Science Teacher Manual
Knowing Ourselves Unit 1
Chapters in This Unit
1. Food and Digestion
2. Teeth and Microbes
Story in This Unit
Ishaan, Pihu, and Manu were playing at Ishaan’s house when they stumbled upon his father’s study room. Ishaan’s father, Dr Vikram, is a scientist with many fascinating things in his room. Manu was curious and touched some buttons, which sent a signal to a faraway planet called Avora.
On Avora, some wise leaders called the Elders were studying space when they received the signal. They were worried and asked the Trio - Conji, Mel, and Eva - to visit Earth and find out who sent the signal. The Elders warned them to be quick and make friends with the people on the Earth before Lord Ero and Draken could cause trouble.
Meanwhile, Lord Ero and Draken found out about the signal and were worried that if the Elders become friends with the people on the Earth, they will become more powerful. Lord Ero told Draken to go to the Earth and stop anyone from becoming friends.
The Trio - Conji, Mel, and Eva, followed directions on Mel’s special tablet to find the source of the signal and they landed in Madhavgarh, right outside Ishaan’s house!
Ishaan and his father, Dr Vikram, were surprised to see the three aliens at their door. But the aliens assured them they came in peace and wanted to be friends. Dr Vikram apologised for the mistaken signal and welcomed the Trio to the Earth.
Food and Digestion 1
Learning Outcomes
Students will be able to:
explain functions and sources of nutrients and identify them in different food items. understand what a balanced diet is, why it is important, and how it can vary based on individual needs such as age, work, and health.
understand the importance of cooking food, and explain various methods of cooking food. understand the importance of food preservation, identify and explain different methods of food preservation.
identify the parts of the human digestive system, understand their functions, and describe the process of digestion from mouth to anus.
Let’s Recall
Recap with the students the knowledge on the different nutrients. Ask the students to write examples for the different types given in the Get set section.
Vocabulary
regulate: to control dumplings: a small piece of dough filled with spiced vegetables or meat prevent: to stop spoilage: getting wasted nutrients: components in food that help our bodies to grow and stay healthy constipation: a condition where undigested food (stool) becomes hard and painful to pass
Teaching Aids
balanced diet: a diet that has all the essential nutrients in the right amount as required by the body food preservation: the process in which food is treated and stored to prevent spoilage digestion: the process of breaking down food into simpler forms digestive system: group of organs that help in the digestion of food in our body
Flash cards of different food items; A4 sheets, sketch pens; Flashcards of food items and cooking methods; Chart papers, pencil colours, sketch pens, pictures related to food items for using different preservation methods; A4 sheets, pencil colours, sketch pens.
Chapter: Food and Digestion
Nutrients from Food Reflection Page 6
Learning Outcomes
The students will be able to explain functions and sources of nutrients and identify them in different food items.
Teaching Aids
Flash cards of different food items.
Activity
Divide the class into teams.
Show flashcards of different food items to each team, one at a time.
Instruct the students to guess the main nutrient present in the food item on the flashcard.
Award one point for each correct answer.
The team with the highest points wins.
Encourage and appreciate the students throughout the activity.
Extension Idea
Ask: Which nutrients will help a person who is sick and why?
Say: A person who is sick should eat more of the proteins, vitamins, minerals, carbohydrates and water as they may help the sick person to recover by repairing tissues, boosting immunity, providing energy, and staying hydrated.
Balanced
Diet Reflection Page 9
Learning Outcomes
The students should be able to understand what a balanced diet is, why it is important, and how it can vary based on individual needs such as age, work, and health.
Teaching Aids
A4 sheets, sketch pens.
Activity
Divide the class into groups.
Ask each group to create a meal plan for one day, including breakfast, lunch, and dinner, ensuring it is a balanced diet.
Once the meal plans are ready, have each group present their plan to the class.
Encourage other groups to listen carefully and review the plans shared.
Provide feedback and guide the students to correct any mistakes or improve their plans.
Conclude by appreciating all groups for their efforts and creativity.
Extension Idea
Ask: Do you know how many glasses of water we should drink everyday?
