Quest
Social Science
The Earth – Our Home
Chapters in This Unit
1. Globe—The Model of the Earth
2. Maps and Directions
3. Movements of the Earth
4. Weather and Climate
Story in This Unit
Dr Vikram, a brilliant scientist, embarks on a mission to investigate a series of mysterious disappearances spreading fear across Earth. As he digs deeper, he finds something unbelievable: magical portals opening up in different places. One day, he gets too close to one of these portals and gets pulled inside! He finds himself in a strange dungeon controlled by a powerful and evil leader named Lord Ero.
In the dungeon, Dr Vikram overhears the conversation between Lord Ero and Drakon. Lord Ero has been using the portals to capture people from Earth and bring them to his dungeon. His plan is to turn these people into an army that will obey his every command. With this army, Lord Ero wants to take over the planet Avora and show everyone, especially the Elders, how powerful he is.
Despite the dungeon being a frightening place, Dr Vikram cleverly finds a way to escape. Now that he knows all about Lord Ero’s evil plans, he is determined to stop him. On his journey back, he encounters the Elders, who agree to assist him. Elder Robot calls upon the trio—Conji, Eva, and Mel—and instructs them to accompany Dr Vikram to Earth. He also gives them a special tool called the ‘Guardian Compass,’ a device designed to help them locate the magical portals and stop Lord Ero’s scheme.
Globe-The Model of the Earth
Learning Outcomes
Students will be able to:
explain why the Earth appears flat from our perspective but is actually round. identify the features of a globe and understand its uses and limitations. understand the concept of poles and hemispheres and their significance. understand latitudes, their features, and their significance in locating places on Earth. explain longitudes, their features, and their significance in locating places on Earth. define grids, GMT and IST and understand their importance.
Let’s Recall
Recap the students’ knowledge on Earth and globe. Ask the students to read the poem given in the Get Set section.
Vocabulary
edge: the boundary line of a surface or an area vast: very large essential: very important observatory: a place with special equipment like telescopes, where scientists watch and study the stars, planets, and weather geographer: a person who studies the Earth’s features axis: an imaginary line around which the Earth spins poles: the points on the Earth’s surface where the axis ends latitude: horizontal lines drawn around the globe longitude: vertical lines drawn around the globe
Teaching Aids
Basketball, a small toy car; Globe, map; coloured origami sheets, white chart paper, glue, child-friendly scissors, sketch pens/markers; A ball, string or yarn, glue, ruler or measuring tape, markers; blank world maps, rulers, and colored pencils; dice, cards with latitude and longitude coordinates written on them
Chapter: Globe—The Model of the Earth
Shape of the Earth
Learning Outcomes
The students will be able to explain why the Earth appears flat from our perspective but is actually round.
Teaching Aids
Basketball, a small toy car
Activity
Divide the class into small groups and provide each group with a basketball and a toy car. First, ask the students to place the basketball on a flat surface and move the toy car slowly from the far side of the ball toward the top, observing how the car gradually “rises” into view, demonstrating the effect of a curved surface like the Earth. Next, use a flat surface, such as a table or a piece of paper, and have a student move the toy car toward the group, observing how it appears all at once without the rising effect. After both experiments, discuss their observations and connect them to real-life examples, such as how ships appear on the horizon or how the sun rises and sets, to explain why the Earth appears flat but is actually round.
Extension Idea
Ask: Why can’t we see the Earth’s round shape from the ground?
Say: The Earth looks flat to us because we can only see a small part of it at a time.
Globe
Learning Outcomes
The students will be able to identify the features of a globe and understand its uses and limitations.
Teaching Aids
A globe and a map
Activity
Divide the class into groups and provide each group with a globe and a map.
Ask each group to locate continents and a few countries on the globe and then on the map. Next, have them find some cities within a country using both the globe and the map.
Ask the students to pretend they are traveling and pack the map and the globe into their bags.
After completing the activity, ask the students to think about the differences between a globe and a map. Facilitate a discussion on which one is easier to carry and why.
Extension Idea
Ask: Why can’t we see the entire Earth on a globe at once?
