MBB-Class-4-Book-1to8-TSB

Oral questions Mathematics

1. What are the factors of the following?
l 12 l 14 l 15
l 25 l 36 l 48

2. Give the HCF of the following numbers.
l 6 and 10 l 15 and 20
l 12 and 15 l 50 and 100
l 18 and 72 l 72 and 9
l 24 and 28 l 15 and 90
l 36 and 48 l 20 and 120
l 35 and 50 l 60 and 6
l 36 and 40 l 48 and 12
l 42 and 49 l 108 and 2
l 56 and 72 l 121 and 33
l 60 and 90 l 101 and 98

3. Listen to the factors of two numbers and give their LCM.
l 3, 5 and 5, 5
l 2, 7 and 3, 7
l 2, 3 and 3, 5
l 5, 5 and 5, 2
l 3, 3 and 3, 3, 5
l 3, 7 and 2, 3, 7
l 5, 7 and 2, 3, 5, 7
l 2, 2, 5 and 2, 3, 5
l 2, 5 and 2, 3, 5
4. Say any five prime numbers.
5. Say any five composite numbers.
6. Say any three numbers that are divisible by 5.
7. Say any three numbers that are divisible by 2.

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7 Fractions

Mathematics Introduction

In this chapter, children will learn to name and write a fractional number.
They will find equivalent fractions. They will also learn to identify like-unlike
fractions, proper-improper fractions, mixed numbers and unit fractions.

They will learn to compare fractions and put them in ascending or descending
order.

Also they will learn addition and subtraction of like and unlike fractions.

Recap

1. Children have worked with fractions.
2. They have understood the meaning of fractions.
3. They can compare like fractions.

Keywords

Like fractions, unlike fractions, proper fractions, improper fractions, mixed
fractions, unit fractions, equivalent fractions

Classroom teaching ideas

1. Show some fraction cards (like half, quarter) to the children. Ask them to

name the fraction shown on the cards.

2. Bring rectangular pieces of cardboard in 2 colours. Place equal pieces of

rectangles on the flannel board making different fractions. Ask children to

name the fraction by counting the pieces.

3. Give a digit (say 7). Ask them to make like fractions with 7 as denominator.

4. Give a digit (say 5). Ask them to make unlike fractions with 5 as numerator.

5. Show children how fractions can be added to become a whole. Cut each

of the 4 paper plates (same size) of different colours into 4 equal pieces.
1
Show them that each piece is 4 of a plate. Place together 4 quarters from

different plates. Show them we get one whole. Similarly, you can make 2

wholes too.

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6. Tell two 1- or 2-digit numbers to the children. Tell them to use these two

numbers to make proper fractions, improper fractions and mixed fractions.

7. Ask the children to draw a circle. Tell them to divide the circle into 4 equal

parts. Ask them to draw 20 dots distributed equally into these 4 parts. They

will draw the dots in the 4 parts. Then you ask them to count the dots in
1 3
each part and tell you what is 4 of the total dots, what is 4 .

8. Enact holding a book or a toy with your palms together, making the
crocodile mouth of the greater than, less than symbols. Children will
always remember this and will never get confused about how to use the
symbol. Give them pairs of fractions and get them to write the symbol
between them.

Oral questions Mathematics

1. What is the meaning of the following names of fractions?
Give the fractions also.

l Half l Quarter l One-third l One-fifth

l One-tenth l Three-fifths l Three-quarters

2. Divide by the common factor and reduce the following fractions to the

lowest terms.
l 165 l 12 15 10
18 l 20 l 20

l 5200 l 14 l 50 l 88
21 70 99

3. Change into improper fraction. 1
l 2 31 4 2 3
l 1 5 l 3 3 l 3

l 1 59 l 2 3 l 4 1 l 1 2
4 8 3

4. Change into mixed fraction. 25 19
l 152 l 16 8 4
7 l l

l 3181 l 44 l 88 l 91
7 9 12

153

8 Decimals

Introduction
Children will understand the decimal system. They will understand that the

place value of the digit increases by 10 as we move from right to left and
( )it decreases by 10 or becomes
1 as we move from left to right. They will
10
learn the conversion of decimals to fractions and vice versa. They will also be
Mathematics
able to add and subtract the decimal fractions. They will be able to relate the

decimal fractions with the everyday transactions.

Recap

1. It is a new topic for the children.

2. Children have studied the concept of rupees and paise, so they can relate
the topic of decimals with rupees and paise.

Keywords

Decimals, tenths, hundredths, thousandths, like and unlike decimals

Classroom teaching ideas

1. Display some of the shaded figures in the class and ask the fraction for
shaded area and the decimal number for the unshaded area.

2. Divide the class in groups. Give them a block of thousand squares

( ) ( ) ( )roe1n1p0er-eh.suNennodtwirnegtdeotlhlnsteh-et1hm10o0utos,auansndedththosense1e0m1b0lo0orcek,ssatraibpnldothcfkaotromrfespaqrseumsaeranenstsyroeapnsrede-esteecnnimtthinasgl

numbers as they can.

Oral questions
Convert the following into decimals.
2 91
l 2 l 15 l 387 l 1105 l 100 l 100
10 10 10 10
759
l 100 l 8004 l 6 l 57 l 578 l 9016
100 1000 1000 1000 1000
154

9 Measurements Mathematics

Introduction

Children will learn to convert lower units of measurement to higher units
by using the decimal point. They will also convert higher units (expressed in
decimal form) to lower units by multiplying appropriately with 10, 100, 1000,
so on. They will learn addition, subtraction, multiplication, and division of
metric measures of length, mass, and capacity.

Recap

1. Children have learnt the metric system of measurement.
2. They have seen various equipments used for measuring.
3. They can convert higher units to lower units and vice versa.

Keywords

Decimal point, length, mass, capacity, money, place value, metric measures,
conversion

Classroom teaching ideas

1. Give children one specific number (say 3). Ask them to associate different
lengths (3 km, 3 m, and 3 cm) with objects they know.

2. Similarly, you can ask what would contain 1000 litres, 100 litres,10 litres,
and 1 litre of liquid. Children name different containers like tank, bucket
or bottle.

3. Bring 1 kg of rajma seeds. Show them how many seeds together make
1000 g or 1 kg rajma . Tell them to assume that there are exactly 1000
rajma seeds in 1000 g. Ask them the weight of 1 rajma seed.

4. Use the kitchen scale. Weigh 1 kg of oranges or bananas or grapes. Count
the number of fruits. Let them find the weight of one fruit. Ask them, if this
is an estimate or a real value. Ask them what they must do, to find the real
weight of one orange.

5. Work with numbers. Write decimal numbers on the blackboard and give
plenty of practice with adding, multiplying, comparing, and ordering of
decimal numbers.

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Mathematics Oral questions

1. Convert the following into higher units.
(m into km, cm into m, g into kg, mg into g and ml into l)

l 1000 m l 5000 m
l 10 cm l 600 cm
l 100 cm l 8000 cm
l 1000 g l 7000 mg
l 1000 mg l 4000 g
l 1000 ml l 2000 ml
2. I will tell you how many steel rods I bought and the weight of each rod.

