Science and Environment 1

What is a stable? A stable is the home
of a horse.

Which animal builds nest? Birds build nest.

Exercise Date: .................................

1. Fill in the blanks using correct words.
a. A bird builds a ......................... . (nest/kennel)

b. Cows live in a ............................ . (shed/stable)

c. A rabbit makes a ........................... . (burrow/den)

d. Kennel is a home of a ...................... . (dog/horse)

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2. Match the following:

Bird

Horse

Cow

Bee

Goats

Lion

3. Why do animals need home ?
Ans:
4. Where do spiders live?
Ans:
5. Draw a smiley face ☺ for the correct and sad face for

the incorrect statements.
a. A shed is the home built for cows.
b. We keep pigs in a pen.
c. A swallow makes its own home.
d. We keep dogs in a stable.
e. A spider spins a web.

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Fun Time

Names of six homes of B U R R OWK P
different animals are hidden N I R I NDO L
in the maze. Go up, down, E L E V EEL M
left or right and find them. S S H E DVE P
One is done for you.
T P I KW I NO

I Y N I E HN O

OS TA B LEC

T GHN S P K R

A P UA R I UM

i. ii.
iii. iv.
v. vi.

Activity
i. Collect pictures of different animals and their homes and

paste them in your project work copy. Also write the names
of animals and their homes.
ii. Ask your parents to find the nest of any bird and see what
materials the bird has used to build it.

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Unit Estimated teaching periods: 2

10 ANIMALS AND THEIR BABIES

Objective

After completing the study of this unit, students will be able to:

• identify the babies of different animals.

Key Words/Vocabulary

babies birth chicks ducklings puppies
cub calf colt piglets

Some animals give birth to their babies. These babies are called by
different names. Some animals with their babies are given below:

A hen with chicks A duck with A dog with puppies
ducklings

A tiger with a cub A woman with a A cow with a calf
baby

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A horse with a colt A pig with piglets A rhino with a calf

Exercise Date: .................................

1. Fill in the blanks choosing the correct words.

a. The baby of a dog is called a ........... . (puppy/calf)
b. The baby of a rhino is called a ............ . (calf/colt)
c. The baby of a cow is called a .............. . (calf/cub)
d. The baby of a horse is called a .............. . (colt/calf)

2. Match the following animals with their babies:

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3. Write 'T' for true and 'F' for false statements.
a. A baby dog is called a colt.
b. A cub is the baby of a tiger.
c. A duckling is a baby duck.
d. A calf is the baby of a goat.

4. What is a baby dog called?
Ans:
5. Which animal gives birth to piglets?
Ans:
6. What is the name of a baby horse?
Ans:

7. Name the babies of the following animals.

8. Rearrange the letters to derive the names of the baby animals.

UCB LOCT GLETPIS

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Unit Estimated teaching periods: 2

1 1 ANIMALS WITH HORNS

AND TAIL

Objectives

After completing the study of this unit, students will be able to:
• name some animals having both horns and tail.
• name the animals having only horns.

Key Words/Vocabulary

horns tail present head back

Animals having horns and tail

There are some animals which have two horns and a tail. Horns are
present on the head while the tail is present at the back. Animals like
cow, buffalo, goat, sheep, yak, deer, etc. have both horns and tail.

Cow Buffalo Goat

Sheep Yak Deer

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Animals with tail only

There are some animals which have only a tail. They do not have
horns. Animals like dog, cat, horse, rabbit, elephant, fox, monkey,
lion, etc. have a tail but no horns. Some animals having only tail are
given below:

Dog Cat Horse

Rabbit Elephant Fox

Monkey Rat Tiger

Lion Leopard Bear

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Exercise Date: .................................

1. Name any six animals which have both horns and tail.

Ans: i. ii.

iii. iv.

v. vi.

2. Name any six animals which only have a tail.

Ans: i. ii.

iii. iv.

v. vi.
3. Where are horns present?
Ans:
4. Name the body part where the tail is present.

