Quest 3
Social Science
1
The World We Live In
Chapters in This Unit
1. The Universe
2. The Earth—Our Home
3. Continents and Oceans
4. Globes and Directions
5. Our Environment
Story in This Unit
Mel, Conji and Eva are roaming around when suddenly the sky over Avora goes dark. While they are wondering as to what happened, the Elder Robot summons them to inform them that Lord Ero has been rescued by his friend Drakon, who spelled black magic on the guards and broke the bubble of magic to rescue the Lord.
The Elder Robot gives the trio a ‘Locator’ and asks them to go in search of Lord Ero. The Elder Robot informs them that he will have a similar locator to keep a track of their location. The trio set in their spaceship and wait for the gadget to beep. The locator finally beeps near a blue planet that is different from Avora. Mel tells his friends that the planet they are nearing has different landmasses, to which Eva adds that these land masses are called continents and countries. Mel further digs the information on the earth to find that there are seven continents and many countries in each continent.
While the locator is still beeping, Eva tells his friends to turn the spaceship towards the largest continent, Asia and land there.
The Universe 1
Learning Outcomes
Students will be able to: list the elements that make up the universe. define stars and constellations, and list different constellations. explain the features of the Sun and list the planets that form the Solar System. outline the features of the moon. describe the planets, with a special focus on our planet—Earth.
Let’s Recall
Ask some questions to check students’ knowledge about the universe and its different elements like, the sun, moon, stars, and planets. Have the students identify the pictures in the Get Set section and explain the differences between them.
Vocabulary
myths: stories that have been told over hundreds of years and which may or may not be true revolve: to go around or travel around something heavenly bodies: objects in space such as the Sun, the Moon, planets, and stars
Teaching Aids
the universe: a huge endless space which has stars, planets, the Sun, the Moon, dust, gases, and big pieces of rocks floating in it stars: big, bright balls of hot gases constellations: patterns formed by the stars in the sky
1/4th part of A4 sheets, black and white poster colours, yellow chart paper, glue, old toothbrushes, paint brush, white chart papers; black chart papers, oil pastel colours or chalks, strings of thread, child-friendly scissors, coloured chart papers, A4 sheets.
Chapter: The Universe
Understanding Our Universe
Learning Outcomes
The students will be able to list the elements that make up the universe.
Teaching Aids
Quest Page 6
1/4th part of A4 sheets, black and white poster colours, yellow chart paper, glue, old toothbrushes, paint brush, white chart paper
Activity
Instruct the students to work in small groups. Give two 1/4th sheets to each student, and one yellow and white chart paper per group. Ask the students to draw different elements they associate with the night and the day sky. Instruct the students to paint the sheet of paper black to show the night sky and using white paint and toothbrush, sprinkle the colour on the sheet to show the stars. Using the yellow chart paper students can make circular cut-outs to show the sun. Once complete, ask the students to display their work on the class display board.
Extension Idea
Ask: What instrument helps us to see objects in space that are too far or dim to see with our naked eyes? Say: Telescope. They magnify distant stars, moon and planets and help the scientists study their size, shapes and movements.
Stars and Constellations
Learning Outcomes
The students will be able to define stars and constellations and list different constellations.
Teaching Aids
Black chart paper, white oil pastel colour or chalk, strings of thread, glue, child-friendly scissors (Note for teachers - Ensure safety of students while using sharp objects.)
Activity
Quest Page 7
Instruct the students to work in small groups. Give the material to each group. Ask the students in each group to make any two constellations using the string and chalk or white oil pastel colour.
Ask the students to use a pencil to lightly draw the outline of any two constellations on the black sheet. Next, have them draw the stars using chalk or white oil pastels. Once the stars are in place, ask the students to paste the string to join the stars.
Once complete, ask the students to showcase their work to the class and describe the constellations they have made, like the name of the constellation and number of stars that form that constellation.
Extension Idea
Ask: Have you ever seen a shooting star? Is it actually a star?
Say: Yes/No (According to the student’s experience.) No, it is actually not a star. It is actually a small piece of rock or dust from space called a meteoroid that enters our atmosphere.