Say: The globe can only show one half of the Earth at a time, just like we can only see part of the Earth from space.
Poles and Hemispheres
Learning Outcomes
Quest Page 8
The students will be able to understand the concept of poles and hemispheres and their significance.
Teaching Aids
Coloured origami sheets, white chart paper, glue, child friendly scissors, sketch pens/markers
Activity
Divide the class into groups and provide each group with the necessary materials. Instruct the students to cut out a circle to represent the Earth and fold it in half to create the equator. Next, ask them to use two different colored sheets—one for the Northern Hemisphere and another for the Southern Hemisphere—and paste the colors onto the corresponding halves of the circle. Finally, guide them to label the continents found in each hemisphere on the appropriate halves of the circle.
Finally, guide them to write the names of the continents that are located in each hemisphere on the respective halves of the circle.
Extension Idea
Ask: What hemisphere do we live in?
Say: We live in the Northern Hemisphere, above the equator.
Latitudes, Longitudes and Grids - Latitudes
Learning Outcomes
Quest Page 8
The students will be able to understand latitudes, their features, and their significance in locating places on Earth.
Teaching Aids
A ball, string or yarn, glue, ruler or measuring tape, markers
Activity
Divide the class into small groups and provide each group with a ball, string, ruler, and markers. Instruct students to wrap and paste the string around the widest part of the ball (its midpoint) to represent the Equator. Use a marker to label it as 0°.
Guide students to measure equal distances above and below the Equator using the string and the ruler.
Have them mark the positions of key latitudes: Tropic of Cancer (23½°N), Tropic of Capricorn (23½°S), Arctic Circle (66½°N), and Antarctic Circle (66½°S).
Then ask them to wrap and paste the string around the ball at each marked point to create parallel lines for the latitudes.
Extension Idea
Ask: Which key latitude passes through India?
Say: The Tropic of Cancer is the key latitude that passes through India.
Latitudes, Longitudes and Grids - Longitudes
Learning Outcomes
The students will be able to explain longitudes, their features and their significance in locating places on Earth.
Teaching Aids
Blank world maps, rulers, and colored pencils
Activity
Provide students with a blank map.
Ask them to draw and label the Prime Meridian and International Date Line.
Have them mark a few other longitudes (e.g., 30°E, 60°E, 30°W, 60°W) and shade the Eastern and Western hemispheres in different colours.
Ask the students to mention any two countries in both Eastern and Western Hemispheres.
Extension Idea
Ask: What is the Prime Meridian used for?
Say: The Prime Meridian divides the Earth into Eastern and Western Hemispheres and helps calculate time zones.
Latitudes,
Longitudes and Grids - Grids
Learning Outcomes
The students will be able to define grids, GMT and IST, and understand their importance.
Teaching Aids
Globe or map, dice, cards with latitude and longitude coordinates written on them.
Activity
Prepare cards with latitude and longitude coordinates (e.g., 23°N, 82°E or 45°S, 60°W).
Divide the class into small groups.
Let each group take turns rolling the dice to randomly select a coordinate card.
The group can use the globe or map to locate the place corresponding to the drawn coordinates.
Once located, they must name the country, city, or feature at that point.
Quest Page 10
Award points for accurate identification. The group with the highest score at the end of the activity wins.
Extension Idea
Ask: How do time zones differ from GMT, and why do we need them?
Say: Time zones are regions of the Earth that have the same standard time, based on their distance from GMT. Time zones are necessary because the Earth’s rotation causes different parts of the world to experience day and night at different times.
Pause and Answer
Answers
Page no. 8
1. flat 2. Geographers 3. axis
Chapter Checkup
1. Tick () the correct answer.
A. 23½°
B. Greenwich Meridian
C. 360 D. 180
2. Fill in the blanks.
A. Grids B. East to West
C. North to South D. Poles
3. Write True or False.
A. False B. False
C. True D. False
4. Match the following.
A. Latitude → iv. Equator
B. Longitude → iii. Prime Meridian
C. 23½° → ii. Axis of rotation
D. 66½°N → i. 66½°N
5. Short answer questions.
A. Latitudes are imaginary horizontal lines that run east to west on the globe.
Longitudes are imaginary vertical lines that run from the North Pole to the South Pole.