Ans:
5. How many horns does a goat have?

Ans:
6. Does a yak have horns?
Ans:

7. How many tails does an animal have?
Ans:

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8. List the specified animals in the boxes given below.

Animals with tail and horn Animals with tail only
1.
1. 2.
2. 3.
3. 4.
4. 5.
5.

9. Trace over the dots and colour the picture. Also, label the
horns and tail in the picture.

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Unit Estimated teaching periods: 2

12 ANIMALS WITH WINGS

Objective

After completing the study of this unit, students will be able to:

• name the animals which have wings.

Key Words/Vocabulary fly sky insects birds

wings feathers

Some animals have wings. These animals can fly in the sky. All birds
have feathers and wings. Butterfly, housefly, honeybee and mosquito
are some of the insects having wings. Some animals having wings
are given below:

Hen Crow Duck

Parrot Pigeon Vulture

Butterfly Housefly Honeybee

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Exercise Date: .................................

1. Name any six animals which have wings.

Ans: i. ii. iii.

iv. v. vi.

2. Fill in the blanks choosing the correct words.
a. Birds use wings for .................... (flying/walking)
b. Insects have .......................... to fly. (wings/legs)
c. Birds have .......................... wings. (two/four)
d. ................. have feathers and wings. (birds/insects)

3. Complete the following words.
BTF

FE E

4. Circle the animals which have wings.
Hen Man Crow Housefly Duck Rabbit Parrot
Rat Pigeon Cat Vulture Elephant Butterfly

5. Rearrange the letters to derive the names of birds.

ENH UCKD RAPROT VEULTUR

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Class Test F.M. : 20

1. Fill in the blanks using correct words. 4

a. A rabbit makes ……………….......…. . (burrow/den)

b. The baby of a horse is called a ……………. . (calf/colt)

c. Horns are present on the ……..………….. . (head/tail).

d. Insects have …………….............….to fly. (legs/wings)

2. Write ‘T’ for true and ‘F’ for false statements. 4

a. A spider spins a web.

b. A baby dog is called a colt.

c. A yak have two horns.

d. Birds have four wings.

3. Name the shelter of following animals. 3

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4. Name the babies of following animals. 3

5. List the specified animals in the boxes given below. 2
Animals with tail and horn Animals with tail only
a. a.
b. b.
c. c.

6. Why do animals need home? 2

………………………........................................................…….

……………………..........................................................………

7. Re-arrange the letters to derive correct words. 2

ENH UCB LOCT UCKD

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Unit Estimated teaching periods: 2

13 CARE OF ANIMALS

Objectives

After completing the study of this unit, students will be able to:
• take care of the animals. • apply the correct way of caring animals.

Key Words/Vocabulary guard love tease beat
hitting killing angry
care surroundings
happy combing

We see different types of animals at our home and surroundings.
Cow, buffalo, goat, dog, cat, etc. are domestic animals. Cow
and buffalo give us milk. We get meat from goat and hen. The
dog guards our home. We keep parrot and pigeon at our home.

We should love these animals. We should not tease and beat
them. They also feel our treatment. If we give them food, they
become happy. If we tease them, they become angry. Some
ways of caring animals are given below:

I give food to
animals.

I care for animals.

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Children Centred Activity

Observe the given figures and discuss with your friends and
teachers whether they are good or bad habits.

Hitting a cow Giving food to a cat Teasing a buffalo

Giving grains to birds Giving grass to a cow

Hitting a dog Killing a bird Combing a dog

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Exercise Date: .................................

1. Name any two domestic animals.

Ans: i. ii.

2. Name any two animals which give us milk.

Ans: i. ii.

3. Name any two birds which we keep at our home.

Ans: i. ii.

4. Name any two animals which we raise for meat?

Ans: i. ii.

