Reflection_Science_TM_Grade5_AY25

Think • Explore • Learn

5 Science REFLECTION

Teacher Manual

Reflection

5 Science Teacher Manual

Acknowledgements

Academic Authors: Jatinder Kaur, Harsimran Kaur

Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish

Book Production: Rakesh Kumar Singh, Sanjay Kumar Goel

Project Lead: Sneha Sharma

VP, Learning: Abhishek Bhatnagar

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

© Uolo EdTech Private Limited

First impression 2025

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Book Title: Reflection Teacher Manual Science 5

ISBN: 978-81-985579-1-9

Published by Uolo EdTech Private Limited

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Preface

Teaching science is more than just explaining concepts—it is about sparking curiosity, encouraging inquiry, and making learning an exciting journey. With this goal in mind, the Teacher Manual for the Reflection series has been carefully designed to support educators in delivering engaging, hands-on, and student-centred lessons for grades 3–5.

At UOLO, we recognise the vital role educators play in shaping young minds. This manual is designed to empower teachers with engaging strategies and well-structured lesson plans that make science teaching more interactive and effective. It encourages educators to go beyond textbooks and create dynamic, engaging, and collaborative learning experiences that help students develop critical thinking and problem-solving skills.

Aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023, this manual follows a competency-based approach, ensuring that students not only understand scientific concepts but also apply them in meaningful ways. It serves as a comprehensive teaching resource, equipping educators with structured lesson plans that transform classrooms into hubs of exploration and discovery.

Each chapter in this manual includes:

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

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

Hands-on Activities – A variety of interactive experiments, role-plays, games, and creative exercises to reinforce scientific concepts.

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

Additionally, this teacher manual is part of the Reflection product bundle, which includes not only the textbook but also technology-powered features, such as engaging videos, interactive exercises, digital lesson plans, and an assessment generator to support educators in delivering impactful lessons.

By integrating relatable examples and guided activities, this resource aims to make science an exciting and practical part of students’ everyday lives. We hope this manual serves as a valuable guide for teachers, helping them ignite curiosity, inspire young learners, and foster a lifelong love for science.

Together, let us nurture the next generation of thinkers, innovators, and problem-solvers. Happy teaching!

Knowing Ourselves Unit 1

Chapters in This Unit

1. Food and Health

2. The Human Skeletal System

3. The Human Nervous System

Story in This Unit

The Elders and the Trio are travelling from planet to planet, trying to stop the evil Lord Ero and his partner, Drakon. Lord Ero has a dangerous plan to use asteroids as weapons to destroy planets. By doing this, he can reach a magical ring hidden inside the core of each planet. This ring will give him incredible powers like invisibility, the energy of a star, and the speed of light.

The Elders are confused about how Lord Ero keeps escaping them. Based on his recent activities, they believe Earth is his next target. To protect the planet, they contact Dr Vikram, a well-known scientist on Earth, and tell him about their arrival.

When the Elders and the Trio reach Dr Vikram’s lab, they introduce themselves and explain the importance of understanding how human bodies work to protect Earth’s people. Dr Vikram explains the basic functions of the skeletal and nervous systems to help them.

While they are talking, Dr Vikram’s son, Ishaan, hears the noise and comes into the study with his friends, Pihu and Manu. They are shocked to see aliens in their home. Dr Vikram reassures them and introduces them to the Elders and the Trio. He briefly explains their mission and how they need to work together to stop Lord Ero and save Earth.

Food and Health 1

Learning Outcomes

Students will be able to: identify the role and sources of essential nutrients and explain their importance in maintaining a healthy body. identify and explain the importance of balanced diet, hygiene, posture, exercise, rest, and clean surroundings for maintaining physical and mental well-being. differentiate between communicable and non-communicable diseases, understand their causes and modes of spread, and suggest preventive measures.

Let’s Recall

Recap with the students the knowledge on the different components of food, like energy-giving food, body building food and protective food.

Ask the students to solve the word search puzzle given in the Get Set section.

Vocabulary

processed food: food changed from its natural state, often to make it last longer or taste better indigestible: something that cannot be digested constipation: a condition in which stool becomes hard and is difficult to pass accumulation: to collect or gather inherit: to pass from parents to children nutrients: the essential components found in food that our body needs to function properly roughage: a dietary fibre that aids in digestion communicable diseases: diseases that spread from one person to another non-communicable diseases: diseases that don’t spread from person to person

Teaching Aids

Pictures of food items, chart papers, ruler, pencil, markers, glue, child-friendly scissors; A4 sheets, Pictures related to correct postures, basic exercises, hygiene, balanced diet, sketch pens, pencil colours/wax crayons; Flash cards

Chapter: Food and Health

Components of Food

Learning

Outcomes

Reflection Page 7

The students will be able to identify the role and sources of essential nutrients and explain their importance in maintaining a healthy body.

Teaching Aids

Pictures of food items, chart papers, ruler, pencil, markers, glue, child-friendly scissors

Activity

Divide the class into small groups. Handout the materials to each group.

Instruct the students to divide the chart into columns and label them with different nutrients, Carbohydrates, Fats, Proteins, Vitamins, and Minerals.

Now, ask the students to sort the food items into the correct nutrient category and place them in the appropriate column.

Extension Idea

Ask: Can you name some fruits and vegetables that are high in water content?

Say: Without water, our body cannot digest food properly, and we might feel tired or dehydrated. Without fibre, we could face constipation and digestive problems.

Say: Fruits - Watermelon, Strawberries, Oranges, Grapes

Vegetables - Cucumber, Lettuce, Celery, Bell Peppers. (Answer may vary.)

Maintaining Good Health

Learning

Outcomes

Reflection Page 10

The students should be able to identify and explain the importance of balanced diet, hygiene, posture, exercise, rest, and clean surroundings for maintaining physical and mental well-being.

Teaching Aids

A4 sheets, Pictures related to correct postures, basic exercises, hygiene, balanced diet, sketch pens, pencil colours/wax crayons

Activity

Handout the materials to the students.

Instruct them to create a poster showcasing various ways to maintain good health. Encourage them to include what they already do to stay healthy and what they can improve on. Let them be creative in presenting the information and pictures on the A4 sheets.

Ask them to give a suitable title to their poster.

After the activity, have students present their posters to the class. Then, display them on the classroom wall or a display board for everyone to see and learn from.

Extension Idea

Ask: What new activity will you start today to improve your health?

Say: I will start eating vegetables, and fruits; I will improve my posture while doing my homework; I will exercise daily and so on. (Answer may vary.)

Diseases

Learning Outcomes

Reflection Page 12

The students will be able to differentiate between communicable and non-communicable diseases, understand their causes and modes of spread, and suggest preventive measures.

Teaching Aids

Flash cards Activity

Prepare a set of flash cards on diseases with their names, causes and symptoms - malaria, communicable disease, rickets, non-communicable, caused by a mosquito bite, caused by deficiency of vitamin D; Night-blindness and so on.

Divide the class in groups. Give a set of cards (10–12) to each group.

Guide the students to sort and match the cards that go together like malaria, communicable disease, caused by a mosquito bite; rickets, non-communicable disease, caused by deficiency of vitamin D; Night-blindness, non-communicable disease, caused by deficiency of vitamin A and so on.

To complete the activity, the students should have at least 4 complete sets of cards- sorted and matched. Offer assistance to students as needed to ensure their understanding.

Extension Idea

Ask: Can you think of any habits that can help you prevent getting communicable and non-communicable diseases? List one habit for each.

Say: 1. A simple habit like washing your hands can protect us from many communicable diseases.

2. If we eat a balanced diet, especially foods rich in vitamins, we can avoid many deficiency diseases. These are non-communicable diseases.

Get Set Page no. 6

Circle the names of five nutrients from the given word search.

CARBOHYDRATES

FATS

MINERALS

PROTEINS

VITAMINS

Pause and Answer Page no. 9

1. Carbohydrates - wheat, potatoes

2. Fats - nuts, oil

3. Proteins - eggs, beans

4. Vitamins - mango, oranges

5. Minerals - milk, spinach

Chapter Checkup

1. Tick () the correct option.

A. Carbohydrates

B. All nutrients, water, and roughage

C. Diabetes

D. Cholera

2. Fill in the blanks.

A. Proteins B. Water

C. Roughage D. communicable diseases

3. Write True or False.

A. True

B. True

C. True D. False

4. Match the following.

A. Night Blindness → ii. Vitamin A

B. Beriberi → vi. Vitamin B

C. Scurvy → iv. Vitamin C

D. Rickets → v. Vitamin D

E. Goitre → i. Iodine

F. Anaemia → iii. Iron

5. Short-answer questions.

A. Fats protect our organs like a cushion, help in the absorption of certain vitamins, and help to keep our bodies warm.

B. Roughage adds bulk to the food and helps to get rid of the undigested food from the body, and prevents constipation.

C. Good posture helps keep bones and joints strong. It improves balance, and flexibility in joints preventing long-term body pain.

D. The two benefits of exercise are:

a. It improves the circulation of blood in our body.

b. It makes our bones and muscles strong and healthy. (Answer may vary.)

E. Lack of rest and sleep leads to tiredness, difficulty in concentration, and weakens the immune system.

F. Vitamins and minerals protect the body from diseases, boost the immune system, and support proper functioning of various organs.

6. Long-answer questions.

A. A balanced diet includes the right proportions of carbohydrates, proteins, fats, vitamins, minerals, water, and roughage. It provides energy, aids in growth and repair, strengthens the immune system, and keeps the body functioning properly. For example, carbohydrates give energy, proteins build tissues, and vitamins and minerals protect against diseases.

B. Communicable Diseases: These spread from one person to another through direct contact, air, water, or insects. Examples: Common cold, chickenpox.

Non-Communicable Diseases: These do not spread from person to person and may occur due to lifestyle, genetics, or deficiency. Examples: Diabetes, anaemia.

C. The different ways in which communicable diseases can spread are:

a. Direct Contact: Through physical touch, like shaking hands. Example: Chickenpox.

b. Contaminated Food and Water: Germs spread through consumption of infected food. Example: Cholera.

c. Insects: Germs spread by insect bites. Example: Malaria (by mosquitoes).

7. Picture-based questions.

A. The person sneezing without covering his mouth in image A can spread communicable diseases through air droplets.

B. Washing hands removes germs that may have been picked up from contaminated surfaces or infected individuals.

Covering your mouth while sneezing prevents the release of germs into the air, reducing the chance of infecting others.

If people don’t wash their hands, they might spread germs by touching objects, food, or others, leading to diseases like diarrhea, cholera, or the flu.

If they don’t cover their mouths while sneezing, airborne diseases like the common cold, tuberculosis, or COVID-19 can spread rapidly to others.

Challenge (HOTS)

Latika might have fallen sick because the golgappas she ate could have been contaminated. During the monsoon, food sold outside is more likely to get exposed to germs from dirty water, uncovered food, or unhygienic preparation. This could lead to illnesses like food poisoning or waterborne diseases such as cholera or typhoid.

Two things Latika should take care of to avoid falling sick in the future:

1. Avoid eating food from unhygienic places: Always ensure the food is prepared in clean conditions and covered properly.

2. Drink clean and safe water: Ensure the water used in the food or for drinking is filtered or boiled.

The Human Skeletal System 2

Learning Outcomes

Students will be able to:

describe the structure of a bone and explain the function of each part.

identify and describe the main parts of the human skeletal system, including the skull, spine, ribcage, and limbs.

identify and describe the different types of joints (movable and immovable) and explain how they connect bones and enable movement.

identify the three types of muscles (voluntary, involuntary, and cardiac), understand their functions, and describe how they are attached to bones and organs.

Let’s Recall

Recap with the students the knowledge on the different organ systems in our body.

Ask the students to identify the organ systems and name them in the Get Set section.

Vocabulary

sockets: holes

breastbone: a flat bone in the chest

elastic: not rigid

bones: hard structures that make our skeleton system

bone marrow: the jelly-like material in bones

skull: the framework of the head which protects the brain from injuries

vertebrae: small bones that make the spine

joints: the places where two or more bones join

ligaments: strong tissues that join the bones at joints

cartilage: a tough elastic tissue at the surface of bones of movable joints

tendons: strong tissues that join muscles to bones

Teaching Aids

Cardboard, sponge, cotton, glue, sticky notes, child-friendly scissors; Flash cards; Bingo cards, teacher’s list of clues; Chart papers, sketch pens, colour pencils/crayons

Chapter: The Human Skeletal System

What Makes Up Our Skeletal System

Learning

Outcomes

The students will be able to describe the structure of a bone and explain the function of each part.

Teaching Aids

Cardboard, sponge, cotton, glue, sticky notes, child-friendly scissors

Activity

Divide the class into groups. Distribute the materials to each group.

Instruct students to cut a rectangular piece of cardboard from the sheet. Paste a layer of sponge onto the cardboard. Ensure it covers the entire surface.

Apply glue over the sponge and then paste a layer of cotton on top. After both layers are in place, roll the cardboard into a cylinder shape to resemble the bone structure.

Cut the rolled cardboard to the desired shape of a bone.

Have them use small pieces of paper or sticky notes to label each layer.

Once complete, ask the students to show their work and then put their models up for display.

Extension Idea

Ask: Which mineral is important for bones? What are the sources of this mineral?

Say: Calcium helps in making our bones strong and healthy. Some food sources of calcium are milk, yogurt, cheese, spinach, broccoli, almonds etc.

Parts of the Skeletal

System

Learning Outcomes

The students should be able to identify and describe the main parts of the human skeletal system, including the skull, spine, ribcage, and limbs.

Teaching Aids

Flash cards

Activity

Prepare a set of flash cards on features of different parts of the skeletal system - skull, ribcage, spine and limbs. Instruct the students that they will sort and match the flashcards that go together based on the skeletal system parts (skull, ribcage, spine, and limbs), including their names, number of bones, and the organs they protect. Divide the class in groups. Give a set of cards (8–10) to each group.

Guide the students to sort and match the cards that go together, like the name of the part - skull, organ/s it protects - brain, number of bones it is made of - 22.

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

Once the activity is completed, bring the class together and ask each group to share their findings.

Extension Idea

Ask: What do you think would happen if the spine did not have vertebrae?

Say: Without vertebrae, the spine would not be able to bend or support the body properly, and we would not be able to move or maintain balance.

Joints

Learning Outcomes

Reflection Page 20

The students will be able to identify and describe the different types of joints (movable and immovable) and explain how they connect bones and enable movement.

Teaching Aids

Bingo cards, teacher’s list of clues

Activity

Distribute a Bingo Card to each student.

Explain to the students that you will read the clues and the students will mark the joints or related activity with the joint on their cards.

The student/s who gets a complete row, column or a diagonal marked first on the card is/are the winner.

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

Note:

To create Bingo Cards:

To prepare bingo cards, cut out cardboard or a sheet of paper and draw a 3 × 3 grid. Instead of numbers, fill the boxes with joint-related terms. Here are some example terms to include on the card - Hinge Joint, Ball and Socket Joint, Pivot Joint, Gliding Joint, Elbow, Knee, Shoulder, Rotation of arm, Nodding of head, Moving the head right, Kick a football and so on.

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

Joint that allows movement in one direction

Joint in neck

Joint that allows movement in many directions

Joint in wrist and ankles

Immovable joint

Movement associated with Pivot joint

Movement associated with ball and socket joint

One location of hinge joint

One location of ball and socket joint

Extension Idea

Hinge Joint

Pivot Joint

Ball and Socket Joint

Gliding joint

Skull

Nodding

Rotation of arm

Elbows

Hips

Ask: Why do you think immovable joints are important for our skull?

Say: Immovable joints in the skull help protect the brain by holding the bones in place and preventing any movement that could cause injury.

Learning Outcomes

The students will be able to identify the three types of muscles (voluntary, involuntary, and cardiac), understand their functions, and describe how they are attached to bones and organs.

Teaching Aids

Chart papers, sketch pens, colour pencils/crayons

Activity

Divide the class into groups. Handout the materials to the students in each group.

Instruct groups to create a poster showing the three types of muscles (voluntary, involuntary, and cardiac), where they are found, and their functions.

Allow students to discuss within their group before presenting. Encourage students to use colours to highlight different muscles and their locations in the body.

Post the activity, have each group present their chart to the class.

Extension Idea

Ask: What happens if the muscle doesn’t work properly, like in the heart?

Say: If the heart muscle does not work properly, the heart cannot pump blood to the body, which is very dangerous. The heart works automatically and keeps beating without our control.

Answers

Get Set Page no. 17

Look at the pictures of the organ systems and label them.

Circulatory system Skeletal system Digestive system Respiratory system

Skeletal system Respiratory system Circulatory system Digestive system

Pause and Answer Page no. 20

Pause and Answer Page no. 23 1. F 2. F

Chapter Checkup

1. Tick () the correct option.

A. Skeletal System

C. 22

2. Fill in the blanks.

A. vertebrae

B. Cardiac Muscles

D. Lower jaw

B. ribs

C. floating

E. Cartilage

3. Write True or False.

A. True

C. False

D. ligaments

B. True

D. False

4. Short-answer questions.

A. Our skeletal systems perform the following functions:

a. It protects our internal organs.

b. It provides support, shape and strength to the body.

c. It helps in the movement of different body parts.

B. Bone marrow is the site where new blood cells are made. It also stores fat.

C. The spine supports the body, allowing us to stand upright. It protects the spinal cord, which is a part of the central nervous system. It also allows for flexibility, movement, and balance.

D. Immovable joints are found in the skull, where the bones are fused together to protect the brain.

E. Forelimbs are the upper limbs (arms), which are used for grasping and manipulating objects. Hindlimbs are the lower limbs (legs), which are used for walking, running, and supporting the body’s weight.

5. Long-answer questions.

A. Bones are the hard structures that make our skeleton system. A bone has three main parts:

A hard outer layer called the compact bone.

An inner layer called the spongy bone.

The jelly-like material in bones is called the bone marrow.

Spongy bone

B. Hinge Joint: Allows movement in one direction, like the elbow and knee.

Ball and Socket Joint: Allows movement in many directions, like the shoulder and hip.

Pivot Joint: Allows up, down, and side-to-side movement, like in the neck.

Gliding Joint: Allows bones to slide past each other in any direction, like in the wrists and ankles.

C. Voluntary Muscles (Skeletal Muscles): These muscles are under our control and are striped (striated). Example: muscles in the arms and legs.

Involuntary Muscles (Smooth Muscles): These muscles work automatically and are not striped. Example: muscles in the digestive system.

Cardiac Muscles: These are striped muscles found in the heart and work continuously without our control.

Skeletal muscle 1 2 3

muscle Smooth muscle

6. Picture-based questions.

A. Cardiac muscles

B. Skeletal muscles (voluntary muscles)

C. Cardiac muscle (A)

Challenge (HOTS)

If the muscles in our limbs were involuntary muscles, we would not be able to control their movements. Activities like walking, writing, running, or even lifting objects would happen automatically without our conscious effort.

Structure of a bone

Cardiac

The Human Nervous System 3

Learning Outcomes

Students will be able to: understand the three main parts of the brain—cerebrum, cerebellum, and medulla—their functions, and their importance in controlling body activities. understand the role of the spinal cord in transmitting information between the brain and body, and learn how reflex actions work as automatic and involuntary responses. identify the three types of nerves—sensory, motor, and mixed—and understand their functions in transmitting messages. identify the five sense organs, understand their functions, and describe how they help us experience the world. The students will be able to understand the structure of an eye and ear and label its parts. explain how to take care of the sense organs for their proper functioning.