Say: It is generally recommended to drink 8–10 glasses of water every day (approximately 2–2.5 litres) to stay hydrated and help the body perform its functions smoothly.
Cooking Food
Learning Outcomes
Reflection Page 10
The students will be able to understand the importance of cooking food, and explain various methods of cooking food.
Teaching Aids
Flashcards of food items and cooking methods.
Activity
Divide the class in groups. Provide them with a set of cards containing food items and cooking methods. Instruct them to match each food item with the correct cooking method, like Idlis – Steaming, Puris – Frying, Cakes – Baking, Roasted Brinjal – Roasting.
After completing the match, invite the groups to share their answers.
Post the activity, discuss why certain foods are cooked using particular methods (e.g., steaming for softness, frying for crispness).
Extension Idea
Ask: Which cooking methods help preserve nutrients and make food healthier?
Say: Steaming, roasting are considered as some healthy cooking methods unlike frying. They also help preserve the nutrients.
Preserving Food
Learning Outcomes
Reflection Page 10
The students will be able to understand the importance of food preservation, identify and explain different methods of food preservation.
Teaching Aids
Chart papers, pencil colours, sketch pens, pictures related to food items for using different preservation methods.
Activity
Divide the students into groups and give each group a half sheet of chart paper. Ask them to choose two preservation methods and write down how each method is used. Then, they should paste pictures or draw food items that are preserved using these methods.
Once the groups are finished, invite them to present their charts and explain the preservation methods they selected, along with the food items associated with each method.
Post the activity, have the students display their charts on the class wall/display board.
Extension Idea
Ask: In olden times when people did not have refrigerators, how did they preserve the food?
Say: In the olden days, people did not have refrigerators, so they used methods like drying, salting, and canning to preserve food.
Digestion of Food
Learning Outcomes
Reflection Page 12
The students will be able to identify the parts of the human digestive system, understand their functions, and describe the process of digestion from mouth to anus.
Teaching Aids
A4 sheets, pencil colours, sketch pens.
Activity
Give each student an A4 sheet.
Instruct them to create a flowchart illustrating the process of digestion, including the name of each organ and its role in digestion.
Once the students have completed their flowcharts, invite them to present their work to the class.
Walk around the room to assist students as needed.
Extension Idea
Ask: What would happen if one part of the digestive system stopped working?
Say: The digestive system is like a team of workers, each doing a special job to make sure our body gets the nutrients it needs. For example, if the stomach or small intestine stopped working, food would not be broken down properly, and nutrients would not be absorbed, leading to malnutrition or digestive issues.
Answers
Get Set
1. Energy-giving food - Rice, Butter, Sugar, Potato
Page no. 6
Pause and Answer
2. Body-building food - Eggs, Milk, Fish, Pulses
3. Protective food - Spinach, Carrots, Oranges, Apples
Pause and Answer
Page no. 9
Carbohydrates Proteins Fats Vitamins Minerals
Chapati Meat Ghee Fresh Fruits Spinach
Bread Fish Oil Vegetables Milk
Honey Eggs Dry Fruits
Potato Pulses
Beans
Pause and Answer
1.
3.
5.
Page no. 12
1. Preservation Method: Drying, Example: Dry fruits
2. Preservation Method: Boiling, Example: Milk
3. Preservation Method: Salting, Example: Fish
4. Preservation Method: Freezing, Example: Peas
5. Preservation Method: Sweetening, Example: Jams
Chapter Checkup
1. Tick () the correct opton. A. Carbohydrates B. Idlis
C. Sweetening D. Mouth
E. Boiling
Page no. 9
2. Fill in the blanks.
A. Minerals
B. Vitamins help us fight infections and heal wounds.
C. Proteins
D. carbohydrates and fats
E. protective foods
3. Write True or False.
A. False B. True C. True
D. False E. False
4. Short-answer questions.
A. Vitamins - Orange, Carrots
Minerals - Spinach, Milk (Answer may vary.)