Give me the total weight.
l 4 rods of 250 g each l 6 rods of 200 g each
l 7 rods of 30 g each l 10 rods of 350 g each
l 12 rods of 150 g each l 15 rods of 300 g each
3. Tell how many km did a boy covers in one hour, if he covers the following

distances in 5 hours?
l 2.5 km l 5 km
l 1.5 km l 4.5 km
l 0.35 km l 5,005 m
l 35.5 km l 9,909 m

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10 Time Mathematics

Introduction

Children will learn to read time on a clock. They will learn to differentiate
the terms a.m. and p.m. They will also learn the concept of addition and
subtraction of different time durations. They will convert 24-hour clock time to
12-hour clock time and vice versa. They will also read the calendar.

Recap

1. Children have learnt how to tell the time by using the analog clock. But
they can only read the hour and the specific times like quarter past, quarter
to, or half past.

2. They know that the long hand shows the minutes and the small hand shows
the hours.

Keywords

Hour, minute, 24-hour clock, 12-hour clock, a.m., p.m., noon, midnight, leap
year, fortnight

Classroom teaching ideas

1. Show a large wall clock to the children. Show the numbers and small lines
on it. Ask a child to come forward and count the lines. Tell them that each
line shows one minute. Now, ask them to count the divisions between 3
and 4. Show them that there are 5 divisions between any two consecutive
numbers displayed.

2. Ask children, ‘How many minutes are there between 4 and 6?’ Tell
them that since there are 5 minutes between any set of two consecutive
numbers, and this being two sets, that is, from 4 to 5 and from 5 to 6, the
minutes between 4 and 6 are 10. Change the position of the long hand and
ask them to read the time using the table of 5.

3. Tell children about a.m. and p.m. Ask them if it will be dark or sunny at
1:00 a.m., 4:00 a.m., 6:00 a.m., and so on. Let them realise that a.m. and
p.m. do not indicate day and night.

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Mathematics 4. Ask the children to calculate how many minutes they take to get ready for
the school. Let them write the time (in minutes) needed for bath, breakfast,
dressing, and for arranging books in their bag. Ask them to find the total
time required.

5. Give children the time required for 6 different performances on stage by
class students. Let a performance be of 15 minutes. Find the total minutes.
Divide the total by 60 to get the hours and leave the remainder as minutes.

6. Show children an ordinary clock and ask them the time (at that moment)
shown by it. Ask them to tell you if this is a.m. or p.m. If they will say that
they are confused, then tell them about the 24-hour clock.

7. Bring a printout of railway or flight timings. Ask the children to calculate
the time and say a.m. or p.m.

8. Show a time (say 6:10) in an analog clock. Ask them, ‘What will be the
time after 30 minutes?’

9. Bring a calendar and discuss the various aspects like days, weeks,
fortnight, months in a year. Show how every fourth year has an extra day in
the month of February.

Oral questions

1. Convert the given time into 24-hour clock time.
l 2:15 a.m. l 3:40 p.m. l 4:30 p.m.
l 5:15 p.m. l 6:10 a.m. l 7:30 p.m.
l 8:50 a.m. l 9:25 p.m. l 10:40 p.m.
l 12:40 p.m. l 11:15 a.m. l 12:05 a.m.
2. Is the watch fast or slow, and by how many minutes? The actual time is 8:35.
l Mama’s watch – 8:50 l Papa’s watch – 8:20
l Kitchen clock – 8:55 l Wall clock – 8:32
3. Say ‘YES’ for the leap year and ‘NO’ for the non-leap year.
l 2000 l 2001 l 2005 l 2012
4. What is the time in the 12-hour clock? State a.m. or p.m.
l 14:30 l 17:30 l 18:30 l 6:30
l 20:30 l 9:30 l 21:30 l 20:30
5. What is the time after 20 minutes?
l 6:30 l 5:50 l 7:20 l 6:40
l 2:15 l 4:20 l 9:10 l 11:30

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11 Money

Introduction

Children will understand addition, subtraction, multiplication, and division
of money. Give examples from day to day life for the better understanding of
the topic.

Recap Mathematics

1. Children are familiar with the conversion of rupees to paise and vice versa.
2. They have observed the use of money in buying and selling things.
3. They know money is required for day to day living.

Keywords

Coins, notes, currency

Classroom teaching ideas

1. Divide the class in groups. Bring the board game business/monopoly to
the class and make students play in groups. Students will learn addition
and subtraction of money. Their concept of buying and selling will also
improve.

2. Divide the class in two groups. Create a simulated atmosphere in the class.
One group will act as buyer and another will act as seller. The buyer group
will display some of the objects for sale along with their prices. The seller
group will come and buy different objects. At the end of the game each
group will do the total of their sale and purchases.

Oral questions

Solve quickly and tell the answer.

l ` 15 + ` 10 = l ` 25 + ` 25 =

l ` 30 + ` 20 = l ` 28 + ` 20 =

l ` 65 + ` 30 = l ` 55 + ` 10 =

l ` 115 – ` 100 = l ` 250 – ` 50 =

l ` 300 – ` 200 = l ` 280 – ` 280 =

l ` 650 – ` 630 = l ` 550 – ` 110 =

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12 Geometry

Introduction

In this chapter, children will learn about basics of geometry like a point, ray,
line, and line segment and their properties. They will also learn to draw and
measure a line segment using ruler and divider. They will also learn about
intersecting lines, parallel lines and perpendicular lines.

Mathematics Recap

1. Children can name and recognise solid shapes.
2. Children can recognise and draw plane shapes easily.

Keywords

Point, ray, line, line segment, parallel lines, perpendicular lines, intersecting
lines, angle, vertex, arms, interior of an angle, exterior of an angle, right
angle, obtuse angle, acute angle, straight angle, reflex angle, complete angle,
diameter and radius

Classroom teaching ideas

1. Tell children to measure various objects (pencil, eraser, sharpener, length
of their mathematics book, length of their pencil box) around them using
a ruler.

2. Show cut-outs of various angles in the class and ask for their names.
3. Tell them to find the example of the objects formed using straight and

curved lines.
4. Tell them to draw lines of random lengths in their scrap book and measure

their lengths.

Oral questions l 12 cm
l 11.4 cm
1. Find the diameter of the circle whose radius is
l 2 cm l 3 cm l 5 cm l 22 cm
l 18.4 cm
l 1.5 cm l 5.2 cm l 3.3 cm
2. Find the radius of the circle whose diameter is
l 4 cm l 6 cm l 10 cm

l 1.8 cm l 4.2 cm l 3.6 cm

160

13 Unitary Method Mathematics

Introduction

Tell children that with the help of unitary method, they can find the price of
a number of objects if they are given the price of an (unit) object. Unit means
one. Also tell them that the price for which an object is bought is called the
cost price and the price for which it is sold is called the selling price.

Recap

1. Children have used money.
2. They have played the game of buying and selling.
3. The concept of unitary method is new to them.

Keywords

Unitary method

Classroom teaching ideas

1. Give examples from day to day living to explain unitary method in the
class.

2. A lot of practice is necessary on this topic as it is new for the children and
it will act as an important base for further understanding of various topics.

Oral questions

1. Cost of a pen is ` 10. Find the cost of 2 such pens.
2. Cost of a candy is ` 1. Find the cost of 15 such candies.
3. The weight of a pencil is 10 g. Find the weight of 10 such pencils.
4. Cost of a dozen bananas is ` 80. Find the cost of half a dozen bananas.