The Sun and the Solar System
Learning Outcomes
The students will be able to explain the features of the Sun and list the planets that form the Solar System.
Teaching Aids
Coloured chart papers, white chart papers, strings of threads, glue, child-friendly scissors (Note for teachers - Ensure safety of students while using sharp objects.)
Activity
Divide the class into groups. Hand out the required material to the students. Instruct the students in each group to cut out shapes of the planets from the coloured chart paper. (The students can refer to page 8 of the CB for the shape of each planet.)
Ask them to paste strings of threads to draw the elliptical paths for each planet around the sun. Then let them paste the planets on their respective paths.
Extension Idea
Ask: Can you name the following?
Biggest planet - _________________________
Planet that has rings around it - _________________________
Nearest planet to Sun - _________________________
Any planet that is visible to the naked eye - _________________________
Say: Biggest planet- Jupiter
Planet that has rings around it - Saturn
Nearest planet to Sun - Mercury
Any planet that is visible to the naked eye - Venus
Learning Outcomes
The students will be able to outline the features of the moon.
Teaching Aids
Strips of paper, chart paper
Activity
Paste a chart paper on the class display board at a height where students can easily reach.
Distribute the strips of paper to the students. Ask them to write one important fact they know about the moon on this strip.
Once they are done, invite the students to come and share the facts with the class. Review the facts and correct them if the students need assistance.
Allow the students to correct the errors and then paste their strips on the chart paper already pasted on the class display board.
The
Extension Idea
Ask: Who was the first person to land on the moon and in which year did he land on the moon?
Say: The first person to land on the moon is Neil Armstrong. He landed on the moon in 1969.
The Planets Quest Page 9
Learning Outcomes
The students will be able to describe the planets, with a special focus on our planet—Earth.
Teaching Aids
Slips of paper with information on planets (Planet with a ring, planet with 95 moons, planet with 146 moons, first planet, only planet with life on it etc.)
Activity
Divide the class into groups. Each group will take turns picking a slip of paper. The student who picks the slip will read the clue aloud to their group members. Based on the clue, the group will try to guess the name of the planet. Afterwards, they should also mention whether the planet is hot or cold, depending on its distance from the Sun. Post the activity, reinforce that Earth is the only place for us to live in this universe, so we should try to protect it in every way possible.
Extension Idea
Ask: How is a planet different from the moon?
Say: A planet revolves around the Sun, while the Moon revolves around a planet.
Answers
Pause and Answer Page no. 8
1. 2.
3. 4.
Chapter Checkup Page no. 10
1. Tick () the correct answer.
A. Sun B. Star C. Neptune
2. Fill in the blanks.
A. Moon
C. hunter
B. Leo
D. Big Dipper
3. Answer the following questions.
A. The Moon reflects the light from the Sun.
B. Orion looks like a hunter.
C. The universe is a huge endless space which has stars, planets, the Sun, the Moon, dust, gases, and big pieces of rocks floating in it.
D. The Sun and Moon are different as follows: Sun Moon
The Sun is a star. The Moon is a satellite. The Sun has light of its own. The Moon reflects the light from the Sun. The Sun is visible in the day sky. The Moon is usually visible in the night sky. The Sun is much bigger than the Moon. The Moon is much smaller in size than the Sun.
4. Picture-based questions.
A. The Solar System (The Sun and the eight planets)
B. (i) Mars (ii) Saturn
HOTS
If the Sun stopped giving heat and light, all the planets would become dark and cold. There would be no day or night, only permanent darkness. On the Earth, plants would die without sunlight, and animals that depend on them for food would not have anything to eat, making life impossible.
The Earth–Our Home
Learning Outcomes
Students will be able to: explain that the shape of the Earth is round. describe the movements of the Earth on its axis and around the sun. understand the features of the Earth that support life and make it a unique planet.
Let’s Recall
Recap the students’ knowledge about Earth. Ask the students to read and solve the riddle given in the Get Set section.