B. Cooking kills the germs and it makes the food tasty.
C. Cakes, Bread
D. Jams, Jellies
E. Digestion is the process of breaking down food into simpler forms so the body can absorb nutrients.
F. Liver: It produces a juice that breaks down fat into tiny droplets.
Pancreas: It produces a juice that also helps in digestion.
5. Long-answer questions.
A. Nutrients are components in food that help our bodies to grow and stay healthy. There are five main nutrients in addition to water and roughage.
Carbohydrates: Rice
Proteins: Pulses
Fats: Butter
Vitamins: Orange (Vitamin C)
Minerals: Spinach (Iron)
Roughage: Whole grains
Water: Drinking water
B. The following are 3 methods of cooking:
Steaming: Food is cooked using steam or water vapour. Example: Idlis
Frying: Food is cooked in hot oil or ghee. Example: Puris
Baking: Food is cooked in dry heat in a closed space like an oven. Example: Cakes
C. The process in which food is treated and stored to prevent spoilage is called food preservation. The different methods of food preservation are:
Drying: It removes the moisture from the food and stops germs from growing. Example: Dry fruits
Salting: In this method, salt is used to preserve the food. Salting removes moisture from the food. Example: Fish
Sweetening: When excess sugar is added to food, it kills germs and protects the food from getting spoiled. Example: Jams
Freezing: In this method, food items are stored at low temperatures to preserve their taste and nutrients. Example: Meat
Boiling: It preserves food items only for a short time. The food item is boiled to kill germs. Example: Milk
Canning: It is the method in which food is stored in airtight jars called cans. Example: Fruits
D. The food we eat needs to be broken down into simpler forms so that it can be easily absorbed by our bodies. This process of breaking down food into simpler forms is called digestion. The group of organs that help in the digestion of food in our body makes up our digestive system.
Mouth: The process of digestion begins in the mouth. The food is first broken down by biting and chewing. This food is then mixed with saliva, a watery substance present in the mouth. Saliva helps in food digestion.
Oesophagus: This is also called the food pipe, and it is a thin, long tube. After the mouth, the food goes through the food pipe and reaches the stomach.
Stomach: This is a sac-like or J-shaped organ. This organ acts like a mixer and mixes all the food particles to form a fine paste.
Small intestine: After passing through the stomach, the food reaches the small intestine. In this organ, all the nutrients from the food is absorbed, and then supplied by the blood to other body parts.
Liver: It produces a juice that breaks down fats into tiny droplets.
Pancreas: It produces a juice that also helps in digestion.
Large intestine: The large intestine absorbs water from the undigested food, and the remaining food is formed into a waste called faeces.
Anus: The faeces produced in the large intestine get removed from the body through the anus.
Human Digestive System
Mouth
Oesophagus
Anus
Pancreas
6. Picture-based questions.
A. 1. Mouth 2. Liver
3. Oesophagus
4. Stomach 5. Large intestine 6. Small intestine
7. Anus
B. After passing through the stomach, the food reaches the small intestine. In this organ, all the nutrients from the food is absorbed, and then supplied by the blood to other body parts.
Challenge (HOTS)
Heena should eat a balanced diet rich in fruits, vegetables, and whole grains to provide vitamins, minerals, and fiber to relieve constipation and boost immunity. She should also drink plenty of water.
Teeth and Microbes
Learning Outcomes
Students will be able to:
identify the number of teeth in humans and understand their role, difference between temporary and permanent teeth.
identify the four main types of teeth (incisors, canines, premolars, molars), and understand their shapes and functions.
identify three main parts of a tooth, and explain their roles in the structure and function of teeth. explain what a cavity is, identify the causes of cavities, and describe ways to prevent cavities by practicing good oral hygiene habits.
define and identify different types of microbes, and understand where they are found and list their uses and harmful effects.
Let’s Recall
Recap with the students the knowledge on the digestive system and role of teeth.
● Ask the students to read about Rani in the Get Set section.