Let’s Recall

Recap with the students the knowledge of the sense organs. Ask the students to read the clues and find out the names of the organ systems in the Get Set section

Vocabulary coordination: working together smoothly and efficiently involuntary: an action done without one’s own choice transmit: to send something from one place to another interpret: to understand information auditory: related to hearing recognise: to identify sensation: a type of feeling damp: slightly wet or moist

Teaching Aids

nerves: long thread-like structures that carry messages between the brain, spinal cord and the other parts of the body reflex actions: involuntary actions that are automatic and in which the brain is not involved nostrils: two openings present on the nose receptors: special cells in our body that detect and respond to different types of signals, like light, sound or touch lens: the transparent part of the iris

A tray, small objects (pen, eraser, key, etc.), cloth for covering; a soft ball, a piece of paper, ruler coloured string or wool, list of messages that are carried by the nerves; blindfolds, sponge, metal spoon, perfume bottle, sandpaper, lemon, and other similar objects; printed diagrams of an eye and ear (image reference from the page 30 of the CB), pencil colours, pencil and ruler; chart papers, markers, glue, and pictures of sense organs and their related caring tips

Chapter: The Human Nervous System

Brain Reflection Page 27

Learning Outcomes

The students will be able to understand the three main parts of the brain—cerebrum, cerebellum, and medulla—their functions, and their importance in controlling body activities.

Teaching Aids

A tray, small objects (pen, eraser, key, etc.), cloth for covering Activity

Show students 8–10 objects on a tray for 30 seconds.

Cover the tray and ask students to list as many items as they remember.

Give them 30 seconds to make a list of objects.

Ask the students to share their list.

Post the activity, discuss how the cerebrum helps us remember things.

Extension Idea

Ask: Can you control your breathing while walking?

Say: Yes, you can control your breathing while walking, but only to a certain extent. Breathing is primarily an involuntary action controlled by the medulla, meaning your body does it automatically. However, you can consciously adjust your breathing pattern (e.g., take deep breaths or hold your breath) while walking because the brain allows some voluntary control over it.

Spinal Cord

Learning Outcomes

Reflection Page 28

The students should be able to understand the role of the spinal cord in transmitting information between the brain and body, and learn how reflex actions work as automatic and involuntary responses.

Teaching Aids

A soft ball, a piece of paper, ruler Activity

Have students work in pairs for this activity.

One student will observe their partner’s reflex actions in the following scenarios:

Gently roll a ball toward their partner’s foot without warning.

Drop a ruler suddenly without prior notice.

Gently wave a piece of paper near their partner’s face.

Encourage students to observe different reflexes, such as blinking, moving the foot away, or attempting to catch the ruler.

Post the activity, discuss how the sensory nerves send signals to the spinal cord for a reflex response.

Extension Idea

Ask: Why do reflex actions happen so quickly?

Say: Your spinal cord is superfast in carrying messages between your brain and body.

Nerves

Learning Outcomes

Reflection Page 29

The students will be able to identify the three types of nerves—sensory, motor, and mixed—and understand their functions in transmitting messages.

Teaching Aids

Coloured strings, list of messages that are carried by the nerves

Activity

Divide the class into groups.

Instruct the students in each group to assign roles of a brain, spinal cord, sensory nerve, motor nerve, muscle, or sense organ.

Ask them to set up connections using coloured strings. Tell them that they will use coloured strings to represent nerve pathways. Strings will connect the brain to the spinal cord, then to nerves, muscles, or sense organs.

The ‘sense organ’ will start by pulling their string to send a message (e.g., touching something hot). The signal will travel through the ‘sensory nerve’ to the ‘brain’. The brain will decide what to do and send a response through the ‘motor nerve’ to the ‘muscle’, which will act (e.g., pulling your hand away).

Have the students take turns to demonstrate how their part contributes to the process.

Extension Idea

Ask: Can you name a daily activity where all three types of nerves work together?

Say: Riding a bicycle! The sensory nerves help you feel the handlebars, sense the wind, and see the road ahead. The motor nerves send signals from your brain to your leg muscles to pedal and to your arms to steer. The mixed nerves coordinate everything, like balancing and adjusting your movements, ensuring you ride smoothly and safely.

Sense Organs

Learning Outcomes

Reflection Page 29

The students will be able to identify the five sense organs, understand their functions, and describe how they help us experience the world.

Teaching Aids

Blindfolds, sponge, metal spoon, perfume bottle, sandpaper, lemon, and other similar objects

Activity

Pair up the students. Provide various materials such as a sponge, metal spoon, a perfume bottle, sandpaper, and a lemon. One partner will be blindfolded while the other collects an item from the teacher’s desk and hands it to the blindfolded partner. The blindfolded student will use their senses (touch, smell, etc.) to identify the object and name the sense organ used. After a few turns, the partners switch roles.

Extension Idea

Ask: Can you think of an example when more than one sense organ is used at the same time?

Say: (Answer may vary.) When we eat food, we use multiple sense organs at the same time:

1. Eyes: We see the colour and appearance of the food, which can make it look appetising.

2. Nose: We smell the aroma of the food, which adds to the flavour experience.

3. Tongue: We taste the food and detect flavours like sweet, salty, sour, or bitter.

4. Skin: We feel the texture of the food in your mouth, like whether it’s crunchy or soft.

Sense Organs - Structure of an Eye and an Ear

Learning

Outcomes

The students will be able to understand the structure of an eye and ear and label its parts.

Teaching Aids

Reflection Page 29

Printed diagrams of an eye and ear (image reference from the page 30 of the CB), pencil colours, pencil and ruler

Activity

Provide students with a printed outline of an eye and ear.

Ask them to label parts of an eye like the cornea, iris, lens, pupil, retina, and optic nerve.

On the same lines, have them label the parts of an ear like the outer (pinna, ear canal), middle (eardrum) and inner ear. Encourage them to colour the different parts.

Extension Idea

Ask: Do you know how blind people can read or write?

Say: Blind people can read and write using a system called Braille. It uses raised dots arranged in patterns that represent letters, numbers, and punctuation. Blind people use their fingertips to feel and read the dots. (Note: The teacher can show an image of Braille for better understanding)

Taking Care of Sense Organs

Learning

Outcomes

Reflection Page 32

The students will be able to explain how to take care of the sense organs for their proper functioning.

Teaching Aids

Chart papers, pencils, markers, glue, and pictures of sense organs and their related caring tips

Activity

Divide the class into five groups and provide each group with half a sheet of chart paper and other materials. Assign one sense organ (eyes, ears, nose, tongue, or skin) to each group. Instruct the students to:

List tips for taking care of their assigned sense organ.

Draw or paste pictures related to the sense organ to make their chart more colourful and engaging.

Encourage creativity and teamwork in completing their charts.

Once the students have completed, invite the students from each group to show their work and share the tips with the class.

Extension Idea

Ask: Share any two habits you will adopt today to take better care of your sense organs.

Say: I will not touch my eyes with dirty hands; I will use a damp cloth to clean the outer part of my ears. (Answer may vary.)

Answers

Get Set Page no. 26

1. Skeletal System 2. Digestive System

3. Respiratory System 4. Circulatory System

Pause and Answer Page no. 28

1. Brain 2. Medulla

3. Cerebellum 4. Cerebrum

Pause and Answer Page no. 29

1. Spinal Cord 2. Nerves

3. Sensory Nerves 4. Motor Nerves

5. Mixed Nerves

Chapter Checkup

1. Tick () the correct option.

A. In the head, protected by the skull ()

B. Carry messages from the brain to the body ()

C. Experience the world around us ()

D. Breathing ()

2. Fill in the blanks.

A. spinal cord

B. Sensory nerves

C. Motor D. taste

3. Write True or False.

A. False B. False

C. True D. True

4. Match the following.

A. Eyes → i. Sight

B. Ears → v. Hearing

C. Nose → iii. Smell

D. Skin → iv. Sensation

E. Tongue → ii. Taste

5. Short-answer questions.

A. The nervous system is important because it controls and coordinates all the activities of the body. It helps us sense the world, think, move, and respond to changes in our environment.

B. Sensory nerves carry messages from the sense organs to the brain and spinal cord.

Motor nerves carry messages from the brain and spinal cord to the muscles in the body.

C. a. Bathe regularly with mild soap and water to remove dirt and sweat.

b. Always wear clean and washed clothes.

D. The spinal cord is responsible for reflex actions.

E. Cornea: It is a thin transparent layer that covers and protects the front part of the eye.

Iris: It is the round and coloured part that lies behind the corner of the eye. It can be blue, black, brown or grey.

Retina: A thin layer at the back of the eye that converts light into signals sent to the brain.

6. Long-answer questions.

A. Cerebrum: It is the largest part of our brain. It is the in-charge of our sense organs. It gives us the capacity to think, talk, remember, recall and learn.

Cerebellum: This part of the brain is located at the back, below the cerebrum. It enables us to maintain the balance of our body, its movement and muscle coordination. Without the cerebellum, we won’t be able to stand or walk properly.

Medulla: It is a stem-like structure which lies at the bottom of the brain. It connects the brain to the spinal cord; controls involuntary activities like breathing, blood circulation, and digestion. This part of the brain keeps working, even when we are asleep.

B. A reflex action is an automatic and quick response to a stimulus that does not involve the brain. For example, when you touch something hot, the sensory nerves in your hand send a message to the spinal cord, which immediately signals the motor nerves to pull your hand away.

C. Motor nerves carry messages from the brain or spinal cord to the muscles, instructing them to move. For

example, when you decide to pick up a pen, motor nerves send signals from your brain to the muscles in your hand and fingers, enabling you to grasp and lift the pen.

D. a. The outer and visible part of the ear is called the pinna. It receives sound and directs it to the eardrum through the ear canal. The eardrum is located in the middle ear.

b. The middle ear is composed of three small bones, including the eardrum, that transmit sound waves to the inner ear.

c. The inner ear converts these sound waves into nerve signals and sends them to the brain via the auditory nerve. The brain then interprets these nerve signals, allowing us to hear different sounds.

7. Picture-based questions.

A. The image shows the structure of the human brain.

B. a. Cerebrum

b. Cerebellum

c. Medulla

C. The cerebellum helps maintain body balance, coordinate movement, and control muscle activities. Without it, activities like walking or standing would be difficult.

Challenge (HOTS)

The brain and the spinal cord work together to wake us up in the morning.

1. The brain, particularly the cerebrum, processes sensory signals like light or sound (e.g., sunlight through the eyes or an alarm clock sound through the ears).

2. The spinal cord helps transmit signals from sensory nerves to the brain, alerting it to external changes.

3. The motor nerves then send signals from the brain to the muscles, allowing us to move and get out of bed.

All these parts coordinate to help us wake up and start our day.

Living World Unit 2

Chapters in This Unit

4. Safety and First Aid

5. Natural Calamities

Story in This Unit

The next day, Dr Vikram is showing a newspaper to the Elders, with the children also present. He explains that the newspaper helps people on Earth get news from all around the world every day. The Elder Wizard shares that on Avora, they use a crystal ball to see what is happening in different places. The Elder Robot adds that on Avora, they use a mix of magic and technology to govern everything.

Dr Vikram tells them about a news story saying that the international space station has warned about an asteroid that is heading towards Earth. The asteroid is expected to reach Earth due to natural forces. Ishaan asks if it is like a natural calamity, and Dr Vikram explains that natural calamities are unexpected events like floods, droughts, earthquakes, and tsunamis, which can cause harm to people, the environment, and property.

Conji asks how people on Earth deal with such calamities, and Ishaan says that while natural calamities cannot be controlled, humans take steps to reduce the damage. The Elder Wizard doubts that the asteroid’s approach is caused by natural forces. Dr Vikram believes they need to take action quickly since they know the truth about the situation.

Pihu asks if Elder Wizard has a plan, but he admits that they can only make a plan once they learn more about Earth. Dr Vikram then reveals that scientists have calculated that the asteroid will hit Earth in four days. Ishaan realises they do not have much time left, and the Elder Wizard agrees, saying they need to learn more about Earth quickly.

Safety and First Aid

Learning Outcomes

Students will be able to:

understand and apply basic safety rules to prevent accidents and respond effectively in emergencies. identify potential hazards at home and explain basic safety measures to prevent accidents. demonstrate understanding of basic road safety rules and traffic signals. identify different types of injuries and demonstrate basic first aid procedures.

Let’s

Recall

Recap to check if students know the names of different body parts. Ask students to solve the question given in the Get Set section.

Vocabulary

alert: fully aware cautious: being careful supervision: monitoring of someone over an activity peculiar: strange

evacuate: to leave an area urgently unique: different from others

blister: small bubble formed on the skin due to burns (usually have water in it)

Teaching Aids

splint: a stiff support used to keep broken bone in place

first aid: the immediate help given to someone who is hurt or sick before a doctor can take over fracture: a crack in the bone

sprain: when a ligament gets torn or stretched, it causes sprains

Safety rule flashcards, white/black board, markers; Scenario cards of household safety situations, dummy electrical switches, empty medicine bottles, safety gloves, first aid kit, safety signs posters; Traffic light signs or cards, road signs flashcards, tape, markers, toy vehicles, zebra crossing mat, helmet, seatbelt demonstration belt; First aid kit, bandages, ice pack, antiseptic lotion, elastic bandages, splint, gauze

Chapter: Safety and First Aid

Importance of Safety

Learning Outcomes

Students will be able to understand and apply basic safety rules to prevent accidents and respond effectively in emergencies.

Teaching Aids

Safety rule flashcards, white/black board, markers

Activity

Write different accident scenarios on the board (e.g., crossing a busy road, handling electrical appliances, playing near fire).

Divide the class into two teams: one team will argue for preventing accidents (safety rules), and the other will discuss the response after an accident (how to help, stay calm, etc.).

Each team gets 2–3 minutes to discuss and present their argument for each scenario. They can use points like: “Always look both ways before crossing”, “Use the emergency number for help”, or “Stay calm and avoid panic”.

After each round, encourage the class to discuss the best solutions together. Provide feedback on what safety rules should always be followed.

Extension Idea

Ask: Why is it important to stay calm and not panic during an accident?

Say: Staying calm helps us think clearly and act quickly to prevent further harm, whether that means helping an injured person or calling for help.

Safety at Home

Learning Outcomes

Students will be able to identify potential hazards at home and explain basic safety measures to prevent accidents.

Teaching Aids

Scenario cards of household safety situations, dummy electrical switches, empty medicine bottles, safety gloves, first aid kit, safety signs posters

Activity

Divide the students into small groups (3–4 students). Give each group a set of Scenario Cards. Each card describes a different safety situation at home (e.g., “You notice the gas stove has a strange smell” or “You are using a knife to cut vegetables”).

Ask each group to discuss the scenario and decide which category it falls under (Sharp Objects, Electrical Appliances, Gas Leak, Fire, Chemicals, Internet Safety).

After categorising the situation, let the group write down the corresponding safety rules they would follow and enact the scenarios given to them in the form of a small skit.

After all groups have completed their scenarios, gather the class and go over each one. Discuss the correct safety rules and ensure all students understand them.

Extension Idea

Ask: Your younger sibling wants to help with cooking. What safety rules would you teach him/her?

Say: Do not touch hot pans, keep away from stove, ask adult for help, do not run in kitchen, and use the sharp objects such as a knife carefully.

Safety on Roads

Learning Outcomes

Reflection Page 43

Students will be able to demonstrate understanding of basic road safety rules and traffic signals.

Teaching Aids

Traffic light signs or cards, road signs flashcards, tape, markers, toy vehicles, zebra crossing mat, helmet, seatbelt demonstration belt

Activity

Set up a “mock road” in the classroom using tape or markers to represent lanes and crossings. If possible, use a playground or large open space. Place “traffic signs” (cards or printed images) around the space, including a red light, green light, yellow light, and pedestrian crossing signs.

Divide the students into small groups (3–4 students) and assign each group a role. Some will be pedestrians and others can act as drivers or cyclists.

For the first round, students who are pedestrians must wait for the green light, look both ways, and follow safety rules before crossing the road.

If they are acting as a cyclist, then they must wear a helmet and practice safely riding a bike.

If they are acting as a car driver, then they must wear a seatbelt while driving and follow safety rules.

In another round, students can simulate crossing the road using the correct signals and waiting for the traffic to stop. During each round, ask students to explain why they followed the rules (e.g., wearing a helmet to protect the head, waiting for traffic to stop to avoid accidents). Rotate roles so that everyone gets a chance to practice different safety measures.

Extension Idea

Ask: You see your friend trying to cross the road while looking at their phone. What would you do?

Say: I would immediately warn them to stop and look up. I would tell them that it is very dangerous to be distracted while crossing the road and remind them to always look both ways before crossing. It is important to stay alert and focused to avoid accidents.

First Aid

Learning Outcomes

Reflection Page 43

Students will be able to identify different types of injuries and demonstrate basic first aid procedures.

Teaching Aids

First aid kit, bandages, ice pack, antiseptic lotion, elastic bandages, splint, gauze

Activity

Divide the class into 6 groups and assign each group a station. Each station will focus on a different injury: cuts and wounds, burns, fractures/sprains, nosebleeds, dehydration, and insect bites.

Set up stations with materials (bandages, antiseptic wipes, ice packs, gauze, etc.) and provide a Station Card with injury scenarios and first aid steps for each group.

At each station, students will act as both the injured person and the first responder. They will follow the first aid steps for the scenario (e.g., cleaning a wound, applying ice for a sprain, or helping someone with dehydration).

Allocate 7–8 minutes per station. After each round, groups rotate to the next station, ensuring that each group practices all injury scenarios.

Observe students’ techniques and ask guiding questions to reinforce learning (e.g., “What should you do first when someone has a nosebleed?” or “Why is it important to stay calm during an emergency?”).

After all rotations, conclude the activity with a class discussion on the importance of first aid, safety, and how they can apply what they have learned at home or in emergencies.

Extension Idea

Ask: What are the most important first aid steps to remember for each injury?

Say: For each injury, it is important to follow the basic steps like stopping the bleeding, cleaning the injury, providing support, and seeking medical help when necessary.

Answers

Get Set Page no. 39

1. Seat belt

2. Helmet

Pause and Answer Page no. 42

Tick () the correct statement about internet safety.

2. We should spend a balanced period of time online.

Chapter Checkup

1. Tick () the correct option.

A. Run cool (not cold) water over the burn

B. To protect your head in case of an accident

C. Look left and right first

D. Dizziness

2. Fill in the blanks.

A. accident B. fracture

C. Dehydration D. antiseptic

3. Write True or False.

A. True

C. False

4. Short-answer questions.

True

False

A. Two ways to stay safe on the road are:

Use zebra crossing to cross road.

Follow traffic signals.

B. In case of a kitchen fire, you should do the following things:

Inform an adult and immediately call the fire brigade.

If the fire is at a plug point, do not throw water on it. Either use the fire extinguisher or sand.

If the fire is due to oil or petrol, again, use the fire extinguisher instead of water.

If the fire is out of control, immediately evacuate that area.

C. To provide first aid in case of dehydration:

Give the person small sips of water or an oral rehydration solution (ORS) to drink.

Move the person to a cool, shaded area to rest.

If the person feels very weak or dizzy, seek medical help immediately.

D. In case of an insect bite, follow the given steps:

Wash the bite area with soap and water. Use an antiseptic lotion over the infected area. Remove the insect sting with the help of a tweezer.

For a bee sting, apply toothpaste or sting relief cream over the bite area.

E. Steps to follow for internet safety:

Never share your personal details online without your parents’ permission.

Create strong, unique passwords for your online accounts and do not share them with anyone.

Only chat with people you know in real life.

Spend a balanced period of time online.

5. Long-answer questions.

A. An accident is an unexpected event that causes harm, injury or damage. Accidents can occur if we are not cautious. We should follow safety rules to prevent accidents and keep ourselves and others safe. These rules help us stay alert, avoid dangers, and respond correctly in emergencies.

B. The following first-aid measures should be taken in case of a nose bleed:

Loosen clothing around the neck.

Have the person sit upright with their head slightly forward.

Pinch the bleeding side of the nose and ask the person to breathe through their mouth.

Apply an ice pack or wet cloth to the nose and neck.

Advise the person not to blow their nose for a few hours after the bleeding stops.

If the bleeding is heavy, consult a doctor immediately.

C. Precautions for medicines and chemicals:

Always keep chemicals and medicines out of the reach of children.

Take all medicines only under adult supervision.

Always wear gloves while handling chemicals like disinfectants and floor cleaners.

Wash your hands thoroughly after handling chemicals, even if you were wearing gloves.

Seek medical help immediately if you accidentally swallow chemicals or get them in your eyes.