Vocabulary
stationary: not moving axis: an imaginary line that goes through the centre rotation: movement of the earth on its axis revolution: movement of the earth around the sun orbit: a fixed path in which the earth moves around the sun
Teaching Aids
Modeling clay; Flashcards with questions; A4 sheet; colours
Chapter: The Earth–Our Home
Shape of the Earth
Learning Outcomes
The students will be able to explain that the shape of the Earth is round.
Teaching Aids
Modeling clay
Activity
Quest Page 12
Instruct the students to form small groups and distribute the materials to each student. Ask them to create a model of the Earth based on their understanding. Once they finish, have them describe the shape of the Earth. Guide them to ensure their model represents a spherical shape, slightly flattened at the top and bottom.
Extension Idea
Ask: To which place did Ferdinand Magellan return after 3 years of his journey, that helped him prove that the Earth is round and not flat?
Say: Spain
Movement of the Earth
Learning Outcomes
The students will be able to describe the movements of the Earth on its axis and around the sun.
Teaching Aids
Flashcards with questions on movements of the Earth
Activity
Quest Page 13
Divide the class into four teams. Prepare flash cards with questions on movements of the Earth–Rotation and Revolution. Some sample questions can be as follows:
1. What is the imaginary line on which the Earth rotates called? Axis
2. What is rotation? Rotation is the movement of the Earth on its axis.
3. Which movement of the Earth causes change in seasons? Revolution
4. In which direction does the Earth rotate? West to East
5. How much time does the Earth take to complete one rotation? 24 hours
6. Which movement of the Earth causes day and night? Rotation
7. What is the movement of the Earth around the Sun called? Revolution
8. What is the path called on which the Earth moves around the Sun? Orbit
9. Give one feature of the Earth’s axis. It is an imaginary line. It is tilted.
10. Give one feature of the Earth’s orbit. It is elliptical in shape.
Ask these questions to the class, the team that answers the question correctly gets a point. The team with maximum points wins the quiz.
Extension Idea
Ask: What is a leap year?
Say: A leap year has 366 days, one extra day in February.
What Makes the Earth Unique
Learning Outcomes
Quest Page 14
The students will be able to understand the features of the Earth that support life and make it a unique planet.
Teaching
Aids
A4 sheet, sketch pens, oil pastel colours
Activity
Divide the class into groups. Hand out the required material to the students.
Instruct the students to think of any three human actions that are harming life on the Earth and illustrate them using pictures. Once students have completed, invite each group to share their work with the class.
While one group is presenting, encourage the students in other groups to listen carefully and review their points, ask relevant questions if needed.
Extension Idea
Ask: How does the distance from the Sun help the Earth support life?
Say: The Earth is at the ideal distance from the Sun, making it neither too hot nor too cold, with a temperature perfect for supporting life.
Answers
Get Set Page no. 12
Chapter
Checkup Page no. 15
1. Tick () the correct answer.
A. Earth
B. 24
C. Ferdinand Magellan
2. Fill in the blanks.
A. axis B. round
C. orbit D. rotation
3. Write True or False.
A. T
B. F
C. T
4. Match the following.
A. Day and Night → iv. Rotation
B. Seasons → iii. Revolution
C. The time taken for one rotation → ii. One day
D. The time taken for one revolution → i. One year
5. Answer the following questions.
A. The Earth supports life on it because the Earth is at the right distance from the Sun and it has water and air.
B. We do not feel the rotation of the Earth because we are also moving with it.
C. Rotation of the Earth Revolution of the Earth It is the movement of the Earth on its axis. It is the movement of the Earth around the Sun in an orbit.
The Earth takes 24 hours to complete one rotation. The Earth takes one year to complete one revolution.
D. Sunrise and sunset happen because the Earth rotates on its axis. As the Earth spins, different parts of it face the Sun. When a place on Earth turns towards the Sun, we see a sunrise. When it turns away from the Sun, we see a sunset.
