of our clothes to keep them clean and use them for a long time. Some ways to take care of our clothes are:
• Wash your clothes properly. Use clean water and a good quality detergent to wash your clothes.
• Dry your washed clothes in the sun. Sunlight kills the germs present in the clothes.
• Iron your clothes to make them wrinkle-free.
• Store your clothes in a clean, dry cupboard.
• Clothes that cannot be washed at home should be given for dry cleaning. We dry clean expensive clothes, like silk clothes.
Wonders of Bharat
In regions with heavy rainfall, like Assam, people build houses on stilts, called Chang Ghars. This keeps the living area above water during floods.
Word Splash
fibres: thin thread-like structures woven together to make fabric
natural fibres: fibres we get from plants and animals synthetic fibres: fibres made from chemicals in factories
Explore More!
Scan the QR code to know more about different types of houses.
Points to Remember
• Houses keep us safe from the weather, animals and thieves.
• There are two types of houses: kutcha house and pucca house.
• Tents, houseboats, caravans, stilt houses and igloos are types of houses.
• We wear clothes to protect us from different weather conditions.
• Fibres can be of two types: natural and synthetic.
Chapter Checkup
1. Tick ( ) the correct option.
A. Our house protects us from . Weather, animals and thieves Air, water and sound Germs, air and water Light, air and sound
B. Pucca houses are made of . leaves grass snow blocks bricks
C. The houses built on wooden or metal poles are . Igloos Caravans Houseboats Stilt houses
D. Raincoats are made from . Woollen fabric Cotton fibre
Waterproof materials Silk cloth
E. Which of the following is a natural fibre?
Nylon Polyester Cotton Nylon
F. Which of the following is a synthetic fibre?
Jute Cotton Rayon Wool
2. Fill in the blanks.
A. Kutcha houses are made of mud and .
B. We should give our expensive silk clothes for .
C. is made by worms called silkworms.
D. Synthetic fibres are made from in factories.
3. Write ‘T’ for true and ‘F’ for false.
A. Pucca houses are permanent houses.
B. A houseboat can float on water.
C. We wear light woollen clothes during the summer.
D. Jute is obtained from sheep.
4. Picture-based question.
Name the types of houses and write the materials used to make them.
5. Short-answer questions.
A. Why do we need houses?
B. What are kutcha houses made of?
C. Why are tents useful for travellers and soldiers?
D. Give reasons:
a. Raincoats are made of waterproof materials.
b. Stilt houses are built in areas getting floods.
6. Long-answer questions.
A. Write the differences between kutcha houses and pucca houses.
B. Are bungalows permanent houses or temporary houses? Why?
C. Write one similarity and one difference between a caravan and a houseboat.
D. How are clothes worn in summers different from the clothes worn in winters?
E. Name the two types of fibres. Explain with examples.
F. Suggest three ways to take care of your clothes.
Challenge (HOTS)
If you were to build a house in a flood-prone area, would you choose a kutcha house or a pucca house? Why?
Life Skills
Collect old, torn and used clothes from your house. Take the help of a local tailor to stitch them into cloth bags. You can also ask your parents and/or grandparents to help you stitch the clothes into bags.
Share the bags with your friends, relatives and neighbours to spread awareness about the use of cloth bags in place of plastic or paper bags.
Air and Water
Hold a balloon and blow into it.
A. What gets filled in the balloon?
B. Tick ( ) the things that changed in the balloon due to blowing. Its
C. Write more things that can be filled in the balloon for the same change(s) to occur.
Air
One day, Riya asks her mother, “What is air?” Her mother asks her in return, “Do you feel anything on you when you sit under the fan?” Riya thought for a moment and said, “Yes, I feel something blowing across my body.” Her mother nodded and said, “Yes, that is the moving air that you feel.” Riya’s eyes widened with understanding.
Remember!
The air forms a protective layer around the Earth. This layer of air is called the atmosphere. The air in our surroundings is a mixture of gases. It contains 78% nitrogen, 21% oxygen and rest 1% argon, carbon dioxide water vapour and other gases. Air also contains dust.
What Causes Air to Move?
The heat of the sun warms up the air in our surroundings. The warm air, being lighter, rises up. This creates an empty space. The heavier cooler air from the sides moves in to fill this space. This moving air is called wind.
Air also contains germs and harmful substances that can make us sick.
Discuss!
What would you do when there is a strong wind outside?
Investigate and Discover
Aim: To show that warm air rises up
Materials Needed: 2 paper bags, a thin stick, a lighted candle, a string of thread to tie
Method:
Step 1: Take two empty paper bags of the same size. Use threads to tie them upside down on the ends of a thin, wooden stick.
Step 2: Now, tie a piece of thread in the middle of the stick and let it hang freely.
Step 3: Place a burning candle below the open mouth of the paper bag hung on the left side. Observe the wooden stick after some time.
Finding: You will observe that the bag above the candle goes up.
Conclusion: This is because the air above the candle becomes warm and rises, which pushes the bag up.
Pause and Answer
Number the steps in the correct order to explain the formation of winds.
An empty space is created
Cool air from the sides moves in to fill this space.
The sun’s heat warms the air in the surroundings. This moving air results in the formation of wind. The warm air moves up.
Uses of Air
• All living things need air to survive. We breathe in oxygen and breathe out carbon dioxide.
• Plants use carbon dioxide from the air to make their own food through photosynthesis.
photosynthesis: a process by which plants make their food
for breathing.
air)
• Air is pumped into the tyres of cars, bicycles and other vehicles to make them move smoothly on the road.
• Air is necessary for burning.
• Air helps to dry our clothes. When we hang wet clothes, the air dries them by taking away the moisture.
Water
Air is pumped into tyres. Air helps in burning.
Can you imagine a day without water? No, right! Even though 70% of the Earth’s surface is covered with water, only a small portion of this water is usable. So, we should use water wisely.
Sources of Water
Rain is the major source of water on the Earth. The water that falls on Earth gets collected in the form of surface water and groundwater.
Surface Water: The rainwater falls on the land and is collected in water bodies. The water collected in the water bodies formed on the surface of the Earth is called surface water. Surface water also comes from melting of ice. Ponds, lakes, rivers, sea and oceans are the sources of surface water for us.
Groundwater: Groundwater comes from the rainwater that seeps into the ground and gets collected in the soil and rocks below the ground. Wells, tubewells and handpumps are the sources of groundwater on Earth.
consumption: the using up of a resource
Although seas and oceans are also sources of surface water, the water in these sources is salty. As a result, it is not fit for human consumption. Error Alert!
Well Tubewell Handpump
Uses of Water
• We need water for everyday activities like drinking, cooking food, bathing, brushing and washing clothes.
Think and Tell
Can you name some of your daily activities that will be affected if we have a shortage of water?
Drinking Cooking Bathing Brushing
• Farmers use water for irrigation. We also water the plants at our home.
Pause and Answer
Water is used for irrigation.
Classify the following sources of water as surface water sources and ground water sources.
pond lake well handpump sea ocean river tubewells
Surface Water Sources
Forms of Water
Ground Water Sources
Water can be found in three forms in nature.
• Water in the solid form is found as snow on mountains. Water is also frozen as ice in glaciers and icebergs, in nature. Ice is also the solid form of water. We can get ice by freezing water. Glacier
irrigation: watering land to grow crops; glaciers: large sheets of ice formed in nature icebergs: pieces of ice that have broken off from glaciers and float in the sea
• Water in the liquid form is collected in the water bodies. Snow in the mountains melts to form water. Ice also melts to form water.
• Water in the gaseous form is found in the atmosphere as water vapour. Water in our surroundings evaporates to form vapour. Water from the wet floor or clothes also evaporates into the atmosphere.
Water Cycle
When the sun heats up water in different water bodies, this heated water turns into vapour which then rises in the air. This process is called evaporation. As the vapour rises, it cools down and forms clouds. This process is called condensation. When these clouds become heavy with water, they release it as rain, snow or hail. This process is called precipitation. Some of the rainwater is collected in the water bodies while some of it seeps into the ground to become groundwater. The collected water is again heated by the sun, evaporates again and the cycle starts over. This continuous process is called the water cycle.