B. A globe is a small model of the Earth.
Advantage: It shows the Earth’s shape accurately.
Disadvantage: It is difficult to carry around.
C. Greenwich Mean Time (GMT) is the time at the Prime Meridian, used as a reference for time zones.
D. Latitudes and longitudes intersect each other at right angles, forming a network of lines called grids. The point where the latitude and longitude intersect helps pinpoint the exact location of places on the Earth.
6. Long answer questions.
A. Properties of latitudes:
The parallel lines are at an equal distance from each other, and they do not meet.
The Equator is the longest latitude and other latitudes become smaller when moving towards the poles.
The North Pole and South Pole are just points. There are no lines there.
Latitude affects climate, with locations near the Equator being warmer and locations near the poles being colder.
B. Properties of longitudes:
These lines are semi-circles that run from the North Pole to the South Pole.
The lengths of the meridians are the same.
The distance between the lines is broader at the centre and lesser at the poles.
C. Indian Standard Time (IST) is the time observed throughout India and Sri Lanka. It is the time zone that India follows, which is 5 hours and 30 minutes ahead of Greenwich Mean Time (GMT). IST is based on the 82 1⁄2°E longitude, which passes through Mirzapur, Uttar Pradesh. This is considered the central meridian for India, and all the time in India is based on this meridian.
7. Picture based questions.
A. Africa
B. The Prime Meridian
HOTS
1. Climate: The climate changes drastically from the Equator to the North Pole.
Equator: The climate at the Equator is a hot, humid, tropical climate with consistent temperatures (25-30°C), North Pole: Extremely cold, below freezing, long winters and 24-hour summer daylight.
Daylight -
Equator: Consistent 12 hours of daylight and night. North Pole: 6 months of daylight in summer, 6 months of darkness in winter.
Landscapes:
Equator: Tropical rainforests, rivers, diverse wildlife. North Pole: Ice, snow, no vegetation, limited wildlife (polar bears, seals, etc.).
2. Advantages:
One time zone simplifies coordination across the country. No confusion with multiple time zones for businesses and governance.
Disadvantages:
Eastern states experience daylight much earlier, causing schedule issues.
Maps and Directions 2
Learning Outcomes
Students will be able to: list the limitations of the globes and understand how maps are used to overcome them. identify and understand the different types of maps and their uses. understand the cardinal and intermediate directions and learn how to use them to interpret maps. understand the use and importance of symbols in reading and interpreting maps. understand how scales on maps represent large areas in a smaller size and use them to calculate real-life distances. identify map features using colour patterns and understand the key’s role in interpreting symbols and colours.
Let’s Recall
Recap with the students the knowledge on the globe and maps. Ask the students to read the story in the Get Set section and attempt the question.
Vocabulary
miniature: very small limitations: restrictions inaccuracies: errors or mistakes distortions: changes that make something unclear or wrong precisely: exactly or accurately contrast: comparison condenses: makes something smaller or compact feasible: possible or practical to do map: a flat representation of the Earth’s surface, usually on paper atlas: a collection of maps, typically bound together in a book
Teaching Aids
direction: an indication that leads to a particular point cardinal directions: the four main directions— north, south, east and west intermediate directions: the directions in between the cardinal directions elements: elements symbols: small pictures or icons that represent different features and landmarks scale: ratio between the distance on the map and the actual distance on the ground
Globes, maps; flash cards with different information (e.g., population, rivers, climate, cities, roads, etc.); folded slips with instructions (direction of the blackboard, direction of your friend’s seat, direction of the entrance door, etc.); printouts of map of a city, sketch pens; a printed map of a country or state with a scale provided, ruler, sheet of paper; political map of India, colour key, colour pencils or crayons, a large map of India
Chapter: Maps and Directions
Globes and Maps
Learning Outcomes
Quest Page 15
The students will be able to list the limitations of the globes and understand how maps are used to overcome them.