Vocabulary
edges: sharp or flat sides of an object anchored: to be held firmly in one place
acids: liquids that can wear away or break down materials
plaque: a harmful substance that forms on your teeth
gumline: where your teeth and gums meet
Teaching Aids
jawbone: the hard, bony part of the mouth that holds teeth
cavity: a small hole or opening that forms on the surface of a tooth
antibiotics: medicines that fight infections
microbes: tiny living things that are too small to see with our naked eyes
Timeline worksheet, reference chart with average ages for teeth development; Modelling clay, small toothpicks, glue, and small chits of paper, reference charts showing teeth arrangement, and an example model for demonstration; A4 sheets, pencil, coloured pencils, reference chart showing structure of tooth; Chart paper, pictures related to care tips for teeth, markers.
Chapter: Teeth and Microbes
Importance of Teeth Reflection
Page 17
Learning
Outcomes
The students will be able to identify the number of teeth in humans and understand their role, difference between temporary and permanent teeth.
Teaching Aids
Timeline worksheet, reference chart with average ages for teeth development.
Activity
Provide a timeline worksheet with blank spaces for ages and events (e.g., first tooth at 6 months, losing first tooth at 6 years).
Guide students to fill in the timeline based on discussion and personal experiences. Have them work in pairs.
Once complete, encourage the students to share stories about losing milk teeth.
Extension Idea
Ask: Do you know about wisdom teeth? At what age does it appear?
Say: These are special teeth that usually come much later. They are the last set of molars that typically appear between the ages of 17 and 25.
Types of Permanent Teeth
Learning
Outcomes
Reflection Page 17
The students should be able to identify the four main types of teeth (incisors, canines, premolars, molars), and understand their shapes and functions.
Teaching Aids
Modelling clay, small toothpicks, glue, and small chits of paper, reference charts showing teeth arrangement, and an example model for demonstration.
Activity
Divide the class into groups. Provide each group with modelling clay (for the jaw and teeth), small toothpicks, glue, and small chits of paper for labelling.
Ask each group to mold a lower jaw using the clay.
Guide students to sculpt the different types of teeth (incisors, canines, premolars, and molars) using the clay. Encourage them to make the shapes distinct based on function.
Instruct the groups to place their clay teeth in the correct positions in the jaw model. They should use toothpicks and paper chits to label each type of tooth.
Walk around the room to observe and guide the students as they work. Once the models are complete, ask each group to explain the structure and function of the teeth in their model.
Extension Idea
Ask: Which teeth would you use to eat an apple?
Say: Our incisors are like scissors, helping us cut through food.
Structure of a Tooth
Learning
Outcomes
The students will be able to identify three main parts of a tooth, and explain their roles in the structure and function of teeth.
Teaching Aids
A4 sheets, pencil, coloured pencils, reference chart
Activity
Divide the class into small groups. Provide each group with the materials. Ask them to draw a large tooth and colour its layers (enamel, dentine, pulp). Have them write a short description for each layer next to the drawing. Once complete, ask them to paste them on the class wall or the display board.
Extension Idea
Ask: Can you name some foods or habits that protect and harm the enamel? Say: Food items that protect the enamel - Dairy products like milk, cheese, and yogurt. Food items that can harm the enamel - Sugary foods and drinks like candies, sodas, and sweetened juices.
Care for Teeth
Learning Outcomes
Reflection Page 19
The students will be able to explain what a cavity is, identify the causes of cavities, and describe ways to prevent cavities by practicing good oral hygiene habits.
Teaching Aids
Chart paper, pictures related to care tips for teeth, markers, glue sticks.
Activity
Split the class into small groups. Provide each group with chart paper, magazines (or printed pictures), markers, and glue sticks.
Instruct each group to create a chart that includes tips for healthy teeth (e.g., brushing twice a day, eating healthy foods, visiting the dentist). Encourage them to paste pictures that illustrate each tip (such as a toothbrush, healthy foods, or a dentist).
Once the charts are completed, invite each group to present their chart to the class, explaining the tips they’ve included and the importance of each.
After all groups have presented, discuss the charts as a class, reinforcing the key messages of good oral hygiene.
Extension Idea
Ask: What might happen if you eat too many sugary snacks?