The water on the Earth today is the same as the water that was here when the Earth was formed and when the dinosaurs lived. We keep using the same water again and again. Did You Know?
Wonders of Bharat
Bawaris or baolis are step wells found in Gujarat and Rajasthan. These wells have steps that go down to a large natural or artificial water body. They are very effective in collecting rainwater and keeping a steady water supply all year round.
Iceberg
atmosphere: the layer of air surrounding the Earth
Explore More!
Scan the QR code to know more about water cycle.
Points to Remember
• Air is a mixture of gases.
• The sun’s heat makes the air move which results in the wind.
• Water can be a solid (ice), liquid (water) or gas (water vapour).
• Water can change from one state to another.
• Evaporated water keeps on coming back in the form of rain due to the water cycle.
Chapter Checkup
1. Tick ( ) the correct option.
A. What is air made up of?
Only oxygen
A mixture of gases
Only carbon dioxide
Only nitrogen
B. Which of these shows that air is all around us?
We can see it. We can touch it. We can feel it. We can drink it.
C. Which of these is a source of groundwater?
Lakes Rivers Wells Ponds
D. Where is water found in solid form in nature?
Lakes and ponds
Rivers and streams
Glaciers and icebergs Clouds
E. How can we get water from ice?
By melting it. By freezing it.
By boiling it. By evaporating it.
2. Fill in the blanks.
A. air rises up when it is heated.
B. is the major source of water on the Earth.
C. Water evaporates to turn into .
D. We can get ice by water.
E. in its solid state is called snow.
3. Write ‘T’ for true and ‘F’ for false.
A. We can see air around us.
B. Air contains only oxygen.
C. Water does not change its form.
D. The liquid form of water is called ice.
4. Picture-based question.
Ice Water Water Vapour
A. Name the three forms of water. Solid:
B. How do we get one form of water from another?
5. Short-answer questions.
A. Why is air important for us?
B. List four uses of water in our daily life.
C. Where does the water in the wells come from?
D. Why is water important for farmers?
E. Name three processes that take place in the water cycle.
6. Long-answer questions.
A. Explain the composition of air with the help of a diagram.
B. Write any three uses of air.
C. Explain the various sources of water.
D. In how many forms does water exist in nature? Explain with examples of each form.
E. Explain water cycle with the help of a labelled diagram.
Challenge (HOTS)
1. If you live in a village with no river nearby, where would you get water from?
2. Suggest two ways in which you can save water.
Life Skills
You can save freshwater by collecting rainwater. Use this water for various purposes like watering your plants or cleaning. Encourage your family and friends to collect rainwater and save as much fresh water as they can.
Weather and Seasons
Chapter Overview
Weather and Seasons Seasons
Weather Clothes Worn in Different Seasons
Solve the riddles. Get Set
You can feel me but you cannot touch or see me.
I am birds’ favourite; I fill up all the space. Who am I?
I am found in a lake and in a stream. When frozen, I turn into ice. When boiled, I turn to steam. Who am I?
Weather
Weather is the day-to-day condition of our atmosphere at a given place and time. The weather of a place does not remain the same. It may change any time.
Changes in the Weather
Atmosphere is the layer of air around the Earth.
The factors that affect the weather are the sun, winds, clouds and rain. Let us discuss these factors, one by one, in detail.
Sun
The sun is the main source of heat and light on the Earth. At noon, the sun’s rays fall in a straight line on Earth. That is why noon becomes the hottest time of the day. The mornings and evenings are cooler as the rays of the Sun are slanting.
Wind
At noon, sun rays fall straight on the Earth.
The sun’s rays heat up the land and the air above it. The warm air rises. The cool air from the sides then takes the place of the warm air. This causes the blowing of wind.
When the wind blows gently, it is called a breeze.
Clouds
The sun heats up water in rivers, lakes, and seas, causing it to turn into water vapour. These vapours rise into the atmosphere, where they mix with dust particles and form clouds. Clouds cause rain. They can also block the sunlight when they pass above us during the day.
slanting: at an angle Remember!
Only some of the heat reaches the Earth
Clouds block the path of sun rays.
Rain
When clouds become dark and heavy, they can burst to cause rainfall. Rain makes the weather cool and pleasant.
Think and Tell
What would happen if it never rains? Would we be able to survive then? Why?
Rainfall is important for crops. We must collect and store rainwater for later use. We can use this water for cleaning and gardening.
Investigate and Discover
Aim: To prove that warm air rises upwards
Materials Needed: Candle, a piece of paper cut in a circle, a pair of scissors, a wooden stick, clay, matchbox/lighter
Method:
Step 1: Take the piece of paper and ask your parents or an older person to cut it in a spiral.
Step 2: Take the wooden stick and attach it on the clay.
Step 3: Stick one end of the spiral on the wooden stick and let the other end hang freely.
Step 4: After that, light the candle at the bottom of the spiral and observe what happens.
Findings: We will see that the spiral begins to spin.
Conclusion: This happens because warm air rises upwards and cool air from sides blow towards the empty space. This creates wind and makes the paper spin.
Types of Weather
Weather is of different types.
1. Sunny
In this weather, the sun shines brightly in the clear sky. The days are hot.
pleasant: nice and likable
Sunny Weather
2. Rainy
When it rains, the weather is called rainy. The weather become cool and pleasant after the rain.
Rainy Weather
3. Cloudy
When there are a lot of clouds in the sky, it is called cloudy weather. Sometimes, a cloudy sky can block out the sun.
Weather
4. Snowy
Snowy Weather
In winters or in cold places, the water drops in the clouds freeze and fall as snow. Such kind of weather is called snowy.
Look at the pictures and name the weather. Pause and Answer
Seasons
Seasons are the conditions of our atmosphere for longer durations. Unlike the weather, seasons remain the same for several months and they follow a cycle.
freeze: turning into ice duration: time during which something continues
Cloudy
There are five main seasons in a year: summer, monsoon, autumn, winter and spring.
1. Summer
It is the hottest season of the year. The days are longer, and nights are shorter during summers. We like to have cool drinks like juices and shakes. We also enjoy fruits, such as mango, muskmelon, watermelon and litchi in summers.
2. Monsoon
It is also known as the rainy season. Monsoon season is from July to September. It comes after the summer season. In this season, we see clouds and rain. Sometimes, we also see a rainbow in the sky.
3. Autumn
The autumn season is from October to November. It is after the monsoon season. The days and nights are of nearly equal duration.
4. Winter
The winter season is from December to February. It comes after the autumn season. In this season, the days are shorter, and the nights are longer. The weather becomes colder. People wear woollen clothes to keep the cold away.
5. Spring
Spring comes after the winter season. In this season, days and nights are of nearly equal duration. During this season, a lot of flowers bloom. People enjoy staying outdoors due to the pleasant weather.
Summer Drinks
Autumn Season
Spring Season
Make your Wheel of Seasons!
• Take a paper plate and draw lines to divide it into five equal parts.
• Colour each part to represent one of the five seasons: monsoon, spring, summer, autumn, and winter.
• Paste pictures in each section that show things related to that season, like:
⸰ Clothes people wear ⸰ Activities people do
⸰ Months when the season happens
• Show your Wheel of Seasons to your classmates and explain what each season is like.
Discuss!
Do you think all parts of India experience the same conditions during different seasons? Discuss with your classmates.
Did You Know?
Countries like the Philippines, Kenya, Singapore and the Maldives have similar weather conditions even during different seasons.
Clothes Worn in Different Seasons
People wear different clothes in different seasons.
Clothes for Summers: In summers, we wear light, cotton clothes. Cotton clothes absorb sweat and keep us cool.
Clothes such as shorts, skirts and half-sleeved T-shirts are worn in this season.
Clothes for Summers
Things like hats, sunglasses and umbrellas are also used during summers to stay away from direct rays of the sun.
Clothes for Monsoon: To protect ourselves from rain, we wear raincoats and gumboots. We also use umbrellas.
Raincoats are made up of waterproof fabric that keeps us dry. Sometimes, getting wet in the rain can make us fall sick.
for Monsoon
Clothes for Winters: We wear woollen clothes, such as sweaters, jackets and coats, in this season. We also use caps, mufflers, gloves and socks to keep us warm.