Teaching Aids
Globes, maps
Activity
Divide students into small groups. Provide each group with a globe and a map. Give them a worksheet that asks them to compare the two. The worksheet can include questions like:
Which is easier to carry around, a globe or a map?
Which one shows the entire Earth at once?
Which one gives more detail about a particular area (e.g., streets, roads)?
Which one can be updated more easily?
Encourage the students to complete the worksheet while exploring the globe and the map. They should note the differences and list the limitations of the globe and the advantages of maps. After the activity, discuss the groups’ findings.
Extension Idea
Ask: How can we use maps to plan a trip or find a place we want to visit?
Say: We can use maps to plan a trip by identifying routes, landmarks, and distances between places. Maps show important details like roads, airports, hotels, and attractions, helping us decide the best way to reach our destination and explore the area.
Types of Maps
Learning Outcomes
Quest Page 16
The students should be able to identify and understand the different types of maps and their uses.
Teaching Aids
Flash cards with different information (e.g., population, rivers, climate, cities, roads, etc.)
Activity
Prepare flash cards with different types of information that can be represented on various types of maps. Split the class into small teams.
Ask the students that you will show flash cards with different types of information on them. Each team will take turns answering which type of map (e.g., political, physical, climatic, thematic, resource) would best represent the information on the flash card. The team with the most correct answers wins the challenge. After the activity, review the types of maps and the correct answers to each flash card. Discuss why each map type is suited for the specific information.
Extension Idea
Ask: Do you know what we call a person who creates maps?
Say: A person who creates maps is called a cartographer.
Directions and Sub-directions
Learning Outcomes
Quest Page 17
The students will be able to understand the cardinal and intermediate directions and learn how to use them to interpret maps.
Teaching Aids
Folded slips with instructions (direction of the blackboard, direction of your friend’s seat, direction of the entrance door, etc.):
Activity
Prepare folded slips with instructions (direction of the blackboard, direction of your friend’s seat, direction of the entrance door, etc.)
Call out the names of the students randomly and ask them to choose one slip from your table and read the instructions.
Let the students name the direction of the object/person as on their slip. Offer help to students if needed.
Extension Idea
Ask: Why do you think maps have arrows pointing to the North?
Say: Maps have arrows pointing to the North to act as a guide to ensure we use the map correctly and navigate accurately.
Reading a Map - Symbols
Learning Outcomes
Quest Page 18
The students will be able to understand the use and importance of symbols in reading and interpreting maps.
Teaching Aids
Printouts of map of a city, sketch pens
Activity
Divide the class into groups. Handout the map of the city to each group. Ask each group to identify and circle at least 5 symbols used in the map. Once students have done, invite each group to come forward and share their symbols.
Extension Idea
Ask: How do you think a map would look if we didn’t use symbols, and how might that affect its clarity?
Say: Without symbols, maps would need to have long descriptions for each feature, making them crowded and harder to read. This would reduce the map’s clarity.
Reading a Map - Scale
Learning Outcomes
The students will be able to understand how scales on maps represent large areas in a smaller size and use them to calculate real-life distances.
Teaching Aids
A printed map of a country or state with a scale provided, ruler, sheet of paper Activity
Divide the class into groups.
Hand out a printout of the map to each group.
Show the students how to find the scale on the map (e.g., 1 cm = 200 km).
Give two locations on the map to each group (e.g., two cities or landmarks).
Have the students use the ruler to measure the distance between the two points on the map.
Using the scale, guide the students to calculate the real-life distance between the two locations.
For example, if the distance between the cities is 3 cm, and the scale shows that 1 cm equals 200 km, the real distance would be 3 × 200 = 600 km.
Extension Idea
Ask: How would it be difficult to draw a full-sized map of an entire country or the world?
Say: Drawing a full-sized map of a country or the world is difficult because of their vast size. It would be too large to fit on paper and hard to show details clearly. Maps use scales to represent these large areas in a smaller, manageable size.