161

Mathematics 14 Perimeter and Area

Introduction

Children will understand the concept of perimeter and area of a figure.
They will be able to find the perimeter and area of some of the simple closed figures.

Recap

1. Children have learnt the name of basic plane and solid shapes.
2. They can measure the length of a line segment.

Keywords

Perimeter, area

Classroom teaching ideas

1. Ask children to mark any 3 points on their books. Ask them to join the
points to form a triangle. Let them try this many times. Ask them to
measure the sides.

2. Draw a rectangle. Measure the sides using a thread. Measure the thread
using a ruler. Now, give the perimeter of the rectangle.

Oral questions

1. What is the perimeter of each of the following?
l Rectangle with sides 3 cm and 4 cm
l Rectangle with sides 2.5 cm and 3 cm
l Square with side 6 cm
l Square with side 3.6 cm
l Equilateral triangle with side 6 cm
l Equilateral triangle with side 3.6 cm
2. Measure the length and breadth of your Hindi book and find its perimeter.
3. Find the perimeter of the blackboard in your classroom.

162

15 Data Handling Mathematics

Introduction

Children will be able to collect data, record information on the graphs, read
and interpret picture graphs, bar graphs.

Recap

1. Children can collect data.
2. They can answer questions based on the pictograph.

Keywords

Information, data, bar graph

Classroom teaching ideas

1. You can collect data about activities/favourite toys/mode of transport used to
reach the school, and so on. Provide a list of limited options (say 5 options).
Make tally marks on the blackboard. Ask the children to make a bar graph
based on the data provided on the blackboard in their notebooks. Ask
questions based on this bar graph.

2. Show an already prepared bar graph to the children. Ask questions based on
that graph.

3. Distribute square lined sheets. Draw the X-axis and the Y-axis. On
the X-axis, mark days of the week and on the Y-axis mark time spent in
the library/drawing/playing chess, and other activities.

Oral questions

Make a bar graph to show the number of different types of books available in
your school library. And ask questions like:
l Which book is most liked by the children?
l Which book is least liked by the children?

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1

YYContent: Cake Sugar Cold drink

• Warm-up Explain that food like chapatti, rice, sugar and potato contain
carbohydrates, which give us energy. We would feel weak if
• Nutrients in food we do not consume them every day.
• Balanced diet
• Digestion Explain that fats also provide energy which is much more
• Proper eating habits than carbohydrates but excess of fats can make us obese and
• Cooking food unhealthy.
• Preserving food
Activity: Spot that fat
YYLearning Objectives:
To enable students to: Conduct the following activity in the class to check whether
• understand the importance and role of various the food contains fats or not.

Science nutrients in our diet What you need:
• understand what is a balanced diet
• understand the process of digestion in our body • a bowl of water
• learn about various methods of cooking food
• learn the importance of preserving food • samples of pakora, bread, any fruit, potato chips,
butter and any vegetable
YYMethodology:
What you do: Ask the students to observe what happens
 Objective 1: To understand the importance and role when you dip the above food items in a bowl of water. Ask
of various nutrients in our diet them to note that if the food contains oil, oil droplets will
float over water.
Activity 1.1: Understanding the role of carbohydrates & fats
in our diet: Start the session by asking the students to give Let them record their observations in the table.
reasons why we need to eat food. Once the reasons are listed,
ask them if they eat same type of food or a variety of food. Food Item Oil drops or not Is it a fatty food?
Ask the students if all types of food are healthy to eat or not. Pakora
Now, make them do the ‘warm-up’ activity. Bread
Explain that different food contain different nutrients, which Fruit
help us stay fit & healthy. All nutrients are important and have Potato chips
specific roles to play. Butter
Activity: The food I eat daily Vegetables
Ask the students to tick () the food they eat daily.
Explain that butter, ghee, oil and fried food contain lot of fats.
Chapatti Rice Burger Including certain amount of fat in our diet is good for us but
excess of it is unhealthy.

Now, ask the students to form groups and conduct Activity 1
given in the textbook.

Activity 1.2: Understanding the nutritional requirements
for each person: Read the role of different nutrients with
students from the textbook. Let them understand that each

164

nutrient plays a different role in our body. Also, explain that • Three masons jars
deficiency of any nutrient can lead to serious health problems • Marker
or even diseases. • Water

Now, ask them to do the activity given below. What you do:

Activity: These people have some specific nutrient 1. Take equal quantities, say half a cup, of each type of flour.
requirements. Read about them and choose a nutrient (from
the clue box) that they should eat more. 2. Put each of the three types of flours in each jar. Mark the
level in each jar. Ask the students to observe the level.
 Fats Proteins Carbohydrates Vitamins Minerals
3. Now pour equal amount of water in each jar, one-by-one.
Clue Card 1 Clue Card 2 Ask the students to observe the water-absorbing capacity
of each flour as water is poured.
I am a sportsman! I do lot of I am 9 years old. My mother
running and physical work. tells me that I need to eat Students will observe the following:
I need lots of energy from food like dal and milk which
healthy foods. What should help me grow. What should • Oats or bran becomes almost double the quantity when
I consume daily? I consume daily? water is poured.

  • Other two flours remains the same.

Clue Card 3 Clue Card 4 • Maida becomes sticky when water is poured.

I am 25 years old. I have I am 14 years old. I am Explain that bran or oats are roughage. They help the body
a weak immune system. underweight and weak. to absorb the food easily and feel full. Similarly, water is very
I am prone to catching Doctors tell me to eat food important to digest the food we eat.
infections. What should I which can help me put on
consume daily? some weight. What should  Objective 2: To understand what is a balanced diet
I consume daily?
Activity 2.1: Understanding the importance of balanced Science
Clue Card 5 diet: Explain that a balanced diet is one which contains
all the nutrients, roughage and water we have read about
I am 45 years old. My bones in appropriate quantities. Now, ask the students to plan a
are becoming weak. What balanced diet for themselves based on their food choices and
should I consume daily? staple food.

Activity: My balanced meal

Given below is a healthy plate. Write the names of 3 food
items in each to make a balanced meal for yourself.

Fruits Dairy
Grains

Activity 1.3: Understanding the importance of roughage and Vegetables
water in diet: Ask the students if it is important to eat fruits Protein
and vegetables. What about water? Tell them the importance
of drinking 6–8 glasses of water daily. Explain that oats, fruits End the session by discussing the most popular and least
& vegetables provide roughage which helps to throw out popular meals.
wastes from our body. Similarly, water is helpful in digestion  Objective 3: To understand the process of digestion
and other internal processes.
in our body
Activity: Roughage or water in diet Activity 3.1: Understanding the process of digestion: Explain
the process of digestion with help of the diagram given in the
Conduct the following activity in the class. textbook. Explain that digestion is a complete process and
involves many parts of the body using the following chart:
What you need:
• Oats (or bran)
• Wheat flour
• White flour (maida)

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Mouth Stomach Intestines Bread roll Grilled Sandwich