Clothes for Winters
Woollen clothes trap the body heat and keep us warm. We also wear thick and dark-coloured clothes to stay warm in winters.
Wonders of Bharat
Mawsynram, a place in Meghalaya, is known as the wettest place on Earth. This place gets the heaviest rainfall in the world.
Word Splash
weather: it is the day-to-day conditions of our atmosphere at a given place and time atmosphere: it is the layer of air around the Earth breeze: the gentle blowing wind is called breeze
Explore More!
Scan the QR code to know more about seasons.
Points to Remember
• The weather of a place changes due to the sun, the clouds, the rain and the wind.
• The weather can be sunny, rainy, cloudy or snowy.
• Seasons remain the same for several months.
• Seasons occur in a cycle throughout the year.
• We wear different types of clothes in different seasons.
Clothes
Chapter Checkup
1. Tick ( ) the correct option.
A. Which factor affects the weather?
Sun Soil Clothes Month
B. What causes air to rise up? the heat of the sun the clouds in the sky the cool winds the rainwater
C. Which season comes after the summer season?
Fall season Winter season
Autumn season Monsoon season
D. What type of clothes should be worn in the winter season?
Cotton clothes Raincoats and gumboots
Woollen clothes
2. Fill in the blanks.
Waterproof clothes
A. is the hottest season of the year.
B. We experience heavy rains in the season.
C. The winter season has days and nights.
D. is the season when flowers bloom.
3. Write ‘T’ for true and ‘F’ for false.
A. The weather can change during a season.
B. There are two types of seasons in a year.
C. Most of the trees shed their leaves during spring.
D. Summers have longer days and shorter nights.
4. Picture-based question.
Look at the picture and answer:
A. What is the weather shown in the picture?
B. Write any two activities that you like to do in the weather shown in the picture.
5. Short-answer questions.
A. Name the different types of weather.
B. Which is the hottest part of the day? Why?
C. Why should we avoid getting wet in the rains?
D. Why do we wear woollen clothes in the winter?
6. Long-answer questions.
A. Name the different types of weather. How is the weather today?
B. How are weather and seasons different? Explain with examples.
C. Which season is your favourite? Why?
Challenge (HOTS)
Rainwater is freshwater that can be collected for later use. Suggest a way in which you can collect rainwater.
Life Skills
Winters can be harsh for people who do not have enough clothes or the money to buy them. People who can afford extra clothes should donate them to the needy. Take the help of your family, friends and neighbours to organise a donation drive where you collect woollen clothes and donate them in an orphanage or to the needy.
11 Soil
How is Soil Formed?
Get Set Chapter Overview
What is Soil Made Of ? Types of Soil Uses of Soil
Reema has brought a plant from a nursery.
A. Write the things this plant would need to grow healthily.
1. A
2. S L
3. W T
4. S L
B. Suggest one thing she should do to take care of the plant.
Soil is the topmost layer of the earth. It consists of minerals, rock particles, and dead and decaying remains of plants and animals. It also contains air and water. The soil is home to many animals.
How is Soil Formed?
What happens when we crush a piece of chalk? It breaks into small pieces. If we crush it further, it will turn into chalk powder. Like chalk powder, soil is formed by crushing or breaking down of big rocks due to the action of the sun, rain and wind. This is called the weathering of rocks.
Step 1: The sun heats up the large rocks. The wind and the rain cool down these heated rocks. This continuous heating and cooling forms cracks in the rocks. As the cracks get bigger, the rocks break down into small pieces.
Step 2: Over time, the rock pieces break into even smaller pieces to form soil. Small plants begin to grow in them.
Step 3: Dead plants and animals mix with water and small particles to form humus.
minerals: substances naturally formed in the Earth decaying: breaking down of substances burrow: a tunnel or a hole in the ground humus: the part of soil made from dead plants and animals
Plants grow in the soil.
Animals make burrows in the soil.
The formation of soil is a slow and continuous process. It takes millions of years to form a thin layer of soil. So, we should not pollute the soil and try to conserve it.
What is Soil Made Of?
Remember!
A handful of soil contains about seven billion microorganisms, small living beings which we cannot see with the naked eyes.
We know that the soil is made up of broken pieces of rocks and humus. Along with rocks and humus, soil also contains air and water.
Investigate and Discover
Aim: To prove that soil contains air and water in it
Materials needed: A glass jar, a vessel with a cover, a stove, some water and some soil
Method: Put some soil in a glass jar and pour water over it. Notice what is formed in the water. Now take a vessel with a lid and put some soil in it. Close the lid and heat the vessel for some time. Open the lid carefully and notice what is formed on the lid.
Result: In the first setup, air bubbles form in the glass jar. In the second setup, on heating the soil, small droplets of water appear in the inner side of the vessel and the lid.
Soil Contains Water Water Droplets Drops of water are formed inside of the lid
Conclusion: The formation of air bubbles on pouring water into the soil proves that the soil contains air. The formation of water droplets on heating the soil proves that the soil contains water.
Soil Contains Air
Air Bubbles
Layers of Soil
When you dig the soil to make a pit, you will see different layers of the soil. The four main layers of soil are topsoil, subsoil, parent rock and bedrock.
Do and Learn
Nature takes 500 years to create one inch of topsoil. Did You Know?
Topsoil: The outermost layer of the soil is called topsoil. It is 2 to 8 inches thick. It also contains humus which makes it fertile. The roots of all plants grow in the topsoil.
Subsoil: The layer below the topsoil is called subsoil. It is a mixture of sand, clay and broken rocks.
Parent Rock: This is the layer below the subsoil and contains big solid rocks that can be broken down further into pieces.
Bedrock: The layer of soil made up of rocks is called bedrock. Water cannot pass through this layer and gathers over the bedrock to form the water table.
Take a transparent plastic jar and display different soil layers.
Gather pebbles, gravel, sand mixed with small pebbles, and garden soil. Using this diagram as a reference, layer the largest pebbles at the bottom, followed by gravel, then the sand and small pebbles mixture and finally the garden soil on top. Enhance the model with dried leaves and twigs and label each soil layer on the jar for clarity. Your soil layers model is now complete!
Pause and Answer
Name the following layers of soil.
1. A layer through which water cannot pass
fertile: rich in minerals required for plant growth gravel: collection of small, loose pieces of rock and stone
2. The most fertile layer that consists of humus
3. A layer made of sand, clay and small rocks
Types of Soil
Shalu went on a desert safari with her parents. She noticed that the soil there was dry and powdery and quite different from the soil in her garden. She asked her parents why it was so. Her parents replied that there could be many types of soil. The type of soil depends on the size of its particles. Based on the particle size, soil is of three types—sandy soil, clayey soil and loamy soil.
Sandy Soil
Sandy soil is dry and light and contains large sand particles. It does not hold much water due to the large air spaces between the particles. Plants like cacti and coconuts grow well in sandy soil.
Clayey Soil
Think and Tell
When we dissolve sand in water, after some time the sand settles down. Think and tell what this tells us about the sand?
Clayey soil contains very fine particles and holds water well. It becomes sticky when mixed with water. However, it is not ideal for most plants because it lacks air due to the small spaces between the particles.
Loamy Soil
Loamy soil has medium-sized particles. It is a mix of sand and clay. It is good for plant growth because it has enough air, water and humus. Adding manure and fertilisers can make it even more fertile.
particles: very small pieces of anything manure: a natural substance which helps in the growth of the plants fertilisers: chemical-based minerals added to the soil
Sandy Soil
Clayey Soil
Loamy Soil
Uses of Soil
Soil is useful in many ways:
1. Soil provides water and minerals for the crops and plants.
2. It is the home of animals such as earthworms, ants, rats, rabbits and snakes.
3. Soil allows rainwater to seep in and prevent floods.
Soil used to make pots.
4. Soil (clayey soil) is used to make pots, diyas, bricks and kutcha houses.
Soil Conservation
The top layer of soil gets washed away due to wind and rain. This washing away of topsoil is called soil erosion. Since soil formation is a slow and continuous process, we must protect the soil. The practice of protecting soil from erosion and other damage is called soil conservation. Planting trees can prevent soil erosion.