Say: Eating too many sugary snacks can lead to cavities because the sugar feeds harmful bacteria in your mouth, which create acids that wear down the enamel and cause holes in your teeth.
What Are Microbes?
Learning Outcomes
Reflection Page 21
The students will be able to define and identify different types of microbes, and understand where they are found and list their uses and harmful effects.
Teaching Aids
Flash cards showing harmful and useful microbes.
Activity
Invite a pair of students to select a flashcard. Have them read the card and determine whether it describes the effect of harmful bacteria or useful bacteria.
Divide the blackboard into two sections—one labelled “Harmful Microbes” and the other “Useful Microbes”.
Ask the students to write the information from the flashcard in the appropriate section on the board.
Post the activity discuss the effects of harmful and useful microbes.
Extension Idea
Ask: Microbes play a crucial role in maintaining the health and balance of our world. Do you know how?
Say: Microbes break down dead plants and animals into nutrients, which helps plants grow. They also clean up the environment by decomposing waste materials. They are also called decomposers.
Answers
Pause and Answer Page no. 18
1. The teeth used for tearing and crushing food: Canines and Premolars
2. The teeth with a large flat biting surface: Molars
Pause and Answer Page no. 19
Pause and Answer Page no. 20
Calcium
Twice
Sugary
Chapter Checkup 1. Tick () the correct option.
Teeth get damaged by chewing food
Six
Plaque
2. Fill in the blanks.
A. crown, root B. sweets
C. Microbes D. antibiotics
E. Milk/Temporary
3. Write True or False.
A. True B. True
C. True D. False
4. Match the following.
A. Incisors → iii. Cutting
B. Canines → iv. Tearing
C. Premolars → ii. Crushing
D. Molars → i. Grinding
5. Short-answer questions.
A. We have four types of teeth: incisors, canines, premolars, and molars.
B. We can avoid cavities by brushing our teeth twice a day, flossing, eating a healthy diet, avoiding sugary foods, and visiting the dentist regularly.
C. Temporary teeth, also known as milk teeth, are the first set of teeth that children get, and they are replaced by permanent teeth as they grow older.
D.
E. i. Microbes are used to make food such as curd, yoghurt, cheese and bread.
ii. Microbes also help break down dead plants and animals into nutrients that growing plants can be used.
6. Long-answer questions.
A. Flossing helps clean between your teeth where your toothbrush cannot reach. It should be done once a day to keep your gums healthy.
B. If you don’t take care of your teeth, plaque and bacteria can build up, leading to cavities, gum disease, bad breath, and possibly tooth loss.
C. Fizzy drinks can harm your teeth by eroding the enamel due to their acidic content. They also contain sugar, which feeds bacteria that cause cavities.
D. Regular visits to the dentist help detect and treat dental problems early, such as cavities, gum disease, or tooth decay. The dentist also cleans your teeth and gives advice on how to maintain good oral hygiene.
E. Molars are most important for chewing food because they have large, flat surfaces that help grind and crush food into smaller pieces for easier digestion.
F. Eating too much sugar can cause the bacteria in your mouth to produce acids, which erode the enamel on your teeth, leading to cavities and tooth decay.
7. Picture-based questions.
A. 9 - Incisor; 11 - Canine; 24 - Incisor; 32 - Molar
B. Upper Dental Arch: 7, 8, 9, 10
Lower Dental Arch: 22, 24, 25, 26
Challenge (HOTS)
If you don’t brush your teeth for two weeks, plaque and tartar will build up, leading to bad breath, yellow teeth, gum inflammation, and an increased risk of cavities. Your teeth may feel sticky, and gums might bleed or become swollen.
Our Surroundings Unit 2
Chapters in This Unit
3. Clothes We Wear
4. Safety First Story in This Unit
Draken, following Lord Ero’s orders, had followed the Trio- Conji, Mel, and Eva to Earth. While the three were talking with Dr Vikram and his son, Draken peeked through the window, learning that the people here are called humans.