Bad, undigested Papad Chips
wastes go out of
Good, digested our body through  Objective 5: To learn the importance of preserving
food is absorbed the anus food
in the blood
Activity 5.1: Understanding the importance of preserving food
Blood transports
it to all parts of Start the topic by asking the students what all is kept in the
the body refrigerator at their home. Make a list as:
• Milk
Activity: Role Play • Vegetables
• Pickles
Once the students are clear about the process of digestion, • Fruits
divide them into six groups. Give each group one of the
organ tags shown below. Ask the students of each group to Explain that food can be spoiled if not stored properly. Heat
discuss the role of the organ assigned to them in the process and moisture can spoil the food. That is why we need to know
of digestion. One representative member of the group can the ways to preserve food. Conduct the following experiment
come in front of the class and make the presentation. Ask to show the need to conserve food.
them to start from the mouth. The next body part should
come in front on their own, following the process of digestion What you need:
and explain their role. • 3 pieces of bread
• 3 resealable plastic bags
Mouth Saliva Food pipe • Permanent marker
• Water
Science Small intestine Large intestine Stomach juices (bile)
Procedure:
Now, ask the students to do the ‘Try it Out’ activity. 1. Take a slice of bread and sprinkle some water over it. Put

 Objective 4: To learn about various methods of it in a plastic bag and keep it in a dark place.
cooking food 2. Put the second slice in the bag and place it in the

Activity 4.1: Understanding various methods of cooking refrigerator.
food: Ask the students to name any four salad vegetables. 3. Place the last slice also in the bag and keep it in a sunny
Ask them if these vegetables are raw or cooked. Explain that
there are various methods of cooking, depending upon the area.
type of food and the requirement of taste. The food changes 4. Make sure each bag is sealed tightly. Label them A, B and
its colour, texture and taste when cooked. Explain the various
methods of cooking given in the textbook. Now, ask the C with a marker.
students to do the following activity. Discuss the answers in 5. Ask the students to observe the breads for the next
the class.
three days.
Activity: Healthy way of cooking
The students will find that the bread slice kept:
Given below are few pairs of food options. Tick () the • in dark, had greenish moulds
healthier option in each row. • in refrigerator is fine
• outside turns hard
Steamed momos Fried momos
Discuss the other ways of food preservation in the class.
Puri Chappati
YYUsage of technology:
Pakora Dhokla
You can recapitulate the chapter by showing the following
video in the class.

https://www.youtube.com/watch?v=eKaBQrFdNtw

Class work: Ask the students to complete questions B, C, D
and F in the class.

Homework: Give students questions A and E to do as
homework.

166

Answers to Questions of textbook

Circle the food items that are considered good for our health.

Page 5 Try it out
  Food eaten by non-vegetarianÑFish, meat and egg
Science
Page 9
  Mouth, Food pipe, Stomach, Small intestine, Large intestine, Anus

EXERCISES

A. 1. a 2. a 3. b 4. b 5. a

B. 1. more 2. roughage 3. large 4. avoid 5. Bile

C. 1. T 2. T 3. F 4. F 5. T

D. 1Ðd 2Ða 3Ðb 4Ðe 5Ðc

E. 1. Mouth 2. Milk and eggs (Answer may vary) 3. Food pipe

4. Roasting and steaming (Answer may vary) 5. Freezing and salting (Answer may vary)

F. 1. From the stomach, the food goes into the small intestine. This is a long tube where the food
is mixed with more digestive juices. Some of these digestive juices are produced in the small
intestine. One special digestive juice, called bile, is made in the liver. Bile produced in liver,
helps to digest fats. It breaks up big drops of oil into tiny droplets. It is then easier for the
enzymes to act on them. The digestion of our food is completed in the small intestine.

167

Science 2. Roughage do not have any nutrients and cannot be digested. However, they are required for
proper functioning of our digestive system. They help in throwing out waste materials from our
body, after the food has been digested.

3. • It is important to eat meals at the same time every day.
• We should wash our hands before and after eating.
• We should chew our food well.
• We should not eat in a hurry or swallow large chunks of food.
• We should eat at a clean place.
• We should avoid eating snacks between the meals.
• We should avoid overeating.
• It is important to clean our mouth well after every meal.
4. Test for carbohydrates
Add a drop of iodine to a small portion of food to be tested for carbohydrates. If the colour of

iodine changes from brown to blue-black, then the food contains carbohydrates.
5. Microorganism, Presence of moisture and Inappropriate temperature.
Some methods that are used for preserving of food are freezing, dehydration (or drying),

salting, sweetening, pickling and also by vacuum packing.

Challenge

1. If we do not chew our food well then it would be difficult for us to swallow it. It would
not get properly digested.

2. Proteins are the body building food. They help in growing and repairing our body.
Since students are growing so they need more proteins as compared to an old man.

Subject Link

1. BOILING   2. ROASTING   3. FRYING   4. STEAMING

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2

Answers to Questions of textbook

Page 5 Try it out

  1. a. no b. 20 c. 32
c. 8
2. a. 8 b. 4 d. 12
d. Enamel
Page 6

a. 32 b. Milk teeth c. Molars

Page 8 1R
2T Y P H O I D
Science
N
G
3P W
OO
4M A L A R I A

IM

O

EXERCISES

A. 1. a 2. a 3. b 4. b 5. c

B. 1. milk, permanent 2. Incisors 3. germs 4. Roots 5. Plaque

C. 1. T 2. F 3. T 4. T 5. F

D. 1Ðd 2Ðc 3Ðe 4Ðb 5Ða

E. 1. Crown and Root 2. Virus and bacteria (Answer may vary)

3. Typhoid, common cold, ringworm and malaria (Answer may vary)

4. They are used for crushing and grinding of food 5. Vitamin C

F. 1. Our teeth help us to bite, tear, grind and chew our food.

169

Science 2. Microbes are tiny living organisms that cannot be seen with unaided eyes. They can be seen
through an instrument called microscope.

• Microbes like yeast are used in making bread and bun.
• Microbes like lactobacillus bacteria change milk into curd.
3. • Brush your teeth twice a day to remove bits of food particles that may have got stuck

between the teeth.
• Avoid using pointed objects to clean the gaps between your teeth. Use floss instead.
• Rinse your mouth after every meal.
• Clean your tongue with the help of a tongue cleaner daily.
4. When we eat any food item, some food particles may get stick between our teeth. If we do not

brush, the germs change the sugar in food to acid. This acid sticks to our teeth as a paste-like
material called plaque.
5. Crown: It is that part of a tooth which is visible to us when we smile or open our mouth. It is
covered with hard and shiny white enamel. The enamel protects the inner parts of the tooth.
Root: This part of the tooth is not visible to us. It is present in the jaw bone. It holds the tooth in
the jaw. The soft part at the centre of the tooth is called the pulp.

Challenge

1. Eating too many sweets and ice creams creates acid which sticks to the tooth and
cause cavities in it.

2. Carnivore has more developed canines as they are using them for tearing the flesh
of other animals.

Subject Link

Molar = 12/32 = 3/8,     Premolars = 8/32 = 1/4

170

3

Answers to Questions of textbook

Out of these two images cross () the one which can pose a dangerous situation.
a.  b.

