3 Science Teacher Manual
Knowing Ourselves 1
Chapters in This Unit
1. Our Body
2. The Food We Eat Story in This Unit
One day, while Dr Vikram was working in his lab, he received a video call on his computer. To his surprise, the call was from Elder Wizard and Elder Robot, who warned him about Lord Ero, a threat to their planet Avora, who was now targeting Earth. Elder Wizard assured Dr Vikram of their support and promised to send help. The next day, a spaceship arrived on Earth carrying Mel, a robot, and two wizards, Eva and Conji, from Avora. They met three children—Pihu, Ishaan and Mannu—who were playing nearby. After introductions, Mannu, excited to meet the wizards, asked Conji to show a magic trick. Conji performed a spell, making a plate of samosas appear. Seeing this, Dr Vikram advised Mannu to not have too much junk food. Dr Vikram then welcomed his guests and took them to his home.
Our Body 1
Learning Outcomes
Students will be able to: understand the structure and functions of the human body, including the organisation of cells, tissues, organs and organ systems. differentiate between external and internal organs, and identify examples of each. describe the roles of the five sense organs and understand their unique functions. identify the main organ systems (skeletal, muscular, respiratory, digestive, circulatory, nervous, reproductive and excretory) and explain their key functions in our body.
Let’s Recall
Recap to check if students know the names of the different body parts. Ask students to solve the question given in the Get Set section.
Vocabulary
blocks: small parts
skeleton: a structure made of bones
inhale: breathing in air exhale: breathing out air cells: the building blocks of our body tissues: groups of cells that perform the same function
organs: groups of tissues performing the same function
Teaching Aids
organ systems: groups of organs that work together
sense organs: organs that help us sense things breathing: taking in and giving out air digestion: breaking down food into a simpler form
Posters or charts showing the human body structure, organ systems and sense organs with blank labels; Flash cards with images and names of organs (e.g., brain, heart, lungs, stomach, liver, kidneys); Flash cards with the names of organ systems (e.g., nervous system, circulatory system, respiratory system, digestive system, excretory system); Blank sheets of paper; Pre-cut labels or sticky notes with the labels: Cell, Tissue, Organ, Organ System and Organism; A piece each of silk cloth and sandpaper; Lemon juice; Sugar candy; A bell or whistle
Chapter: Our Body
What Makes Our Body?
Learning Outcomes
Reflection Page 7
Students will be able to understand the structure and functions of the human body, including the organisation of cells, tissues, organs and organ systems.
Teaching Aids
Blank sheets of paper; Pre-cut labels or sticky notes with the labels: Cell, Tissue, Organ, Organ System and Organism.
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Ask students to draw a flow chart composed of 5 blank boxes with arrows. Let students paste the pre-cut labels of the different parts in the empty boxes to complete the order, starting from ‘cell’ to ‘organism’.
Discuss the different building blocks of our body in class. Also, explain how our body works like a machine and how the brain controls all the other organs in our body. Ask students to say the names of the building blocks aloud.
Extension Idea
Ask: What is the relationship between organs and organ systems in the human body?
Say: Organs are made of tissues, and work together to form organ systems. Each organ system performs a specific function to keep the body working properly.
Organs
Learning Outcomes
Reflection Page 8
Students will be able to differentiate between external and internal organs, and identify examples of each. They will also be able to describe the roles of the five sense organs and understand their unique functions.
Teaching Aids
A human body diagram on a chart paper with blank labels; A piece each of silk cloth and sandpaper; Lemon juice; Sugar candy; A bell or a whistle
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Ask students to label the internal and external organs of the human body on the chart paper. After that, have them touch the silk cloth and sandpaper to understand the sense of touch. Then, ask them to smell the lemon juice to explore the sense of smell. Next, let them taste the lemon juice and sugar candy to understand the sense of taste. Ask students to observe various objects in the class and write their names to learn about the sense of sight. Finally, ask one student to clap, blow a whistle or ring the bell to understand the sense of hearing.
Extension Idea
Ask: What role do our sense organs play in helping us understand our surroundings?
Say: Sense organs help us understand our surroundings by detecting signals like touch, sound, light, taste and smell, allowing us to respond to the environment around us.