Wonders of Bharat
Rajkumari Ratnavati Girls’ School, in Jaisalmer, Rajasthan, is built from yellow sandstone, which comes from local sand. The school is designed in an oval shape to stay cool even in very high temperatures. The school does not use air conditioners.
Word Splash
weathering: breaking down of huge rocks due to the action of sun, rain and wind humus: the layer of topsoil made up of dead plants and animals
soil erosion: washing away of topsoil due to wind and rain
soil conservation: taking care of the soil and preventing its erosion
Explore More!
Scan the QR code to know more about soil.
Points to Remember
• Soil is made up of rocks and humus. It also has air and water in it.
• Soil is formed by the weathering of rocks.
• Soil has the following layers—topsoil, subsoil, parent rock and bedrock.
• There are three types of soil—clayey, sandy and loamy.
• Soil is very important to all living beings.
Chapter Checkup
1. Tick ( ) the correct option.
A. Plants grow well in this layer of soil. Which layer of soil could this be?
top soil bedrock subsoil parent rock
B. Which of the following is made from decaying plants and animals? rocks humus gravels clay
C. Which layer of soil is made of large rocks and through which water does not seep?
topsoil subsoil bedrock parent rock
2. Fill in the blanks.
A. is the topmost layer of the Earth.
B. Along with rocks and humus, soil also contains and .
C. Topsoil gets eroded by the action of and rain.
3. Write ‘T’ for true and ‘F’ for false.
A. Clayey soil has fine soil particles.
B. Bedrock is the top layer of soil.
C. Loamy soil is a mixture of clay and sand.
4. Picture-based question.
Label the layers of soil and answer the question.
Which layer is the most fertile? Why?
5. Short-answer questions.
A. List the factors that cause the weathering of rocks.
B. How is humus useful to plants?
C. What is meant by soil conservation? Why is it important?
6. Long-answer questions.
A. Write the steps involved in the formation of soil.
B. Draw a diagram showing the layers of soil and explain each layer in brief.
C. What is the difference between clayey and sandy soils?
D. What are the different uses of soil in our daily life?
Challenge (HOTS)
1. If you wanted to grow a garden, which type of soil would you choose—sandy, clayey, or loamy? Explain your choice.
2. If there were no soil on earth, how do you think it would affect the environment and living beings?
Life Skills
Take some clay and sieve it with a fine cotton cloth. Add some water to it and make a soft and smooth dough. Use the dough to make toys, animals, pots or other decorative items. Keep them in the sun to dry. Now paint them with different colours. Your clay gift items are ready. You can gift them to your friends and relatives.
PROJECT 2 Weather Chart
Objective: To observe and record daily weather conditions.
Materials Needed: chart, sheets of paper, markers, colours, glue or tape, a pair of scissors
Steps:
Step 1: Learn about weather
Learn about the different types of weather (sunny, rainy, cloudy, snowy, stormy, windy) using your school textbook or the internet.
Step 2: Prepare a weather chart
On a big chart paper, create a weather chart as given below.
Sunny
Rainy
Cloudy
Snowy
Windy
Stormy
Step 3: Create weather symbols
Using some papers, draw weather symbols, such as the sun for sunny days, clouds for cloudy days, raindrops for rainy days, and snowflakes for snowy days. You can choose your own designs too. Make a few copies of each weather symbol. Colour them in and cut them out.
Step 4: Track the weather and fill in the weather chart
Each day for a week, choose the weather symbol that best matches the day’s weather and paste it in the appropriate column for that day.
Step 5: Present your weather chart
Present your weather chart to the class. Pay attention to the charts that will be presented by your classmates.
Project Output: You have created a weather chart which shows the weather conditions for a week.
Final Outcome: This project will help you understand the different types of weather and understand how weather is not the same, but changes over short periods of time.
To be read aloud and explained in the mother tongue by the teacher, as needed.
Assessment 2
Read this article. Answer the questions given below.
Soil Erosion
Soil erosion is when the top layer of the soil is washed or blown away by wind and water. In India, soil erosion is a big problem in several states. For example, in places such as in Uttarakhand and Himachal Pradesh, heavy rains and deforestation have caused the top layer of soil to wash away, making it hard for plants to grow and leading to more landslides.
In the Deccan Plateau, which includes parts of Karnataka and Maharashtra, overgrazing by animals and poor farming practices have led to soil erosion. The soil has become dry and less fertile, making it difficult for crops to grow.
To stop soil erosion, people can plant trees, use smart farming methods, and build barriers to protect the soil. This is called soil conservation. It helps keep the soil healthy, so plants can grow well and the environment stays balanced.
1. What is soil erosion?
A. Adding nutrients to the soil and making it fertile
B. When the top layer of soil is washed or blown away
C. The excess layers of soil on the ground
2. Why is soil conservation important?
A. To avoid the earthquakes
B. To increase the amount of sand
C. To balance the environment
3. Imagine you are a farmer and you are facing the problem of soil erosion due to heavy rain. What soil conservation methods could you use to protect your soil? Suggest any two.
4. What will happen if we are not able to stop soil erosion?
To be read aloud and explained in the mother tongue by the teacher, as needed.
12 Solids, Liquids and Gases
Unscramble the words to name the things numbered in the picture. Also, write if they occupy space and have weight. Get Set Chapter Overview
1. DOWINW
SFAO
TAEBL
KOOBS
We see a lot of things around us, such as plants, animals, buildings parks and mountains. All these things are called matter. Matter is anything that takes up space and has weight.
Steam is a gas.
Tea is a liquid.
Cup is a solid.
Matter can exist in three forms. They are solids, liquids and gases. The different forms are also called the different states of matter. Everything around us exists in these three states of matter.
Solids
Ananya was playing with the Rubik’s cube and trying to arrange all the colours together. She tried to fold the cube to bring similar blocks together but could not. She wondered why she could not change the shape of the cube. This is because the cube is a solid.
A ball, a brick, a pencil and a cup are some examples of solids.
Solids have fixed shape and size. They do not change their shape and size on their own unless you break, cut, squeeze or crush them. For example, a paper changes shape when we cut, tear or crush it.
Think and Tell
Solids do not flow from one place to another. However, if a solid is crushed into a powder, it can be poured and formed into a pile.
Pause and Answer
Write one example of each.
1. A solid that is red in colour:
2. A solid that is hard to break:
3. A solid we can break easily:
List examples of solids that can change their shape and size. Also, tell the conditions in which they change their shape or size.
Ball Brick Pencil Cup
Rubik’s Cube
Liquids
Oil, milk, paint and juice are some examples of liquids. Water is also a liquid.
Liquids do not have a fixed shape and size. They take the shape of the container they are put in.
Liquids can flow and be poured easily. When you pour a liquid from one container to another, the quantity of liquid doesn’t change, even if it looks different. For example, if you pour water from a jug into a glass, the water takes the shape of the glass but its quantity remains the same.
Did You Know?
Icebergs are giant pieces of ice floating in the ocean. They are solid forms of water.
Gases
Can you see the air? Can you feel it?
Where is air found? We can’t see air, but we can feel it on our skin. Air is all around us and takes up all the space. Air is a mixture of gases. Oxygen and carbon dioxide are some of the gases in the air.
Steam, smoke, cooking gas and water vapour are also examples of gases.
Like liquids, gases do not have a fixed shape or size. They spread out to fill all the space in a container.
Water takes the shape of the container
Remember!
Plants, animals and humans take in oxygen gas and give out carbon dioxide gas.
Oil Milk Juice Paint
Cooking gas in a cylinder
Smoke from factories
Steam from iron
Unlike liquids, gases do not settle at the bottom of the container. Gases can flow freely from one place to another, within the container.
Do and Learn
Look around and list different solids, liquids and gases in your house. Sort them into groups and talk about the different properties of solids, liquids and gases that they show.
Change of State
Kavita was watching her mother fill an ice tray and then keep it in the refrigerator. After some time, when her mother took out the ice tray, Kavita was surprised to see ice instead of water. She wondered if water and ice are the same. Let us learn more about how matter changes its state.
Water (Liquid) to Ice (Solid): On cooling, water can turn into ice. This process is called freezing.