6. Picture-based questions.

A. This is a picture of a cut.

B. The following first-aid measures should be taken in case of a cut or wound.

Wash your hands with soap and water before treating a wound.

Clean the wound with water, soap, and antiseptic lotion.

Cover it with a bandage to prevent infection and control bleeding.

If the bleeding continues, apply a tight bandage above the wound to reduce heavy bleeding.

For deep wounds, take the person to a doctor immediately.

Challenge (HOTS)

If a family member gets a deep cut, I would stay calm, wash my hands, and apply firm pressure with a clean cloth to stop the bleeding. Then, I would clean the wound with water and antiseptic, cover it with a sterile bandage, and elevate the injured area if possible. If the bleeding continues or the cut is deep, I would seek medical help immediately.

Natural Calamities 5

Learning Outcomes

Students will be able to: define natural calamities and identify their basic characteristics. identify ways to help during natural disasters and understand the role of different organisations.

Let’s Recall

Recap to check if students know the names of various natural resources. Ask students to solve the riddles given in the Get Set section.

Vocabulary

intensity: strength or force of something sturdy: strong malfunction: to function incorrectly magma: hot, melted rock found beneath the Earth’s surface lava: hot, melted rock that comes out of a volcano during an eruption eruptions: sudden explosion

water logging: collection of too much water on the ground

embankments: raised barrier or mound built to prevent flooding or support roads and railways famines: extreme scarcity of food

Teaching Aids

reservoirs: artificial lakes made to store water forecasting: guessing or predicting emergencies: sudden and unexpected situations natural calamity: a sudden event caused by natural forces that can cause widespread damage earthquake: the sudden and violent shaking of the ground

epicenter: the point on the Earth’s surface directly above where the earthquake starts volcano: a mountain that erupts to let out to a pool of molten rock (magma) from below the Earth’s surface

floods: a situation when too much water covers land

Printed or digital information about different natural calamities, chart papers and markers for visuals, simple props like microphones (can be made from paper), weather maps, or cue cards; Chart papers, markers, and coloured pencils for creating posters, printed information about NGOs and government disaster management efforts, news articles or videos on disaster relief efforts

Chapter: Natural Calamities

Introduction and Types of Calamities

Learning Outcomes

Students will be able to define natural calamities and identify their basic characteristics.

Teaching Aids

Reflection Page 49

Printed or digital information about different natural calamities, chart papers and markers for visuals, simple props like microphones (can be made from paper), weather maps, or cue cards

Activity

Divide the class into small groups of 4–5 students. Assign each group a different natural calamity, such as earthquakes, volcanos, tsunamis, floods and cyclones, and draught.

Each group will prepare a mock TV news report covering their assigned calamity. Their report should include:

Basic facts about the calamity (what it is, causes, and effects).

Safety measures to be taken before, during, and after the calamity.

Students should write a short script, keeping it clear and informative. They can include different roles such as a news anchor, a field reporter, and an eyewitness.

Encourage groups to create simple props like microphones, maps, or weather charts to make their presentation more engaging.

Each group will present a 2-minute news report in front of the class.

After each presentation, the rest of the class will take notes and ask follow-up questions to reinforce understanding.

Extension Idea

Ask: Why is it important for people to be aware of safety measures before a natural calamity occurs?

Say: Being aware of safety measures helps people prepare in advance, reducing damage, preventing injuries, and ensuring a quicker response to emergencies.

Dealing with Calamities Reflection Page 55

Learning Outcomes

Students will be able to identify ways to help during natural disasters and understand the role of different organisations.

Teaching Aids

Chart papers, markers, and coloured pencils for creating posters, printed information about NGOs and government disaster management efforts, news articles or videos on disaster relief efforts

Activity

Divide the class into three groups and assign each group a different aspect of disaster relief:

Group 1: Government’s role in disaster management (early warning systems, evacuation plans).

Group 2: NGOs and their contributions (Red Cross, WHO, UNICEF).

Group 3: How individuals and communities can help disaster victims (donations, spreading awareness).

Each group will create a relief plan explaining how they would help if a disaster struck a nearby town. Their plan should include:

Ways to spread awareness about the disaster.

Immediate help needed (food, shelter, medical aid).

Long-term solutions to support the affected people. Groups should present their plans creatively through posters, short skits, or speeches.

After all presentations, conduct a class discussion on how students can contribute to disaster relief efforts in real life.

Extension Idea

Ask: How can students contribute to disaster relief efforts in their own communities?

Say: Students can raise awareness, organise donation drives, volunteer with local organisations, and educate others about safety measures.

Answers

Get Set Page no. 49

Solve the following riddles.

1. Earth

2. Water

Pause and Answer Page no. 51

Name the following.

1. Seismograph

2. Seismologists

3. Aftershocks

4. Tectonic plates

Pause and Answer Page no. 55

Match the natural disasters with their respective causes:

1. Volcanoes → B. Caused by eruption of molten lava

2. Earthquakes → A. Causes excessive shaking of the ground

3. Droughts → D. Caused by less rainfall and water scarcity

4. Floods → C. Caused by heavy rainfall

5. Tsunamis → E. Caused by underwater earthquake

Chapter Checkup

1. Tick () the correct option.

A. 1

B. Three

C. Water scarcity

D. Take cover under a sturdy piece of furniture

2. Fill in the blanks.

A. seismograph

C. magma

E. tsunami

3. Write True or False.

A. False

C. True

E. False

4. Short-answer questions.

B. three

D. floods

B. True

D. True

A. Earthquakes are caused by movements within the Earth’s crust. The Earth’s surface is made up of tectonic plates that slowly move past each other. When these plates pull apart, collide, or slide under one another, they create vibrations that result in an earthquake.

B. Earthquakes are measured using a seismograph, which records their intensity on the Richter scale. The Richter scale, developed by Charles Richter in 1935, rates earthquakes from minor (1) to severe (above 6), with higher values indicating more destruction.

C. Floods can be prevented by doing the following tasks:

We should build, check, and maintain dams regularly.

We should construct raised embankments or bunds near residential areas to prevent the overflow of water.

We should plant trees along river banks to avoid the overflow of water.

D. Effects of drought:

It dries up water bodies, making it difficult to grow crops. This causes great problems for farmers and other people.

If drought lasts for a longer period of time, famines can occur due to food shortage. Deforestation can reduce rainfall and create drought-like conditions.

E. Three organisations that help disaster-hit victims are Red Cross Society, WHO (World Health Organization), and UNICEF (United Nations International Children’s Emergency Fund).

5. Long-answer questions.

A. There are three types of volcanoes:

Active volcano: These volcanoes can erupt at any time or have erupted recently. For example, Barren Island in Andaman and Nicobar islands, Mount Vesuvius and Mount Fuji.

Dormant volcano: A volcano that has not erupted in recent years but can erupt in the near future is known as a dormant volcano. For example, Mount Kilimanjaro in Tanzania and Mauna Kea in Hawaii.

Extinct volcano: Volcanoes that have stopped erupting and have no chances of erupting in the future are known as extinct volcanoes. For example, Mount Popa in Myanmar and Zuidwal volcano in the Netherlands.

B. The preventive measures implemented by the government to deal with natural calamities are as follows:

Early Warning Systems: Use weather monitoring and forecasting to predict floods and cyclones early.

Community Preparedness: Educate people about the risks of natural calamities and what to do in emergencies, such as conducting mock drills.

Evacuation plans: This include taking measures to lead people out of danger and take them to safe places.

C. A drought occurs when a region receives little to no rainfall for an extended period, sometimes lasting for years. This leads to higher temperatures and shortages of food and water.

Effects of Drought

It dries up water bodies, making it difficult to grow crops. This causes great problems for farmers and other people.

If drought lasts for a longer period of time, famines can occur due to food shortage. Deforestation can reduce rainfall and create drought-like conditions.

Preventive Measures

Plant more and more trees in our surroundings. Save water by using it wisely at home and in agriculture.

6. Picture-based questions.

A. Volcano

B. During a volcano, molten rock called magma comes out through an opening in the Earth’s surface. When it reaches the surface, it is called lava. The eruption happens when pressure builds up inside the Earth, forcing the magma to escape through cracks. Volcanic eruptions can cause severe damage to life and property, and they are difficult to control.

Challenge (HOTS)

If I were part of a disaster management team, I would propose the following three strategies to improve community preparedness for natural disasters like floods or earthquakes:

Early Warning Systems – Set up sirens and mobile alerts to warn people before disasters.

Mock Drills – Conduct training to teach people how to respond during emergencies.

Emergency Kits and Shelters – Ensure families have essential supplies and identify safe shelters.

Our Surroundings Unit 3

Chapters in This Unit

6. Reproduction in Plants

7. Animal World

Story in This Unit

Dr Vikram gathers Mel, Conji, and Eva in his study and introduces them to life on Earth beyond humans—plants and animals. He explains that humans depend on them for survival and that they live in various environments, including forests, deserts, oceans, and even icy regions. Conji mentions that Avora has plants but no animals, making them curious to see Earth’s wildlife.

To help them understand better, Dr Vikram takes them to a nearby park. Since they are invisible to humans, they can explore freely. Eva is delighted by the colourful flowers and their fragrance, appreciating how plants make Earth beautiful. Conji wonders where the animals are, so Dr Vikram points to a dog, explaining that dogs are common pets known for their loyalty. Eva finds it adorable. They then spot birds flying and nesting in trees, and Conji is amazed that they can fly just like them.

Elder Robot, seeing their excitement, promises to create a robotic pet when they return to Avora. The group cheers with excitement. However, Elder Robot reminds them that while they are on Earth, they have a responsibility to protect its life forms.

Dr Vikram suggests they take a walk along the river behind the park, where they might spot animals that live in water. Conji is fascinated by the idea of aquatic creatures and eagerly looks forward to this new discovery. The group heads toward the river, ready to explore more of Earth’s wonders.

Reproduction in Plants

Learning Outcomes

Students will be able to:

understand the structure of a flower and its role in reproduction. learn the process of germination and the structure of a seed. understand how plants reproduce without seeds using roots, stems, and leaves. know about different types of crops and the steps involved in growing them.

Let’s Recall

Recap to check if students know the names of different parts of the plants. Ask students to solve the question given in the Get Set section.

Vocabulary

encasing: as to cover or to enclose perish: to die

extensively: in a large scale or quantity

manures: the waste matter from animals that is mixed with soil to make plants grow better

fertiliser: a substance added to the soil to provide specific nutrients to the plants

nutrients: substances that are needed to keep a living thing alive and to help it grow

pollination: the transfer of pollen from the male part to the female part in flowers

embryo: the baby plant inside a seed

germination: the process by which a seed grows into a new plant

seed coat: the outer covering of a seed that protects it

cotyledons (seed leaves): parts of a seed that store food for the baby plant

dispersal: the process by which seeds are spread to new areas

agriculture: the practice of growing plants on a large scale for food and other uses

crops: plants grown in large quantities by farmers

humus: decomposed plant and animal matter in the soil

pesticides: chemical substances that are meant to kill insects that destroy crops

harvesting: the process of gathering mature crops from the fields

Teaching Aids

Real flowers (hibiscus or lily), labelled flower diagram, magnifying glasses, clay, paper, and craft materials; Variety of seeds (bean, mustard, sunflower, etc.), small pots or transparent plastic cups with soil, watering cans or droppers, chart papers, and craft materials; Carrot and sweet potato tops, transparent containers with water, potatoes and onions, small pots with soil, bryophyllum leaves, and observation sheets; Flashcards with crop names and farming techniques, pictures of different crops and farming techniques, markers, chart paper, and stickers

Chapter: Reproduction in Plants

Flower: A Reproductive Part

Learning Outcomes

Students will be able to understand the structure of a flower and its role in reproduction.

Teaching Aids

Real flowers (hibiscus or lily), labelled flower diagram, magnifying glasses, clay, paper, and craft materials

Activity

Provide each student with a hibiscus or lily flower and guide them to carefully separate its parts—sepals, petals, stamens, and carpel. Ask them to observe each part closely and compare it with a labelled diagram to identify them correctly. Discuss the function of each part and its role in plant reproduction. Then, divide students into groups and ask them to create either a detailed chart or a 3D model of a flower using materials like clay, paper, or craft supplies. The chart should include labelled diagrams and explanations of each part, while the 3D model should accurately represent the structure of the flower. Each group will present their work to the class, explaining the function of each part in the reproduction process.

Extension Idea

Ask: What would happen if a flower did not have stamens or carpels?

Say: If a flower did not have stamens, it would not be able to produce pollen, making pollination and fertilisation impossible. If a flower did not have a carpel, it would not be able to receive pollen or form seeds.

Growing Plants from Seeds

Learning Outcomes

Students will be able to learn the process of germination and the structure of a seed.

Teaching Aids

Reflection Page 68

Variety of seeds (bean, mustard, sunflower, etc.), small pots or transparent plastic cups with soil, watering cans or droppers, chart papers, and craft materials

Activity

Provide students with different types of seeds (such as beans, mustard, and sunflower). Ask them to plant the seeds in small pots or transparent plastic cups filled with soil. Guide students to water the seeds regularly and place them in a warm spot with sunlight. Instruct students to observe and record changes in the seeds daily, noting the stages of germination. Have students draw the seed’s progress at different stages: seed, sprouting seed, seedling, and small plant. After a week, discuss how roots, shoots, and leaves have developed. Then, divide students into groups and assign each a seed dispersal method: wind, water, animals, or explosion. They will research how it works, give examples, and create a visual aid like a chart or model. Each group will present their findings to the class.

Extension Idea

Ask: Why is seed dispersal important for plants?

Say: Seed dispersal helps plants grow in new areas with enough space and resources. If seeds stayed near the parent plant, they would compete and might not survive. Methods like wind, water, animals, and explosion help spread seeds to different places.

Growing Plants from Roots, Stems, and Leaves

Learning Outcomes

Reflection Page 70

Students will be able to understand how plants reproduce without seeds using roots, stems, and leaves.

Teaching Aids

Carrot and sweet potato tops, transparent containers with water, potatoes and onions, small pots with soil, bryophyllum leaves, and observation sheets

Activity

Divide the class into three groups, each assigned a different method of plant reproduction.

The first group will conduct a Root Propagation Experiment by placing carrot and sweet potato tops in water and observing root growth over several days. They will discuss how some plants can grow from roots.

The second group will work on the Potato and Onion Growth Lab, where they will plant a potato piece with an “eye” in the soil, observe sprouting, and understand how stems can grow into new plants.

The third group will carry out the Bryophyllum Leaf Bud Experiment by placing a bryophyllum leaf on moist soil and watching buds grow into new plants.

After a few days, each group will share their observations with the class and discuss how different plant parts contribute to reproduction.

Extension Idea

Ask: Why do some plants grow from roots, stems, or leaves instead of seeds?

Say: Some plants use vegetative propagation to reproduce because it helps them grow faster and ensures they produce plants identical to the parent.

Agriculture

Learning Outcomes

Reflection Page 72

Students will be able to know about different types of crops and the steps involved in growing them.

Teaching Aids

Flashcards with crop names and farming techniques, pictures of different crops and farming techniques, markers, chart paper, and stickers

Activity

Divide the students into small groups and provide each group with a set of flashcards. On each flashcard, there will be either a type of crop (like rice, cotton, or corn) or a farming technique (like irrigation, weeding, or ploughing). Ask students to classify the crops into three categories: Food Crops, Cash Crops, and Feed Crops. Then, let them match the farming techniques with the crops they are most commonly used for. For example, irrigation might be matched with rice or corn, while weeding could be linked to vegetables.

After completing the matching task, let each group create a poster that visually represents their crop categories and the farming techniques that help in growing them. Finally, let the groups present their posters and explain the connections they made between crops and farming practices.

Extension Idea

Ask: How do different farming techniques help improve crop growth?

Say: Different farming techniques like irrigation, ploughing, and adding manure help provide the crops with the water, nutrients, and space they need to grow strong and healthy, leading to better harvests.

Answers

Get Set

Page no. 65

Write the names of these parts of a plant. Do you know their functions?

Leaf

Functions:

Leaf: Makes food

Root: Provides nutrients

Root Flower

Flower: Makes fruit and seed

Pause and Answer

Answer the following in one word.

1. Sepal

2. Petal

3. Stamen

4. Carpel

Pause and Answer

Write True or False.

1. False

2. True

3. False

4. False

5. False

Page no. 67

Chapter Checkup

1. Tick () the correct option.

A. Attract insects

B. Cotyledons

C. Embryo

D. Water, air, suitable temperature

E. Hooks or spines

F. Carrot

2. Fill in the blanks.

A. Seed coat B. Ovary

C. Cotyledons D. Roots

E. Nutrients

3. Write True or False.

A. False

C. True

E. True

4. Short-answer questions.

Page no. 70

B. True

D. True

A. Pollination is the process by which pollen travels from the anther (male part) to the pistil (female part) of a flower. This usually happens with the help of insects, which pick up pollen from one flower and transfer it to the stigma of another flower, allowing seeds to form.

B. Seeds need proper air, water, and warmth to germinate.

C. The significance of seed dispersal is that it helps plants spread their seeds away from the parent plant, reducing competition for water, nutrients, light, and

space. This increases the chances of survival for the seeds, as they are able to grow in new areas with better resources.

D. Seeds dispersed by water adapt to their environment by having special features that help them float. For example, coconut seeds have a fibrous covering that allows them to float on water, while lotus seeds are found in spongy fruit that also floats, making it easier for them to travel across water and settle in new locations.

E. A new plant can grow from a stem cutting by planting a piece of the stem, which contains buds, in moist soil. If the conditions are right, the buds on the cutting will grow into new plants. Examples of plants that can grow from stem cuttings include rose, sugarcane, and money plant.

F. Crops need nutrients from the soil. Manures enrich the soil by adding humus, while fertilisers give specific nutrients to help plants grow strong. That is why farmers use fertilisers.

5. Long-answer questions.

A. The structure of a seed:

A seed has three main parts—the seed coat, cotyledons (or seed leaves) and the embryo (or baby plant).

Seed Coat: The external covering of a seed is called the seed coat. It protects the baby plant that lies inside the seed.

Cotyledons or Seed Leaves: These store food for the growing embryo. Until the plant grows its own green leaves, it uses the food stored in the cotyledons to grow.

Embryo or Baby Plant: It is the baby plant that will turn into a seedling or a young plant.

B. Seed dispersal is important because it helps plants spread their seeds away from the parent plant, reducing competition for resources such as water, light, and nutrients. By dispersing their seeds, plants increase the chances of their seeds growing in new, more favourable environments.

There are several methods of seed dispersal:

Dispersal by Wind: Small, light seeds, such as those of cotton and dandelion, have adaptations like tufts of hair or wings that help them float and travel through the air.

Dispersal by Water: Some plants, like coconuts and lotus, have seeds or fruits that float on water, allowing them to be carried across water bodies to new locations.

Dispersal by Animals: Animals, birds, and humans help disperse seeds by eating fruits and then discarding the seeds, or by seeds attaching to animal fur or feathers with hooks, spines, or hairs.

Dispersal by Explosion: Some plants, such as poppies, peas, and beans, have fruits that burst open when ripe, scattering seeds in all directions, ensuring they are spread away from the parent plant.

C. The main steps involved in agriculture are:

Ploughing: The soil is loosened and prepared for planting to allow air and water to reach the roots.

Sowing: Seeds are carefully planted in the soil to begin the growth process.

Watering (Irrigation): Plants are watered regularly to ensure they receive enough moisture.

Adding Manure and Fertilisers: Nutrients are added to the soil to promote healthy plant growth.

Weeding: Unwanted plants, or weeds, are removed to prevent them from competing for nutrients and water.

Protecting Crops: Crops are protected from pests, insects, and animals using methods like scarecrows and pesticides.

Harvesting: Fully grown crops are cut and collected for use or sale.

Storage: After harvesting, crops are stored properly to keep them fresh until needed.

D. Structure of a flower:

Sepals: These are small, green, leaf-like structures which protect the flower when it is still a bud. Generally, sepals are green in colour.

Petals: These are brightly coloured and vary enormously in shape. The main function of the petals is to attract insects and birds to the flower.