Page 15 Try it out

a. F b. T c. F Science

Page 17

  1. b   2. b

EXERCISES

A. 1. b 2. c 3. a 4. b 5. b

B. 1. open 2. infection 3. shock 4. zebra 5. rules

C. 1. T 2. T 3. F 4. F 5. T

D. 1Ðb 2Ða 3Ðd 4Ðe 5Ðc

E. 1. Zebra crossing 2. First aid 3. They catch fire easily.

4. We might get hurt. 5. Minor cut and minor burns (Answer may vary)

F. 1. a. Children should keep away from stoves when food is being cooked. Fire and steam can
cause serious burns.

b. We should never touch electrical switches, sockets or electrical gadgets with wet hands. We
may get an electric shock. (Answer may vary)

171

Science 2. a. Safety at playground: We should not play rough games. We should follow the rules of the
game. We should keep away from swings when they are in use.

b. Safety at school: We should not climb on desks and chairs. We should not throw
things around.

3. We should not rush up and down the stairs as we may fall and hurt ourselves and others.
4. a. We should wait for our turn at the rides.
b. We should never jump off a see-saw without informing our partner.
5. We should avoid walking on wet floor as we may slip and get hurt.

Challenge

1. We might get tripped on the road and get hurt.
2. Do yourself

Subject Link

1. catches,  2. gets,  3. climb  4. cuts,  5. cross

172

4

Answers to Questions of textbook

Fill in the missing letters to name the clothes shown below.

S  K  IR  T   R  A  IN  C    O  A  T     S  H  I  RT

J  A  C  K  ET S H OR T S C A RD I G A N 

Try it out Science

Page 4 Synthetic
Complete the following chart.

FIBRES

Natural

Examples, cotton and Jute Examples, polyester and nylon
c. white
Page 5

a. wool b. water

EXERCISES

A. 1. c 2. c 3. c 4. b 5. b
B. 1. uniform 2. Woollen 3. natural
4. man-made 5. Cotton

173

C. 1. F 2. F 3. T 4. T 5. T

D. 1Ðc 2Ðe 3Ðb 4Ða 5Ðd

E. 1. Sheep (Answer may vary) 2. Nylon and crepe (Answer may vary)

3. Moths and silver fish 4. They should be sent for dry cleaning. 5. Germs

F. 1. Leather clothes should be sent for dry cleaning. Most silk and woollen clothes also need to
be dry cleaned. They should be stored carefully when not in use. While storing these clothes,
mothballs and dried neem leaves should be kept with them to protect them from the attack of
moths and silver fish.

2. Silk is considered as an animal fibre because it is obtained from silkworm.

3. Students of a school wear a uniform so that they can be recognised as the students of that
school.

4. Long and thin threads from which clothes are made are called fibres. There are two types of
fibres:

a. Natural fibreÑCotton and wool

b. Man-made fibresÑNylon and polyester

5. Leather is obtained from the skin of dead animals. Bag, belts, shoes, jackets and wallets.

Challenge

1. The purpose of raincoat is to save a person from getting wet. Cotton absorbs water, so

Science it will not serve the purpose of raincoat.

2. They can easily soak sweat.

Subject Link

7 clothes are made of synthetic fibre.

174

Answers to Activity Corner–1 (Chapters 1 to 4)

A. Complete the journey of food by filling the boxes with the words from the clue box.
   Stomach   Large intestine   Food pipe   Mouth   Anus

Food Mouth Food pipe Stomach

Anus Large intestine Small intestine

C. Find six clothing items in the given word grid. A J ACK E TM
We wear these in winters. L F ROC K T I
G B MM E H P T
1. Jacket   2. Mitten R A I NCOA T
K J T ON F U E
We wear these in summers. Shirt C R O P I OQN Science
1. Frock   2. GUM B OO T S
S T RSH I R T
We wear these in monsoon. Gumboots
1. Raincoat   2.

175

5

Science YYContent: Explain that:

• Warm-up A solid has definite shape and size. Its particles are tightly
packed.
• States of matter
• States of matter are interchangeable A liquid has definite size but does not have a definite shape.
• Solutions Its particles are loosely packed as compared to solids.

YYLearning Objectives: A gas neither has a definite shape nor a definite size. Its
particles are free and apart from each other.
To enable students to:
• understand that matter exists in three states Activity 1.2: Understanding the three states of matter: Now,
• understand that the three states of matter are ask the students to do the following to understand the three
states more. At the end, ask them to complete the table
interchangeable given below.
• learn the properties of solutions
For Solids: Take a book or a block. Keep it at different places.
YYMethodology: Keep it inside a bag. Keep it in any container. Is there any
change in its shape, size or volume?
 Objective 1: To understand that matter exists in
three states For Liquids: Take a glass of water and a jug (or a bottle).
Carefully look at the shape of the water in the glass. Now
Activity 1.1: Learning about the three states of matter: Start pour this water into the jug. Now observe the shape. Is it
the session by asking students to name a few things which same?
occupy space. Explain that any substance which occupies
space and has mass is called matter. Ask them to do the For Gases: Spray a perfume in the room. Can you see it? How
‘warm-up’ activity. much perfume is around?

Explain that matter can be divided into three main Solids Liquids Gases
statesÑsolids, liquids and gases.
Shape
Activity: Let 8 students come to the front. Now, ask the
students to do the following: Size

For solids: Arrange yourselves in 2 rows of 4 students each. Arrangement
Stand side by side in such a way that you are holding each of particles
others arms tightly linked together. The people at the end of
back row who have a free arm should firmly hold onto the Movement of
shoulder of the one in front of them. Try to shake. particles

For a liquid: Unlink your arms and spread out until you are Volume
all just holding each others hands. Keep moving around and
swaying. Now, ask the students to complete the ‘Try it Out’ exercise.

For a gas: Release your holds so that you can run around  Objective 2: To understand that the three states of
freely. Run in different directions. matter are interchangeable

Now, ask the following questions: Activity 2.1: Understanding that solid changes to liquid
• When was it easiest to move around? and liquid changes to gas on heating: Ask the students how
• When was it most difficult to move around? solids change to liquids. Ask them to keep the following in a
• What was the movement in the second activity? pan and observe the changes:

• Ice cubes

• Butter

• Ice cream

176

They will observe that all the three melt, which shows change Activity
of solids to liquids state.
What you need:
Now, ask the students to get some water in a pan. Boil the ♦ A jug of water
♦ A glass and a stirrer
water in front of the students. What do they observe? Water ♦ Samples of:
• sugar
changes into steam (or vapours). They will observe that • salt
• honey
liquids change to vapours. • flour
• chalk powder
Melting Evaporation • oil
• sand
Gas state
What you do:
Solid state Liquid state
Take half glass water. Mix a spoon of sugar in it and stir with
Activity 2.2: Understanding that gas changes to liquid and the help of the stirrer. Does sugar dissolve in water? Repeat
liquid to solid on cooling: the process with each of the samples listed above. Students
can record the observations in the form of table shown below.
a. Once the water is boiled, switch off the gas burner and
keep a steel tray over the pan. S.no Substance Solid or liquid Soluble in
1 Sugar water or not
b. Pour some water in a tray and keep it in the freezer of a
refrigerator. 2 Salt

After some time, students will observe the following changes: 3 Honey Science

a. Water droplets are collected on the underside of the 4 Flour
plate
5 Chalk powder
b. Water is frozen into ice
6 Oil
Ask the following questions:
7 Sand
• Change of water vapours to water is change from which
state to which state? End the session by concluding that few things mix well in
water and few do not.
• Change of water to ice is change from which state to
which state? YYUsage of technology:

End the session by explaining that all three states are You can recapitulate the chapter by showing the following
interchangeable under different circumstances. video in the class.