Reading a Map - Colour Key
Learning Outcomes
Quest Page 19
The students will be able to identify map features using colour patterns and understand the key’s role in interpreting symbols and colours.
Teaching Aids
Political map of India, colour key, colour pencils or crayons, a large map of India Activity
Provide students with a political map of India. Display a map of India that shows the colour key used for different physical features (e.g., brown for mountains, yellow for plateaus, green for plains, blue for water bodies).
Ask the students to carefully colour in the map based on the key provided. For example, they will colour mountain regions in brown, plateaus in yellow, grey for deserts, blue for water bodies, and plains in green. Once the students are done, have them compare their maps with their classmates to ensure that the colours match the key.
Ask students to present their maps, explaining the different colours they used and what each one represents.
Extension Idea
Ask: Why do you think it is important to use colours on maps instead of just writing descriptions of the features? Say: Colours on maps help us quickly understand the features of an area. The key makes it easier for us to read and interpret the map.
Answers
Get Set
Yes, I also use directions to help others to reach a particular place.
Pause and Learn
1. A map/globe is a small model of the Earth.
2. Maps that show the boundaries of continents or countries are known as physical/political maps.
3. Using maps, we can see the whole/half world at once.
Chapter Checkup
1. Tick () the correct answer.
A. an atlas
C. symbols
E. yellow
2. Fill in the blanks.
A. Scale
C. Globe
E. intermediate directions
3. Write True or False.
A. False
C. True
E. False
4. Match the following.
B. states and cities
D. intermediate
B. Resource maps
D. Thematic maps
B. True
D. True
A. States and continents → iii. Political map
B. Rivers and plateaus → ii. Physical map
C. Railway and airports → v. Thematic map
D. Rainfall → i. Climate map
E. Crops and minerals
5. Short answer questions.
iv. Resource map
A. Maps are used to represent geographical locations, help in navigation, show different features like mountains, rivers, plateaus, roads, railways, and climate and rainfall patterns.
B. Symbols are pictures or shapes used on maps to represent real-world features like roads, mountains,
rivers, and buildings. They make it easier to understand and read the map without writing lengthy descriptions.
C. The different elements of a map are scale, symbols, directions, and key (legend).
D. A scale on a map shows the comparison between the distance on the map and the actual distance on the ground, helping to calculate real-world distances.
E. A colour key (or legend) explains what different colours on the map represent, such as blue for water bodies, green for forests, or brown for mountains.
6. Long answer questions.
A. Cardinal directions are the four main directions: North, South, East, and West. Intermediate directions are the directions between the cardinal directions, such as Northeast (NE), Southeast (SE), Southwest (SW), and Northwest (NW). These directions help in providing more precise navigation.
B. i. Physical maps: They highlight natural features such as rivers, plateaus, mountains and plains.
ii. Political maps: They show the boundaries of continents, countries, states and cities.
iii. Climatic maps: They display information on rainfall and climate across different places.
7. Picture-based questions.
A. Political
B. They show the boundaries of continents, countries, states and cities.
C. The legend shows the symbols used to represent the district boundaries and capital region. The line symbol is used for district boundaries and a red dot inscribed in a square is used for the country capital.
HOTS
Knowing directions (North, South, East, West) on a map helps us understand locations and navigate accurately. For example, if a destination is to the north, we will head in the right direction without getting lost. It ensures that we follow the correct routes and understand the map’s layout.
Movements of the Earth 3
Learning Outcomes
Students will be able to:
understand that the Earth’s rotation on its axis causes day and night. explain that Earth’s tilted axis and revolution around the Sun cause seasons and variations in daylight hours between hemispheres.
understand the concepts of equinox and solstice, how they occur, and their role in marking the changes in seasons.
describe solar and lunar eclipses in order to understand the alignment of the Sun, Earth, and Moon during these phenomena.
Let’s Recall
Recap with the students the knowledge on the shape of the Earth and its movements—rotation and revolution.
Ask the students to solve the riddles given in the Get Set section.