Stamens: The stamen is located within the flower. It is the male reproductive part of the flower. Each stamen consists of a long filament with an anther at the top.

Parts of a seed Seed coat Cotyledon Baby plant

The anther contains pollen grains.

Carpels: The carpel is the central part of the flower. It is also known as pistil. It is the female part of the flower contains a stigma, a style, and an ovary. The style connects the stigma to the ovary, which contains one or more ovules that later become seeds.

Anther

Stamen

Flament

Sepal

6. Picture-based questions.

Stigma

Petal

Style Carpel

Ovary

Ovule

A. The bee is transferring the pollen grains from one flower to the other.

B. This process is called pollination.

C. The result of pollination is the formation of seeds. Pollen from the anther reaches the stigma, travels to the ovary, and combines with the ovules to form seeds, while the ovary becomes a fruit that encases the seeds.

Challenge (HOTS)

1. Absence of insects would significantly affect the reproduction of flowering plants because insects are the main agents of pollination. Without them, pollen would not be transferred between flowers, preventing seed formation and hindering the plant’s ability to reproduce.

2. Advantages of growing plants from roots include faster growth and ensuring the new plant is genetically identical to the parent. This method also helps propagate plants that may not easily grow from seeds. Examples of plants that can be grown from roots are carrots, sweet potatoes, and potatoes.

Animal World 7

Learning Outcomes

Students will be able to:

understand what a habitat is and identify different types of animal habitats. learn about different types of animals based on their diet: herbivores, carnivores, and omnivores. learn how animals adapt to their environment for survival. understand why animals migrate and how they travel long distances.

Let’s Recall

Recap to check if students know the names of the homes of common animals. Ask students to solve the puzzle given in the Get Set section.

Vocabulary

shelter: a place that protects from weather or danger

resources: anything available in our environment that can be used to fulfil our needs

grind: to press and break something into very small pieces

water-resistant: to not allow water to pass through easily

predator: an animal that kills and eats other animals

streamlined: a shape that is narrow at the front and broad at the back

slither: to move by sliding from side to side along the ground

Teaching Aids

habitat: a natural home of an animal or a plant adaptation: the features that plants and animals develop to live in a habitat

fur: the soft thick hair that covers the bodies of some animals

scale: a small rigid plate that grows out of the skin of a fish

shell: a hard covering that protects some animals

spiracles: a respiratory organ in insects

migration: the movement of animals from one place to another in search of food, better climate, and shelter

Habitat pictures, animal cutouts, shoeboxes, paper, clay, outdoor space for exploration; Chart paper, coloured markers, animal pictures (printed or drawn), books or internet resources for research; Space for role play, animal pictures or props (optional), research materials for students to gather information; Large sheets of paper or poster board, markers, coloured pencils, and other art supplies, research materials (books, internet, or printed articles)

Chapter: Animal World

Habitat of Animals

Learning

Outcomes

Reflection Page 79

Students will be able to understand what a habitat is and identify different types of animal habitats.

Teaching Aids

Habitat pictures, animal cutouts, shoeboxes, paper, clay, outdoor space for exploration

Activity

Display various pictures of habitats such as forests, deserts, polar regions, freshwater habitats, and oceans and seas. Hand out cutouts of different animals to the students and ask them to match each animal to its correct habitat. Once the animals are matched, discuss how each animal is specially suited to live in that habitat. Next, divide students into small groups to create a 3D diorama of a habitat using a shoebox, paper, and clay. Each group will present their diorama, explaining the types of animals that live in their habitat and how they adapt to it. If possible, take the students on a Habitat Exploration Walk outside to observe animals, such as birds or insects, in their natural environment. Discuss the resources these animals rely on, like food, water, and shelter, in their habitats.

Extension Idea

Ask: Why do animals need to adapt to their habitats to survive?

Say: Animals need to adapt to their habitats to find food, shelter, and avoid dangers, ensuring their survival in the environment.

Feeding Habits of Animals Reflection Page 81

Learning

Outcomes

Students will be able to learn about different types of animals based on their diet: herbivores, carnivores, and omnivores.

Teaching Aids

Chart paper, coloured markers, animal pictures (printed or drawn), books or internet resources for research

Activity

Divide the class into four groups. Assign each group one of the following categories: Herbivores, Carnivores, Omnivores, Scavengers, or Parasites.

On their chart paper, let each group write down the names of 5–10 animals that belong to their category. After that, instruct the students to list the physical characteristics that make these animals suitable for their diet, such as types of teeth (sharp for carnivores, flat for herbivores), feeding behaviours (e.g., scavengers feed on dead animals), and examples. Guide the students to draw or paste pictures of the animals they researched to make their chart visually appealing.

After the activity, let each group present their chart to the class, explaining the characteristics of the animals in their category and why they belong there.

Extension Idea

Ask: How do the teeth of herbivores, carnivores, and omnivores differ to help them eat their food?

Say: Herbivores have flat teeth for grinding plants, carnivores have sharp teeth for tearing meat, and omnivores have a combination of sharp and flat teeth for both tearing and grinding food.

Adaptations in Animals

Learning

Outcomes

Students will be able to learn how animals adapt to their environment for survival.

Teaching Aids

Reflection Page 82

Space for role play, animal pictures or props (optional), research materials for students to gather information

Activity

Divide the class into various groups based on different habitats: forests, deserts, polar regions, freshwater habitats, and oceans and seas.

Let each group choose an animal from their assigned habitat. Guide them to research the animal’s key adaptations (e.g., body covering, breathing organs, organs for movement).

Instruct each group to prepare a short skit or performance, where they will act out how their animal’s adaptations help it survive. For example:

A polar bear might roll around to show how its thick fur and layer of fat help it stay warm.

A fish can act out swimming with fins and using gills to breathe underwater.

A camel can demonstrate walking on sand with large, padded feet and conserving water.

Let the groups perform their role plays in front of the class, explaining the key adaptations of their animal. After each performance, discuss the importance of the adaptations in helping the animals survive in their habitats.

Extension Idea

Ask: Why do animals in extreme environments, like the desert or polar regions, have such specialised adaptations compared to animals in more moderate climates?

Say: Animals in extreme environments need specialised adaptations, such as thick fur or water conservation techniques, to survive harsh temperatures and limited resources.

Migration in Animals

Learning

Outcomes

Students will be able to understand why animals migrate and how they travel long distances.

Teaching Aids

Reflection Page 85

Large sheets of paper or poster board, markers, coloured pencils, and other art supplies, research materials (books, internet, or printed articles)

Activity

Divide the class into various small groups. Assign each group an animal that migrates, such as an Arctic tern, monarch butterfly, caribou, or whale. Let each group research their assigned animal’s migration, including:

Why the animal migrates (e.g., to find food, escape harsh weather, or reach breeding grounds).

Where it migrates (e.g., starting and ending points, and any major stops along the way).

When the migration happens (e.g., season or time of year).

Challenges faced during migration (e.g., harsh weather, predators, food shortages).

Provide each group with a large sheet of paper and markers. Let them create a storyboard with a series of drawings or images that illustrate the migration journey. The storyboard should include at least 4–5 stages of migration (e.g., starting point, key challenges, important stops, and destination). Ask the students to write short descriptions for each stage, explaining what is happening, why it’s important, and how the animal overcomes the challenges.

Once they have finished, let each group present their storyboards to the class, explaining the animal’s migration journey, why it is necessary, and the challenges faced during the process.

Discuss as a class the importance of migration and how different animals adapt to their specific needs.

Extension Idea

Ask: How might climate change affect the migration patterns of animals?

Say: Climate change could alter the timing, routes, and destinations of animal migrations, causing animals to struggle with finding food, safe breeding grounds, and suitable weather conditions for survival.

Answers

Get Set

Help the animals find their homes.

Pause and Answer

Name the following habitats.

1. Forest

2. Ocean

3. Polar Region

4. Desert

Pause and Answer

Match the following.

Page no. 78

Pause and Answer

Give one word for the following.

1. Adaptations

2. Fur 3. Gills

4. Fins

5. Spiracles

Chapter Checkup

1. Tick () the correct option.

A. Nest B. Fish

Page no. 80

Page no. 82

A. Omnivores → ii. Flat and sharp teeth

B. Carnivores → i. Sharp teeth

C. Herbivores → iii. Strong and flat teeth

C. Gills D. Fish

E. To keep warm

2. Fill in the blanks.

A. Habitat B. Fins

C. Ice D. Deserts

3. Match the following.

A. Desert → iii. Camels

B. Forest → i. Elephants

C. Ocean → iv. Whales

D. Freshwater → v. Swans

E. Polar Regions → ii. Penguins

Page no. 85

Write True or False.

A. False

C. True

5. Short-answer questions.

False

False

A. A habitat is the natural home of an animal where it gets food, water, and shelter. Different types of habitats include forests, deserts, polar regions, freshwater bodies (rivers, lakes, ponds), and oceans. It is important to note that only the natural home of an animal can be called a habitat.

B. Carnivores are animals that hunt and eat other animals. They have sharp canine teeth to tear meat and strong molars to crush bones. Examples include foxes, wolves, lions, sharks, tigers, crocodiles, eagles, cats, frogs, and snakes. Birds of prey such as eagles have sharp, hooked beaks designed for tearing flesh.

C. Adaptations of animals:

a. In polar regions: Polar bears - They have thick fur and a layer of fat underneath their skin to keep them warm.

b. In deserts: Camels - They have thick skin to reduce water loss through sweating and can close their nostrils during sandstorms.

c. In water: Fish - They have fins for swimming, gills for breathing underwater, and streamlined bodies for moving efficiently.

D. Parasites are organisms that live on the body of another living being and feed on it, such as by sucking its blood. Examples include lice, ticks, and fleas. Unlike scavengers that eat dead animals, parasites feed on living hosts.

E. Shells provide snails and turtles with vital protection from predators and harsh environmental conditions. These hard coverings allow them to pull their heads, legs, and tails inside for safety when threatened, acting as a portable shelter that shields their vulnerable body parts.

F. Differences between the teeth of carnivores and herbivores:

a. Carnivores have sharp canine teeth for tearing meat, while herbivores have sharp incisors on the lower jaw and a dental pad on the upper jaw for biting plants.

b. Carnivores have strong molars for crushing bones, while herbivores have broad back teeth (molars and premolars) designed for grinding plant material into paste.

6. Long-answer questions.

A. Animals migrate for several reasons: to escape unfavourable weather conditions, search for new habitats, avoid food shortages, escape natural disasters, or find breeding grounds.

First example is the Arctic tern, which breeds near the north pole in summer and migrates to Antarctica in autumn to escape extreme cold weather.

Second, monarch butterflies migrate from Canada to Mexico during winter, travelling thousands of miles to escape harsh northern winters and find suitable habitats with available food sources.

Third, animals like caribou migrate seasonally in search of food. They move from one grazing ground to another as seasons change, ensuring they always have access to sufficient nutrition for survival.

B. Fish breathe using gills, which are feather-like organs located in pouches on either side of their head. These specialised structures absorb oxygen directly from the water as it passes over the gill filaments. This allows fish to extract the dissolved oxygen they need while remaining underwater.

In contrast, insects breathe through tiny openings on their bodies called spiracles. These spiracles connect to a network of tubes known as trachea that extend throughout the insect’s body. Air enters through the spiracles and travels through this branching network, delivering oxygen directly to the tissues without using a circulatory system like fish do. This system allows insects to breathe efficiently on land.

C. Features that help a fish adapt to its habitat:

a. Shape: Fish have streamlined bodies (narrow at the front and broad at the back) that reduce water resistance and allow them to swim quickly and easily through water. This hydrodynamic shape helps them move efficiently, conserve energy, and escape predators.

b. Scales: Scales provide protection by forming a tough external layer that shields the fish’s body from injuries, parasites, and predators. They also reduce friction with water, allowing smoother movement and helping maintain the fish’s streamlined shape for efficient swimming.

c. Fins: Fins help fish swim smoothly through water by providing stability, control, and propulsion. They act like rudders and paddles, allowing fish to change direction, maintain balance, and control

their speed. Different types of fins serve different purposes - some provide forward movement while others help with steering and stabilisation.

7. Picture-based questions.

A. The animal shown in the image is a polar bear and its habitat is a polar region.

B. Polar bears have thick fur to keep them warm in the icy polar regions. Their fur is also water-resistant, helping them stay dry after swimming.

C. Polar bears have large, furry paws that prevent them from sinking in snow, thick fat and fur for insulation, and sharp claws for better grip on icy surfaces.

Challenge (HOTS)

Climate change can negatively impact animals in the Arctic and Antarctica by melting ice, reducing their habitat, and affecting food sources. For example, polar bears may struggle to find sea ice for hunting, and penguins may face challenges in finding food as ocean temperatures change.

Environment and Its Resources Unit 4

Chapters in This Unit

8. Environment and Pollution

9. Air and Water

10. Rocks and Minerals

Story in This Unit

Conji, Eva, Mel, Dr Vikram, and Elder Robot are walking along the riverbank when Conji asks Dr Vikram an interesting question. He wants to know what is the most important thing for living beings on Earth. Dr Vikram explains that air and water are the most essential. Without them, life would not be possible. He tells them that air is needed for breathing, and water is found in rivers, lakes, oceans, and even underground. It is used for drinking, farming, cleaning, and many other daily activities.

As they continue walking, Conji notices thick smoke rising from chimneys across the river. Curious, he asks Dr Vikram what it is. Dr Vikram explains that it is coming from a factory, which is not a good thing. Eva realises that the smoke is polluting the air, and Dr Vikram confirms that factory waste also pollutes rivers. Conji feels sad hearing this, and Elder Robot warns that if pollution continues, Earth will become sick.

Mel understands that pollution is a big problem and a danger to life on Earth. Dr Vikram agrees but reassures them that many people are working hard to reduce pollution and protect the environment. This gives Mel some relief, knowing that there is hope.

Just then, Elder Wizard reminds the group that they must stop Lord Ero and Drakon. Dr Vikram tells them that he has already been working on a plan. He invites them to his lab, where he will share his idea to fight against the villains. With a sense of urgency, they all head to Dr Vikram’s lab, ready to take action.

Environment and Pollution

Learning Outcomes

Students will be able to: define pollution and identify its types. learn about air pollution, its causes, and effects. understand water pollution and its impact on living beings. learn what land pollution is and how human activities contribute to it. understand the effects of noise pollution. learn simple ways to reduce pollution.

Let’s

Recall

Recap to check if students know about our environment and the activities that effect it. Let students play the game given in the Get Set section.

Vocabulary

toxic: containing poison respiratory: related to breathing deafness: unable to hear environment: all living and non-living things in our surroundings pollutants: the harmful substances that cause pollution

Teaching Aids

air pollution: the addition of harmful particles in the atmosphere

water pollution: the addition of harmful chemicals, waste, and plastic in water bodies

land pollution: polluting of the soil due to garbage, plastic waste, and deforestation

noise pollution: loud noise that affects the health of humans and animals

Flashcards to represent clean and polluted environments; Chart paper or drawing sheets, coloured pencils or markers, old magazines and newspapers, glue and safety scissors; Small slips of paper with different roles, props (optional, such as plastic bottles, toy fish, a small blue sheet to represent water); Trash items (plastic bottles, candy wrappers, and old newspapers), pictures of a polluted area and a clean area; Audio clips of different sounds (traffic, music, birds, construction work); Posters with 3R’s (Reduce, Reuse, Recycle), pictures of ecofriendly habits

Chapter: Environment and Pollution

What is Pollution?

Learning

Outcomes

Reflection Page 94

Students will be able to understand the concept of the environment, its components, and the effects of pollution.

Teaching Aids

Flashcards to represent clean and polluted environments

Activity

Take students for a short walk around the school. Ask them to observe and list the living and non-living things they see.

Back in class, discuss which elements contribute to a healthy environment and which cause pollution. Prepare flashcards with words or images representing clean and polluted environments (e.g., trees, lakes, plastic waste, smoke from factories).

Ask students to classify them into “Healthy Environment” and “Polluted Environment”.

Discuss why a clean environment is important.

Extension Idea

Ask: What are pollutants? Can you name a few?

Say: Pollutants are harmful substances that cause pollution. Examples: smoke, plastic waste, chemicals, loud noise.

Air Pollution Reflection Page 94

Learning Outcomes

Students will be able to learn about air pollution, its causes, and effects.

Teaching Aids

Chart paper or drawing sheets, coloured pencils or markers, old magazines and newspapers, glue and safety scissors

Activity

Ask students to think about places in their surroundings where they have seen air pollution (e.g., vehicle smoke, factory emissions, burning garbage). Discuss how each of these contributes to air pollution.

Divide students into small groups. Instruct each group to create a “Sources of Air Pollution” poster by either drawing pictures or cutting out images from old magazines and newspapers. Let them label the sources (e.g., “Factory smoke”, “Burning fossil fuels”, “Pesticide spray”).

On the same poster, guide the students to add possible solutions next to each source of pollution.

Examples:

Use public transport or bicycles instead of cars.

Plant more trees to clean the air.

Use eco-friendly pesticides.

Ask each group to present their poster to the class and discuss how small changes in daily life can help reduce air pollution.

Extension Idea

Ask: If you were the mayor of your city, what three steps would you take to reduce air pollution and make the air cleaner for everyone?

Say: If I were the mayor, I would:

1. Promote Public Transport to reduce vehicle emissions.

2. Plant More Trees to improve air quality.

3. Enforce Stricter Pollution Laws for factories.

Water Pollution

Learning Outcomes

Students will be able to understand water pollution and its impact on living beings.

Teaching Aids

Reflection Page 95

Small slips of paper with different roles, props (optional, such as plastic bottles, toy fish, a small blue sheet to represent water)

Activity

Divide students into small groups and give each group a role from the following:

Factory Owner (releases waste into water)

Fisherman (struggles to catch clean fish)

Environmental Activist (wants to clean the water)

Farmer (uses pesticides that run into rivers)

Citizen (notices dirty water and gets sick)

Each group acts out a short scene where they show how their character interacts with water pollution (e.g., the factory dumps waste, the fisherman finds dead fish, the activist protests).

After the role-play, discuss how each person’s actions contributed to or were affected by water pollution. Ask: What could each character do differently to reduce pollution?

As a class, brainstorm ways each role can help reduce water pollution. For example:

Factories can treat waste before releasing it; Farmers can use natural fertilisers; Citizens can reduce plastic use and organise cleanups.

Extension Idea

Ask: How does water pollution affect animals, and what can we do to protect them?

Say: Water pollution harms animals by making the water unsafe to drink and live in. Fish and other aquatic animals can get sick or die from chemicals, plastic waste, and oil spills. To protect them, we can stop littering, clean polluted water bodies, and use eco-friendly products.

Land Pollution

Learning Outcomes

Students will be able to learn what land pollution is and how human activities contribute to it.

Reflection Page 96

Teaching Aids

Trash items (plastic bottles, candy wrappers, and old newspapers), pictures of a polluted area and a clean area

Activity

Discuss with the class about land pollution and ask students how they feel when they see trash in public places. Take them for a short walk around the schoolyard or have them observe their surroundings at home, looking for signs of pollution like plastic waste, broken glass, or soil erosion. Instruct them to record their observations in their notebooks what they see, where they found it, and its possible effects. Back in the classroom, discuss their findings and brainstorm solutions such as using trash bins, reducing plastic use, and planting trees.

Finally, have each student write and decorate a “Save Our Land” pledge with one action they will take to reduce land pollution. Display their pledges in the classroom as a reminder to care for the environment.

Extension Idea

Ask: What are three simple habits you can adopt to help reduce land pollution in your daily life?

Say: To reduce land pollution, I can:

1. Use a reusable bag instead of plastic bags while shopping.

2. Throw waste in the right bin and avoid littering.

3. Recycle and reuse items like paper, plastic, and glass to reduce waste.

Noise Pollution Reflection Page 97

Learning Outcomes

Students will be able to understand the effects of noise pollution.