As he watched them, he accidentally stepped on a stone, making a noise. Dr Vikram looked towards the window and chased after the shadow he saw. Draken escaped, but Dr Vikram tripped and fell. Ishaan and the Trio rushed to help him. Dr Vikram explained he had seen someone strange at the window. When he described the figure, the Trio realised it was Draken, who must have followed them. Ishaan, seeing his father was hurt, offered to get the first aid kit.
Dr Vikram then mentioned he needed to change his pants because they had ripped in the fall. The Trio was surprised to learn that humans change their clothes. Ishaan explained that people on Earth wear different clothes depending on the season, which the Trio found fascinating. They suggested Dr Vikram take some rest while they talked with Ishaan.
Clothes We Wear 3
Learning Outcomes
Students will be able to:
understand the importance of clothes. list and compare the properties of natural and synthetic fibres in order to identify and understand their uses.
understand the importance of wearing different types of clothes based on seasons, occasions, and work. understand how proper clothing care—washing, drying, ironing, and storing—helps maintain quality and prolong lifespan.
Let’s Recall
Recap with the students the knowledge on different types of clothes and their needs.
Ask the students to complete the crossword puzzle given in the Get set section.
Vocabulary
materials: substances that are used to make something artificially: made by humans
durable: that can exist for a long time without loss in quality
stretchable: that can be pulled or stretched and will go back to its original shape after you let go
wrinkle-free: smooth
fancy: special
equality: when all persons are treated in the same manner
Teaching Aids
tough: strong
fabrics: clothing materials that are obtained from fibres
fibres: long thread-like materials that are used to make clothes
cocoon: a covering of silky threads to protect insects like silkworms
uniform: special clothes worn for specific work overalls: clothes that cover the body completely
A4 sheets, wax/pencil colours; Fabric samples or swatches made from different fibres such as cotton, linen, wool, silk, nylon, rayon, and polyester; Pictures of different professionals in their uniforms like policemen, soldiers, a pilot, doctors with a white coat, nurses and so on.
Chapter: Clothes We Wear
Need for Clothes
Learning Outcomes
The students will be able to understand the importance of clothes.
Teaching Aids
A4 sheets, wax/pencil colours.
Activity
Distribute A4 sheets to all students.
Ask them to divide the sheet into four sections, each representing a different weather condition: hot, cold, rainy, and windy. In each section, students should draw and colour one type of clothing they would wear for that specific weather.
Once completed, invite students to share their work with the class and explain how the clothes they drew provide protection in those weather conditions.
After the discussion, display the completed sheets on the class wall or a display board.
Extension Idea
Ask: How does a raincoat protect us from getting wet?
Say: A raincoat protects us from getting wet by acting as a waterproof barrier. It is made of materials like plastic or rubber that do not allow water to pass through, keeping our clothes and body dry even during heavy rain.
What Makes Clothes?
Learning Outcomes
Reflection Page 29
The students should be able to list and compare the properties of natural and synthetic fibres in order to identify and understand their uses.
Teaching Aids
Fabric samples or swatches made from different fibres such as cotton, linen, wool, silk, nylon, rayon, and polyester.
Activity
Divide the class into five groups.
Distribute fabric samples or swatches made from different fibres such as cotton, linen, wool, silk, nylon, rayon, and polyester to each group.
Ask the students to feel the texture of each fabric, and note the differences. Then, have them crush the fabric in their hands to observe if it gets wrinkled easily or not.
After completing the task, invite a representative from each group to come forward and present their findings. Encourage other groups to listen, ask questions, and engage in the discussion. Finally, appreciate the students for their efforts and participation.
Extension Idea
Ask: Do you know a synthetic fibre that resembles wool?
Say: Acrylic
Different Clothes Reflection Page 31
Learning Outcomes
The students will be able to understand the importance of wearing different types of clothes based on seasons, occasions, and work.
Teaching Aids
Pictures of different professionals in their uniforms like policemen, soldiers, a pilot, doctors with a white coat, nurses and so on.
Activity
Divide the class into two teams and explain the rules of the game.
Show pictures of different professional attire one at a time. Ask each team to guess the profession based on the clothing shown.
Award points for each correct answer and keep track of the scores on the board.
The team with the highest score at the end wins the game.