5. Why do we keep a dog at our home?
Ans:

6. Tick (3) the good habit and cross (2) the bad one.
a. We should love animals.
b. Ram teases the dog.
c. Shyam gives food to hen.
d. Rita beats the cat.
e. Sanju gives grass to the cow.
f. We should care for animals.

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7. Write ‘T’ for true and ‘F’ for false statements.
a. Cow guards our home.
b. We should give grains to pigeons.
c. We should not tease the dog.
d. If we give food, animals become angry.

8. Draw a smiley face ☺ for good habit and a sad face for
the bad habit.
i. ii.

iii. iv.

v. vi.

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Unit Estimated teaching periods: 2

14 CARE OF PLANTS

Objectives

After completing the study of this unit, students will be able to:
• take care of the plants around us.
• apply the correct way of caring plants.

Key Words/Vocabulary

useful vegetable pulse beautiful
uproot pluck support hitting

We see different types of plants arround us. They are very
useful. We get food from wheat, rice, maize, barley, etc. We get
vegetables from potato, cabbage, tomato, etc. We get pulses
from peas, beans, grams, etc. Flowers make our surroundings
beautiful.

We should care for these plants. We should not uproot them.
We should not pluck the flowers and leaves. Plants also need
food, so we should give them water. We should give support
to the weak plants. Some ways of caring for plants are given in
the pictures below:

We should care
for plants.

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Children Centred Activity

Observe the given figures and discuss with your friends and
teacher. Also say which is a good habit and which one is bad.

Planting a baby plant Uprooting the plants Watering the plants

Stepping on the Protecting the plants Hitting the plants
plants with stick

Removing the Giving support to Plucking leaves
unwanted plants the plant

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Exercise Date: .................................

1. Name any three plants which give us food.

Ans: i. ii. iii.

2. Name any three plants which give us pulses.

Ans: i. ii. iii.

3. Name any three plants which give us vegetables.

Ans: i. ii. iii.

4. Tick (3) the good habit and cross (2) the bad one.
a. Aastha gives water to the plants.

b. Sudeep steps over the plants.

c. Mohan protects plants from animals.

d. Nalina picks up the flower.

e. We should care for plants.

5. Draw a smiley face ☺ for good habit and a sad face for
the bad one.

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Unit Estimated teaching periods: 9

15 MY SURROUNDINGS

Objectives

After completing the study of this unit, students will be able to:
• define environment.
• explain the importance of clean environment.

Key Words/Vocabulary

surroundings environment soil pure fine
drink dirty neat
breathe peaceful stool urine impure

wastes smoke

Our surroundings is called environment. It has different types of living
and non-living things. It has animals, plants, air, water, soil, etc. We
like a neat and beautiful place for living. So, we should keep our
environment clean.

Fig: Clean environment
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We need pure water to drink. But
we are making it dirty. We throw
wastes in water. Our stool and
urine make water dirty. Bathing of
animals in the source of water also
makes water impure.

We need fresh air to breathe. But
we are making it dirty. Smoke
and dust particles make the air
dirty. We should plant trees
around our homes to get fresh
air.

We need peaceful and
beautiful place for living. It
keeps us fit and fine. We
should not fight with others.
We should throw wastes in
a proper place. We should
keep our environment clean.

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Exercise Date: .................................

1. Write 'T' for true and 'F' for false statements.
a. Our surroundings is called environment.

b. We should make our environment dirty.

c. We should plant trees.

d. Smoke makes air dirty.

e. We need fresh air to breathe.

2. Match the following: pure water
We breathe

We drink trees
our environment clean
We plant fresh air

We keep

3. What is environment?

Ans:

4. What makes the water dirty?

Ans:

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5. What makes the air dirty?

Ans:

6. Observe the given activities and discuss with your friends
and teacher. Also write which are good habits and which
are bad ones.

habit habit habit

habit habit habit

habit habit habit

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Unit Estimated teaching periods: 6

16 WATER

Objectives

After completing the study of this unit, students will be able to:
• name the sources of water.
• state the uses of water.