Teaching Aids

Audio clips of different sounds (traffic, music, birds, construction work)

Activity

Ask students to close their eyes and listen for one minute. Afterward, have them share what sounds they heard (e.g., fans, people talking, vehicles). Discuss which sounds were pleasant and which were loud or disturbing. Provide each student with a sheet of paper and ask them to draw a simple map of their home or school. They should mark areas where they often hear loud noises, such as traffic, construction, or loudspeakers. Once students complete their maps, discuss common sources of noise pollution. Ask: How do these sounds affect us? What can we do to reduce noise pollution? Encourage solutions like lowering TV or music volume, avoiding unnecessary honking, and speaking softly in quiet areas.

Have students create and decorate a “Quiet Zone” poster with tips to reduce noise pollution. Display these around the classroom or school.

Extension Idea

Ask: What are some quiet alternatives to noisy activities that can help reduce noise pollution?

Say: Instead of playing loud music, I can use headphones. Instead of honking in traffic, I can wait patiently. Instead of shouting, I can talk softly. Choosing quieter activities like reading, drawing, or playing board games can also help reduce noise pollution.

Ways of Reducing Pollution

Learning Outcomes

Students will be able to learn simple ways to reduce pollution.

Teaching Aids

Posters with 3R’s (Reduce, Reuse, Recycle), pictures of eco-friendly habits

Activity

Discuss different ways to reduce pollution. Ask students if they already follow any of these methods and how they think small actions can make a big difference.

Provide each student with a blank sheet of paper. Ask them to draw a table with two columns: Type of Pollution (Air, Water, Land, Noise) and Ways to Reduce It.

Let the students fill in the chart with solutions for each type of pollution. Encourage them to add creative ideas beyond the ones listed, such as carpooling, using cloth bags, or organising a cleanup drive.

Once completed, let the students can present their charts to the class. Discuss which solutions are the easiest to follow and how everyone can contribute. Ask students to choose one action from their chart that they will practice at home and share their experience in the next class.

Extension Idea

Ask: Which method of reducing pollution do you think is the most important, and why?

Say: I think planting more trees is the most important way to reduce pollution because trees clean the air, provide oxygen, and prevent soil erosion. They also give shelter to animals and help maintain a balanced environment. More trees mean less pollution and a healthier planet for everyone.

Answers

Get Set

Page no. 93

Let the students play the game. Their answers may vary. Encourage them to classify objects as good or bad for the environment.

Pause and Answer

Choose the odd one out.

Page no. 97

1. Dysentery 2. Oxygen 3. Water pollution

Chapter Checkup

1. Tick () the correct option.

A. The contamination of air by harmful substances.

B. Disposing industrial waste into rivers.

C. By recycling and reusing materials.

D. The excessive and harmful levels of noise in the environment.

2. Fill in the blanks.

A. Respiratory

B. Global warming

C. Water

D. Noise

3. Write True or False.

A. True

B. True

C. True

D. True

4. Circle the correct alternative.

A. Air

B. Water

C. Noise

D. Natural

5. Short-answer questions.

A. Air pollution can cause diseases such as asthma and lung cancer.

B. The greenhouse effect is the trapping of heat in the Earth’s atmosphere due to gases like carbon dioxide and methane. This effect keeps the Earth warm but excessive greenhouse gases cause global warming, leading to climate change, melting ice caps, and rising sea levels.

C. Water pollution can be prevented by treating industrial waste before releasing it into water bodies, avoiding plastic disposal in water, and using ecofriendly detergents. Planting trees near water bodies helps prevent contamination, and reducing the use of pesticides minimises pollution.

D. Land pollution occurs when people dump nonbiodegradable waste like plastic, glass, and metals into the environment. Deforestation and extracting minerals also contribute to land degradation, affecting soil fertility and harming wildlife.

E. Noise pollution can cause stress, hearing problems, and sleep disturbances. Prolonged exposure to loud noises from traffic, factories, and loudspeakers can damage hearing and lead to long-term health issues like hypertension.

6. Long-answer questions.

A. Air pollution occurs when harmful substances like gases, dust, or smoke enter the air and affect the quality of air we breathe. It is caused by burning fossil fuels, vehicle emissions, and industrial smoke. It releases harmful gases like carbon monoxide and sulphur dioxide, leading to breathing problems and global warming. To reduce air pollution, we can use

public transport, plant more trees, and switch to clean energy sources like solar and wind power.

B. Noise pollution occurs due to loudspeakers, traffic, construction sites, and honking vehicles. Continuous exposure to high noise levels leads to stress, anxiety, and hearing loss. To control noise pollution, we should follow strict noise regulations, use soundproofing techniques, and avoid unnecessary honking.

C. Pollution can be reduced by following the 3R’s— Reduce, Reuse, and Recycle. Proper waste disposal, afforestation, and using eco-friendly products help keep the environment clean. Industries should treat their waste before disposal, and awareness programs should encourage people to adopt sustainable practices.

7. Picture-based questions.

A. Air pollution

B. Smoke released from factories

C. Respiratory diseases like asthma and lung infections

Challenge (HOTS)

If I were the governor of my city, I would take the following steps to prevent pollution of water bodies, land, and air:

Strict Pollution Control Measures – Enforce laws for waste management, industrial waste treatment, and banning single-use plastics to keep water, land, and air clean.

Green Initiatives – Promote tree plantation, eco-friendly alternatives, renewable energy, and better public transport to reduce pollution.

Public Awareness and Community Involvement – Educate citizens on pollution control, encourage recycling, and involve communities in cleanup drives.

Air and Water

Learning Outcomes

Students will be able to:

understand what the atmosphere is, its layers, and how it protects life on Earth. learn about the composition of air and its importance in daily life. explore the properties of air (occupies space, has mass, exerts pressure). explore the presence of water in nature and conduct experiments to understand how impurities in water can be removed.

understand how water is purified for safe drinking.

Let’s Recall

Recap to check if students know some common uses of air and water in daily life activities. Ask students to solve the question given in the Get Set section.

Vocabulary

emitted: released odourless: without any smell inflated: to fill something with air deflated: to make something smaller in size by letting the air out naked: uncovered atmosphere: a thick layer of air surrounding the Earth meteors: a small piece of rock in space orbit: a fixed curved path in which the celestial bodies move bacteria: single-celled micro-organisms pesticides: chemical substances that are used to kill pests fertiliser: a natural or chemical substance that is put on land or soil to make plants grow better solvent: a liquid that can dissolve another substance polluted: the presence of unwanted substances germs: microbes present in food, water or everywhere

Teaching Aids

Coloured paper (blue, white, red, orange, and black), scissors, glue or tape, markers, a large sheet of chart paper, labels, or sticky notes; A transparent glass jar or container, water, oil (cooking oil or baby oil), baking soda, vinegar, a balloon, and a spoon; Plastic bottle, spoon, balloons, glass of water, and straws; Water cycle chart or diagram, pictures of water sources (oceans, rivers, lakes, ponds, wells), transparent glasses or beakers, water, sand or soil, spoon, salt or sugar, small pot with lid, stove or heat source (teacher supervision required), ice cubes (optional); A transparent container with muddy water (to represent impure water), a clean container, a sieve or cloth filter, alum (small piece or powder), a small candle or a heat source for boiling, a small pot for boiling water, chlorine tablet or information about its use (for discussion), and water filter (if available)

Chapter: Air and Water

Atmosphere

Learning Outcomes

Reflection Page 102

Students will be able to understand what the atmosphere is, its layers, and how it protects life on Earth.

Teaching Aids

Coloured paper (blue, white, red, orange, and black), scissors, glue or tape, markers, a large sheet of chart paper, labels, or sticky notes

Activity

Cut out five concentric circles from different coloured papers to represent the five atmospheric layers. Paste them on the chart paper in order: Troposphere, Stratosphere, Mesosphere, Thermosphere, Exosphere. Write the name of each layer on a sticky note or label.

Include key information, such as:

Troposphere: Weather changes occur here.

Stratosphere: Contains the ozone layer.

Mesosphere: Burns up meteors.

Thermosphere: Space shuttles orbit here.

Exosphere: Outer space begins here.

Ask students to explain how each layer protects life on Earth and discuss why astronauts and satellites operate in the outer layers.

Extension Idea

Ask: Why do aeroplanes fly in the stratosphere instead of the troposphere?

Say: Aeroplanes fly in the stratosphere because it has stable weather, less turbulence, and lower air resistance, making flights smoother and more fuel-efficient.

Air Around Us

Learning Outcomes

Students will be able to learn about the composition of air around us and its properties.

Teaching Aids

Reflection Page 104

A transparent glass jar or container, water, oil (cooking oil or baby oil), baking soda, vinegar, a balloon, and a spoon

Activity

(This session can be performed in the Science lab.) Pour water into the glass jar, filling about 3/4 of it. Explain that this represents the largest part of the air—Nitrogen (78%)—which is invisible but always present. Slowly pour a small amount of oil on top of the water. The oil will float, just like Oxygen (21%) is a lighter but important part of the air mixture.

In a small bowl, mix baking soda and vinegar. This reaction will produce Carbon Dioxide (less than 1%)—a gas essential for plants.

Quickly place an empty balloon over the bowl’s mouth. As the reaction happens, the gas will fill the balloon, showing how carbon dioxide exists in air.

Explain that other gases, like Argon and Water Vapour, are present in small amounts and affect weather and everyday life.

Ask students to observe bubbles in the jar—these tiny air pockets represent these minor gases.

Extension Idea

Ask: What would happen if the percentage of oxygen in the air increased significantly? Will it be good or bad for us?

Say: If oxygen levels increased significantly, it could be both good and bad. More oxygen might help some animals and boost energy levels, but it would also make fires spread faster and cause breathing problems over time. Too much oxygen can be harmful to humans and disrupt the balance of gases in the atmosphere.

Properties of Air

Learning Outcomes

Reflection Page 105

Students will be able to explore the properties of air (occupies space, has mass, exerts pressure).

Teaching Aids

Plastic bottle, spoon, balloons, glass of water, and straws

Activity

Divide the class into three groups, each exploring a different property of air.

Group 1: Give this group a plastic bottle and a balloon. Ask them to place the balloon inside the bottle and try to blow it up. They will notice the balloon does not inflate easily because the bottle is already filled with air.

Group 2: Provide two balloons—one inflated and one empty—and a ruler. Have students tie both balloons to the ends of the ruler. The side with the inflated balloon will tilt down, showing that air has weight.

Group 3: Give this group a glass of water and a straw. Ask the students to insert the straw into the water, cover the top with their finger, and lift it out. The water stays inside the straw because air pressure prevents it from falling.

After completing the experiments, have them present their findings. Discuss real-life applications, such as how tyres stay inflated, how drinking through a straw works, and how airplanes fly.

Extension Idea

Ask: What would happen if air had no weight or pressure?

Say: If air had no weight, objects like balloons and tyres would not stay inflated. Without air pressure, we would not be able to drink through a straw, airplanes could not fly, and weather patterns would be disrupted. Air’s weight and pressure are essential for many everyday activities and natural processes.

Water in Nature

Learning Outcomes

Reflection Page 107

Students will be able to explore the presence of water in nature and conduct experiments to understand how impurities in water can be removed.

Teaching Aids

Water cycle chart or diagram, pictures of water sources (oceans, rivers, lakes, ponds, wells), transparent glasses or beakers, water, sand or soil, spoon, salt or sugar, small pot with lid, stove or heat source (teacher supervision required), ice cubes (optional)

Activity

Divide the class into three groups:

Group 1: Water in Nature – Discuss different water sources (oceans, rivers, lakes, ponds, wells) and the water cycle (evaporation, condensation, precipitation). Let the students draw and label the water cycle.

Group 2: Removing Insoluble Impurities – Let the students conduct an experiment by mixing sand in a glass of water. Let it settle (sedimentation), then carefully pour the clear water into another glass (decantation). Discuss real-life applications.

Group 3: Removing Soluble Impurities – Observe a teacher-led demonstration. Heat saltwater to show evaporation, then condense the steam to get pure water (distillation). Discuss how this helps in water purification.

Bring all groups together for a discussion on the importance of clean water, how these methods are used in daily life, and their connection to the water cycle.

Extension Idea

Ask: If you were stranded on an island with only seawater available, how would you make it safe to drink? Explain which purification methods you would use and why.

Say: To make seawater safe to drink, I would use distillation. I would heat the water until it evaporates, then collect and cool the steam to get pure water. This removes the salt, making it drinkable. If no fire is available, I could use solar distillation, letting the sun evaporate the water and collecting the condensed droplets.

Purifying Drinking Water Reflection

Learning Outcomes

Students will be able to understand how water is purified for safe drinking.

Teaching Aids

A transparent container with muddy water (to represent impure water), a clean container, a sieve or cloth filter, alum (small piece or powder), a small candle or a heat source for boiling, a small pot for boiling water, chlorine tablet or information about its use (for discussion), and water filter (if available)

Activity

Divide the class into three groups and assign each group a specific experiment:

Group 1 – Sedimentation, Group 2 – Filtration, and Group 3 – Boiling.

Guide each group through their experiment.

Group 1 – Sedimentation Experiment: Provide a transparent container filled with muddy water. Ask students to let the water sit undisturbed for 10–15 minutes and observe the heavy particles settling. Give them a small amount of alum to stir in and see how the process speeds up.

Group 2 – Filtration Experiment: Instruct students to carefully pour the clearer water from the sedimentation container through a sieve or cloth filter into a clean container. Ask them to observe how the filter removes some remaining impurities.

Group 3 – Boiling Experiment: Supervise as students boil a small amount of water for 15 minutes. Discuss how heat kills germs. Have them observe the steam and condensation.

After the experiments, let each group present their observations and discuss how these methods are used in real-life water purification.

Emphasise the importance of clean drinking water and modern purification techniques.

Extension Idea

Ask: Which purification method is the most effective and why?

Say: Boiling is the most effective because it kills germs and bacteria, making water safe to drink. Sedimentation and filtration remove impurities but do not eliminate germs.

Answers

Get Set Page no. 102

Look at the images and identify the thing (air/water) required for the activity. Write it in the box given below the images.

1. Drying clothes – Air

2. Birds flying – Air

3. Washing clothes – Water Pause and Answer Page no. 104 1. Troposphere

Stratosphere

Exosphere

Thermosphere

and Answer

Sedimentation Chapter Checkup

1. Tick () the correct option.

Troposphere

Oxygen C. Nitrogen

Distillation

2. Fill in the blanks.

A. 21%

100 C. Sedimentation

Thermosphere

3. Write True or False.

A. True B. True

C. False D. True

4. Match the following.

A. Troposphere → i. air for breathing

B. Mesosphere → iii. burn meteors

C. Exosphere → iv. space shuttles

D. Stratosphere → ii. airplanes

E. Thermosphere → v. artificial satellites

5. Short-answer questions.

A. The atmosphere is useful as it provides oxygen for breathing, supports plant life by supplying carbon dioxide, protects us from harmful UV rays, and blocks meteors from reaching the Earth’s surface.

B. The atmosphere is divided into five layers: Troposphere, Stratosphere, Mesosphere, Thermosphere, and Exosphere. Each layer has a specific function.

C. Water is obtained from sources like oceans, rivers, lakes, ponds, and wells. It is used for drinking, cooking, washing, bathing, and irrigation. Rainwater is the main source of water and plays a crucial role in the water cycle.

D. Soluble impurities completely dissolve in water and cannot be seen, e.g., sugar. Insoluble impurities do not dissolve in water and remain visible, e.g., sand.

6. Long-answer questions.

A. An inflated tyre contains air, which adds weight to it. When a tyre is deflated, the air escapes, and its weight decreases. This proves that air has weight. A simple experiment with a balloon also shows that when it is inflated, it becomes heavier than when deflated.

B. The atmosphere has five layers:

a. Troposphere – Provides air for breathing and causes weather changes.

b. Stratosphere – Contains the ozone layer and is where airplanes fly.

c. Mesosphere – Burns meteors before they reach Earth.

d. Thermosphere – Space shuttles orbit here.

e. Exosphere – Outermost layer where artificial satellites orbit.

Layers of atmosphere

C. Air is a mixture of gases:

a. Nitrogen (78%) – Helps in plant growth.

b. Oxygen (21%) – Needed for breathing and burning.

c. Other gases (1%) – Includes carbon dioxide, argon, and water vapour.

D. Water is purified through various methods:

a. Boiling – Kills germs by heating water to 100°C.

b. Sedimentation – Allows heavy impurities to settle at the bottom.

c. Filtration – Removes fine insoluble impurities using sand beds.

d. Chlorination – Uses chlorine to kill harmful germs and make water safe for drinking.

7. Picture-based questions.

A. The process is distillation.

B. Distillation purifies water by heating it into steam, leaving impurities behind. The steam is then cooled and condensed back into pure water, which is collected separately. This method is used to obtain clean water from saltwater or contaminated sources.

Challenge (HOTS)

Factories can manage their wastes by following the actions given below:

1. Waste Treatment Plants: Factories can set up treatment plants to filter and clean wastewater before releasing it, ensuring harmful chemicals are removed.

2. Recycling and Reuse: Industries can recycle waste materials like metal, plastic, and chemicals or use eco-friendly processes to minimise waste production.

Rocks and Minerals

Learning Outcomes

Students will be able to: identify and explain the formation of three main types of rocks - igneous, sedimentary, and metamorphic rocks. differentiate between metallic and non-metallic minerals and understand their uses in daily life. explain the formation of fossil fuels and understand the importance of their conservation.

Let’s Recall

Recap to check if students know the names of the different layers of the Earth. Ask students to solve the question given in the Get Set section.

Vocabulary

feldspar: a type of mineral froth: bubbles formed in a liquid porous: materials containing pores durable: strong and long-lasting accumulation: to collect or gather split: to divide into parts extract: to take something out crude: anything that is present in its natural form

Teaching Aids

luminescent: (here) seemingly glowing lava: molten rock that flows onto the Earth’s surface due to volcanic eruption magma: molten rock found below the Earth’s surface

sediments: smaller pieces of rocks formed by the breakdown of mountains magnets: substances that attract iron ores: minerals from which metals are extracted

Rock samples, magnifying glasses, rock identification chart, recording sheets, a bowl of water; Samples of common minerals, magnets, iron filings, pictures of various minerals and their uses, and recording sheets; Coal samples, pictures of coal mines, chart showing petroleum products, clear plastic containers, sand, dead leaves, small twigs, water, and heavy books

Chapter: Rocks and Minerals

Rocks and Types of Rocks

Learning

Outcomes

Students will be able to identify and explain the formation of three main types of rocks - igneous, sedimentary, and metamorphic rocks.

Teaching Aids

Rock samples, magnifying glasses, rock identification chart, recording sheets, a bowl of water

Activity

Divide the students into groups of four and provide each group with 3–4 different rock samples, a magnifying glass, a rock identification chart, and a recording sheet. Instruct them to carefully observe each rock, noting its colour, texture, and any visible patterns. Encourage them to use the magnifying glass for a closer look at details they might not see with the naked eye.

Next, have them test whether the rock floats in water and record their observations. Ask students to draw each rock and describe its features in their own words. Using the rock identification chart, they should then try to determine the type of rock they are examining.

Once all groups have completed their observations, have them present their findings to the class, explaining how they identified each rock. Conclude with a class discussion by asking what features were most helpful in identifying the rocks, which samples were the easiest or hardest to classify, and where these types of rocks might be found in real life.

Extension Idea

Ask: Why do not we find fossils in igneous rocks?

Say: Igneous rocks form from cooling magma or lava at very high temperatures. These extreme temperatures would destroy any fossils. Also, fossils form when plants or animals are buried in sediments, which is not part of igneous rock formation.

Minerals

Learning Outcomes

Reflection Page 118

Students will be able to differentiate between metallic and non-metallic minerals and understand their uses in daily life.

Teaching Aids

Samples of common minerals, magnets, iron filings, pictures of various minerals and their uses, and recording sheets

Activity

Set up 3 stations around the classroom with different mineral samples for students to explore. Have students work in pairs and rotate through each station. Instruct them to test each mineral using a magnet and record their observations, noting which minerals are magnetic.

Next, let them create a simple classification chart to organise the minerals based on their properties.

Encourage them to think about the practical uses of each mineral and list possible applications based on their characteristics.

