Quest
Social Science
The World We Live In Unit 1
Chapter in This Unit
1. The Earth—Our Home
Story in This Unit
Lord Ero and Drakon are planning to destroy the Wisdom Ball, a magical crystal ball that helps the Elder Wizard to govern Avora. Meanwhile, in the Elder Wizard’s office, he tells Conji, Eva and Mel that the Wisdom Ball is made from four rare stones from Earth and is an important asset to Avora.
While they are talking, Drakon casts a dark spell and destroys the Wisdom Ball. Heartbroken, the Elder Wizard is unsure of how to save Avora, when the Elder Robot walks in and suggests that the children must travel to Earth to get the rare stones and restore the Wisdom Ball.
The trio set off to Earth in their spaceship and take a magical book for assistance. Reading the book, they get to know that Earth has many landforms like the tall mountains, flat plains, raised plateaus, the sandy deserts and the water bodies. When the trio realize that the information shared in the book has something to do with their search for the rare stones, its pages start to turn magically and stop at one country on the Earth. Mel checks on her tablet to know more about the place where their spaceship would land.
The Earth—Our Home 1
Learning Outcomes
Students will be able to:
know the proportion of land and water on Earth. explain different landforms on Earth like mountains, valleys, plateaus, plains, and deserts. define different water features like coasts, peninsulas, bays, islands, and rivers.
Let’s Recall
Recap to check if the students know the names of some landforms on Earth. Ask the students to read the poem with their partners using the hand movements given in the Get Set section.
Vocabulary
molten: something that has become liquid-like due to heat
volcano: a mountain with a hole at the top from which molten rock, gases, etc. come out from under the Earth
glacier: a large body of slowly moving ice
valleys: U-shaped or V-shaped lowlands found between mountains and hills pass: narrow, natural gap in mountains
bay: a body of water surrounded on three sides by land
island: a piece of land that is surrounded on all sides by water
Teaching Aids
White chart paper, blue chart paper, green chart paper, glue, scissors, markers; flashcards with description of each landform (fold mountains, volcanic mountains, block mountains, valleys, pass, plateaus, plains, deserts)
Chapter: The Earth—Our Home
Land and Water on Earth
Learning Outcomes
The students will be able to know the proportion of land and water on Earth.
Teaching Aids
White chart paper, blue chart paper, green chart paper, glue, scissors, markers
Activity
Divide the class into groups and instruct the students to sit in their respective groups.
Distribute the material for the activity to all the groups.
Ask the students to cut out a large circle from a white chart paper, representing the Earth.
Guide the students to cut a piece of blue chart paper so as to cover 3/4th part of the circle and a green chart paper cut out to cover the remaining 1/4th part of the circle.
Ask them to label the blue and green parts as water and land, respectively.
Then invite the groups to showcase their completed models of Earth. Encourage the students to explain the division of Earth as land and water and list different landforms (mountains, plateaus, hills, deserts) and water bodies (oceans, seas, lakes, rivers, ponds etc.)
Extension Idea
Ask: Can you list some landforms and water bodies from your surroundings?
Say: Landforms: hills, plains, mountains
Water bodies: pond, lake, or river
Learning Outcomes
The students will be able to explain different landforms on Earth like mountains, valleys, plateaus, plains, and deserts.
Teaching Aids
Flashcards with description of each landform (fold mountains, volcanic mountains, block mountains, valleys, pass, plateaus, plains, deserts)
Activity
Divide the class into groups.
In a bowl, add a mix of flashcards with description and images of different landforms.
Instruct the students to match the description of the landform with its picture.
Assist the students if they need help.
After the activity, explain each landform to reinforce the concepts.
Extension Idea
Ask: Can you think of a place in India that has mountains? What kind of weather mountains have?
Say: Kashmir, Shimla, Kullu-Manali, Ooty (Students can name any). The weather in and around mountains is usually cool in summers and chilly/cold in winters.
Water
Features Quest Page 9
Learning Outcomes
The students will be able to define different water features like coasts, peninsulas, bays, islands, and rivers.