After the quiz, have a class discussion on the different types of clothing worn for different seasons, occasions, and professions.
Extension Idea
Ask: Every state in India has its unique traditional attire, which reflects its culture and heritage. Do you know what the traditional dress is for your state?
Say: (Answer may vary.) Gunyo Cholo is the traditional attire worn by the women of Sikkim.
Caring for Clothes
Learning Outcomes
Reflection Page 32
The students will be able to understand how proper clothing care—washing, drying, ironing, and storing—helps maintain quality and prolong lifespan.
Teaching Aids
A4 sheets, colours, sketch pens, pictures related clothing care.
Activity
Provide materials to the students.
Instruct the students to create a poster illustrating how they take care of clothes. Have them include 4–5 points they follow at home to maintain their clothes and add relevant pictures.
Post the activity, ask the students to share their posters with the class.
Extension Idea
Ask: Why should we wash white clothes separately?
Say: White clothes should be washed separately to prevent them from getting stained by the colours of other clothes. Coloured clothes can also lose their dye if washed with whites.
Answers
Get Set
Across
Page no. 28
1. We wear this to protect ourselves from getting wet in the rain—RAINCOAT
2. We wear these boots in the rainy season—GUMBOOTS Down
3. We wear these types of clothes in summer—COTTON
4. We wear these types of clothes in winter—WOOLLEN
Pause and Answer
1.
2.
3.
4.
Pause and Answer
1. Cotton
2. Linen
3. Wool
4. Silk
5. Jute
Pause and Answer
1. Raincoats
2. Raincoat
3. Fancy clothes
4. Raincoats
Pause and Answer
1. T 2. F
3. T
4. F
5. T
Page no. 29
Chapter Checkup
1. Tick () the correct option.
A. Jute
B. Nylon
C. To protect themselves from heat and fire.
2. Fill in the blanks.
A. Natural
B. Nylon (Answer may vary.)
C. cotton
D. Uniforms
E. naphthalene
3. Match the following.
A. Soldier → ii.
B. Doctor → iii.
C. Police officer → iv.
Page no. 30
D. Firefighter → v.
E. Student → i.
4. Short-answer questions.
A. We wear cotton clothes in summers as they absorb sweat and keep us cool.
B. Woollen clothes
Page no. 32
Page no. 33
C. We wear raincoats in the rainy season because they are made up of waterproof materials that keep us dry and comfortable.
D. Firefighters wear safety suits that are made up of heat- and fire-resistant materials which protect them from heat and fire. It also protects their skin from getting burnt.
E. We like to wear fancy and stylish clothes during festivals.
F. Silk and woollen clothes need extra care because they are expensive and can be easily damaged while washing or storing. Some insects like moths and silverfish, can eat silk and woollen clothes. So, extra care should be taken while storing them.
5. Long-answer questions.
A. The difference between synthetic and natural fibres is as follows:
Natural
Fibres Synthetic Fibres
They are obtained from plants or animals. They are made by humans in factories.
They can absorb sweat. They do not absorb sweat. They did extra care while washing and storing. They are easy to maintain.
They do not catch fire and are safe to wear. They can catch fire easily.
Examples—Cotton, Linen, Wool, Silk
Examples—Nylon, Polyester, Rayon
B. Some people wear special clothes for specific work. These clothes are called uniforms. Uniforms show a sense of equality among different members of the team. Students of a specific school, soldiers, doctors, police officers and firefighters wear uniforms.
C. We can take care of clothes by following some of the following steps:
i. We should wash our clothes regularly in clean water with detergent.
ii. After washing, clothes should be dried in sunlight to kill germs and bacteria.
iii. Once the clothes are completely dried, we should iron them properly.
Challenge (HOTS)
Sportspersons mostly wear synthetic clothes because they are:
Durable and stretchable: They can withstand a lot of movement and stretching without tearing. Easy to wash and dry quickly: This is important for athletes who sweat a lot.
Don’t absorb sweat (as much): They help keep athletes dry and comfortable by wicking away sweat. These features help athletes perform better and feel more comfortable during sports.