Once all pairs have completed their observations, bring the class together for a discussion. Ask students to share their findings, compare results, and discuss why certain minerals are magnetic and how they are used in everyday life.

Extension Idea

Ask: Why are some minerals valuable while others are not?

Say: The value of minerals depends on their rarity, beauty, and usefulness. Some minerals like diamonds are rare and beautiful, making them valuable as gemstones. Others like iron are valuable because they are useful for making things we need.

Fossil Fuels

Learning Outcomes

Reflection Page 120

Students will be able to explain the formation of fossil fuels and understand the importance of their conservation.

Teaching Aids

Coal samples, pictures of coal mines, chart showing petroleum products, clear plastic containers, sand, dead leaves, small twigs, water, and heavy books.

Activity

Explain the process of fossil fuel formation and the importance of conservation. Show students coal samples, pictures of coal mines, and a chart displaying petroleum products.

Guide students in creating a Fossil Fuel Formation Model. Divide the class into small groups and provide materials. Instruct them to layer dead leaves and twigs in a container to represent ancient plant matter, cover it with sand to simulate sediment, and add a small amount of water to mimic swamp conditions.

Have them place heavy books on top to represent pressure and leave the model undisturbed for a week. Students should observe and record changes in texture, colour, and decomposition daily.

After a week, discuss how this model represents fossil fuel formation and why conservation is important. Conclude with a discussion on alternative energy sources and conservation methods.

Extension Idea

Ask: Why cannot we make more fossil fuels quickly?

Say: Fossil fuels take millions of years to form under specific conditions of heat and pressure. We use them much faster than they can form naturally.

Get Set

Label the different layers of the earth.

Crust

Mantle

Inner Core

Outer Core

Pause and Answer

Fill in the blanks.

Answers

Page no. 114

5. Short-answer questions.

A. There are three types of rocks: Igneous rocks (e.g., granite), Sedimentary rocks (e.g., sandstone), and Metamorphic rocks (e.g., marble).

B. Shale is a soft sedimentary rock formed from mud and clay, whereas slate is a metamorphic rock formed from shale under heat and pressure. Slate is harder and used for making bricks, cement, and blackboards.

C. Metallic minerals contain metals and can be extracted for use, such as iron and copper. Non-metallic minerals do not contain metals, such as quartz and mica, and are used in making glass and ceramics.

Page no. 118

1. magma 2. Pumice 3. Sediments

4. Slate 5. sandstone

Pause and Answer Page no. 120

Give one example of each.

1. Gypsum 2. Copper 3. Calcite

4. Gold 5. Iron

Chapter Checkup

1. Tick () the correct option.

A. Magma

B. Heat and pressure deep inside the Earth

C. Iron and nickel

D. Chalk

2. Fill in the blanks.

A. Igneous

C. sedimentary

3. Write True or False.

A. True

C. False

4. Match the following.

B. metamorphic

D. non-metallic

B. True

D. True

A. Granite → ii. Igneous rock

B. Sandstone → iv. Sedimentary rock

C. Slate

D. Coal

E. Bauxite

F. Quartz

v. Metamorphic rock

i. Fossil fuel

iii. Metallic mineral

vi. Non-metallic mineral

D. Petroleum is used as fuel in vehicles (petrol, diesel), for cooking (LPG), and in making paints, varnishes, and lubricating oils.

6. Long-answer questions.

A. Minerals are naturally occurring substances formed inside the Earth. They can be simple or complex and are inorganic in nature. Two uses of metallic minerals include:

a. Iron – Used in making train coaches, electrical appliances, and utensils.

b. Copper – Used in making electrical wires and coins.

B. Sedimentary rocks form when sediments from wind and water settle in layers and harden over time. Characteristics of two sedimentary rocks:

a. Sandstone – Made of sand-sized particles and used in historical buildings.

b. Limestone – Formed from shells and corals, used in making paints and cement.

C. Coal is formed from dead plants buried under pressure for millions of years. It is extracted through coal mining. Uses of coal: It is used for producing electricity, running steam engines, cooking, and heating.

D. Fossil fuels take millions of years to form and cannot be replaced once used. Their combustion also causes pollution. Alternative energy sources like solar, wind, and hydropower are renewable, reduce pollution, and help conserve fossil fuels for future generations.

7. Picture-based questions.

Picture A: Conglomerate (Sedimentary rock)

Picture B appears to be Gneiss (Metamorphic rock)

Difference between Conglomerate and Gneiss:

Conglomerate is a sedimentary rock formed when gravel, stones, and pebbles are cemented together. It has an uneven texture due to different-sized particles.

Gneiss is a metamorphic rock formed from granite under heat and pressure. It has a striped appearance due to different minerals present in it.

Uses:

Conglomerate is used in construction and can be polished for jewellery.

Gneiss is used as a building material.

Challenge (HOTS)

Pumice will not sink because it is a lightweight igneous rock with tiny air-filled pores, making it less dense than water. This allows it to float.

Physical World Unit 5

Chapters in This Unit

11. Matter and Its States

12. Force, Work and Energy

13. Machines Around Us

Story in This Unit

Dr Vikram, along with his team, is preparing to tackle an approaching asteroid. He reveals a special machine designed to destroy asteroids before they can harm Earth. The machine is equipped with a powerful laser that can break the asteroid into smaller pieces in space.

Mel is concerned that even after the asteroid is broken, its fragments might still hit Earth and cause damage. Dr Vikram explains that the small pieces will move at high speeds and experience strong friction with the air. This friction will generate heat, causing the fragments to burn up before reaching the ground, making them harmless. The team is amazed by this technology, and the Elder Robot praises Dr Vikram’s intelligence.

While Dr Vikram focuses on destroying the asteroid, the Elder Robot and Elder Wizard have another mission – capturing Lord Ero and Drakon, who always manage to escape. Eva expresses doubt, saying the villains always find a way to flee.

The Elder Wizard agrees that they need to come up with a new plan, something unexpected, to finally catch them.

The story highlights advanced human technology, teamwork, and strategic planning in the face of danger. Dr Vikram’s machine shows how science can help protect the planet, while the team’s determination demonstrates their commitment to both stopping the asteroid and capturing their enemies.

Matter and Its States

Learning Outcomes

Students will be able to: understand the concept of matter and its three states: solids, liquids, and gases. learn how matter changes states through heating and cooling. understand physical and chemical changes. learn about solubility and different types of solutions.

Let’s Recall

Recap to check if students can identify various objects as solids or liquids. Ask students to solve the question given in the Get Set section.

Vocabulary

naked: uncovered arrangement: packaging interconvertible: changed into one another reversible: something which can be changed to its previous form uniform: the same all over fizzy: containing bubbles of gas matter: anything that has mass and occupies space

molecules: molecules are small particles that make up matter

atom: particles that make molecules, also known as the ‘building blocks of matter’

Teaching Aids

expansion: increase in the size of matter upon heating

contraction: reduction in the size of matter upon cooling

solubility: the ability of a solute to dissolve in a solvent to make a uniform solution

soluble substances: the solutes that completely dissolve in the solvent

insoluble substances: the solutes that do not dissolve in a solvent

miscible: liquid solutes that can dissolve in liquid solvents

immiscible: liquid solutes that cannot dissolve in liquid solvents

Pictures of different states of matter, small objects (rock, water bottle, balloon), a chart showing molecular arrangements, notebooks, and pens; Ice cubes, a pan, a glass of water, and a candle; A candle, paper, clay, and matches; Salt, sugar, sand, oil, water, and glass containers

Chapter: Matter and Its States

Matter and Its States

Learning

Outcomes

Students will be able to understand the concept of matter and its three states: solids, liquids, and gases.

Teaching Aids

Pictures of different states of matter, small objects (rock, water bottle, balloon), a chart showing molecular arrangements, notebooks, and pens

Activity

Divide the class into small groups. Provide each group with three different objects: a stone (solid), a bottle of water (liquid), and a balloon (gas-filled). Ask them to observe the shape, volume, and texture of each item. Guide them in classifying the objects into solids, liquids, or gases based on their properties. Let them note their observations in their notebooks.

Encourage discussion by asking why a stone retains its shape, why water takes the shape of its container, and why the air inside the balloon spreads out to fill the available space. Explain that solids have fixed shapes and volumes because their molecules are tightly packed, liquids have a fixed volume but no fixed shape, and gases have neither fixed shape nor volume as their molecules move freely.

Finally, engage students in a discussion about where they encounter these states of matter in daily life, reinforcing their understanding of the concept.

Extension Idea

Ask: Name five things in your classroom. Are they matter? Why?

Say: Five things in the classroom are a chair, a table, books, a blackboard, and a fan.

Yes, they are matter because they have mass and occupy space.

Change in States of Matter

Learning

Outcomes

Students will be able to learn how matter changes states through heating and cooling.

Teaching Aids

Ice cubes, a pan, a glass of water, and a candle

Activity

Show students an ice cube and ask them to describe its properties. Place the ice cube on a plate and allow it to melt, explaining that this process is called melting, where a solid turns into a liquid due to heat. Next, pour water into a pan and heat it until it starts boiling. As steam rises, explain that this is evaporation, where a liquid changes into a gas when heated. Then, hold a cool metal lid or plate over the steam and let students observe the water droplets forming. Explain that this is condensation, where gas cools down and turns back into a liquid. Finally, discuss solidification by placing the melted water into a freezer and showing how it turns back into ice.

Encourage students to reflect on real-life examples, such as wet clothes drying in the sun (evaporation) and water droplets forming on a cold glass (condensation).

After the activity, discuss how heating makes molecules move faster, while cooling slows them down, leading to these changes in states of matter.

Extension Idea

Ask: Can you think of an example where you see condensation happening in daily life?

Say: Yes, when we take a cold drink out of the fridge, water droplets form on the outside of the bottle. This happens because the warm air around the bottle cools down and turns into liquid water.

Changes in Matter

Learning Outcomes

Students will be able to understand physical and chemical changes.

Teaching Aids

A candle, paper, clay, and matches

Activity

Reflection Page 133

Divide the class into small groups and provide the students a piece of paper and ask them to tear it into small pieces. Then, provide clay and let them fold or shape it into different forms. Finally, light a candle and allow some wax to melt.

Explain that these are physical changes because they only change the shape or state of the material, and they can be reversed.

Next, take a piece of paper and burn it, allowing students to observe how it turns into ash and smoke. Similarly, continue burning the candle and explain that this is a chemical change because a new substance is formed, and the change cannot be reversed.

Discuss how physical changes are temporary, while chemical changes are permanent. To reinforce understanding, ask students to share other examples from daily life, such as breaking a pencil (physical change) and rusting iron (chemical change).

Extension Idea

Ask: Can you give an example of a physical change that can be reversed?

Say: Yes, melting ice is a physical change that can be reversed because when we freeze the melted water, it turns back into ice.

Solubility of Substances

Learning

Outcomes

Students will be able to learn about solubility and different types of solutions.

Teaching Aids

Salt, sugar, sand, oil, water, and glass containers

Activity

Reflection Page 135

Divide the class into small groups and provide each group with glass containers filled with water and four substances: salt, sugar, sand, and oil. Ask them to add each substance to separate containers, one at a time, and stir to observe what happens. They will notice that salt and sugar dissolve completely, while sand settles at the bottom and oil forms a separate layer on top of the water.

Explain that substances that dissolve in water, like salt and sugar, are called soluble, while those that do not dissolve, like sand and oil, are insoluble.

Additionally, introduce the terms miscible and immiscible—miscible liquids (like water and juice) mix completely, whereas immiscible liquids (like oil and water) do not.

Conclude the activity by asking students to think of other examples of soluble and insoluble substances from daily life, reinforcing their understanding of solution formation and solubility.

Extension Idea

Ask: Why do some substances dissolve in water while others do not?

Say: It depends on the properties of the substance. Some substances, like salt and sugar, break down into tiny particles that mix with water, while others, like sand and oil, do not break down and remain separate.

Answers

Get Set

Write ‘S’ for solids and ‘L’ for liquids:

Page no. 130

Stone – ‘S’ Oil – ‘L’ Wood – ‘S’ Water – ‘L’

Pause and Answer

Tick () the correct statments.

1. Nitrogen is an example of a liquid.

Page no. 132

2. In gases, molecules are free to move in any direction. []

3. Solids have a definite shape. []

4. A liquid takes the shape of the container it is poured in. []

Chapter Checkup

1. Tick () the correct option.

A. Loosely arranged molecules

B. Melting of ice cream

C. Boiling of an egg

D. Milk

2. Fill in the blanks.

A. Evaporation

B. Liquid

C. Solid

D. Universal

E. Immiscible

3. Write True or False.

A. False

C. True

E. False

B. False

D. False

4. Short-answer questions.

A. Molecules are too small to be seen with the naked eye. They make up all matter and are only visible under microscopes.

B. Water freezes into ice. This process is called solidification.

C. When sand is mixed with water, it does not dissolve in water; it settles at the bottom.

D. Oil and kerosene do not mix with water because they are immiscible liquids.

E. Carbonated drinks contain dissolved carbon dioxide, making them fizzy.

5. Long-answer questions.

A. The three states of matter are solids, liquids, and gases. Solids have a fixed shape and volume, liquids have a fixed volume but no fixed shape, and gases have neither fixed shape nor volume.

Arrangement of molecules in a solid.

Arrangement of molecules in a liquid. Arrangement of molecules in a gas.

B. Physical changes are reversible and do not form new substances (e.g., melting ice, tearing paper). Chemical changes are irreversible and form new substances (e.g., rusting iron, burning wood).

C. Evaporation is the process of turning liquid into gas (e.g., water turning into water vapour), whereas melting changes solid into liquid (e.g., ice melting into water).

D. Soluble substances dissolve in water (e.g., salt), while insoluble substances do not (e.g., sand).

6. Picture-based questions.

A. The image shows the inflation of a balloon due to gas expansion.

B. The balloon inflates because air is pushed inside, filling up space.

C. If cooled, the balloon contracts as gases shrink in colder temperatures.

Challenge (HOTS)

This is a chemical change because rusting creates a new substance. When iron reacts with water and oxygen, it forms rust (iron oxide). This change is irreversible, meaning the rust cannot turn back into iron.

Force, Work and Energy

Learning Outcomes

Students will be able to: identify and describe the different effects of force on objects (motion, speed, direction, shape). identify and describe the types of forces and provide real-world examples of each. define work in scientific terms and differentiate between situations where work is done and not done, based on the movement of an object in the direction of the applied force. identify and describe the different forms of energy and provide examples of each. differentiate between renewable and non-renewable energy resources, understand their environmental impact, and identify examples of each.

Let’s Recall

Recap with the students the knowledge on force and energy. Ask the students to attempt the question given in the Get Set section.

Vocabulary

stationary: not moving repel: to push away biogas: a gas formed from the waste of plants and animals

swamps: wetlands partially covered with water

Teaching Aids

gravity: the force that attracts every object towards the centre of the Earth

potential energy: the energy due to the position of an object

kinetic energy: the energy due to the movement of an object

Toy cars, blocks, balls, string, small boxes, marbles, tray or cardboard box with raised edges, rulers or cardboard pieces, playdough or modelling clay, sponges, soft foam balls, a smooth inclined plane (a board propped up on books), stopwatch (optional); Feather, coin, paper, ladder or chair (with supervision), small buckets, soft balls or beanbags, markers for start and finish lines, smooth table, carpet, sandpaper, towel, magnets, paper clips, nails, wooden blocks, plastic toys; Small boxes of different weights, flat surface (floor or table), books, blocks, small weights, toy cars with strings, other pullable toys, board, books to create an inclined plane; Two sets of flashcards: one set with the names of energy forms (heat, light, mechanical, wind, solar, geothermal) and another set with clues that include either definitions or examples; A4 sheet, coloured pencils, markers, pictures of renewable and non-renewable resources (if needed)

Chapter: Force, Work and Energy

Force: Effects and Types - Effects of Force

Learning Outcomes

Reflection Page 142

The students will be able to identify and describe the different effects of force on objects (motion, speed, direction, shape).

Teaching Aids

Toy cars, blocks, balls, string, small boxes, marbles, tray or cardboard box with raised edges, rulers or cardboard pieces, playdough or modelling clay, sponges, soft foam balls, a smooth inclined plane (a board propped up on books), stopwatch (optional)

Activity

Divide the class into four groups, each demonstrating one effect of force: movement, direction change, shape change, and speed variation.

Group 1 will experiment with pushing and pulling different objects (toy cars, balls, blocks) to observe how they start, stop, slow down, or speed up.

Group 2 will roll marbles on a tray and use rulers or cardboard pieces to change their direction, testing different angles and forces.

Group 3 will apply force to materials like playdough and sponges by squeezing, pressing, and rolling to observe shape changes.

Group 4 will release toy cars down an inclined plane and apply different amounts of force to see how it affects speed.

After completing their tasks, each group will present their findings to the class. Conclude with a discussion on how force influences objects in various ways.

Extension Idea

Ask: Can you think of a time when a force changes the shape of something permanently?

Say: Yes, when you crumple a piece of paper, or when a blacksmith hammers hot metal into a new shape. The force applied changes the object’s shape, and it doesn’t return to its original form.

Force: Effects and Types - Types of Force

Learning Outcomes

Reflection Page 143

The students will be able to identify and describe the types of forces and provide real-world examples of each.

Teaching

Aids

Ball, feather, coin, paper, ladder or chair (with supervision), small buckets, soft balls or beanbags, markers for start and finish lines, toy cars, smooth table, carpet, sandpaper, towel, inclined plane, magnets, paper clips, nails, coins, wooden blocks, plastic toys

Activity

Set up four workstations around the classroom, each demonstrating a different type of force: gravity, muscular force, friction, and magnetic force. Students will rotate through each station to experience the activities firsthand.

Workstation 1 (Gravity): Students will drop various objects (ball, feather, coin, paper) from the same height and observe how gravity pulls them toward the ground. They will discuss why some objects fall faster than others.

Workstation 2 (Muscular Force): Students will lift different objects of varying weights (books, water bottles, bags) and observe how their muscles apply force to move them. They will discuss how muscular force is needed to lift and carry objects.

Workstation 3 (Friction): Students will release toy cars down an inclined plane placed on different surfaces (smooth, rough, carpeted) and observe how friction affects movement. They will discuss how friction can slow down or speed up objects.

Workstation 4 (Magnetic Force): Students will use magnets to test which objects (paper clips, nails, coins, wooden blocks, plastic toys) are attracted to them. They will discuss how magnetic force works and which materials are affected by it.

After all groups have rotated through the stations, the class will come together to share observations and discuss how these forces impact daily life.

Extension Idea

Ask: If you push a heavy box and a light box with the same amount of muscular force, which one will move more easily? Why?

Say: The light box will move more easily. This is because the heavy box has more mass, and it takes more force to overcome its inertia (resistance to change in motion). The same amount of muscular force has a greater effect on the lighter object.

Work Done

Learning Outcomes

Reflection

The students should be able to define work in scientific terms and differentiate between situations where work is done and not done, based on the movement of an object in the direction of the applied force.

Teaching Aids

Small boxes of different weights, flat surface (floor or table), books, blocks, small weights, toy cars with strings, other pullable toys, board, books to create an inclined plane

Activity

Divide the class into four groups, each stationed at a different area to explore how force is used to do work. Students will rotate through each station to experience different ways work is done.

Station 1: Students will push small boxes across the floor and observe that work is done when the box moves. They will then push against a wall and discuss why no work is done when there is no movement.

Station 2: Students will lift various objects (books, blocks, small weights) onto a table and observe that work is done when the object moves upward. They will then hold an object still in the air and discuss why no work is done in this case.

Station 3: Students will pull toy cars using strings and observe that work is done when the toy moves. They will then attempt to pull an object that doesn’t move and discuss why no work is done in that situation.

Station 4: Students will lift a toy car directly onto a table and then use an inclined plane to push it up to the same height. They will compare the effort needed and discuss how inclined planes make work easier by reducing the force required but increasing the distance. After rotating through all stations, students will share their observations and discuss how force is needed to do work in daily life.

Extension Idea

Ask: If you hold a heavy bag of groceries for a long time, are you doing work on the bag? Why or why not?