Vocabulary
propose: to suggest an idea, plan or action evidence: facts, information or objects that help prove whether something is true or false reverse: opposite astronomers: people who study space, including stars, planets and other objects in the universe rotation: the spinning of the Earth on its axis which is an imaginary line that runs from the North Pole to the South Pole
Teaching Aids
orbit: the curved path that one celestial object takes around another celestial object revolution: the movement of the Earth around the Sun
leap year: the year with 366 days instead of 3651 4 equinox: a time of the year when the day and the night are the same length everywhere on the Earth solstice: the time of year when the Sun shines directly on one of the tropics
Globe; torch light; flash cards; chart papers, oil pastels, sketch pens, pencil, eraser, origami sheets; two balls of different sizes
Chapter: Movements of the Earth
Rotation of the Earth Quest Page 25
Learning Outcomes
The students will be able to understand that the Earth’s rotation on its axis causes day and night.
Teaching Aids
Globe and torch light
Activity
Divide the class into groups. Handout the material to each group. Give two countries from different continents to each group.
Ask the students to rotate the globe from left to right to mimic the Earth’s west to east rotation. The students should focus the light on one of the countries assigned to them.
Ask them to take a note of when it is day in this country, which country and continent will have night. (The students have to name any one.)
Similarly, ask them to repeat the activity for another country and note their findings.
Post the activity, invite the students to share their observations with the class.
Extension Idea
Ask: When it is day in India, which country has night? In which continent is this country located? Say: Brazil, South America. (Answer may vary.)
Revolution of the Earth
Learning Outcomes
Quest Page 25
The students should be able to explain that Earth’s tilted axis and revolution around the Sun cause seasons and variations in daylight hours between hemispheres.
Teaching Aids
Flash cards
Activity
Prepare a set of flash cards on the movement of the Earth around the Sun. These cards would have short phrases, words, like orbit, 365 1 4 days, seasons, movement on its axis, movement around the Sun, April to August, Northern hemisphere, longer days, summer, shorter days, winters, Southern hemisphere and so on.
Divide the class in groups. Give a set of cards (12-15) to each group.
Guide the students to sort and match the cards that go together, like orbit, seasons, movement around the earth, 365 1 4 days. Similarly, October to February, Southern Hemisphere, Summer, longer days and so on.
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.
Extension Idea
Ask: Why are the days longer in summer and shorter in winter?
Say: In summer, the hemisphere tilted towards the Sun receives more sunlight for a longer period, making the days longer. In winter, the opposite happens, and the days are shorter.
Equinox and Solstice
Learning
Outcomes
Quest Page 27
The students will be able to understand the concepts of equinox and solstice, how they occur, and their role in marking the changes in seasons.
Teaching Aids
Chart papers, oil pastels, sketch pens, pencil, eraser, origami sheets
Activity
Explain that the chart will show Earth’s position during the equinoxes and solstices, describing how these positions affect sunlight, day length, and season.
Split the class into four groups and assign each group one key date: March 21 (Equinox), June 21 (Summer Solstice), September 23 (Equinox), or December 22 (Winter Solstice).
On a chart paper, each group will illustrate the Earth’s position on their assigned date, showing the tilted axis and the Earth’s location in its orbit around the Sun.
Students will label their chart with the Tropic receiving direct sunlight (if any), the length of day and night, and the seasons in both hemispheres.
Once complete, invite each group to present their chart and talk about the importance of the date they have shown.
Extension Idea
Ask: Can you think of any festivals or traditions associated with equinoxes and solstices?
Say: Nowruz marks the Persian New Year and is celebrated in many countries, including Iran, Afghanistan, and parts of Central Asia. It is celebrated on March 21, which is the Spring Equinox. (Answer may vary.)
Eclipses
Learning Outcomes
The students will be able to describe solar and lunar eclipses in order to understand the alignment of the Sun, Earth, and Moon during these phenomena.