Key Words/Vocabulary river lake well
drinking washing tap
important pond swimming dousing live
boating rainfall
bathing cooking

Water is very important for all living beings. Both animals and
plants need water. We cannot live without water. We get water
from different sources. Pond, river, lake, well and tap are some
sources of water. Rainfall is the main source of water.

Sources of water

Pond River Lake

Well Tap Rainfall

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Uses of water

We use water for different purposes. We need water for drinking,
bathing, washing, cooking, boating, etc.

Drinking Bathing Washing

Cooking Cleaning Watering plants

Swimming Boating Dousing fire

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Exercise Date: .................................

1. Write 'T' for true and 'F' for false statements.
a. Water is very important for all living beings.
b. Plants do not need water.
c. We use water for drinking.
d. We get water from lake, pond and river.
e. Rainfall is the main source of water.

2. Name any three sources of water.

Ans: i. ii. iii.
iii.
3. Write any three uses of water.

Ans: i. ii.

4. Can we live without water?

Ans:

5. What do we need to douse fire?

Ans:

6. What is the main source of water?

Ans:

7. What do we need for bathing?

Ans:

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Unit Estimated teaching periods: 9

17 SHAPE AND SIZE

Objectives

After completing the study of this unit, students will be able to:
• differentiate between small and big objects.
• identify different shapes and sizes of the objects.

Key Words/Vocabulary

shape size regular irregular small
cubical cylindrical
round rectangular big

There are different things in our surroundings. They have
different shapes and sizes. Some are very big while some are
very small. Some are regular while some are irregular in shape.
Some are round and some are oval. Some are rectangular and
some are cubical.

Big Small Regular shape

Round shape Cylindrical shape

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Rectangular shape Cubical shape

Irregular shape

Exercise Date: .................................

1. Name any two big domestic animals.

Ans: i. ii.

2. Name any two small domestic animals.

Ans: i. ii.

3. Name any two objects in regular shape.

Ans: i. ii.

4. Name any two objects in irregular shape.

Ans: i. ii.

5. Name any two round objects.

Ans: i. ii.

6. Name any two cubical objects.

Ans: i. ii.

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7. Tick (P) the correct statement and cross (x) the incorrect one.
a. The size of an elephant and a goat is the same.
b. The shape of your book is irregular.
c. A tree is bigger than grass.
d. The shape of a football is round.
e. The shape of a brick is rectangular.

8. Write 'Big' or 'Small' for the given figures.

9. Write 'Regular' or 'Irregular' for the given figures.

10. Write down the shape of the given objects.

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Unit Estimated teaching periods: 2

18 WEATHER

Objectives

After completing the study of this unit, students will be able to:
• identify a sunny day, cloudy day, windy day and rainy day.
• state what types of clothes we need in different weathers.

Key Words/Vocabulary bright sunlight shadows
uproot atmosphere
sunny cloudy rainy
wind storm roof

The condition of the atmosphere at a place is called weather. For
example, hot weather, cold weather, sunny weather, windy weather,
etc.

Sunny day

The day with a lot of bright light from the sun is called sunny
day. On a sunny day, the sun shines brightly. We feel hot. We
like to drink cold water and ice-cream. People wear light cotton
clothes. They like to swim and play with water.

Sitting under a tree Eating ice-cream Drinking cold water

Bathing Swimming Drying the clothes

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Cloudy day

When the sky is covered by clouds, it is called a cloudy day.
On a cloudy day we feel cold. We cannot see bright light.
It is darker than a sunny day. We cannot see shadows on a cloudy
day.

Observe today's weather. Is it a cloudy day today?
Is it cold or hot outside? Can you see shadows of the objects?

Teaching Instructions

To make students familiar with a cloudy day, we can ask different questions
to them. Some examples are given below:
Is it a cloudy day today? Can you see shadows on a cloudy day?
Is it cold on a cloudy day? Is a cloudy day bright?