Learning Outcomes
Students will be able to identify the main organ systems (skeletal, muscular, respiratory, digestive, circulatory, nervous, reproductive and excretory) and explain their key functions in our body.
Teaching Aids
Flash cards with images and names of organs (e.g., brain, heart, lungs, stomach, liver, kidneys); Flash cards with the names of organ systems (e.g., nervous system, circulatory system, respiratory system, digestive system, excretory system)
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups.
Ask students to match the organs with their corresponding organ systems using the flash cards. First, they will receive two sets of flashcards: one with pictures and the names of organs (e.g., brain, heart, lungs, etc.) and the other with the names of organ systems (e.g., nervous, circulatory, respiratory, etc.). Ask students to match each organ with the correct system.
Ask each group to share their reasoning with the class, discussing how each organ contributes to the function of its respective system.
Extension Idea
Ask: How do different organ systems work together to maintain the body’s overall health?
Say: Different organ systems work together to keep the body healthy by sharing important jobs, like carrying oxygen and food to different parts of the body, digesting food and removing waste from the body. They all help each other to keep the body running smoothly.
Get Set
Use the help box and label the body parts.
Pause and Answer
Complete the given flowchart.
Chapter Checkup
1. Tick the correct options.
A. cell B. tissue C. Ribs
2. Fill in the blanks.
A. organ B. organ C. 206 D. Blood
3. Write ‘T’ for true and ‘F’ for false.
A. F B. T C. F
4. Picture-based question.
A.
Answers
Page no. 6
Page no. 7
C. Our brain is called the controller of our body because it controls all the organs in our body and makes them work properly.
6. Long-answer questions.
A. Differences between external and internal organs:
Internal Organs External Organs
Internal organs are inside our body and cannot be seen from the outside. External organs can be seen from the outside.
For example, brain, heart, lungs, stomach, and liver. For example, arms, legs, abdomen and sense organs.
B. The skeletal system gives shape and support to our body. It also protects our internal organs.
The four main parts of the skeletal system are the skull, ribs, backbone and limbs. The function of each part is as follows:
The ribs protect the heart and the lungs.
The skull protects the brain.
The backbone supports the head and the upper body.
The limbs include the arms and the legs, and help in movement.
C. Differences between the circulatory and excretory systems:
Circulatory System Excretory System
Our circulatory system consists of the heart, the blood vessels and blood. Our excretory system consists of the lungs, skin and the kidneys.
B. Respiratory System
5. Short-answer questions.
A. Reproduction is a process in which organisms produce young ones of their own kind.
B. Organs of our digestive system: i. Mouth ii. Liver iii. Food pipe
iv. Stomach v. Intestines vi. Anus
The circulatory system helps transport blood throughout our body. The excretory system helps remove wastes from our body.
Challenge (HOTS)
Our sense organs help us cross the road safely by letting us see vehicles and signals, hear the sound of vehicles and feel if the ground is safe to walk on.
The Food We Eat 2
Learning Outcomes
Students will be able to:
understand importance of food we eat every day. learn about the sources of food we eat. differentiate between raw and cooked food. know about energy-giving, body-building, and protective foods. know about the importance of the balanced diet and healthy food habits that one should follow.
Let’s Recall
Recap to check if students know the names of various fruits and vegetables. Ask students to solve the question given in the Get Set section.
Vocabulary
survival: staying alive grind: break down into powder repair: to fix something that is damaged or not working well
nutrients: important substances present in our food energy-giving food: food which gives us energy to do our daily activities
Teaching Aids
body-building food: food which helps our body to grow and repair the wear and tear protective food: food which helps protect our body from diseases and keeps us healthy diet: food eaten regularly in a meal balanced diet: a diet that has food from all food groups and in the right amount
A chart paper with pictures of different food items of different meals we eat everyday with blank labels; Pictures or sample of different types of food, chart paper, white board, and marker; Worksheets with the names of different food items (raw and cooked); Picture cards of different food items (e.g., rice, potatoes, nuts, milk, eggs, spinach, carrots, oranges, etc.), three large baskets or containers labelled ‘Energy-Giving Food,’ ‘Body-Building Food,’ and ‘Protective Food.’; Paper plates (one per student), crayons, markers, or coloured pencils, cut-out pictures of different foods (or stickers), glue.