Now, ask the students to complete the ‘Try it Out’ exercise. https://www.youtube.com/watch?v=bMbmQzV-Ezs

 Objective 3: To learn the properties of solutions Class work: Ask the students to complete questions B, C, D
and F in the class.
Activity 3.1: Understanding the properties of solutions: Ask
the students to name their favourite drinks. Explain that Homework: Give students questions A and E to do as
drinks like lemonade, cola, etc. are solutions of different homework.
substances in water. Conduct the following activity in
the class.

177

Answers to Questions of textbook

Which of the following occupy space? Tick () the correct choices.

Love Ball Thoughts Balloon Water

a. b. c. d. e.

Try it out

Page 14
a. Books, Football (Answer may vary)  b. Water, Milk (Answer may vary)
c. Oxygen, Carbon dioxide (Answer may vary)

Science Page 15 b. heating, cooling
a. liquid, cooling

EXERCISES

A. 1. b 2. c 3. a 4. b 5. a

B. 1. liquid 2. Volume 3. dissolve 4. melts 5. solution

C. 1. F 2. F 3. F 4. T 5. T

D. 1Ðe 2Ða 3Ðb 4Ðd 5Ðc

E. 1. Solid, liquid and gas

2. When salt dissolves in water, its particles occupy the spaces between the particles of water.

3. Liquid 4. By heating 5. By heating

F. 1. Any substance that has mass (weight) and occupies space is called matter.

2.

Solids Liquids

They have fixed shape. They do not have fired shape.

They cannot be poured. They can be poured.

178

3. The particles in a solid are tightly packed and they cannot move around. So they have fixed Science
shape.

4. Spaces between the particles in liquid state is more so the can flow easily.
5. In a gas, the particles are farther apart from each other (in comparison to liquids). They roam

around freely in the space in which they are contained.

Challenge

Particles are loosely packed in perfume. When the bottle is left opened, particles diffuse in
the air.

Subject Link

1. + heat,  2. + heat,  3. Ðheat,  4. Ðheat

179

6

YYContent: Activity 1.2: Learning about the structure of leaf: Explain
to students that a leaf has many parts. Each part performs a
• Warm-up unique function for the leaf. Read and explain the text given
under the topic ‘Structure of leaf’.
• Structure of leaf
• Leaf—The food factories Now, give the following crossword to solve.
• What happens to the food made by plants?
• Energy flow in living organisms Activity sheet: Plant Crossword
• Need for protection of plants and animals
Complete the following crossword puzzle related to leaves.
YYLearning Objectives:
To enable students to: 1. L
• learn about the structure of leaf
• learn how leaves make food 2.M 4.C
• understand that food prepared by leaves have starch 3.G
• learn how energy flows among different living 5. L
6. P
organisms
Science • understand the need for protection of plants and 7.V
8.S
animals
Clues:
YYMethodology:
Across:
 Objective 1: To learn about the structure of leaf 2. Main thick vein in the centre of the leaf
Activity 1.1: Learning about the types of leaves: Start the 3. Each stomata is composed of two of them
session by asking students to name few products we get from 6. The process by which plants make food
plants. Ask them to do the ‘warm-up’ activity. Explain that 7. Thin lines on leaves
plants are living things. Like all living things they need food to 8. Small holes present on the underside of the leaf
grow. Plants are the only living things that can prepare their
own food through the process of photosynthesis. Down:
1. Flat surface of the leaves
Explain that all food in plants is prepared by their leaves. 4. Green pigment in leaves
Leaves are the ‘kitchens’ of the plants. 5. This joins the leaf to the stem of the plant
Explain that leaves are of many different types. Show the
pictures of some common leaves given in the textbook.  Objective 2: To learn how leaves make food
Activity: Leaf study
Ask the students to go on nature walk near their home. Collect Activity 2.1: Learning how leaves make food: Explain that
five different kinds of leaves fallen on the ground. Bring the leaves make food through the process of photosynthesis. For
leaves to the class and try to identify their names. the process of photosynthesis to take place, the following
conditions are necessary:
• Water
• Sunlight
• Chlorophyll (green pigment in plants)
• Carbon dioxide

180

Explain the process of photosynthesis from the textbook. Activity: Ask the students to look at the picture and explain
Also tell the students that in the absence of any of these, who eats what to understand the transfer of energy among
photosynthesis will not take place. organisms.

Now, ask the students to complete the ‘Try it Out’ exercise.

 Objective 3: To understand that food prepared by Air Sun Herbivore
leaves have starch Water
Soil
Activity 3.1: Understanding the presence of starch in food:
Explain that the food prepared by the plants is stored in them Plant Carnivore
in the form of starch. This food is used by us to get energy. Decomposition
Conduct the following experiment in the class to test the
presence of starch in food. Scavenger Science

Activity: To test the presence of starch in food Explain that this is how energy is maintained in the
environment.
What you need:
• 5–6 bowls Activity 4.2: Learning interdependence between plants
• Iodine solution and animals: Explain that both plants and animals are
• A dropper interdependent on each other for their needs.
• Samples of food items like potato, bread, any dal, fruit
Explain the interdependency among plants and animals as:
and vegetable
1. Exchange of gases
What you do:

1. Place the food samples in different bowls.

2. Add a few drops of iodine solution directly to the food
samples using a dropper.

3. Observe and record any changes in colour.

It will be observed that if starch is present in the food sample,
the iodine turns blue-black.

Record your observations as follows.

Food Item Observation Conclusion Carbon dioxide
Potato
The iodine turned This confirms Oxygen
from a red/yellow the presence of
colour to a blue- starch in potato. 2. Energy transfer
3. Decomposition of organisms to make the soil fertile
black colour. Activity sheet: Look at the picture and write three points of
interdependencies between plants and animals.

Now, ask the students to complete the ‘Try it Out’ exercise.

 Objective 4: To learn how energy flows among
different living organisms

Activity 4.1: Understanding energy transfer from plants to
other living things: The students have now learnt how sun’s
energy is trapped by plants and transferred to animals and
human beings. Elaborate the energy transfer further by using
the picture given here.

181

Science 1. 2. Cutting trees

2.

3. 3. Constructing buildings

 Objective 5: To understand the need for protection
of plants and animals
Once, the students finish the activity, discuss these in the
Activity 5.1: Learning how to take care of plants and animals: class.
Start the session by narrating the following situation story in End the session by asking the students to complete the ‘Try
the class: it Out’ exercise.
YYUsage of technology:
Imagine a land called Bareland. This land has no trees. People You can recapitulate the chapter by showing the following
living here have cut all the trees to use the wood and the video in the class.
land, to make tall buildings and structures. There are lots of https://www.youtube.com/watch?v=hwwQU8DBaY8
factories here which produce smoke. There are many vehicles Class work: Ask the students to complete questions B, C, D
in this land, but no gardens. and F in the class.
Homework: Give students questions A and E to do as
Now, answer the following: homework.

1. What would happen if there are no plants? No greenery?

2. Do you think there would be animals living here? Why/
why not?

3. What kind of air do you think will be there in this land—
fresh or polluted?

4. What can you say about the health of the people living on
this land?

Explain that plants and animals are also dependent on us for
their survival.

Activity sheet: Given below are few acts which harm plants
and animals. Give one reason each.