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Exercise Date: .................................

1. Choose the correct word and fill in the blanks.
a. The condition of atmosphere is called ....... (weather/rain)
b. We can see the sun on a ................. day. (sunny/cloudy)
c. We cannot see shadows on a ........ day. (cloudy/sunny)
d. On a ........................ day, we feel cold. (cloudy/sunny)
e. It is brighter on a .................. day. (sunny/cloudy)

2. What is a sunny day?
Ans:

3. In which weather do we wear light clothes?
Ans:

4. What is a cloudy day?
Ans:

5. How do we feel on a cloudy day?
Ans:

Project Work
What happens on a sunny day and a cloudy day? Ask your parents
and share with your teacher and friends.

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Rainy day

The day that sees a lot of rain is called a rainy day.
Have you got an experience of a rainy day?
Is it hot or cold?
It rains a lot on a rainy day. It is cold.
On a rainy day, we see water everywhere. We use umbrella
and raincoat. Rain is useful for farmers to grow the crops.

Children Centred Activity

Teaching Instruction: Let the students dicsuss the rainy day. Let them
understand what happens on a rainy day. The negative aspects of
excessive rainfall like flood, landslide, etc. should be discussed with
the students.

Windy day

The day with a lot of wind is called Windy day
a windy day. Fast moving air is
called wind. When there is a wind,
leaves of plants, papers, dust,
clothes, etc. move. A very bad
weather with strong winds and rain
is called storm. It is very dangerous.
It may blow the roofs of houses and
uproot trees. So we should not go
out on a stormy day.

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Stormy day

Teaching Instructions

Different consequences of wind and storm should be explained. Storm has
many negative effects whereas wind has many positive effects. So, it should
be explained that going out when there is a storm is dangerous.

Exercise Date: .................................

1. Write 'T' for true and 'F' for false statements.
a. It rains a lot on a rainy day.
b. We feel hot on a rainy day.
c. Fast moving air is called wind.
d. We should go out on a stormy day.
e. On a windy day, leaves of plants move.

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2. Fill in the blanks choosing the correct words.
a. We use umbrella on a ................. day . (rainy/windy)
b. Fast moving air is called .................. . (wind/storm)
c. .................. is a risky weather. (wind/storm)
d. We should not go out on a .......... day. (sunny/stormy)
e. ............ may blow the roofs of house. (wind/storm)

3. What is a rainy day?
Ans:

4. What is a windy day?
Ans:

5. What is a storm?
Ans:

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Class Test F.M. : 30

1. Fill in the blanks with the correct words. 5
(round rainfall love environment sunny) 2
a. We should …………………….animals.
b. ……………is the natural world.
c. …………. is the main source of water.
d. The shape of a football is ……………… .
e. We can see the sun on a ……………..day.

2. Name any two birds which we keep at our home.

3. Name any two plants which give us vegetables. 2

4. Name any two sources of water. 2

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5. Write down the shape of the given objects. 3

6. Write ‘T’ for true and ‘F’ for false statement. 5

a) Cow guards our home.

b) We should care for plants.

c) Smoke makes air dirty.

d) Plants do not need water.

e) We should make our environment dirty.

7. Match the following: 2

a. Killing a bird rectangular

b. Watering the plants pure water

c. We drink bad habit

d. Book good habit

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8. What do we need to douse fire? 2

………………………………...............................................…

………………………………...............................................…

9. What is a sunny day? 2

………………………………...............................................…

………………………………...............................................…

10. What is a storm? 2

………………………………...............................................…

………………………………...............................................…

11. Identify sunny day, rainy day and cloudy day from the

following figures. 3

Marks obtained: Parent’s or guardian’s
Student’s grade: signature
Teacher’s signature:
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HEALTH EDUCATION

Teaching Strategies

Health Education is primarily based on practical knowledge, concept and skill. Therefore, teachers are
expected to adopt 'Student Centered Method' for teaching Health Education. They should play the role
of a facilitator to ensure active involvement of students in presenting their knowledge, concept and
experience of the skill related to health education.