Chapter: The Food We Eat
Importance
of Food Reflection Page 16
Learning Outcomes
The students will be able to understand importance of food we eat every day.
Teaching Aids
A chart paper with pictures of different food items of different meals we eat everyday with blank labels.
Activity
Instruct the students to work in small groups. Distribute the teaching aids among the groups. Ask the students to label all the food items on the chart paper according to the meal names. Then ask students to talk about the breakfast they have in morning and discuss if it is healthy or not.
Extension Idea
Ask: Can you think of two food items that your mother give you when you are sick and why?
Say: Vegetable soup and khichdi because these give us instant energy and are easy to digest. Sources of Food
Learning Outcomes
Students will be able to learn about the sources of food we eat.
Teaching Aids
Pictures or sample of different types of food, chart paper, white board, and marker.
Activity
Instruct the students to work in small groups. Distribute the teaching aids among the groups.
Ask the students to list the different food items and write them on their notebooks. Then, draw two columns on the board/whiteboard—one labelled “Plant as Source” and the other “Animal as Source.” Name one food item and ask the students to categorise it into the appropriate column.
Extension Idea
Ask: How do sources of food help us understand human food habits?
Say: Humans who eat plant-based food are called vegetarians, while those whose primary source of food comes from animals are called non-vegetarians.
Cooked
and Raw Food
Learning Outcomes
Students will be able to differentiate between raw and cooked food.
Teaching Aids
Worksheets with the names of different food items (raw and cooked).
Page 18
Activity
Ask students to work in pairs with a sheet that has a list of food items. Students will sort the food items into two categories: those that can be eaten raw and those that need to be cooked.
Encourage students to explain the methods used to cook the food and discuss how cooked food differs from raw food in terms of taste, texture, and aroma.
Extension Idea
Ask: Why we cook food in different ways on special occasions or festivals?
Say: We cook food in different ways during festivals or special occasions because it enhances the aroma and flavour, making the meal more enjoyable and unique.
Food Groups
Learning Outcomes
Students will be able to know about energy-giving, body-building, and protective foods.
Teaching Aids
Reflection Page 18
Picture cards of different food items (e.g., rice, potatoes, nuts, milk, eggs, spinach, carrots, oranges, etc.), three large baskets or containers labelled ‘Energy-Giving Food,’ ‘Body-Building Food,’ and ‘Protective Food.’
Activity
Divide the students into small groups, with 3–4 students per group. Distribute the teaching aids to each group.
Place the labelled baskets or containers at the front of the class, each representing a different food group. For the sorting activity, each group will take turns selecting a card from their pile and determining which food group the item belongs to. They will then place the card in the corresponding basket. For example, if a group picks a card with a picture of a carrot, they will place it in the “Protective Food” basket. After all the cards are sorted, discuss, and explain why each food item belongs to its respective group. Encourage students to share examples of foods they eat at home from each food group.
Extension Idea
Ask: Why is it important to eat foods from all three groups?
Say: Our body needs energy, strength to grow, and protection from diseases. Eating a mix of these foods keeps us healthy and strong.
Balanced Diet
Learning Outcomes
Reflection Page 19
Students will be able to know about the importance of the balanced diet and healthy food habits that one should follow.
Teaching Aids
Paper plates (one per student), crayons, markers, or coloured pencils, cut-out pictures of different foods (or stickers), glue.
Activity
Divide the students into small groups, with 3–4 students per group. Distribute the teaching aids to each group.
Ask the students to choose one food item from each of the three food groups: energy-giving, body-building, and protective. Provide cut-out pictures or stickers of various foods, and have the students draw or paste the selected foods onto their plate, ensuring they include at least one item from each group to create a balanced diet.
After the students have completed their plates, hold a discussion where each student shares with the class which foods they chose and why.
Extension Idea
Ask: Why is it important to include foods from all three food groups (energy-giving, body-building, and protective foods) in our daily meals?
Say: We need foods from all three groups (energy-giving, body-building, and protective) because they work together to keep us healthy. Energy-giving foods give us the power to move, body-building foods help us grow, and protective foods keep us strong and safe from getting sick.
Get set
Answers
Page no. 15
Look at the pictures and name the fruits and vegetables.