Teaching Aids
Green and blue coloured clay, a cardboard sheet/thermocol sheet
Activity
Divide the class into groups.
On a cardboard, ask each group to make a 3D model using blue and green clay to represent a Peninsula (land surrounded by water on three sides)
Bay (water body surrounded by land on three sides)
Island (land surrounded by water on all sides)
River (flowing through the land)
Coast (where the land meets the sea)
Instruct the students to label each feature.
Once complete, invite each group to showcase their models and explain each feature with examples.
Extension Idea
Ask: Which glaciers are the sources of the rivers Ganga and Yamuna?
Say: The River Ganga originates from the Gangotri Glacier in Uttarakhand, while the River Yamuna originates from the Yamunotri Glacier, also located in Uttarakhand.
Answers
Pause and Answer Page no. 9
1. T
2. F
3. T
4. F
Chapter Checkup
1. Tick the correct answer.
A. Block Mountains
B. Nile
C. Cape
2. Fill in the blanks.
A. sediment
B. Khyber
C. mountain range
D. valleys
3. Match the following.
A. Plateaus → ii. Higher than surrounding land, flat at the top
B. Tributaries → iii. Small rivers that join a main river along the way
C. Bay → i. A water body surrounded by land on three sides
D. Delta → iv. A triangular area formed by distributaries
4. Short answer questions.
A. The Himalayas in Asia, the Alps in Europe.
B. Mount Kilimanjaro in Tanzania, Mount Fuji in Japan.
C. The Sahara Desert in North Africa, the Atacama Desert in South America.
D. A bay
5. Long answer questions.
A.
Seasonal Rivers Perennial Rivers
These rivers are formed from melted snow from the glaciers. These rivers are formed by rainwater.
These rivers have water throughout the year. They do not have water throughout the year. They dry in the summer.
For example- the Ganga, the Yamuna For example - the Godavari and the Krishna
B.
Peninsula Bay
A peninsula is any land that extends into the sea and is surrounded by water on three sides.
6. Picture-based questions.
A. Valley
A bay is a water body that is surrounded by land on three sides.
B. This type of landform is formed between the hills or mountains.
C. Kashmir Valley
HOTS
While travelling from Kashmir to Rajasthan in a car, we will cross the following landforms:
A. Mountains - In Kashmir, we have the Himalayan mountain range which covers tall, snow-covered peaks and valleys.
B. Plains - While travelling downwards towards Rajasthan, we travel through places that are a part of Northern plains.
C. Desert - In Rajasthan, we are in the Thar desert.
Our Country – India
Chapters in This Unit
2. Knowing India
3. The Northern Mountains
4. The Northern Plains
5. The Great Indian Desert
6. The Southern Plateau
7. The Coastal Plains and Islands
Story in This Unit
Mel, Conji, and Eva are on an exciting journey to find rare stones. One day, while Mel is checking her tablet, the magical book reveals a country called India. The book points to India because it senses one of the rare stones there. Conji, feeling impatient, asks where exactly they need to go. Mel uses the magical map in the book, and it reveals their first destination—the largest desert in India.
Excited by this new clue, the trio heads to the Great Indian Desert. As they fly above the desert, they are amazed by its vast size. When they step out of their spaceship, they feel the dry winds and are surprised by the heat despite the strong breeze. Seeing a sandstorm approaching, they decide to take shelter in their spaceship until the storm passes.
After the storm, Eva casts a spell to try and reveal the location of the rare stone. Finally, the spell works, and the trio discovers the stone’s location. With the rare stone safely in their possession, the group prepares for their next adventure, which, according to the magical book, will take them to the mountains.
Knowing India 2
Learning Outcomes
Students will be able to: identify and locate on the map of India, its geographical features, and neighboring countries. understand and list the different landforms of India. understand the political divisions of India, including states, union territories, and districts, and learn about the roles of central and state governments.