According to the nature of the subject matter, in Health Education the following methods might be

appropriate and useful for the teaching learning process.

i. Group discussion ii. Brain storming iii. Role play iv. Buzz session
v. Game and simulation vi. Debate vii. Project work viii. Field visit

ix. Case study x. Demonstration and enquiry

Teachers are expected to perform various activities to impart health related knowledge, concepts and
skills to the students. Some useful activities that can be adopted during teaching learning process of
Health Education are as follows.

i. Explanation: Teachers are expected to ensure students' involvement in explaining their experience
and the event(s) or object(s) observed by them. For example, explaining by observing the poster(s)
or picture(s), explaining different types of food items and so on.

ii. Observation: Teachers are expected to involve students in the observation of various things around
them. For example, observation of their body organs, dress, classroom, etc. It is better to keep record
of and prepare report on the things after careful observation.

iii. Practice: Practice is one of the important components of every teaching-learning process. Students
can retain the things they learn by frequent practice. Therefore, teachers are expected to involve
students in practicing health related skills at school as well as at home.

iv. Drawing Pictures: Teachers are expected to ask the students to draw pictures of different objects.
Students can draw the pictures related to the health activities around them including both positive
and negative sides as well as things that need to be improved.

v. Presentation: Teachers are expected to involve the students in presenting their report(s) or their
experience of observation in front of the class. This activity develops confidence in the students and
encourages them for further participation. Students get chance to express themselves through
presentation.

vi. Demonstration: Students should demonstrate the skills related to health in front of the class. From
demonstration, weak students also get chance to learn from smarter classmates. It helps the teacher(s)
to correct students' activities and to motivate them for further involvement in learning activities.

vii. Discovery and Invention: Students should be asked to find out the problems related to certain subject
as well as possible solution to the problems. Discovery and invention encourage the students to
identity problems and find their possible solutions themselves rather than collecting readymade
information on a particular subject.

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Weighting Distribution

Weighting

S.No. Area Units Approximate Approximate

Periods Marks (%)

i. Personal Hygiene 19. Personal Hygiene 10 31

ii. Environmental 20. Clean House and School 5 16
Sanitation 6 19
5 16
iii. Nutrients and 21. Food from Plants 4 12
Food 2 6

iv. Diseases 22. I am Healthy

v. Safety and 23. Keeping Ourselves Safe
First Aid

vi. Health Services 24. Health Post

Total 32 100

Evaluation of the Students

There are some goals of evaluating the students in Health Education. Teachers are expected
to evaluate the following aspects of students.

i) Behavioural aspect of the students related to their personal hygiene and environmental sanitation

ii) Students' behaviour in regard to nutritious food and balanced diet

iii) Students' behaviour regarding disease, treatment, community health and health services

iv) Behaviour of students towards the traditional concepts related to diseases and their treatment

v) Students' skill of identifying problems and their possible solutions

The major goal of teaching Health Education is to bring change in the students' behaviour in their personal
hygiene as well as environmental sanitation. Teachers are expected to evaluate whether the students have
changed their behavioural aspect on the basis of the teaching-learning process or not. It is equally important
to evaluate whether the school environment is congenial for students' motivation for behavioural change
or not. For evaluating the students of this level, evaluators are expected to take into account the psychological
aspect of the students. Evaluators can adopt to different means of evaluation like observation, oral
question-answer and written question-answer. Teachers are expected to be in touch with the students
until achieving the goals of the teaching-learning process. Specially, in Health Education, teachers are
expected to involve in continuous evaluation of the students to identify their problems and to provide
possible solution to the problems.

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Unit Estimated teaching periods: 10

19 PERSONAL HYGIENE

Objective

After completing the study of this unit, students will be able to:
• state the importance of personal hygiene.