Teaching Aids
Torchlight, two balls of different sizes
Activity
Split the class into groups and provide each group with the required materials. In each group, three students demonstrate the solar eclipse and another three demonstrate the lunar eclipse. For the Solar Eclipse demonstration, have one student hold the torchlight to represent the Sun. Another student
holds the larger ball to represent the Earth. The third student holds the smaller ball to represent the Moon. Instruct the students to simulate the movements of the Earth around the Sun and the Moon around the Earth.
As the Moon comes between the torchlight (Sun) and the Earth, it blocks the light and casts a shadow on the Earth, showing a solar eclipse.
For the Lunar Eclipse demonstration, repeat the process with another set of three students. The Earth moves between the torchlight (Sun) and the Moon, casting a shadow on the Moon, demonstrating a lunar eclipse. Once the students have completed the activity, ask the students about their learning.
Extension Idea
Ask: Why is it unsafe to look at the Sun during a solar eclipse?
Say: It is unsafe to look at the Sun during a solar eclipse because the Sun’s rays are still very powerful, even when partially blocked by the Moon. These rays can damage the retina in your eyes, potentially causing permanent vision problems or blindness. This happens because the reduced brightness might not cause immediate discomfort, but the harmful UV and infrared rays can still harm your eyes.
Get Set
Answers
Page no. 8
1. Summer 2. Winter 3. Spring
Pause and Learn Page no. 10
1. A leap year occurs every 6/ 4 years.
2. Camera/Satellite images of the Earth confirm that it is a sphere.
3. The Earth takes 40/24 hours to complete one rotation.
Chapter Checkup Page no. 10
1. Tick () the correct answer.
A. 24 hours B. Orbit
C. June 21 D. Solar Eclipse
2. Fill in the blanks.
A. Winter solstice B. axis
C. leap year D. solar eclipse
3. Write True or False.
A. True B. False
C. False D. True
4. Match the following.
A. Equinox → iii. March 21
B. Solstice → iv. June 21
C. Imaginary line → i. Axis
D. Leap year → ii. 366 days
5. Short answer questions.
A. Day and night are caused by the Earth’s rotation on its axis. The side facing the Sun experiences day, while the side away from the Sun experiences night.
B. Seasons are caused by the Earth’s revolution around the Sun and the tilt of its axis. Because of the Earth’s tilted axis, the part that gets more direct sunlight experiences summer, while the part that gets less sunlight experiences winter.
C. An equinox is a time of the year when the length of day and night are nearly equal. This happens twice a year: on 21 March and 23 September.
D. A solstice occurs when the Sun’s rays shine directly on one of the tropics. It marks the longest or shortest day of the year. The summer solstice happens on June 21, and the winter solstice happens on December 22.
6. Long answer questions.
A.
Solar Eclipse Lunar Eclipse
A solar eclipse occurs when the Moon passes between the Sun and the Earth, partially or completely blocking the Sun’s rays over an area on the Earth.
It occurs only on a new moon day.
A lunar eclipse occurs when the Earth passes between the Sun and the Moon, partially or completely covering the Moon in its shadow.
It occurs on full moon nights.
It can be harmful to eyes if viewed directly. It is safe to observe with a naked eye.
The Moon’s shadow falls on the Earth.
B.
The Earth’s shadow falls on the Moon.
Summer Solistice Winter Solistice
It occurs on June 21 (Northern Hemisphere). It occurs on December 22 (Northern Hemisphere).
The Sun’s rays fall directly on the Tropic of Cancer.
The Sun’s rays fall directly on the Tropic of Capricorn.
It is the longest day and shortest night in the Northern Hemisphere. It is the shortest day and longest night in the Northern Hemisphere. It marks the beginning of summer in the Northern Hemisphere. It marks the beginning of winter in the Northern Hemisphere.
7. Picture-based questions.
A. Solar Eclipse
B. A solar eclipse occurs when the Moon passes between the Sun and the Earth, partially or completely blocking the Sun’s rays over an area on the Earth.
HOTS
The tilt of the Earth’s axis means different parts of the Earth get more or less sunlight, creating seasons. When it’s summer in one hemisphere, it’s winter in the other. If the Earth’s axis wasn’t tilted, there would be no seasons, and every place would have constant weather based on its latitude.