Let’s Recall
Recap with the students the knowledge on the country India, its location and physical divisions. Ask the students to read the instructions given in the Get Set section and colour the picture.
Vocabulary
administration: running and managing the daily functions of government population: the total number of people living in a country landforms: features on the earth’s surface that make up the terrain
Teaching Aids
Blank political and physical maps of India, coloured pencils; coloured origami sheets (green, purple, brown, yellow, blue), glue.
Chapter: Knowing India
Location and Neighbours
Learning Outcomes
Quest Page 18
The students will be able to identify and locate on the map of India, its geographical features, and neighboring countries.
Teaching Aids
Blank maps of India, coloured pencils
Activity
Provide students with a blank map of India.
Ask them to label the Himalayan ranges, the southern peninsula, and surrounding water bodies (Bay of Bengal, Arabian Sea, Indian Ocean). Also, have them highlight the Indira Point on the map.
Next, ask the students to mark and colour the countries that share borders with India (Afghanistan, Bangladesh, Bhutan, China,Myanmar, Nepal and Pakistan).
Extension Idea
Ask: Why is India called a peninsula?
Say: India is a peninsula because it is surrounded by water on three sides. India is surrounded by the Bay of Bengal in the east, the Arabian Sea in the west and the Indian Ocean in the south.
Physical Features
Learning Outcomes
The students should be able to understand and list the different landforms of India.
Teaching Aids
Blank physical maps of India, coloured origami sheets (green, purple, brown, yellow, blue), glue
Activity
Provide students with a blank physical map of India.
Give them coloured origami sheets and ask them to tear the sheets into small pieces.
Quest Page 18
Guide them to label the six physical divisions: the Great Himalayas, the Northern Plains, the Great Indian Desert, the Coastal Plains, the Southern Plateau, and the Islands.
Ask students to paste the colored paper bits to represent each division: Brown for the Himalayan Mountains, Green for the Northern Mountains, Purple for the Great Indian Desert, Yellow for the Southern Plateau, Blue for the Coastal Plains, Orange for the islands.
(Note: If the areas are too small for pasting paper, have the students color those sections instead.)
Extension Idea
Ask: Which physical division of India do you live in?
Say: The Northern Plains (Answer may vary.)
Learning Outcomes
The students will be able to understand the political divisions of India, including states, union territories, and districts, and learn about the roles of central and state governments.
Teaching Aids
Blank political map of India, pencil colours
Activity
Provide students with a blank political map of India.
Hang a political map of India on the class display board or chalkboard.
Ask the students to take help from the map and colour and label the 28 states and 8 union territories.
Have them highlight the Seven Sister States in the northeastern part of India.
Extension Idea
Ask: How do you think the Seven Sister States are connected to the rest of India?
Say: The Seven Sister States are connected to the rest of India through a narrow strip of land called the Siliguri Corridor, also known as the “Chicken’s Neck.”
Answers
Chapter Checkup
1. Tick () the correct answer.
A. Iran B. 28 C. Indian Ocean
2. Fill in the blanks.
A. Seventh
C. Peninsula
3. Write True or False.
B. Bay of Bengal
D. Sri Lanka
A. True B. False C. True D. False
4. Short answer questions.
A. The southernmost tip of India is called Indira Point, and it is located in the Andaman and Nicobar Islands.
B. India has 28 states and 8 union territories.
C. Sri Lanka and Maldives.
5. Long answer questions.
A. India has two levels of government—central and state—to effectively manage such a large and diverse country. The central government makes laws for the whole country and the state government looks after particular states.
B. India is a diverse country because of the following:
(a) Cultural Diversity: India has many religions, languages, festivals, and traditions, making it one of the most culturally diverse countries in the world.
(b) Geographical Diversity: India has varied landforms, including mountains, plains, plateaus, deserts, and coastal regions, offering rich biodiversity and unique climates.
6. Picture-based questions.
A. Bhutan B. Bangladesh
HOTS
Yes, India should have good relations with its neighbouring countries because:
(i) they help countries boost their economy by trading goods like food, medicines, and technology.