Say: No, you are not doing work in the scientific sense. Even though you feel tired, the bag is not moving. Work is only done when an object moves in the direction of the force applied.

Energy: Forms and Resources - Forms

Learning Outcomes

Reflection Page 145

The students will be able to identify and describe the different forms of energy and provide examples of each.

Teaching Aids

Two sets of flashcards: one set with the names of energy forms (heat, light, mechanical, wind, solar, geothermal) and another set with clues that include either definitions or examples

Activity

Prepare two sets of flashcards: one set with the names of energy forms (heat, light, mechanical, wind, solar, geothermal) and another set with clues that include either definitions or examples (e.g., “Energy from the Sun”, “Spinning pinwheel”, “Heat from inside the Earth”). Shuffle and distribute the cards randomly among students. Students will walk around and find the correct match for their card. Once matched, each pair will read their energy type and clue aloud. Discuss each energy form as a class, encouraging students to think of additional examples for each type.

Extension Idea

Ask: Can energy change from one form to another? Give an example.

Say: Yes, energy can change forms. For example, in a solar panel, light energy from the Sun is converted into electrical energy. In a wind turbine, mechanical energy from the wind is converted into electrical energy.

Energy: Forms and Resources - Resources Reflection Page 147

Learning Outcomes

The students will be able to differentiate between renewable and non-renewable energy resources, understand their environmental impact, and identify examples of each.

Teaching Aids

A4 sheet, coloured pencils, markers, pictures of renewable and non-renewable resources (if needed) Activity

Provide each student with A4 sheets, markers, coloured pencils, and optional cut-out pictures. Explain the importance of conserving energy and discuss simple ways to save it, such as turning off lights, walking instead of driving, and recycling. Instruct students to create their own posters illustrating different energy conservation methods using drawings, slogans, and real-life examples. Once completed, allow volunteers to present their posters to the class. Display the posters around the classroom to reinforce the message of energy conservation.

Extension Idea

Ask: How can we reduce our reliance on non-renewable energy resources?

Say: We can reduce our reliance by using renewable energy sources, conserving energy, improving energy efficiency, and developing new technologies that use sustainable energy.

Answers

Get Set

Page no. 141

Look at the pictures and write if the force is a push or a pull. Also, in the boxes draw arrows to show the direction of the force.

Pause and Answer

1. Muscular force

2. Gravitational force

3. Magnetic force

4. Frictional force

Pause and Answer

Page no. 145

4. Short-answer questions.

A. A magnet attracts iron nails because they are made of magnetic materials like iron, nickel, or cobalt. Wood is a non-magnetic material, so it is not attracted by a magnet.

B. Friction helps us walk without slipping.

It allows vehicles to stop when brakes are applied.

C. Force can make an object move.

Force can stop a moving object.

Force can change the speed of an object.

Force can change the direction of an object.

Force can change the shape of an object.

D. Work is said to be done when a force is applied to an object, and the object moves in the direction of the applied force.

5. Long-answer questions.

Page no. 147

1. Renewable resources: Solar energy, Wind energy

2. Non-renewable resources: Coal, Petroleum

Chapter Checkup

1. Tick () the correct option.

A. Force

C. Muscular energy

2. Fill in the blanks.

B. the Sun

D. Petroleum

A. opposite B. rough

C. non-renewable D. renewable

E. geothermal

3. Write True or False.

A. True

C. True

B. False

D. False

A. Muscular Force – Force applied by muscles (e.g., lifting a book).

Gravitational Force – Force that pulls objects toward the Earth (e.g., a ball falling to the ground).

Frictional Force – Force that resists motion (e.g., a moving car stopping, writing on the board with chalk).

Magnetic Force – Force exerted by magnets (e.g., a magnet attracting iron nails).

B. The mechanical energy is the energy of an object due to its position or motion. There are two types of mechanical energy: potential energy and kinetic energy. The energy due to the position of the object is called potential energy and the energy of the object due to its motion is called kinetic energy. For example, water stored at a height in a dam has potential energy due to its position. But this energy gets converted into kinetic energy when water flows down from a height.

C. Renewable Energy Non-Renewable Energy

Can be replenished naturally

Limited in supply, takes millions of years to form

Environmentally friendly Causes pollution

Examples: Solar energy, Wind energy Examples: Coal, Petroleum

D. a. We remain on the Earth’s surface due to the force of gravity, which pulls us toward the Earth’s centre.

b. The toy car stops due to friction between the wheels and the surface, which opposes its motion.

c. Solar energy is renewable, eco-friendly, and does not cause pollution, making it a sustainable alternative to fossil fuels

6. Picture-based questions.

A. The form of energy used to run the objects shown in the image is wind energy.

B. Wind energy is a renewable energy source because it is naturally replenished by the wind and does not deplete over time. It is also eco-friendly and does not produce harmful emissions, making it a sustainable alternative to fossil fuels.

Challenge (HOTS)

1. If there were no friction, we would not be able to walk, write, or hold objects properly. Vehicles would not stop easily, and everything would keep sliding without control.

2. If all non-renewable energy sources are depleted, we would not have fuels like petrol and coal for transport, electricity, and cooking. We would have to depend only on renewable energy sources like solar and wind power.

Machines Around Us 13

Learning Outcomes

Students will be able to:

explain why machines are important, identify examples of simple machines, and understand the difference between simple and complex machines. identify the three classes of levers (first, second, and third class) and provide real-life examples of each. identify and explain how wheel and axle, pulley, inclined plane, screw, and wedge make work easier, and provide real-life examples.

Let’s Recall

Recap with the students the knowledge on simple machines. Ask the students to attempt the question given in the Get Set section.

Vocabulary

manually: something done by hands grooved: with narrow cuts on the surface stationary: something at rest lever: a straight rod that rests on a fixed point and can be turned around that point fulcrum: a fixed point around which a lever can be turned effort: the force applied on the lever load: the object that is moved by a lever pulley: a grooved wheel with a rope around it

Teaching Aids

inclined plane: a surface whose one end is raised at an angle while the other end stays on the ground wedge: it is made up of two inclined planes joined back-to-back, forming a sharp edge wheel and axle: it consists of a circular part called the wheel which is attached to a rod called an axle

screw: an inclined plane wrapped around a cylinder

Slips of paper, including both simple machines (e.g., knife, pliers, scissors, and so on) and complex machines (e.g., washing machine, mixer, bicycle), a box; Flashcards showing examples of first class, second class and third class levers; Bottle caps, jar lids, straws, pencils, cardboard, glue or tape, wooden board, small toy car or ball, books or blocks, paper strip or thin ribbon, foam or clay, a real screw, screwdriver, spool, thread reel, string or yarn, small bucket or cup, stick or rod, plastic knife or cardboard wedge, real examples like a doorstop

Chapter: Machines Around Us

Importance of Machines, Simple and Complex Machines

Learning Outcomes

Reflection Page 151

The students will be able to explain why machines are important, identify examples of simple machines, and understand the difference between simple and complex machines.

Teaching Aids

Slips of paper, including both simple machines (e.g., knife, pliers, scissors, and so on) and complex machines (e.g., washing machine, mixer, bicycle), a box

Activity

Write the names of different machines on slips of paper, including both simple machines (e.g., knife, pliers, scissors, and so on) and complex machines (e.g., washing machine, mixer, bicycle). Fold the slips and place them in a box.

Divide the class into teams. One by one, each team sends a volunteer to pick a slip and either act out how the machine works or demonstrate its use through gestures. The rest of the team guesses the name of the machine, its purpose, and whether it is a simple or complex machine.

Encourage students to think creatively while enacting. If needed, provide hints to help them. Continue until all teams have had multiple turns. Conclude by discussing how simple machines make work easier and how complex machines are made by combining simple machines.

Extension Idea

Ask: If you had to build a house, what simple machines would you use?

Say: I would use inclined planes (ramps) to move heavy materials, levers to lift objects, wheels and axles to move carts, and screws to hold things together.

Types of Simple Machines - Levers

Learning Outcomes

Reflection Page 153

The students will be able to identify the three classes of levers (first, second, and third class) and provide real-life examples of each.

Teaching Aids

Flashcards showing examples of first class, second class and third class levers

Activity

Divide the class into small groups and provide each group with a set of flashcards. Each card should have the name or picture of a lever-based tool or object (e.g., seesaw, wheelbarrow, tweezers).

Ask the groups to classify the flashcards into first-class, second-class, and third-class levers based on the position of the fulcrum, effort, and load. Once they finish sorting, each group takes turns explaining their choices to the class, describing where the fulcrum, effort, and load are located in each example.

Encourage discussion if there are disagreements, guiding students to understand the correct classification. Conclude by reinforcing the characteristics of each type of lever and their real-world applications.

Extension Idea

Ask: Imagine you need to move a very heavy rock. If you only had a long wooden plank, how would you use it as a lever?

Say: I would find a smaller, sturdy rock or block to use as a fulcrum. Then, I would place the wooden plank on the fulcrum, with one end under the heavy rock. By pushing down on the other end of the plank, I could lift the heavy rock. The closer the fulcrum is to the heavy rock, the easier it will be to lift.

Types of Simple Machines - Pulley, Inclined plane, Wedge, Wheel and Axle, and Screw

Learning Outcomes

Reflection Page 154

The students will be able to identify and explain how wheel and axle, pulley, inclined plane, screw, and wedge make work easier, and provide real-life examples.

Teaching Aids

Bottle caps, jar lids, straws, pencils, cardboard, glue or tape, wooden board, small toy car or ball, books or blocks, paper strip or thin ribbon, foam or clay, a real screw, screwdriver, spool, thread reel, string or yarn, small bucket or cup, stick or rod, plastic knife or cardboard wedge, real examples like a doorstop

Activity

Divide the class into five groups and assign each group one type of simple machine (pulley, wheel and axle, inclined plane, screw, and wedge). Set up five workstations, each with materials for building a working model of their assigned machine. Each group will work together to create a functional model using materials like cardboard, wooden sticks, string, spools, and small weights. For example:

Wheel and Axle Group: Create a model using bottle caps (wheels) and a straw (axle) to show how the system reduces friction. Example: A toy car or a rolling spool.

Inclined Plane Group: Use a wooden board or thick cardboard to form a ramp and roll a toy car or a ball down to demonstrate how an inclined plane makes movement easier. Example: A ramp for lifting a box

Screw Group: Show how a screw converts rotational motion into linear motion by wrapping a paper strip diagonally around a pencil and rotating it into foam. Example: A working screw made from a bolt or twisted paper.

Pulley Group: Make a simple pulley using string, a spool, and a small bucket to demonstrate how pulleys help lift objects with less effort. Example: A bucket lift.

Wedge Group: Use a piece of foam or clay and press a plastic knife or a cardboard wedge into it to show how a wedge splits or cuts materials. Example: A knife cutting paper.

Once all models are complete, groups will demonstrate their machines and explain their real-world applications. Rotate students so that everyone gets a chance to visit all stations, observe, and ask questions. End with a discussion on how these simple machines make work easier in daily life.

Extension Idea

Ask: Why do spiral staircases make it easier to climb to a higher floor than a straight ladder?

Say: A spiral staircase is like an inclined plane wrapped around a cylinder. It increases the distance you travel, but it reduces the effort needed to climb. A straight ladder would require a much steeper climb.

Get Set

Answers

Page no. 151

Look at the images given below. Tick () the activities where simple machines are being used.

Chapter Checkup

1. Tick () the correct option.

A. Scissors

B. Wedge

C. A pair of tongs

D. Fishing rod

E. Three

2. Match the following.

A. Inclined plane → v. Slide

B. Wheel and axle → vi. Roller skate

C. Pulley → iv. Well with a bucket

D. Wedge → iii. Knife

E. Lever → ii. Car jack

F. Screw → i. Screw

3. Fill in the blanks.

A. complex B. cylinder

C. fulcrum D. effort

E. first-class

4. Write True or False.

A. False B. True

C. True D. True

E. True

5. Short-answer questions.

A. Bicycle pedals, wheel of a car

B. Fulcrum – The fixed point on which the lever pivots.

Effort – The force applied to move the lever.

Load – The object that is being moved.

C. A screw is a type of inclined plane that is wrapped around a straight, rod-like structure, forming a spiral. An inclined plane is a surface whose one end is raised to an angle while the other end stays on the ground.

D. A pulley helps us lift heavy objects with less effort by changing the direction of the force applied.

E. A wedge is a simple machine made of two inclined planes joined together that is used for cutting or splitting objects. Examples: Knife, axe

6. Long-answer questions.

A. Machines are important in our lives because they help us in many ways:

Machines help us do things that we cannot do easily with our hands.

They reduce the effort it takes to do a task. They help us perform the task easily and efficiently. They save time and energy.

B. Simple Machine Complex Machine

Made of only one basic mechanism

Made of two or more simple machines

Reduces effort but does not generate power Uses multiple simple machines to preform tasks

Examples: Pulley, Lever Examples: Bicycle, Car

C. There are two types of pulley:

a. Fixed Pulley: This type of pulley does not move and is attached to a stationary object like a hook or a wall. It changes the direction of the applied force but does not reduce the amount of force needed. Fixed pulleys are commonly used in flagpoles and water wells.

b. Movable Pulley: This type of pulley is not fixed in place; instead, it moves along with the load, reducing the effort needed to lift the load. They are often used in cranes and tow-away vehicles to lift or drag heavy objects.

D. Based on the positions of the fulcrum, load and effort, levers are categorised into three classes:

a. First Class Levers: In these levers, the fulcrum is in the centre of the load and the effort. Examples of such levers are a pair of scissors, seesaws, pliers and hand pumps.

Fulcrum

Load

Effort

b. Second Class Levers: In these levers, the load is placed between the fulcrum and the effort. Examples of second-class levers are bottle-openers, wheelbarrows and nutcrackers.

Effort

Fulcrum Load

c. Third Class Levers: In these levers, the effort is placed between the load and the fulcrum. Examples of such levers are forceps, tongs and fishing rods.

Load Effort

7. Picture-based questions.

A. The second picture (ii) shows work being done with less effort. The worker is using a sloped surface to move the box up, which reduces the force needed compared to lifting it straight up in the first picture (i).

B. The simple machine used in picture (ii) is an inclined plane. Its function is to make it easier to move heavy objects to a higher place by spreading the effort over a longer distance.

Challenge (HOTS)

It depends on the situation.

A pulley is useful if you need to lift something straight up with less effort.

A ramp (inclined plane) is better if you want to push or roll the object to a higher place using less force over a longer distance.

If the goal is to move the object gradually to a height, a ramp would be the better choice.

Fulcrum

Our Universe

Chapters in This Unit

14. Light and Shadows

15. The Moon and the Eclipse

Story in This Unit

As the day of the asteroid attack arrives, the Elders, Dr Vikram, and the Trio wait patiently for Lord Ero and Drakon to appear. Dr Vikram assures them that they are fully prepared, but Conji expresses concern over how Lord Ero always manages to escape. The Elder Wizard admits that despite reading all their spell books, he has yet to uncover Lord Ero’s secret. Mel grows impatient, but Elder Robot advises patience, warning that acting rashly could allow Lord Ero and Drakon to escape and attack another planet. However, as time passes, the Elders begin to wonder why Lord Ero has not yet arrived.

While they wait, Eva admires the beauty of the night sky and expresses how the stars are shining brightly. Dr Vikram mentions that the sky would be even more enchanting with a full moon, which leads to a discussion about the Moon’s phases. He explains that a full moon occurs when the Moon’s entire face is illuminated, while its light is dimmest during a new moon. Eva curiously asks about the significance of this, and Dr Vikram elaborates that the Moon’s brightness varies throughout its phases.

The Elder Wizard suddenly realises something crucial—Lord Ero’s delay must be related to the phases of the Moon. He recalls that in Dark Magic, moon phases play an essential role, with magic being strongest in complete darkness. Connecting the dots, he concludes that Lord Ero is waiting for the new moon to attack when darkness is at its peak.

Dr Vikram quickly checks and confirms that the new moon is just two days away. The Elder Wizard, now certain of Lord Ero’s plan, warns the team that the real battle will happen then. With this newfound understanding, the heroes prepare for the upcoming confrontation, knowing they have little time left before the forces of darkness strike.

Light and Shadows

Learning Outcomes

Students will be able to:

differentiate between luminous and non-luminous objects, understand how light is emitted or reflected, and provide examples of each.

classify objects as transparent, translucent, or opaque based on how light passes through them and explain the differences between these categories.

demonstrate and explain that light travels in straight lines (rectilinear motion) and provide examples of this phenomenon.

explain how shadows are formed, identify the necessary components for shadow formation, and describe the features of shadows, including how they change with the position of the light source.

Let’s Recall

Recap with the students the knowledge on light and its sources.

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

Vocabulary

partially: only part of blurred: unclear

luminous objects: objects that give out light of their own

non-luminous objects: objects that do not give out their own light

transparent: materials that allow light to pass through them completely

Teaching Aids

translucent: materials that allow light to pass through them partially

opaque: materials that don’t allow light to pass through them

shadow: a dark area formed when an object blocks light from the light source

Chart paper, pictures of luminous and non-luminous objects, glue, markers; Chop sticks/straws/ice-cream sticks (whichever is easily available), clear transparent sheet, wax paper or a piece of fabric, a piece of cardboard, tape, strings; Pictures or illustrations showing rectilinear propagation of light

Chapter: Light and Shadows

Luminous and Non-luminous Objects

Learning Outcomes

Reflection Page 164

The students will be able to differentiate between luminous and non-luminous objects, understand how light is emitted or reflected, and provide examples of each.

Teaching Aids

Chart paper, pictures of luminous and non-luminous objects, glue, markers

Activity

Ask each student to bring pictures of two luminous objects and two non-luminous objects. Arrange the students in a circle and explain that they will create a collage using the pictures they brought. Draw a line down the centre of a large chart paper and label one side “Luminous” and the other “Non-Luminous”. Pass the chart paper around the circle. As each student receives it, they will show and describe their pictures, identify whether each object is luminous or non-luminous, and paste them under the correct category. Once all students have contributed, discuss the differences between luminous and non-luminous objects as a class. Post the activity, display the chart on the class wall or bulletin board for reference of students.

Extension Idea

Ask: If you were in a completely dark room, could you see any non-luminous objects? Why or why not? Say: No, you could not see any non-luminous objects in a completely dark room. Non-luminous objects need light from a luminous source to be visible. Flow of Light

Reflection Page 165

Learning Outcomes

The students should be able to classify objects as transparent, translucent, or opaque based on how light passes through them and explain the differences between these categories.

Teaching Aids

Chop sticks/straws/ice-cream sticks (whichever is easily available), clear transparent sheet, wax paper or a piece of fabric, a piece of cardboard, glue, tape, strings

Activity

Divide the class into three groups, assigning each group one type of material: transparent (clear plastic sheet), translucent (wax paper or thin fabric), and opaque (cardboard). Provide each group with ice cream sticks, straws, or chopsticks to create a window frame. They can tie the corners together with string to hold the frame in place. Once their frame is ready, each group will attach their assigned material to it, forming a “window”. When all the models are complete, have the groups take turns holding their windows up to a light source, such as a flashlight or a classroom window. Encourage them to observe and discuss how much light passes through each type of material. Lead a class discussion where students compare their observations, noting that transparent materials allow most light to pass through, translucent materials let some light through but scatter it, and opaque materials block light completely. Conclude the activity by asking students to relate their findings to real-world examples, such as glass windows, frosted glass, and wooden doors.

Extension Idea

Ask: How is frosted glass different from clear glass?

Say: Clear glass is transparent, meaning it allows almost all light to pass through. Frosted glass is translucent; it scatters the light as it passes through, so you can’t see clearly through it, but light still gets through.

Flow of Light - Path of Light

Learning

Outcomes

Reflection Page 166

The students will be able to demonstrate and explain that light travels in straight lines (rectilinear motion) and provide examples of this phenomenon.

Teaching Aids

Pictures or illustrations showing rectilinear propagation of light

Activity

Ask students to bring pictures or draw illustrations of real-life examples that show light travelling in a straight line, such as sunlight streaming through a window, a flashlight beam, or streetlights at night. In class, have students sit in a circle and take turns sharing their pictures or drawings, explaining how each one demonstrates the straight-line motion of light.

