Reflection 5 Science Teacher Manual
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: i. It improves the circulation of blood in our body. ii. 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:
i. Direct Contact: Through physical touch, like shaking hands. Example: Chickenpox.
ii. Contaminated Food and Water: Germs spread through consumption of infected food. Example: Cholera.
iii. 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.
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.