Ice changes to water on melting.
Water changes to ice on freezing.
Ice (Solid) to Water (Liquid): When ice gains heat from the surroundings, it turns back into liquid water. This process is called melting.
Water (Liquid) to Water Vapour (Gas): When a liquid, like water, changes into a gas, like water vapour, and goes up into the air, it is called evaporation.
Water evaporates into water vapour.
Water Vapour (Gas) to Water (Liquid): When steam or water vapour are cooled down, they turn back into liquid water. This process is called condensation
Ice cools down the water vapour.
Water vapour cools to change into water.
Vapour changes to water on condensation.
Investigate and Discover
Changes in the state of water
Aim: To observe the change in state of water
Materials Needed: Few ice cubes, a pan, a burner, a glass lid and a spoon
Method:
Step 1: Take a few ice cubes and put them on a pan. Leave it for some time and note the changes in the ice.
Step 2: After some time, heat the pan on a burner. Note the changes that happen on heating the pan.
Step3: Next, cover the pan with a glass lid and turn off the burner. Note the changes on the glass lid after some time.
Step 4: Take the glass lid off the pan. Keep it upside-down on a table for sometime. Note the changes you see on the lid.
Findings: Ice cubes melt to form water in some time. On boiling, water changes into steam. When the lid was covered, steam cooled down to turn back into water drops. The wet glass lid also dried after some time as the water from the lid has evaporated.
Conclusion: Water can change its state on heating or cooling.
Wonders of Bharat
The Bose-Einstein Condensate (BEC) is a state of matter other than solid, liquid and gases. The matter that is in this state is formed at very low temperatures. This idea of Bose-Einstein Condensate state of matter was first given by a famous Indian scientist, Dr Satyendra Nath Bose.
Word Splash
matter: anything that takes up space and has weight freezing: the process in which a liquid changes into a solid melting: the process in which a solid changes into a liquid evaporation: the process in which a liquid changes into vapour condensation: the process in which a gas changes into a liquid
Explore More!
Scan the QR code to learn more about the process of change in the state of matter.
Points to Remember
• Matter is anything that occupies space and has weight.
• Matter exists in three forms—solid, liquid and gas.
• Solids have fixed shape and size unless we cut or break them.
• Liquids and gases do not have any fixed shape and size.
• Heating and cooling can result in the change in state of matter.
Chapter Checkup
1. Tick ( ) the correct option.
A. Which of the following is a solid? Ice Oxygen Juice Carbon dioxide
B. Which of the following is a liquid?
Bottle Soil Juice Air
C. What state of matter fills up the entire space available to them?
Solid Liquid Gas
2. Fill in the blanks.
None of these
A. is the state of matter that can flow and be poured easily.
B. Liquids take the of the container they are put in.
C. Smoke and vapour are examples of .
3. Write ‘T’ for true and ‘F’ for false.
A. Paints change their shape when we pour them on a plate.
B. A pen changes its shape when we put it in a pen stand.
C. Water vapour condenses to form water drops.
D. Gases collect at the bottom of a container.
4. Picture-based question.
Look at the picture. Write the names of the processes in the boxes. Then, answer the questions.
A. What causes water to change from solid to liquid and liquid to gas.
B. What causes water to change from gas to liquid and liquid to solid.
5. Short-answer questions.
A. Will water change its shape when poured from a bottle into a glass? What shape will water take?
B. Write one example of a solid, a liquid and a gas present in your classroom.
C. Write the difference between melting and freezing.
D. How can we change the state of matter from one form to another?
6. Long-answer questions.
A. Explain the process of condensation with the help of a diagram.
B. What happens to water when you a. heat it for a long time? Why? b. put it in the freezer? Why?
Challenge (HOTS)
1. Why does ice melt faster on a hot day compared to a cold day?
2. Can you change the shape of a solid without turning it into a liquid? How? Give an example.
Life Skills
To explore the change in the state of matter, prepare home-made ice cream and share the learning with your friends and family. First, mix 1 cup milk, 1 cup heavy cream, 1/2 cup sugar, and 1 teaspoon vanilla extract in a small ziplock bag and seal it tightly. Fill a larger ziplock bag halfway with ice and add 1/3 cup of salt. Place the small bag inside the large one, seal it, and shake it vigorously for 5–10 minutes, using a towel or gloves to protect your hands. The ice absorbs heat from the mixture, causing it to freeze. Take out the small bag and you will see that the liquid mixture has turned into ice cream, demonstrating the change in the state of matter. Enjoy your ice cream with friends.
13 Measuring Things
Chapter Overview
Measuring Things
Need to Measure Things
Measuring Things in Olden Times
Measuring Things in Today’s Time
Get Set
Look at the pictures and write the correct options in the box.
Tall and Short Light and Heavy
Need to Measure Things
Measurement is an important part of our day-to-day lives. For example, when we go to buy clothes, we measure our size according to our height, chest and waist. The milkman also measures the milk when we buy it. The action
of measuring the amount, duration and size of something is called measurement.
Discuss!
Do measurements have an important role in our lives? Why or why not? Discuss with your classmates.
Measuring Things in Olden Times
In earlier times, people used to measure things by comparing them with their body parts. Measures such as handspan, cubit, foot and stride were used in olden times.
Handspan: It was the unit measured by the length of the palm.
Cubit: It was the unit measured by the length of arm up to elbow.
Foot: It was the unit measured by the length of the foot.
Stride: It was measured by the distance covered by a single step of a person.
But body parts of different people have different sizes. So, these units can give different measurements for the same things.
Do and Learn
Take a book and measure its length using your handspan. Now ask your younger brother or sister and an adult to measure the length of the same book using their own handspans. Note each of the measurements in your notebook. Are all measurements the same or different?
You will observe that the length of the same book comes out to be different in each case. This shows that handspan is not a standard unit for measuring lengths.
duration: for how long something lasts
Match the following.
1. Handspan
2. Cubit
3. Foot
4. Stride
i. Length of arm up to elbow
ii. Length of foot
iii. Length of palm
iv. Length covered by one step
Measuring Things in Today’s Time
We have learnt that the units used in olden times gave different measurements for the same thing. Such units are not the standard units for measurements. Therefore, we need some standard units for measuring different things. These units give the same results for all the measurements. A unit is a fixed quantity that is used as a standard of measurement.
Measuring Length
Length tells us how long an object is. Nowadays, the standard unit of measuring lengths is metre. It is written as ‘m’. Longer lengths, such as the length of the clothes and height of the tower, are measured in metres. Smaller lengths, such as the height of a flowerpot or length of crayon, can be measured in centimetres. It is written as ‘cm’.
Think and Tell
Why do we need standard units to measure things?
Measuring tape, ruler and metre rod are some tools that measure lengths. For example, the length of the room is measured using a measuring tape. But the length of your pencil can be measured easily using a ruler.
Have you ever gone to buy a piece of cloth with your mother? The shopkeeper uses the measuring rod to measure the length of the clothes.
Measuring Tape
Only same kind of measurements are added or subtracted. For example, weight can be added to weight only and not to length.
Measuring Weight
The weight tells us how heavy or light an object is. The standard unit of measuring weights is kilograms. It is written as ‘kg’. Heavier objects are measured in kilograms (kg). Lighter objects can be measured in grams. It is written as ‘g’. A scale or a balance is a tool used to measure the weight of an object. Weighing machines like electronic balance and beam balance are used to measure weights.
Investigate and Discover
Aim: To compare the weight of different objects and balance them. Materials needed: Two paper cups, two strings of equal lengths, a coat hanger and some small objects (like an eraser, a sharpener, a ruler, pencils, crayons and marbles)
Method:
Step 1: Hang the coat hanger at a place. Now, attach each string to one corner of the hanger.
Step 2: Tie one paper cup to each string.
Step 3: Now add different things in both the cups and try to balance both cups. Keep adding or removing things from the cups to balance them.
Step 4: The things that maintain the balance of the cup have the same weights.
Tie with Strings
Step 5: Repeat the procedure by changing things in both the cups and observe what happens.
Findings: We can balance the cups on the weighing scale only when the objects with the same weight are put into the cups.