1. Grapes 2. Onion 3. Peas
4. Banana 5. Cherries 6. Pineapple
7. Carrot 8. Lemon 9. Radish
Pause and Answer
Circle the incorrect option.
Page no. 17
Grains Rice Chickpea Wheat
Pulses Grams Lentils Corns
Nuts Peas Almonds Cashews
Pause and Answer
Write two examples of each.
1. Energy-giving food: rice, sugar
2. Body-building food: milk, meat
3. Protective food: apple, carrot
Chapter Checkup
1. Tick () the correct option.
A. Lettuce
B. Milk
C. Protects us from diseases
D. Almond, cashew and walnut
E. Fruits and vegetables
2. Fill in the blanks.
A. energy
B. Body-building
C. balanced diet
Page no. 19
3. Write ‘T’ for true and ‘F’ for false.
A. T B. F C. F
4. Short-answer questions.
A. Food is important for us because it gives us energy, helps us grow, and keeps us healthy.
B. The two main sources of food are plants and animals.
C. Some foods we get from animals are milk, eggs, meat, and honey.
5. Long-answer questions.
A. The food that gives us energy to do our daily work is called energy-giving food. Examples: rice, chapatti, sugar, and potatoes
Food that helps our body grow and repair itself from daily wear-and tear is called body-building food. Examples: Milk, eggs, meat, fish, beans, and pulses
Protective foods help to keep us healthy and protect us from diseases. Examples: Fruits and vegetables
B. Three healthy eating habits are:
Always wash your hands before and after you eat. Chew your food properly.
Do not eat your meals very late.
C. A balanced diet is a diet that has food from all these food groups in the right amount. Eating a balanced diet helps us stay healthy, active, and strong.
Challenge (HOTS)
Sample Answer: I will have a balanced diet which includes chapatti or rice, pulses, meat, vegetable, and salad.
Living World Unit 2
Chapters in This Unit
3. Living and Non-living Things
4. Plants and Their Parts
5. Animals and Their Eating Habits
6. Birds
Story in This Unit
The story unfolds in a living room where Dr Vikram shares a secret with his children, Ishaan, Pihu, and Manu, about a mission to protect Earth from a serious threat. He explains that Conji, Eva, and Mel, a trio of a robot and wizards, have come to stop Lord Ero, an evil wizard from Avora who disrupts peace between wizards and robots. This time, Lord Ero plans to use a magical drink to control all living beings on Earth, including humans, animals, plants, and birds, to build a powerful army. His ultimate goal is to destroy Avora and ensure that peace never exists there. Though worried, the children decide to help the trio stop Lord Ero. Dr Vikram tells them they are brave and can work together to save Earth and stop Lord Ero’s dark plans.
Living and Non-living Things 3
Learning Outcomes
Students will be able to:
identify and differentiate between natural things (like soil, water, and animals) and human-made things (like cars, books, and buildings). categorise living things (like plants and animals) and non-living things (like a car, pencil, and table). describe the unique characteristics of living things, such as their need for food, their ability to reproduce, grow, move, and feel changes around them.
Let’s Recall
Recap to check if students can name natural things, human-made things, living things and non-living things.
Ask students to solve the question given in the Get Set section.
Vocabulary
characteristics: (here) qualities that are present in one type of thing and not the other germinate: to start growing fins: body part of a fish which is used for swimming lungs: organs used for breathing by humans and some other animals gills: organs used for breathing by fish
Teaching Aids
spiracles: pores on the body of insects for breathing
stomata: small pores on the underside of leaves that help plants to breathe reproduction: a process by which living things produce young ones of their own kind
antennae: structures in insects that sense the surroundings
Flashcards with pictures of various objects (e.g., tree, car, bird, pencil, mountain, house, river, sun, book, etc.), two large chart papers labelled “Natural Things” and “Human-Made Things”, glue sticks or tape: Pictures of various items (e.g., tiger, sunflower, car, pencil, fish, tree, chair, dog, stone, bird), two large charts or whiteboards labelled “Living Things” and “Non-living Things”, glue, markers, and crayons; A potted plant, a small stuffed toy or rock, a picture of a goldfish or any other animal.
Chapter: Living and Non-living Things
Natural Things
Learning Outcomes
Students will be able to identify and differentiate between natural things (like soil, water, and animals) and human-made things (like cars, books, and buildings).