(ii) they prevent conflicts or wars and ensure the safety of people.
(iii) they can help neighbouring countries share festivals, traditions, and ideas, making life more enjoyable and connected.
The Northern Mountains 3
Learning Outcomes
Students will be able to:
understand the geographical features of the Northern Mountains, including their location, climate, and significance.
identify the three Himalayan ranges and describe their characteristics and significance.
understand the significance of the Himalayas for India.
identify and describe the cultural, geographical, and economic importance of the Himalayan states in India, including their unique lifestyles, traditions, languages, festivals, clothing and tourist attractions.
Let’s Recall
Recap with the students the knowledge on the Himalayas.
Ask the students to read and attempt the question given in the Get Set section.
Vocabulary
elevation: height
parallel: run next to each other with almost the same distance between them
foothills: hills that are located at the bottom of mountains
cold desert: a desert that is covered in snow all year round
handicrafts: decorative objects made by artists using their hands
houseboat: large boats in which people can live
shikara: small colourful boats used for leisure or to sell things on a lake
Teaching Aids
wicker: a natural material that is used to make baskets and furniture
peak: the sharp, pointed top of a mountain mountain range: a chain of mountains
terai: the foothills of the Shiwalik
protected forests: forests that are closely monitored by the government officials, so people cannot cut trees or hunt animals
phiran: long woollen garment
kangri: earthen pot with burning coal carried inside a phiran
A cardboard, clay, cotton, blue woollen yarn, glue; cue cards with phrases related to features of the division of the Himalayas; A4 sheet, oil pastel colours, sketch pens, pictures related to animals, plants, places of tourist attraction found in Himalayas; Chart papers, pictures related to Himalayan states
Chapter: The Northern Mountains
Location and Climate Quest Page 22
Learning Outcomes
The students will be able to understand the geographical features of the Northern Mountains, including their location, climate, and significance.
Teaching Aids
A cardboard, clay, cotton, blue woollen yarn and glue Activity
Divide the class into groups. Distribute the materials to the students.
Instruct them to trace with pencil the northern part of India. The students can take reference from the image of the map given on page 23.
Instruct them to use clay to represent the Himalayas, showing its stretch from Ladakh to Arunachal Pradesh. Further, have them use white cotton to represent snow in the western part and blue woollen yarn to represent rain in the eastern part of the Himalayas.
Once complete, invite the groups to show their models to the class.
Post the activity, display the models in the class.
Extension Idea
Ask: Do you know the third highest peak in the world also lies in the Himalayas? What is its name and its height?
Say: Yes, the third highest peak in the world, Kangchenjunga, lies in the Himalayas. It is located on the border between Nepal and India and has a height of 8,586 meters.
The Three Divisions
Learning Outcomes
Quest Page 23
The students should be able to identify the three Himalayan ranges and describe their characteristics and significance.
Teaching Aids
Cue cards with phrases related to features of the division of the Himalayas Activity
Prepare cue cards for the quiz using the features or associated information related to the divisions of the Himalayas. For example - This part is also known as the ‘terai’ region - Outer Himalayas; this part has the fertile valleys - Middle Himalayas and so on.
Divide the class into 4 teams. Play a quiz using clues from the division of Himalayas. Award five points to the team for each correct answer. The team that has the maximum score, wins the game.
Extension Idea
Ask: How are the Middle Himalayas different from the Outer Himalayas?
Say: The Middle Himalayas are taller and steeper than the Outer Himalayas. They have valleys for farming and popular hill stations, while the Outer Himalayas are lower, have gentle slopes, and are covered with forests.
Importance of the Himalayas
Learning Outcomes
The students will be able to understand the significance of the Himalayas for India.
Teaching Aids
A4 sheet, oil pastel colours, sketch pens, pictures related to animals, plants, places of tourist attraction found in Himalayas
Activity
Before the Activity
Ask the students to research the animals, plants, and places of attraction found in the Himalayas.
Have them collect and bring related pictures to class.