Measuring Capacity
On the way back to their home, Rahul’s father stops the car at the petrol pump. He then asks the attendant to fill 12 litres of petrol in his car. Rahul gets confused and asks his father, “Why do you ask for 12 litres of petrol and not 12 kg of it?” His father tells him that only weight is measured in kg. The capacity of liquids is not measured in kilograms or grams. Let us also learn about capacity and its units.
The amount of liquid that a container can hold is called its capacity. The standard unit of measuring capacity is litres. It is written as ‘L’.
Measuring Cylinders
The capacity of a container determines the volume of a liquid. Measuring cylinders are used to measure the volume of liquids. These cylinders come in different capacities.
Larger amounts of liquids, such as milk and water, are measured in litres (L). Smaller amounts of liquids, such as cough syrups and sanitizers, are measured in millilitres. It is written as ‘mL’.
Measuring Temperature
Remember!
Liquids take the shape of the vessel in which they are kept.
Have you ever noticed what your parents do when you have a fever? They use a thermometer to measure the temperature of your body.
Temperature tells us how hot or cold an object is. The units to measure temperature are degrees Celsius or degrees Fahrenheit. Degree Celsius is written as ‘˚C’ and degree Fahrenheit is written as ‘F’. The normal temperature of the human body is 37˚C or 98.6F.
Thermometer is used to measure body temperature.
Measuring Time
The standard unit to measure time is seconds. It is written as ‘s’ and used to measure smaller intervals of time. Other units of time are minutes, hours, days, weeks, months and years. A clock or watch is used to measure time. Nowadays, digital clocks are also used to measure time.
A regular year has 365 days. But a leap year has 366 days. It comes every 4 years. Did You Know?
Different units of time are related to each other as follows:
Wonders of Bharat
The Konark Temple in Odisha has 12 pairs of wheels that represent the wheels of Lord Surya’s chariot. These wheels indicate the months of a year. Each wheel has 8 wider and 8 inner spokes. These spokes signify 8 prahars or time divisions of the day.
Word Splash
handspan: the unit measured by the length of the palm cubit: the unit measured by the length of arm up to elbow foot: the unit measured by the length of the sole of a foot stride: it was measured by the distance covered by a single step of a person unit: a fixed quantity that is used as a standard of measurement
chariot: a vehicle used in olden times that was pulled by horses and had two wheels spokes: rods that connect the centre of the wheel to its edges
Watch Clock Digital Clock
Konark Wheel
Explore More!
Scan the QR code to know more about measurements.
Points to Remember
• Older units, such as handspan, cubit, foot and stride, are used to give different measurements for the same object.
• A metre rod, measuring tape and ruler are used to measure length.
• Electronic balance and beam balance are used to measure weight.
• Measuring cylinders are used to measure the volume of liquids.
• A thermometer is used to measure the temperature of our body.
• A clock or watch is used to measure time.
Chapter Checkup
1. Tick ( ) the correct option.
A. Which of the following is used to measure length?
Ruler
Thermometer
Weighing balance
Watch
B. Which of the following was a unit used in olden days to measure length?
Litre Handspan Kilogram Second
C. Which unit is appropriate to measure the length of a room?
Metre Degree Celsius Centimetre Kilogram
2. Fill in the blanks.
A. is the unit measured by the length of the sole.
B. We can measure the length of a pencil in .
C. Liquids, such as water and milk, are measured in .
D. We use a to measure the temperature.
3. Write ‘T’ for true and ‘F’ for false.
A. Stride is the unit to measure length.
B. Temperature is measured in seconds.
C. A measuring cylinder is used to measure capacity.
4. Picture-based question.
A. Look at the given images. Name the tools shown in each image.
B. Write one use of the tool shown in picture 3.
5. Short-answer questions.
A. Why do we need standard units of measurement?
B. Name three tools used to measure length.
C. What does a measuring cylinder do?
D. Name a device used to check body temperature.
E. Name two tools that were used to measure length in olden days.
6. Long-answer questions.
A. Explain the problems caused by the units of measurement used in olden times.
B. We use different units based on the length of the object. Justify with the help of examples.
Challenge (HOTS)
Why is it important to measure time in our daily lives? Support your answer with two examples.
Life Skills
Time is very important. Make a time table for yourself to make the best use of your time. You may decorate your time table with colours and designs of your choice.
Activity Time
Wake up
Get ready
Go to school
Come home
Have lunch
Study
Play
Have dinner
Hobby time
Sleep
14 Light, Sound and Force
Light, Sound and Force Sound Force Chapter Overview Light
Light
Solve the riddles. Get Set
I am yellow, I am hot. I shine brightly in the sky. I am visible only during the day.
Who am I?
I can be half, I can be full. Many shapes I have. I am visible during the night.
Who am I?
Light is what helps us to see. An object is visible when light falls on it. Otherwise, everything is dark.
Sources of Light
Anything that gives out light is called a source of light. Based on the source of light, objects can be luminous or nonluminous.
Did You Know?
Electric bulbs, torches, candles and matchsticks are some sources of light that are made by humans. They are also considered luminous objects.
Luminous Objects: The objects that give out light of their own are called luminous objects. The Sun and the stars are examples of luminous objects found in nature. Fireflies are also luminous as their bodies glow.
Luminous Objects
Non-luminous Objects: The objects that do not have light of their own are called non-luminous objects. Some examples of non-luminous objects are chairs, tables, walls and the Moon.
Remember!
The Sun is the ultimate source of light on Earth.
Non-luminous Objects
The Moon shines very brightly, but it does not have its own light. It is the light of the Sun that bounces off the surface of the Moon. Error Alert!
Light Forms Shadows
You must have seen sunrays, beams of light from a car headlight or from a torch. You will notice that light rays always travel in a straight path.
Light travels in a straight path.
A shadow is formed when an object blocks the path of light. We see the shadow as a dark patch formed on the opposite side of the light source. A shadow may be bigger or smaller than the object itself.
Do and Learn
Object blocking the path of light
Shadow of the object
The source of light
Formation of a Shadow
Take a pencil and stand it upright on a piece of cardboard using clay. Place it outside where it gets sunlight all day. At different times (morning, noon, and afternoon), measure the pencil's shadow with a ruler. You will see the shadow is longer in the morning and afternoon, and shortest at noon. This shows shadows change size depending on the sun’s position.
Sound
Have you ever wondered how we talk to each other? We make sound from our throat and hear them with our ears. We hear different types of sounds every day. Sounds can be pleasant or unpleasant.
Types of Sound
Pleasant Sound: A sound that is nice to hear and makes us feel good is called a pleasant sound. Some examples of pleasant sounds are chirping of birds, soft music and tinkling windchimes.
Did You Know?
Animals like dogs can hear sounds that are too faint for the human ear.
Think and Tell
Which other sounds do you find pleasant?
Unpleasant Sound: A sound that is loud and harsh is called an unpleasant sound. Our ears don’t feel good after hearing such sounds. Some examples of unpleasant sounds are loud sirens, honking of horns and bursting of firecrackers.
Unpleasant sound that disturbs others is also called noise. It is harmful for our ears. So, we should take care of the following things to avoid noise.
• Speak softly with everyone.
• Play television and music at lower volumes.
• Avoid honking of horns.
• Do not burst firecrackers.
Think and Tell
Why should you never talk loudly with other people?
harsh: unpleasant sirens: devices that make a loud sound as a warning honking: to make a short and loud noise from vehicle horns
Music Birds Chirping Tinkling Windchimes
Noisy Firecrackers
Loud Sirens Shrill Honking
Investigate and Discover
Aim: To understand how sound travels
Materials Needed: Two empty paper cups, a pair of scissors and a string
Method: Follow the steps to make paper cup telephone and understand how sound travels
Step 1: Take two empty paper cups and make a hole on the bottom of each.
Step 2: Take the string and pass one end of it through the hole of one cup. Tie a knot in the part of the string that is inside the hole to secure it. Repeat it with the other end of the string and the other cup.
Step 3: Give one cup to your friend and ask him/her to take it as far as the string will go.
Step 4: Speak into the cup that you are holding. Ask your friend to hold the cup near their ear and listen carefully.