Key Words/Vocabulary

wash balanced diet teeth rest
comb nail cutter bath nails bed
handkerchief wake up meal face clean

I wake up early in I wash my hands It is time for
the morning. with soap and washing my face.

water after going
to toilet.

I eat balanced I brush my teeth I take rest after
diet. after taking meal. eating food.

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I comb my hair I take bath to keep I cut my nails with

regularly. my body clean. a nail-cutter.

I wash my hands I use handkerchief I wash my eyes
before eating food. to clean my nose. with cold and
clean water.

It is early morning. I read sitting I go to bed
I go to toilet timely. on a chair. in time.

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Exercise Date: .................................

1. Fill in the blanks using the correct words.
a. We should wash our face with ............ water. (clean/dirty)
b. I cut my nail with a .......................... (nail-cutter/blade)
c. I use ....................... while sneezing. (handkerchief/paper)
d. I comb my .......................... regularly. (hair/teeth)
e. I wake up ......................... in the morning. (early/late)

2. Match the following: Comb
Teeth Handkerchief
Eye

Nose Toothbrush

Hair Clean water

3. Why do we use toothbrush?
Ans:

4. What do you use to clean your nose?
Ans:

5. How many times do you brush your teeth in a day?
Ans:

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6. Identify the given figures and complete the following
sentences.

It is a............................. It is a......................
I use it for....................... I use it for.................

It is a............................. It is a...........................
I use it for...................... I use it for.....................

It is a............................ It is a.............................
I use it for...................... I use it for......................

Project Work

Learn practically the correct way of brushing teeth, washing
face, cleaning nose, cleaning eyes and cutting nails.

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Unit Estimated teaching periods: 5

20 CLEAN HOUSE AND SCHOOL

Objectives

After completing the study of this unit, students will be able to:
• differentiate between a clean house and a dirty one.
• differentiate between clean school and a dirty one.

Key Words/Vocabulary

garden playground classroom dustbin
pluck wrappers flush attention
cleanliness beautiful throw dirty

This is my house. It is neat and Clean house
clean. There is a beautiful garden.
We never pluck the flowers of
our garden. We use dustbin to
throw wastes and dust. We clean
our home and surroundings
daily. We flush the toilet after use.
My father and mother never fight.
They love me and my sister.

Dirty house This is another house. It is
very dirty. It does not have
a garden and flowers. There
is no toilet and bathroom. In
this home, people always
fight. They do not love their
babies.

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Clean school

This is my school. It is neat and clean. There is a garden and
playground. We keep our school and classrooms neat and tidy.
We throw waste papers and wrappers in a dustbin. We do not
pluck flowers. We never uproot plants. We flush the toilet after
use.

Dirty school

This is another school. It is very dirty. It has a garden but plants
and flowers are uprooted. It has dirty and untidy classrooms.
Students always fight against each other. They do not use dustbin
to throw papers and dust. In the ground there are pigs, dogs,
hens, etc. There is no toilet. Students do not pay attention to
cleanliness.

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Exercise Date: .................................

1. Fill in the blanks using the correct words.
a. Our home should be ....................... . (dirty/clean)
b. We should drink ..................... water. (pure/dirty)
c. I throw waste papers in a ........... . (dustbin/bedroom)
d. We ............. attention to cleanliness. (pay/don't pay).

2. Tick (P) the good habit and cross (O) the bad one.
a. We keep our school neat and tidy.

b. We fight in the playground.

c. I throw waste papers in the dustbin.

d. My father cleans the house.

e. We do not pluck flowers of our garden.

3. List any three good habits.
i.
ii.
iii.

4. List any three bad habits.
i.
ii.
iii.

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5. Observe the given figures and discuss with your friends,
teacher and parents and find out which is a good habit
and which one is bad.

Good habit .............. habit .............. habit

.............. habit .............. habit .............. habit

.............. habit .............. habit .............. habit

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