In the class
Provide the necessary materials for creating the poster.
Instruct students to design a poster that highlights the significance of the Himalayas by including pictures of its unique wildlife, plant life, and popular tourist spots.
Go around the class and assist the students if they need help.
Extension Idea
Ask: The Himalayas are home to some rare and endangered species. Can you name some? Say: Snow leopard, red panda, Himalayan tahr. (Answer may vary.)
Life in the Himalayas
Learning Outcomes
Quest Page 25
The students will be able to identify and describe the cultural, geographical, and economic importance of the Himalayan states in India, including their unique lifestyles, traditions, languages, festivals, clothing and tourist attractions.
Teaching Aids
Chart papers, pictures related to Himalayan states, oil pastels, sketch pens, glue
Activity
Divide the class into groups and assign each group a different Himalayan state.
Ask each group to bring information and pictures related to the following features of their assigned state:
Traditional clothes of people
Main occupations of the people
Traditional foods and any famous dishes
Fruits or vegetables the state is known for
Language spoken
In groups, have the students paste this information and pictures on a chart paper. Once completed, invite the students to present their charts to the class.
Extension Idea
Ask: Do you think geographical features of the Himalayas (such as mountains and climate) influence the lifestyle and occupations of the people living there?
Say: The harsh climate and mountainous terrain make agriculture difficult, so many people rely on occupations like farming (growing crops like apples, tea, or rice), animal husbandry (sheep, yaks), and tourism. The cold climate also affects traditional clothing, such as woollen garments.
Answers
Get set
I would visit the hills in northern India because I love mountains and the cool weather. The natural beauty, snow-capped peaks, and peaceful environment would be perfect for relaxation. I’d also enjoy visiting hill stations like Shimla or Manali. (Answer may vary.)
Pause and Answer
1. 2. 3. 4.
Chapter Checkup
1. Tick () the correct answer.
A. Himadri B. Terai
C. West Bengal D. Outer Himalayas
2. Fill in the blanks.
A. Central Asia
B. Arunachal Pradesh
C. Jammu and Kashmir D. Assam
3. Write True or False.
A. True B. False C. False D. True
4. Match the following.
A. Himachal iii. Middle Himalayas
B. Sikkim i. Gangtok
C. Gangotri iv. Uttarakhand
D. Seven Sisters ii. North-eastern states
5. Short answer questions.
A. Himadri (highest) and Shiwalik (lowest)
B. Gangotri (Ganga) and Yamunotri (Yamuna)
C. Sikkim
6. Long answer questions.
A. Four reasons why the Himalayas are important for India: 1. They act like a huge wall and protect our borders with other countries.
2. The Himalayas protect India from the cold winds blowing from Central Asia. This prevents India from becoming a cold desert.
3. Many important rivers originate in the Himalayas. These rivers are a source of drinking water and also make the land fertile. Dams built over these rivers provide us with electricity.
4. They help bring monsoons to India. They stop the winds from going further north, which leads to rains in India. (Answer may vary.)
B. The people of Jammu and Kashmir adapt to the cold climate by wearing warm clothes like the phiran and using kangris for warmth. Their main occupations include farming, tourism, and crafting items from wood, silver, and paper mache. The region is known for its beautiful valleys, lakes like Dal Lake, and houseboats. Traditional Kashmiri cuisine includes dishes like Rogan Josh, Yakhni, and kahwa (a type of tea). Festivals like Eid, Shivratri, and Baisakhi are widely celebrated, reflecting their rich cultural diversity.
7. Picture-based questions.
A. The picture shows a houseboat.
B. These houseboats are found in Jammu and Kashmir, particularly in Srinagar.
C. Two lakes in this region are Dal Lake and Wular Lake.
HOTS
The Guardians of India (Answer may vary.) This is because the Himalayas act as a natural shield, protecting India from cold winds and invasions. They are also the source of major rivers, provide fertile soil for agriculture, and are a symbol of cultural and spiritual significance, making them truly guardians of the nation.