Finding: When you speak into one cup, your friend can hear it softly from the other cup.
Conclusion: Sound travels from one cup to the other through the length of the string.
Force
A force is a push or a pull. We apply force to do work. We use our muscles to apply force. People also use animals to generate force to do their work. We must treat animals properly when using them for work. Nowadays, we mostly use machines to apply force.
What can force do?
Force can help us do many things.
Force can move objects.
Friction: A Type of Force
Force can stop moving objects.
Force can change the direction of moving objects.
What happens when you push a toy car on the floor? The toy car slows down and stops after some time. Have you wondered what stopped the car? The toy car is stopped by a force from the floor. This force is called friction. Friction is a force that stops moving objects. We walk on the floor without slipping because of the friction between our shoes and the floor.
Discuss!
Force can change the shape of objects.
Friction helps us to walk on the floor without slipping.
Discuss how our lives would be different if there was no friction in nature.
Wonders of Bharat
Varanasi is popularly known as the ‘city of lights’. In ancient India, this city was called ‘Kashi’, which means ‘to shine’.
Varanasi
Word Splash
luminous objects: the objects that give out light of their own non-luminous objects: the objects that do not give out light of their own shadow: a dark patch formed on the opposite side of the light source when the path of light is blocked by an object noise: the unpleasant sound that disturbs others force: a push or a pull friction: a force that stops moving objects
Explore More!
Scan the QR code to know more about light and shadow.
Points to Remember
• Luminous objects, such as the Sun and the stars, give out light.
• Non-luminous objects, such as table and chair, do not give out light.
• A shadow is always formed on the opposite side of the source of light.
• Sound can be pleasant or unpleasant.
• A force is a push or a pull.
• Friction is a force that stops moving objects.
Chapter Checkup
1. Tick ( ) the correct option.
A. What helps us to see things around us?
Light
Sound Force Shadow
B. Which of these is a luminous object?
Moon Chair Sun Table
C. Which of these is a non-luminous object?
Sun Star Moon Firefly
2. Fill in the blanks.
A. We make from our throat.
B. Soft music is an example of sound.
C. A push or a pull is called .
D. is a force that stops moving objects.
3. Match the following.
A. Non-luminous objects
B. Pleasant sound
C. Unpleasant sound
4. Picture-based question.
i. loud honking
ii. pencil
iii. tinkling windchime
Given below are some objects. Write L for luminous objects and N for non-luminous objects.
5. Short-answer questions.
A. Why can we not see things in a dark room?
B. Name any three sources of light that are found in nature.
C. How are shadows formed?
D. What is force?
E. Write one use of friction in our life.
Moon Star Door Bed Sun
6. Long-answer questions.
A. Write the difference between luminous and non-luminous objects, with examples.
B. What are the different types of sound? Explain them with examples.
C. Write any three uses of force in your daily life.
D. Explain the formation of a shadow with the help of a diagram.
Challenge (HOTS)
Imagine you are in a dark room. What are two different sources of light that you could use to brighten the room? How would each source of light affect the room differently?
Life Skills
Your neighbours play very loud music. Which of the following sentences will you use to politely tell them to lower the volume?
• Could you please lower the volume?
• Switch off the music right now!
• Do you mind turning down the volume, please?
• Do you want me to call the police?
Earth and Its Neighbours 15
Chapter Overview
Get Set The Solar System
Look at the pictures of some objects seen in the sky and fill in the table.
What is it called?
When do you mostly see it? (Day Sky/Night Sky)
Does it change its shape?
When we look at the sky, we see objects like the Moon, the Sun and the stars. The objects that we see in the sky are called celestial objects.
The Solar System
Manish went to a planetarium with his father. There he saw a few balls hanging around a bright yellow ball. Each ball had a name written on it.
Manish: Dad, what are the names written on these balls? What do these balls represent?
Dad: Son, the yellow ball at the centre represents the Sun. All the balls around the Sun are the planets, including our own planet the Earth. Planets are celestial objects that move around the Sun. The Sun, the Moon and the planets make our solar system. The Sun is at the centre of the solar system.
Manish: How many planets are there in our solar system?
Dad: There are 8 planets in the solar system. They are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Mercury is the smallest planet. It is the closest planet to the Sun. The biggest planet is Jupiter. All the planets receive heat and light from the Sun.
Read the hints and write the names.
1. The celestial object at the centre of the solar system.
2. The planet farthest from the Sun.
3. The smallest planet in the solar system.
4. The biggest planet in the solar system.
The Sun
The Sun is a huge ball of burning gases. It is the brightest object in the sky. It is a star closest to the Earth. The Sun gives us heat and light.
The Sun is very important to us because:
• The heat of the Sun helps maintain the temperature on the Earth.
• The light from the Sun helps us see things around us.
• Sunlight is also used by plants to make their food.
Think and Tell
We say that the Sun rises in the East and sets in the West. Actually, it is the Earth that moves and not the Sun. The Earth spins from West to East.
The Earth
What might happen if heat and light from the Sun do not reach the Earth?
We live on the Earth. It is the third planet in our solar system. Life exists on Earth because the Earth is at the right distance from the Sun. The Earth is spherical in shape. It looks flat to us as it is huge, and we only see a very small part of it.
Nearly 70% of the Earth is covered with water and only 30% is land. Earth is also called the ‘Blue Planet’ because a large part of it is covered with water. Earth also has an atmosphere. Let us learn about it in detail.
Atmosphere
The protective layer of gases around the Earth is called the atmosphere. Gases such as oxygen and carbon dioxide are found in the atmosphere.
The atmosphere is important because:
Atmosphere
• It traps the heat of the Sun and keeps the Earth warm. spherical: ball-like shape traps: to hold something
Error Alert!
• It stops the harmful rays of the Sun from reaching the Earth.
• It supports life on Earth. Living beings use oxygen for breathing.
Movement of the Earth
Did You Know?
The harmful rays from the Sun are called UV rays. The atmosphere has a protective layer called the ozone layer that stops these UV rays from reaching the Earth.
The Earth is not still at its place. It is moving all the time. Earth shows two types of movements: Rotation and Revolution.
Rotation of the Earth
The Earth shows a movement in which it spins around a fixed, imaginary line called the axis. This movement of the Earth is called rotation.
The rotation of the Earth causes day and night. The side of the Earth that faces the Sun has day while the side away from the Sun has night. Earth takes 24 hours (1 day) to complete a rotation.
Revolution of the Earth
We also know that the Earth moves around the Sun. The path along which the Earth moves around the Sun is called its orbit. The movement of the Earth around the Sun is called revolution.
The Earth takes around 365 days (1 year) to complete one revolution. The revolution of Earth causes seasons. The side of the Earth that is tilted towards the Sun experiences the summer season and the side away from the Sun experiences the winter season.
Rotation of Earth on its own axis
Revolution of Earth around the Sun
Take a soft ball and insert a pencil or a thin stick through it. Use a marker to write the letters A and B on the ball such that they are on the opposite sides. Take a torch and place it at a distance from the ball. Hold the pencil in such a way that the letter A is in front of the torch. Now, turn the torch on and slowly rotate the pencil from right to left till the letter B is facing the torch. Observe the side of the ball where the letter A is present now. Is it brighter or darker than the side with the letter B? What does each side represent? Which side shows day and which side shows night?
Pause and Answer
Fill in the table.
Rotation Revolution
Movement of the Earth on its Movement of the Earth around the
1 rotation equals 1 revolution equals It results in It results in
The Moon
What is the bright white object in the night sky? It is the Moon. It is the Earth’s nearest neighbour. The Moon is a natural satellite of the Earth as it revolves around the Earth on a fixed orbit.
When we look at the Moon, we see black spots on it. These spots are actually craters. Unlike the Earth, the Moon does not have air and water on it. That’s why there is no life on the Moon.
satellite: an object moving around a larger object in space
Remember!
The Moon does not have light of its own. Just like in a mirror, the light of the Sun reflects on the surface of the Moon and reaches the Earth.
Phases of the Moon
The Moon completes one revolution around the Earth in about 29 days. The phases of the Moon are the new moon, the crescent moon, the half-moon, the gibbous moon and the full moon.