1. Hunting animals





182

Answers to Questions of textbook

Shown below are some food items eaten by us. Circle the ones that we get
from plants.

Page 5  Try it out Science
a. Do plants need water to grow? 
c. Do plants need sunlight to grow? b. Do plants need soil to grow? 
d. Do plants need air to grow? 

Page 6 d. Stem e. Chlorophyll
a. Iodine solution b. Photosynthesis c. Oxygen

Page 9
1. Solar energy
2. Nature's balance would disturbed as plants' growth will increase and population of

carnivores will decrease in absence of food.

EXERCISES

A. 1. c 2. c 3. b 4. c 5. b

B. 1. stem 2. leaves 3. veins 4. sunlight 5. endangered

C. 1. T 2. F 3. F 4. F 5. T

D. 1Ðd 2Ða 3Ðe 4Ðb 5Ðc

183

E. 1. Brown to blue-black 2. Veins 3. Tiger and lion (Answer may vary)

4. Tiger 5. Natural and safe environment

F. 1. It is through the stomata that the plants absorb carbon dioxide for photosynthesis and give out
oxygen as a by-product. Each stomata is composed of two guard cells surrounding an opening
known as the stoma.

2. To maintain life on planet earth it is necessary to maintain balance between plants and animals.

3. To save the tigers, our government has started 'Project Tiger'. Killing of wild animals is also
banned by our government. Our government has also developed many wildlife parks and wildlife
sanctuaries that provide natural and safe environment to the animals.

4. When animals die, their dead bodies decompose to give back minerals to the soil that are
essential for the growth of plants.

5. Humans have cut down trees in large numbers to make space for agriculture and making houses
for the growing population.

Challenge

1. No, because plants require carbon dioxide to prepare food.

2. No, because in absence of plants there will be no oxygen in the pond.

Subject Link

1. take in,  2. produce,  3. important,  4. catch,  5. unexpected

Science

184

7

Answers to Questions of textbook

Identify the plants shown below and fill in the missing letters.

a. C  A    C  TU  S b. L O    T  US c. P  I  N  E

Try it out
Page 17
a. Cactus, Babool b. Hibiscus, Palm c. Pine, Cedar

d. Ashoka, Neem e. Rubber, Teak

Page 19 Science
aÐiii bÐi cÐii

Page 21
1. Insectivorous plants like pitcher plant and venus flytrap trap the insects and eat them.
2. They grow on other plants, on dead animals or plants or on state plants. They get their

food from whatever they grow on.
3. Fruits, cereals, brooms, medicines and paper.   (Answer may vary)

EXERCISES

A. 1. a 2. b 3. b 4. c 5. c

B. 1. aquatic 2. shed 3. aerial 4. Adaptation 5. poor

C. 1. T 2. F 3. F 4. T 5. T

D. 1Ðc 2Ðd 3Ða 4Ðe 5Ðb

E. 1. Submerged plants 2. Mangroves 3. Mushroom (Answer may vary)

4. Gulmohar (Answer may vary) 5. Rubber (Answer may vary)

185

F. 1. To minimise the loss of water through evaporation.

2. Weather, soil and other conditions in different habitats are different. Plants develop special
features to survive in different conditions.

3.

Plants on plains Plants on mountains

They have many branches. They shed all their Trees have tall and straight trunks. They are
leaves in autumn season. These trees are of cone-shaped. They have needle like leaves
quite dense and tall. to minimise the loss of water.

4. The leaf of Pitcher plant is modified into a pitcher-like structure whose walls produce sweet
nectar. The leaf tip is modified as the lid of the pitcher. When an insect enters inside the
'pitcher' to feed on the nectar, the lid closes, trapping the insect inside it. Juices are then
secreted inside the pitcher to digest the insect.

5. Plants are useful to us in many ways.

Plants provide food to humans and animals. Fruits, vegetables, oil, sugar, cereals, pulses, nuts
and spices are all plant products. Tea, coffee and cocoa beans are also obtained from plants.
Plants are used for making paper. Plant fibres like cotton and jute are used to make clothes,
carpets, sacks and ropes.

Challenge

1. The waxy coating on the surface of their leaves prevent them for rotting.

Science 2. No, banyan tree cannot grow in the cold climate because its leaves are broad so they

will rot by snowfall.

186

Answers to Activity Corner–2 (Chapters 5 to 7)

C. Complete the crossword given alongside. 1.M
O
Across U 2.H
4. Free-floating plant L 3.C Y
5. Desert plant 4.D U C K W E E D

Down S DR
1. Non-green plants
2. Underwater plant AI
3. Coniferous tree
RL

L
5. K I K A R

Science

187

Answers to Model Test Paper–1 (Chapters 1 to 7)

A. Tick () the correct choice.

1. b. 2. c. 3. a. 4. c. 5. c.

B. Answer in one word. 3. Leather 4. Solute 5. Midrib
1. Roughage 2. Incisors

C. Identify the habitat/type of plants shown below with the help of clues given in the box.

1. 2.

   Hilly   Desert

3. 4.


Science

   Insectivorous   Non-green

5.

              Free-floating

D. Write T for true statements and F for the false ones.

1. T 2. T 3. T 4. T 5. T

188

8

Answers to Questions of textbook

Tick () the ones that can produce more of its kind.






 Science

Page 4 Try it out

a. COW b. TIGER c. DOG d. HUMANS

Page 6 DCOC K ROA CH
a. Albumen ACF I K L ARVA
b. Cockroach LORUX B EHK L
c. Nymph BU T T E R F L YM
d. Embryo U T MOU L T I NG
e. Tadpole MB E H K NQ T V N
EMB R YOT SCY
NC F G J NQX ZM
V T ADPOL E F P
P S B FCK TMVH

189

EXERCISES

A. 1. c 2. b 3. c 4. b 5. b

B. 1. embryo 2. eggshell 3. Caterpillar 4. 3 5. frog

C. 1. F 2. F 3. T 4. F 5. T

D. 1Ðc 2Ðe 3Ða 4Ðb 5Ðd

E. 1. Dog and cat (Answer may vary) 2. Frog and cockroach (Answer may vary)

3. Human and dog (Answer may vary) 4. Four 5. Leaves

F. 1. The process by which living things produce their young ones is called reproduction.

2. The eggs of all birds have a similar structure. Their eggs have thin and hard outer covering
called the egg shell. The egg shell contains inside it a white jelly-like liquid called albumen.
Suspended within the albumen is the yellow part of the egg called yolk. The embryo (or the
growing baby) also lies inside the yolk. The yolk provides food to the embryo.

3. It contains fats, proteins, some minerals and vitamins.

4. The eggs hatch into tiny fish-like organisms called tadpoles that have gills for breathing. As they
grow, they develop legs and start resembling a frog. They lose their gills and develop lungs for
breathing. The process of changing of a tadpole to an adult frog is called metamorphosis.