Hold up a few selected images and discuss them with the whole class. Encourage students to think of more examples from their daily lives. Conclude by reinforcing that light always travels in a straight path unless it interacts with an object or material that changes its direction.

Extension Idea

Ask: If light could bend around corners, how would our world be different?

Say: Shadows wouldn’t exist. We could see around corners. We wouldn’t need windows or lights to see in rooms. Images from pinhole cameras would be blurry.

Shadows

Learning Outcomes

The students will be able to explain how shadows are formed, identify the necessary components for shadow formation, and describe the features of shadows, including how they change with the position of the light source.

Teaching Aids

Flashlight, opaque objects like notebook, toy car, vase and so on Activity

Divide the class into teams and have all students face the wall. Dim the room by drawing curtains or covering windows with newspaper. Set up a flashlight or lamp as a light source.

Hold up various opaque objects, such as a book, plastic bottle, or toy car, in front of the light to project shadows on the wall. Each team takes turns guessing the object based on its shadow. After a few rounds, invite one student from a different team to use their hands to create shadow shapes of animals, birds, or objects. Other teams take turns guessing what they see.

Encourage creativity and discuss how the position and movement of hands or objects affect the shadow’s shape. Conclude by reinforcing that shadows are formed because light travels in a straight line and is blocked by objects.

Extension Idea

Ask: If you were in space, would you still have a shadow?

Say: Yes, you would. If there’s a light source (like the Sun) and an object to block the light, a shadow will form.

Answers

Get Set

1.

Pause and Answer

Page no. 164

Page no. 165

Luminous Objects - Stars, Sun, Firefly, Electric Bulb, Tubelight

Non-Luminous objects - Wall, door, Earth, Moon, Pen

Chapter Checkup

1. Tick () the correct option.

A. Sun

B. Wood

C. Clear glass

D. Wooden door

E. Straight line

2. Fill in the blanks.

A. Translucent

C. Transparent

E. longer

3. Write True or False

A. False

4. Short-answer questions.

Shadows

Black

A. The Sun is a luminous object because it produces its own light.

The Moon is a non-luminous object as it reflects the Sun’s light and does not produce its own light.

B. Transparent (e.g., clear glass)

Translucent (e.g., frosted glass)

Opaque (e.g., wood)

C. Shadows are formed when an opaque object blocks the path of light, preventing it from passing through.

D. When the light source is closer, the shadow becomes bigger. When the light source is farther, the shadow becomes smaller.

5. Long-answer questions.

A. Luminous objects produce their own light, e.g., the Sun, a candle, a torch.

Non-luminous objects do not produce light; they only reflect it, e.g., the Moon, a book, a table.

B. Transparent materials allow all light to pass through (e.g., clear glass).

Translucent materials allow some light to pass through (e.g., butter paper).

Opaque materials do not allow any light to pass through (e.g., wood).

C. Morning & Evening: Shadows are longer because the Sun is low in the sky.

Noon: Shadows are shortest because the Sun is directly overhead.

Direction: Shadows change direction based on the Sun’s movement across the sky.

D. Shadows are always black because they form where light is blocked.

Shadows change in size based on the position of the light source.

Shadows form in the opposite direction of the light source.

6. Picture-based questions.

A. Object: Trees (and the forest environment).

Source of Light: The Sun.

B. What you notice: The shadows are long and stretched out.

Why it happens: The sun is likely low in the sky (either early morning or late afternoon), causing the light to hit the trees at an angle, resulting in elongated shadows.

Challenge (HOTS)

Yes! Shadows can be helpful in daily life in many ways.

1. Telling Time: In olden times, people used sundials to tell time by observing the position of the shadow. Even today, we can guess the time of day by looking at the length and direction of shadows.

2. Providing Shade: On hot days, we use the shade of trees or buildings to stay cool because shadows block sunlight.

The Moon and the Eclipse

Learning Outcomes

Students will be able to:

understand the Moon’s size, surface, atmosphere, and gravitational effects on Earth. explain the phases of the Moon and their causes.

understand how eclipses occur and the difference between solar and lunar eclipses. explain how the Moon’s gravity causes tides on Earth.

Story in This Chapter

On the day of the new moon, Lord Ero and Drakon cast a spell to accelerate an asteroid towards the Earth, intending to bring eternal darkness. However, the heroes, led by Elder Wizard, Elder Robot, and Dr Vikram, are prepared for battle. While Dr Vikram uses his machine to destroy the asteroid, the Elders engage Lord Ero and Drakon in a space battle to distract them. Meanwhile, the Trio—Mel, Conji, and Eva—secretly follow Lord Ero and Drakon. As the asteroid is shattered, Lord Ero and Drakon realise their plan has failed. To escape, they use a spell to create duplicate versions of themselves and their spaceship, tricking their enemies.

However, the Trio, observing from the shadows, discover the deception and inform the Elders. They chase the real Lord Ero and Drakon, launching an unexpected attack on their spaceship. Just before their ship is destroyed, Lord Ero and Drakon jump out, but Conji quickly traps them in a magical bubble. The Elders arrive and commend the Trio for their bravery. With Lord Ero and Drakon captured, they fly back to Avora, ensuring the villains are imprisoned in the Void, securing the safety of the planets once again.

Let’s Recall

Recap with the students the knowledge on the Sun, Moon and the Earth. Ask the students to solve the riddles given in the Get Set section.

Vocabulary

crescent: the shape of the Moon less than half illuminated illuminated: made bright with light

waxing: when the Moon’s apparent shape is thickening

waning: when the Moon’s apparent shape is thinning

partial: not complete meteorites: space rocks that fall on Earth, Moon or other planets

Teaching Aids

exosphere: the thin layer of the Moon’s atmosphere

gravity: the force that attracts objects towards the centre of the Earth

umbra: the dark part of the shadow penumbra: the part of a shadow that’s a little lighter

tides: the rise and fall of ocean levels caused by the Moon’s gravity

A4 sheet, compass (to draw circles to show the Sun, Moon and the Earth), pencil, colours, eraser, ruler, notebook, glue; Oreo cookies, paper plates, spoon, moon phase pictures for reference; Coloured paper, chart paper, markers, scissors, glue; Diagrams of tides, coloured pencils, pencils

Chapter: The Moon and the Eclipse

Moon Around the Earth

Learning Outcomes

The students will be able to understand the Moon’s size, surface, atmosphere, and gravitational effects on Earth.

Teaching Aids

A4 sheet, compass (to draw circles to show the Sun, Moon and the Earth), pencil, colours, eraser, ruler, notebook, glue

Activity

Provide students with the approximate diameters of the Moon (3,474 km), Earth (12,742 km), and Sun (1,391,000 km). Ask them to draw representations of these celestial bodies on an A4 sheet, ensuring they depict the size differences proportionally. Encourage them to compare how much larger the Earth is compared to the Moon and how much bigger the Sun is in relation to both. (Have them use their knowledge of subtraction to find the differences.)

Have students research and note key features of the Moon, including its lack of a substantial atmosphere, its weaker gravity (about 1/6th of Earth’s), and its surface characteristics such as craters, mountains, and the absence of liquid water. Ask them to create a comparative table to highlight the differences between the Moon and Earth.

When done, ask the students to share the work with the class and then paste the sheet in their notebooks.

Extension Idea

Ask: Why does the Moon have so many craters while Earth does not?

Say: The Moon has no atmosphere to burn up meteorites before they hit the surface, so they create craters. Earth’s atmosphere burns up most meteorites, and erosion (wind, water) wears down craters over time. Also the earth has plate tectonics that recycle the crust.

Phases of the Moon

Learning

Outcomes

The students should be able to explain the phases of the Moon and their causes.

Teaching Aids

Oreo cookies, paper plates, spoon, moon phase pictures for reference

Activity

Reflection Page 172

Divide the class into groups. Provide each group with a few Oreo cookies to represent the Moon. Have them gently twist the cookies apart, keeping the cream on one side. Using a spoon, students can carefully scrape away portions of the cream to create different Moon phases, such as the full moon (no cream removed), half moon (half the cream scraped off), crescent moon (most of the cream removed, leaving a curved shape), and new moon (all the cream removed). Guide students to arrange the cookies in order of the Moon’s phases and discuss how the changing light on the Moon is caused by its position relative to the Earth and Sun. Encourage them to observe the real Moon and relate it to their Oreo models.

Extension Idea

Ask: If you were on the Moon, would Earth have phases too?

Say: Yes, Earth would have phases, just like the Moon. You would see different amounts of Earth’s sunlit surface as it orbits the Sun, from your perspective on the Moon.

Eclipses

Learning Outcomes

Reflection Page 174

The students will be able to understand how eclipses occur and the difference between solar and lunar eclipses.

Teaching Aids

Coloured paper, sticks/straws, scissors, glue

Activity

Divide students into groups of three and provide each group with circular cut-outs of the Sun, Moon, and Earth in different colours. Assign each student in the group a role: one represents the Sun and holds its cut-out, another represents the Earth, and the third holds the Moon. As you explain the alignment of the Sun, Moon, and Earth during a solar eclipse, have each group physically demonstrate the formation by positioning themselves correctly, with the Moon standing between the Sun and Earth to block the sunlight. Ask them to repeat the steps for the lunar eclipse. Once the demonstration is complete, ask students to paste the cut-outs in their notebooks, labelling them to illustrate both solar and lunar eclipses.

Extension Idea

Ask: What precautions should we take during a solar eclipse?

Say: Never look directly at the Sun; use eclipse glasses.

Tides

Learning Outcomes

The students will be able to explain how the Moon’s gravity causes tides on Earth.

Teaching Aids

Diagrams of tides, coloured pencils, pencils

Activity

Reflection Page 176

Give each student a diagram showing the Earth, Moon, and tidal bulges. Explain that the Moon’s gravity pulls on Earth’s water, creating high tides on the side facing the Moon and the opposite side, while low tides occur in between. Ask students to carefully label the high tides and low tides on their diagrams. Provide coloured pencils so they can shade the tidal bulges for better visualisation. Encourage them to write a short explanation beneath the diagram, describing how the Moon’s gravitational pull causes the water to rise and fall. Discuss their observations as a class to reinforce understanding.

Extension Idea

Ask: Why do we have two high tides in a day?

Say: One tide is due to the Moon’s gravity, and the other is due to Earth’s motion.

Get Set

1. Moon

Pause and Answer

1. No Moon

3. Waxing Crescent

Chapter Checkup

1. Tick () the correct option.

A. Full Moon

2. Sun

Answers

Page no. 171

Page no. 174

2. Full Moon

4. Waxing Gibbous

B. The Moon’s gravity pulling on the oceans

C. The Earth is between the Sun and the Moon

2. Fill in the blanks.

A. Exosphere

C. Lunar

3. Write True or False.

A. True

C. False

4. Circle the correct alternative.

A. Moon

C. Phases

5. Short-answer questions.

B. Phases

D. tides

B. True

D. True

B. Exosphere

D. solar

A. The surface of the Moon is rocky, uneven, and covered with craters caused by meteorite impacts. It also has mountains, valleys, and flat plains called maria.

B. Unlike Earth, the Moon has a very thin atmosphere called the exosphere. It does not have enough air to support life or weather conditions like wind and rain.

C. The Moon changes its shape throughout the month due to its revolution around the Earth. The different amounts of sunlight reflecting off the Moon’s surface cause the phases of the Moon.

D. The Moon’s gravity pulls on Earth’s oceans, causing high and low tides. The gravitational pull creates bulges in the water, leading to the rise and fall of sea levels.

6. Long-answer questions.

A. The different phases of the Moon occur because of its orbit around the Earth. As the Moon moves, different parts of it are illuminated by the Sun, leading to phases such as New Moon, Crescent, First Quarter, Gibbous, and Full Moon.

a. New Moon: The Moon is between Earth and the Sun. Sunlight can’t reach the side facing Earth, so the Moon appears completely dark.

b. Waxing Crescent Moon: The Moon continues in its orbit, and a small crescent becomes visible. The Sun’s light hits a small portion of the side facing Earth, creating a thin lit-up area.

c. First Quarter or Half Moon: Half of the Moon is illuminated by the Sun, appearing as a semi-circle. “First quarter” refers to the Moon being onequarter through its orbit.

d. Waxing Gibbous Moon: More than half of the Moon is illuminated, but it’s not yet a full circle. The illuminated portion grows larger each night.

e. Full Moon: The Moon is on the opposite side of Earth from the Sun. The side facing Earth is fully lit by sunlight.

f. Waning Gibbous Moon: After the full moon, the illuminated part starts to shrink. The lit portion decreases as the Moon moves toward the third quarter.

g. Third Quarter Moon: Another half of the Moon is illuminated, but it’s the opposite side from the first quarter. The Moon is now three-quarters through its orbit.

h. Waning Crescent: The Moon becomes a thin crescent again, with the curved side facing the opposite direction. The lit area gradually shrinks until the cycle restarts.

B. A solar eclipse occurs when the Moon comes between the Sun and Earth, blocking sunlight. A lunar eclipse happens when Earth is between the Sun and the Moon, casting a shadow on the Moon.

Solar eclipse

Lunar eclipse

C. A partial solar eclipse occurs when only a part of the Sun is blocked by the Moon. A total solar eclipse happens when the Moon completely covers the Sun, making the sky dark for a few minutes.

7. Picture-based questions.

A. Solar Eclipse

B. Lunar Eclipse

Challenge (HOTS)

To safely watch a solar eclipse from the school playground, I will use eclipse glasses (ISO-certified) or a pinhole projector to view the eclipse indirectly. I will not look at the Sun directly without protection. I can also use a telescope or binoculars with special solar filters to safely observe the eclipse and will always follow safety rules and ask a teacher for help!

Assessment Answer Keys

Assessment – 1

Read the given conversation. Answer the questions given below.

1. Answer: b. Using a strong password and not sharing it with anyone.

2. Answer: c. Report it to a trusted adult.

3. Answer: If a stranger sends a message in an online game, two safety steps to take are: Do not reply and avoid sharing any personal information. Block or report the person to the game moderators or a trusted adult.

4. Answer: Aarav should create a strong password by: Using a mix of uppercase and lowercase letters, numbers, and special characters. Avoiding personal information like his name or birthday. Keeping it unique and not using the same password for multiple accounts. A strong password is important because it protects personal data from hackers and prevents unauthorised access to his game and other online accounts.

Assessment – 2

Read the article. Answer the questions given below.

1. Answer: c. Granite

2. Answer: b. They form from tiny pieces of sand, mud, and pebbles that get pressed together over time.

3. Answer: Heat and pressure deep inside the Earth cause changes in rocks by rearranging their minerals, turning them into metamorphic rocks. Sandstone changes into marble because the intense heat and pressure make its grains fuse together, forming a harder, crystalline structure. Yes, this process also affects other rocks—for example, shale can turn into slate, and limestone can become marble under similar conditions.

4. Answer: If I were to build a monument, I would choose granite because it is the strongest and most durable rock, making it resistant to weathering and erosion. Sandstone is easier to carve but can wear away over time, while marble looks beautiful but is softer and can be damaged by acid rain. Since granite lasts the longest, it is the best choice for a monument.

Assessment – 3

Read this article. Answer the questions given below.

1. Answer: c. Craters

2. Answer: a. It has a thin exosphere.

3. Answer: Life is difficult on the Moon because: It does not have a breathable atmosphere, making it impossible for humans to survive without oxygen tanks. The temperatures vary drastically, becoming extremely hot during the day and freezing cold at night.

4. Answer: If I were an astronaut visiting the Moon, I would bring:

A spacesuit with an oxygen supply to help me breathe in the Moon’s airless environment.

A temperature-controlled shelter to protect me from extreme heat and cold.

Food and water supplies since the Moon has no air, water, or plants to provide sustenance. These items are essential for survival, allowing me to explore while staying safe in the Moon’s harsh conditions.

Chapter 1

Think and Tell

Element Answer Keys

Chapter

8

Page no. 13

One healthy change I can make is eating more fruits and vegetables and exercising daily to stay fit and prevent diseases.

Chapter 2

Think and Tell

Page no. 18

If the lower jaw were immovable, we would not be able to talk, chew, or eat properly.

Chapter 3

Think and Tell

Think and Tell

Two ways to reduce air pollution:

Page no. 94

1. Use bicycles or public transport instead of cars.

2. Plant more trees to clean the air.

Discuss!

Rules to reduce noise pollution: Keep volume low in public places. Avoid honking unnecessarily.

Chapter

9

Discuss!

Page no. 27

If the cerebrum is damaged, we may lose control over body movements, memory, and thinking ability.

Do and Learn

Page no. 97

Page no. 103

Life may not be possible on Venus because its atmosphere is too hot and has poisonous gases.

Think and Tell

Page no. 28

(Students will list and complete the table as instructed.)

Discuss!

Page no. 31

Without taste buds, we would not be able to taste food, making eating less enjoyable and sometimes unsafe.

Chapter 4

Think and Tell

A school trip safety plan should include:

1. First-aid kit for emergencies.

2. Teacher supervision at all times.

3. Emergency contact numbers for all students.

Chapter 5

Discuss!

Page no. 40

Page no. 51

Families and schools should prepare for an earthquake by:

Keeping an emergency kit with food, water, and first aid.

Taking cover under a table during the quake.

Think and Tell

Two ways to help disaster-hit victims:

1. Donate food, clothes, and medicines.

2. Help in rescue and relief efforts.

Chapter 7

Discuss!

Page no. 56

Page no. 86

If a bird does not migrate when food is scarce, it may starve and struggle to survive in extreme weather.

Page no. 104

Most oxygen comes from plants, especially trees and ocean plants like algae.

Discuss!

Page no. 109

Water scarcity happens because much of Earth’s water is salty, and fresh water is unevenly distributed or wasted.

Chapter 10

Discuss!

Page no. 117

Without rocks, we would not have soil for plants, minerals for tools, or stones for buildings.

Think and Tell

The Taj Mahal is made of marble.

Chapter

11

Think and Tell

Page no. 118

Page no. 131

Five things in my classroom: Desk, chair, blackboard, book, and pencil. They are all matter because they take up space and have weight.

Discuss!

Page no. 136

If a bottle of carbonated drink is left open, the gas escapes, making it lose its fizz and taste flat.

Chapter 12

Think and Tell

Two activities where force changes shape:

1. Pressing clay to make a shape.

2. Stretching a rubber band.

Page no. 142

Discuss! Page no. 144

Without gravity, everything would float, and we would not stay on the ground.

Think and Tell

Page no. 144

A ball rolls smoothly on the floor because it is flat, but not on grass because the grass slows it down due to friction.

Chapter 13

Think and Tell

Page no. 152

A washing machine is a complex machine as it uses many simple machines to work.

Chapter 14

Think and Tell

Page no. 165

Three non-luminous objects in my classroom: Desk, notebook, and blackboard.

Think and Tell

Page no. 166

The human body is opaque because light cannot pass through it.

Discuss!

Page no. 168

No, we cannot see our shadow in a dark room because shadows are formed when light is blocked.

Chapter 15

Think and Tell

Page no. 175

A solar eclipse happens during a new moon when the Moon comes between the Earth and the Sun.

About the Book

Teaching science is more than just imparting knowledge—it’s about igniting curiosity, fostering inquiry, and making learning an engaging journey. The Teacher Manual for the Reflection Series (Grades 3–5) is designed to empower educators with structured lesson plans, hands-on activities, and interactive teaching strategies that bring science to life in the classroom. Each chapter includes learning outcomes, teaching aids, hands-on activities, and extension ideas, making science lessons dynamic and student-centered.

Key Features

This Teacher Manual is designed to empower educators with:

• Well-structured lesson plans that provide a step-by-step guide for effective teaching, ensuring smooth lesson delivery, clear learning objectives, and engaging instructional methods.

• Hands-on activities and experiments that encourage active participation, allowing students to explore concepts through role-plays, creative exercises, and real-world applications.

• Innovative teaching techniques that promote deeper understanding, encourage student collaboration, and make science lessons more immersive and impactful.

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 978-81-985579-1-9