Investigate and Discover
Aim: To observe and record the shape of the Moon over a period of 10 days.
Materials Required: a notebook, pen or pencil, a window with a clear view of the night sky, a clock
Method:
Step 1: Choose a fixed time each night for observing the Moon from your house’s window.
Step 2: For 10 consecutive days, go to the window at the chosen time and look at the Moon.
Step 3: Draw the visible shape of the Moon in your notebook each night.
Step 4: At the end of 10 days, review your drawings to observe the changes in the Moon’s shape.
Findings: Upon reviewing the drawings of the Moon over the 10-day period, it is observed that the Moon appears to change its shape.
Conclusion: The Moon appears to change its shape. However, the Moon does not actually change its shape. The different shapes of the Moon are due to the changing amount of the Moon’s sunlit portion visible from the Earth as the Moon orbits the Earth.
Phases of Moon
Full Moon
Gibbous Moon
Half Moon
Crescent Moon
New Moon Sun
Look at the pictures. Name the shapes of the Moon.
The Stars
Stars are huge balls of fire that give out light. We do not see stars during the day due to the bright light of the Sun. Sometimes, a group of stars appear in a particular shape. The shape made by a group of stars is called a constellation.
Some of the constellations seen in the night sky are:
The big The little Orion the Cassiopeia dipper dipper hunter
Wonders of Bharat
Did You Know?
The Sun is also a star. It does not appear to be twinkling as the other stars in the night sky, because it is very close to the Earth. All other stars are very far from the Earth.
The Jantar Mantar is a monument located in New Delhi, India. It functions as a time-telling device during the day. A central pillar casts a shadow, which moves along the large curved arms of the structure, indicating the time.
Word Splash
celestial objects: the objects that we see in the sky atmosphere: the protective layer of air around the Earth orbit: the path along which the Earth moves around the Sun constellations: groups of stars forming particular shapes craters (Moon): Big holes on the surface of the Moon, made when rocks from space hit it
Explore More!
Scan the QR code to know more about phases of the Moon.
Points to Remember
• The Sun is at the centre of the solar system with planets moving around it on their orbits.
• The eight planets in the solar system are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
• The Earth has the right conditions of atmosphere, sunlight and heat for life to exist.
• The Moon is a natural satellite of the Earth.
• Stars appear to make pattern in groups, called constellations.
Chapter Checkup
1. Tick ( ) the correct option.
A. What is at the centre of our solar system?
the Earth the Moon the Sun Mars
B. What is the Earth’s natural satellite?
Star the Sun the Moon Planet
C. What are the different shapes of the Moon called?
Phases Patterns Constellations Orbits
D. In which phase does the Moon look completely round and bright?
New Moon Full Moon Crescent Moon Half Moon
E. What is the layer of air that surrounds the Earth called?
Ocean Atmosphere Space Cloud
2. Fill in the blanks.
A. The Earth takes days to complete one revolution.
B. A group of stars that form a pattern is called a .
C. The planet that is closest to the Sun is .
D. The gives light and heat to the Earth.
E. Earth’s revolution causes different .
3. Write ‘T’ for true and ‘F’ for false.
A. The Sun moves from north to south in the sky.
B. The Earth rotates on its axis from east to west.
C. The Moon is the closest planet to the Sun.
D. Stars are planets that twinkle in the night sky.
E. The Moon glows due to the sunlight it reflects.
4. Short-answer questions.
A. What are celestial objects?
B. Why is the Sun important to us?
C. Name the planets in the solar system.
D. Draw any one constellation and write its name.
5. Long-answer questions.
A. Draw a diagram of the solar system.
B. What is the atmosphere and why is it important?
C. Explain how the rotation of the Earth causes day and night.
D. Explain how the revolution of the Earth causes seasons to change.
E. What are constellations? Explain with examples.
6. Picture-based question.
Look at the picture and answer the questions.
A. How many planets are there in the solar system?
B. Name the smallest and the biggest planet in the solar system.
C. Name the sixth planet from the Sun.
Challenge (HOTS)
1. How would life on the Earth be different without the Sun?
2. If the Earth stops rotating, what changes will you expect to see in day and night?
Life Skills
The Earth is the only known planet with life on it. Spread awareness about the need to take care of our planet Earth by making a poster. Share the poster with your friends and family.
PROJECT 3
Hanging Solar System Model
Objective: Students will understand the order, sizes and relative distance of different planets from the Sun in our solar system.
Materials Needed: Ping pong balls (various sizes for different planets), string, paint, paintbrushes, scissors, glue, and a hanger or a long plastic pipe
Steps:
Step 1: Make groups
Get into groups of four.
Step 2: Research the solar system.
With the help of the internet and your school textbook, research about the different planets in our solar system. Find out the unique features of each planet.
Step 3: Prepare the planets
Take different-sized ping pong balls and paint each ball to resemble the planets. Let the paint dry completely.
Step 4: Create the hanging system
Cut varying lengths of string for each planet to roughly represent their distances. Tie one end of each string to the planets and the other end to the hanger.
Step 5: Arrange the planets
Start from the Sun and arrange the planets in order (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) with proper spacing.
Step 6: Present your solar system
Present your solar system in the class and discuss about various planets. Share what you learnt in the process making your solar system model.
Project Output: Now you have your own hanging solar system. Show it to your friends.
Final Outcome: This project will help you understand about different planets and their unique features, while also learning teamwork.
To be read aloud and explained in the mother tongue by the teacher, as needed.
Assessment 3
Read this given story. Answer the questions given below.
Change in States of Matter
It was a chilly winter morning, and Mia decided to help her dad make hot chocolate. She poured milk into a pot and placed it on the stove. As the milk started to heat up, Mia noticed steam rising from the pot. “Dad, where’s the milk going?” she asked.
Her dad smiled and explained, “The heat is turning the milk into steam, which is a gas. When things get hot, they can change from a liquid to a gas.”
Later that day, Mia filled an ice tray with water and placed it in the freezer. The next morning, when she checked the tray, the water had turned into solid ice! “Wow! The water turned into ice!” Mia exclaimed.
Her dad explained, “That’s because the freezer is very cold, and when liquids get cold, they can freeze and become solid.”
Mia learned that heat can change a liquid to gas, and cold can change a liquid to solid, showing how things around us change between states of matter.
1. What does heat do to liquid milk when making hot chocolate?
A. Freezes it
B. Melts it
C. Turns it into steam
D. Turns it into ice
2. Why did Mia’s dad explain that steam is a gas?
A. Because it comes from solid ice
B. Because it forms when liquids are cold
C. Because it rises and is not visible
D. Because it is created from freezing water
3. If Mia wanted to turn the solid ice back into water, what process would she need to apply, and how would this affect the temperature of the ice? Explain your reasoning in two lines.
4. Mia wants to make fruit juice popsicles. If she uses juice and puts it in the freezer, what change will occur, and what will the final product be?
To be read aloud and explained in the mother tongue by the teacher, as needed.
About the Book
Introducing Reflection, a thoughtfully crafted Science book that ignites curiosity, and nurtures a love for enquiry and evidence-based thinking, in young minds. In keeping with National Education Policy (NEP) 2020’s focus on competency-based education, Reflection provides opportunities for learners to master core scientific concepts, develop a scientific temper, hone their critical thinking, and apply 21st century skills in their day-to-day lives. Reflection is designed to fascinate students towards science, both as a subject and as a practical experience, while also making them well-rounded individuals.
Key Features
• STEAM Projects: Engaging, hands-on projects blending Science, Technology, Engineering, Art and Maths (STEAM) to inspire young minds
• Competency-based Assessments: Test papers designed to evaluate the understanding of core concepts and application of skills
• Story-based Approach: Enchanting comic stories that bring learning themes to life, making education a captivating adventure
• Investigate and Discover: Hands-on experiments to foster the spirit of scientific enquiry and evidence-based thinking
• Picture-based Questions: Questions featuring visual stimuli to elevate comprehension, interpretation and critical thinking
• Wonders of Bharat: Fascinating insights into India’s rich culture and heritage, designed to ignite a profound sense of pride and love for the nation
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.
ISBN 978-81-979832-9-0