Teaching Aids
Flashcards with pictures of various objects (e.g., tree, car, bird, pencil, mountain, house, river, sun, book, etc.), two large chart papers labelled “Natural Things” and “Human-Made Things”, glue sticks or tape.
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups. Provide each group with a set of flashcards containing pictures of various objects. Ask the groups to sort the flashcards into two categories: Natural Things and Human-Made Things and stick their sorted cards onto the respective chart papers.
Discuss as a class if all of the items are correctly placed. Correct any mistakes if needed.
Extension Idea
Ask: What do all natural things have in common?
Say: All natural things are found in nature and not made by humans.
Living and Non-living Things Reflection
Page 28
Learning Outcomes
Students will be able to categorise living things (like plants and animals) and non-living things (like a car, pencil, and table).
Teaching Aids
Pictures of various items (e.g., tiger, sunflower, car, pencil, fish, tree, chair, dog, stone, bird), two large charts or whiteboards labelled “Living Things” and “Non-living Things”, glue, markers, and crayons.
Activity
Distribute the flashcards to the students.
Instruct students to examine each flashcard and determine if it represents a living or non-living thing. Have students take turns coming to the front of the class and matching each flashcard to the correct category (Living Things or Non-living Things) by placing it under the appropriate label.
Extension Idea
Ask: How is a tiger different from a car in terms of being living or non-living?
Say: A tiger is a living thing because it has life and a car is a non-living thing because it does not have life.
Characteristics of Living Things
Learning Outcomes
Students will be able to describe the unique characteristics of living things, such as their need for food, their ability to reproduce, grow, move, and feel changes around them.
Teaching Aids
A potted plant, a small stuffed toy or rock, a picture of a goldfish or any other animal.
Activity
Instruct students to work in small groups. Distribute the teaching aids among the groups. Show the students a potted plant and ask:
Does it eat? (Explain that plants make their own food using sunlight, water, and air.)
Does it breathe? (Point out stomata on the underside of leaves.)
Does it grow? (Show new leaves or buds if visible.)
Does it move? (Explain sunflower movement or touch-me-not reaction.)
Does it feel? (Mention the lotus flower opens at sunrise and closes at night.)
Show the picture of a goldfish or any other animal. Discuss its characteristics (eats, breathes, reproduces, grows, moves, feels). Finally, show a stuffed toy or rock and discuss how it does not show these characteristics.
Extension Idea
Ask: Can you find one living thing at home that eats and one non-living thing that does not eat?
Say: The pet dog eats food every day and the chair in the dining room does not eat anything.
Get set
Answers
Page no. 27
Sheena and her friends went for a picnic. While looking around, she saw many different things. Help her circle the things that can move on their own.
Pause and Answer
Page no. 28
Tick () the natural things and cross out () the humanmade things.
Chapter Checkup
1. Tick () the correct option.
A. Dog B. Cockroach
C. Stomata D. Turtle
E. Fins
2. Fill in the blanks.
A. natural B. reproduction
C. sun D. plants
E. spiracles
3. Write ‘T’ for true and ‘F’ for false.
A. T B. F C. F
D. T E. F
4. Picture-based questions.
A. Living things can move.
B. touch-me-not
5. Short-answer questions.
A. Things found in nature are called natural things. Soil, water, sun, clouds, mountains and forests are examples of natural things. Things like cars, books and buildings are made by humans, so they are called human-made things.
B. Stomata help plants to breathe.
C. A toy horse does not eat food. A toy horse is a nonliving thing and non-living things do not need food.
D. Birds have wings to fly and fish have fins to swim.
E. The lotus flower opens at sunrise and closes at night.
6. Long-answer questions.
A. Things like plants and animals have life and are called living things. Things like car, pencil, table, chair and water have no life. These things are called nonliving things.
B. All living things give birth to young ones of their own kind. The process by which living things produce young ones of their own kind is called reproduction.
C. Living things feel changes around them. Animals like ants and bees have antennae that help them feel changes around them. The lotus flower opens at sunrise and closes at night.
D. The touch-me-not plant closes its leaves when touched.
Challenge (HOTS)
No, a river cannot be called living even though it moves. Living things move on their own to find food, shelter, or because they sense something. A river does not move because it is alive, but rather because of the force of the water.