6. Picture-based questions.
A. ii.
B. Rotation
HOTS
1. If the Earth stops revolving around the Sun, then there would be no change in seasons. The same weather would persist throughout the year, as the Earth’s distance from the Sun would remain constant. Areas closer to the Sun would always remain hot, while those farther away would always remain cold.
2. If the Earth took twice as long to complete one rotation, the duration of a day and night would double. Each day would last 48 hours instead of 24, resulting in longer periods of daylight and darkness.
Continents and Oceans 3
Learning Outcomes
Students will be able to: identify and describe the basic features of seven continents. name the five major oceans and understand their role in supporting life.
Let’s Recall
Recap to check if the students know the names of different oceans and continents. Ask students to together read the poem given in the Get Set section.
Vocabulary
landmass: a large piece of land trench: steep and narrow deep points in the ocean continent: a large mass of land on the surface of the Earth ocean: a very large and deep water body on the surface of the Earth aquatic: growing or living in water industry: business
Teaching Aids
Bingo cards, teacher’s list of clues; A3 sheets/chart papers, sketch pens, oil pastels, pictures, facts on different oceans
Chapter: Continents and Oceans
Continents
Learning Outcomes
The students will be able to identify and describe the basic features of seven continents.
Teaching Aids
Bingo cards, teacher’s list of clues
Activity
Distribute a bingo card to each student.
Quest Page 17
Explain to the students that you will read the clues and the students will mark the continent that matches the clue, on their bingo cards. The student/s who gets a complete row, column or 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.
Hang a world map on the board for the students to take help in matching the clues.
(Note for the teacher - 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 continent names (e.g., Asia, Africa, Europe, North America, South America, Antarctica and Australia.)
To prepare clues you can take help from the following table:
Clues
Answers
Largest continent Asia
Coldest continent Antarctica
Smallest continent Australia
Third largest continent North America
Continent surrounded by the Southern Ocean Antarctica
India is this continent Asia
This continent has the longest river ‘Nile’ Africa
Mark a continent that starts with ‘E’ Europe
Continent that has the Andes Mountain South America
Extension Idea
Ask: On which continent do you live?
Say: Asia (Subject to the place of residence of the student)
Learning Outcomes
The students will be able to name the five major oceans and understand their role in supporting life.
Teaching Aids
A3 sheets/chart papers, sketch pens, oil pastels, pictures, facts on different oceans.
Activity
Before the activity-
Divide the class into five groups. Assign one ocean to each group.
Ask the students of each group to collect information (basic facts like location, continents surrounding it, depth, marine animals) on the assigned ocean.
In the class -
Instruct the students to sit in their respective groups. Distribute the material to each group. Have the students draw a poster on their assigned ocean.
Encourage the students to be creative in presenting the information. Once they are done, invite each group to present their poster with the class and speak about the information they have pasted there.
Extension Idea
Ask: Why do you think the Arctic Ocean is mostly frozen?
Say: The Arctic Ocean is mostly frozen because it is near the North Pole, where temperatures are very cold.
Answers
Chapter Checkup Page no. 8
1. Tick () the correct answer.
A. Asia
2. Fill in the blanks.
B. Antarctica
A. Australia B. Indian
C. Arctic Ocean
C. oceans D. Southern Ocean
3. Write True or False.
A. F B. T C. F D. T
4. Match the following:
A. Pacific Ocean → ii. Between Asia and North America
B. Indian Ocean → iii. Between Africa, Asia and Australia
C. Southern Ocean → i. Around Antarctica
D. Atlantic Ocean → iv Between North America, South America and Africa
5. Answer the following questions.
A. The Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the Southern Ocean and the Arctic Ocean.
B. Asia, Africa, North America, South America, Antarctica, Europe and Australia.
C. Asia (Answer may vary.)
D. Asia, Africa and Europe; North and South America
6. Picture-based questions.
A. Pacific Ocean
B. Indian Ocean
C. Arctic Ocean and Pacific Ocean
HOTS
The oceans Jacob will have to cross during his journey from India to North America are the Indian Ocean and the Atlantic Ocean. He will also pass by parts of the continents Asia and Africa.
He will take a longer time to cross through the Atlantic Ocean.