5. The group of babies is called litter while large cluster of eggs is called spawn.

Science Subject Link

4 egg laying animals

190

9

YYContent: Explain that these all are different kinds of terrestrial
adaptations. Read about different animal adaptations from
• Warm-up the textbook. Let the students understand unique features of
different terrestrial beings.
• Habitat and adaptation
• Types of habitats Now, ask them to do the activity given below.
• Adaptations for food
• Adaptations for protection Activity

YYLearning Objectives: Match the adaptation with the benefit it provides to the
animal. Guess the name of the animal.
To enable students to:
• understand what is habitat and adaptation Scales on To prevent feet
• describe animal adaptations in different habitats the body from sinking
• describe adaptations that animals make for feeding into sand
• understand that animals make adaptations for
Strong legs To protect from
protection cold

YYMethodology: Fur on the To crawl on the Snake
body ground
 Objective 1: To understand what is habitat and
adaptation Large soles To help run fast Science

Activity 1.1: Understanding habitat and adaptations: Start Once the students have completed the activity, explain
the session by asking students if we can live in water? Now hibernation to them giving examples.
ask if fish can live in water? Next, ask if we can live on trees?
Can monkeys live on trees? Why? This is because they have Activity 2.2: Understanding arboreal, aquatic and amphibian
special features that help them adapt to their surroundings. adaptations: Start the session by explaining the students that
different animals live in different habitats. Ask them what
Explain that the natural surroundings of any living thing is its helps monkeys climb trees easily. Show a hook to explain that
habitat and the particular features it develops to live in its strong claws help the monkeys to climb trees.
surrounding is adaptation.
Similarly, aquatic animals also have some unique adaptations.
Ask them the following questions related to adaptations:
• What special features does a fish have to live in water? Activity: Shown below are the feet of wading birds (stork)
• What special features help a bird fly? and aquatic birds (duck).
• What special features does a bear have to live in cold
Compare the feet and answer the questions that follow.
places?

Now, make them do the ‘warm-up’ activity.

 Objective 2: To describe animal adaptations in Long leg with Webbed foot
different habitats spread-out toes

Activity 2.1: Understanding terrestrial habitat and 1. Why do wading birds have long legs?
adaptations: Start the session by asking the following
questions: 2. Why do wading birds have long spread-out toes?

• Would a tiger get its food if it could not run fast? 3. Why do ducks have webbed feet?

• Why a camel is able to walk easily on hot sand?

• What does a tortoise do if it feels threatened?

191

4. What would happen if aquatic birds had long legs with 4. Ask the students to repeat the activity thrice.
spread-out toes?
Once, the activity is over, each group should:
5. What type of feet is appropriate for walking in soft mud? • share their findings in the class
• describe their beak, the food and if the beak suited the
Activity 2.3: Understanding aerial adaptations: Ask the
students to recall what they learnt about birds in previous food given to them
class. Explain that each bird has a unique adaptation to suit • look at the other beaks and say if any of them would
its surroundings.
be better suited to the bird given to them
Conduct the following activity in the class.
Conclude the activity by sharing how each bird has a distinct
What you need: adaptation to suit its habitat.

Group ‘Food’ Material Beak Bird Recording Sheets
Reference
Coloured water –Dropper Hummingbird Group 1 Group 2
Group 1 to be sucked out Hen
Parakeet Time taken for each Time taken for each ‘beak’
of a tall, thin vase –Shoe string ‘beak’ to suck water from to dig out 10 gummy
Pelican the vase worms from the soil
Worms (gummy –Chopsticks
–Straw Duck 1. 1.
Group 2 worms) to be
dug out from soil Owl/Eagle 2. 2.

in a plate 3. 3.

Seeds (sunflower –Chopstick
–Tweezers
Group 3 seeds) that need
to be cracked
Group 3 Group 4
open
Time taken for each Time taken for each
Science Fish (styrofoam ‘beak’ to crack 5 ‘beak’ to remove all the
pieces) that need –Slotted sunflower seeds styrofoam squares from
Group 4 to be scooped spoon the water
out of water in a –Tongs 1.
shallow bowl 1.
2.
Fine bits of 2.
3.
vegetation (tea) 3.
–Strainer
Group 5 that need to –Dropper
be carefully
Group 5 Group 6
scooped out of
Time taken for each Time taken for each ‘beak’
water ‘beak’ to scoop all the tea to pull off 5 marshmallows
leaves form the water from the strings
Meat
(marshmallows –Tongs 1. 1.
Group 6 on strings) that
need to be pulled –Chopsticks 2. 2.
off of bones
3. 3.

What you do:  Objective 3: To describe adaptations that animals
make for feeding
1. Divide the class into six groups. Give each group a ‘food’
material and the corresponding ‘beak’. Activity 3.1: Understanding different animal adaptations for
food: Start the session by asking the students to complete
2. Give each group a ‘recording sheet’ to record their the given activity.
observations.

3. Ask the students of each group to use the beak given to
them to scoop out the given food. One student in the
group should record the time taken for this activity.

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Activity sheet: Write H for herbivores, C for carnivores, O for Now, ask the students to complete the ‘Try it Out’ exercise.
omnivores and S for scavengers.
 Objective 4: To understand that animals make
Giraffe Horse Tiger adaptations for protection

Bear Crow Hyena Activity 4.1: Understanding animal adaptation for
protection: Ask the students what they do if they feel that
Cow Squirrel Lion a stray dog might attack them. They run away! We all learn Science
Explain that since different animals eat different types of how to protect ourselves. Similarly, animals have unique
food, their bodies have different adaptations to acquire and ways of protecting themselves from enemies.
eat their food. Read out text from the textbook to understand
these adaptations. Now, ask the students to complete the Read out text from the textbook to understand these
following table. adaptations.

Herbivores Carnivores Omnivores Scavengers Activity 4.2: Making a unique animal and its adaptation:
Conduct the following activity in the class as a conclusion for
Teeth the chapter.
adaptation 1. Divide the class into 4–5 groups.
2. Ask each group to think and design an animal of their
Body
adaptation choice. They should keep the following things in mind
while designing:
Food they • Habitat (Where does it live?)
eat • Body Covering (What does it look like? Does it have

Example 1 fur, scales, feathers, quills...?)
• Mouth parts (What does it eat? Does it eat with flat
Example 2
teeth, sharp teeth, a beak, a long tongue...?)
• Movement (How does your animal travel? Does it

have feet, wings, flippers...?)
• How does it defend itself against predators?
3. Let the students name their animal and make a drawing.

Encourage them to use materials like feathers, cotton,
needles, etc. to show some unique adaptations.
4. Let each group make a presentation in the class.

YYUsage of technology:

You can recapitulate the chapter by showing the following
video in the class.

https://www.youtube.com/watch?v=9SS0pYZRNZw

Class work: Ask the students to complete questions A, B and
E in the class.

Homework: Give students questions C, D and F to do as
homework.

193

Answers to Questions of textbook

Complete the crossword given below with the help of the clues.

Across 3D 1D O 2G N 5T
1. We keep it in our house as our pet. O EP I I
4. This animal is quite big in size and has 4E L R G
P E
a trunk. H HA R
Down I F
2. This animal has a long neck. F
3. This animal lives in water. E
5. It lives in forest.

N

Science Page 19 Try it out
a. Monkey b. Cow
c. Butterfly   d. Buffalo

EXERCISES

A. 1. c 2. b 3. a 4. a 5. b

B. 1. habitat 2. gills 3. hibernation 4. predators 5. host

C. 1. T 2. T 3. F 4. T 5. T

D. 1Ðc 2Ðe 3Ðb 4Ðd 5Ða

E. 1. Amphibians 2. Their bones are hollow and light 3. Streamlined the flesh and bones

4. To chew the flesh and bones of their prey. 5. Chameleon

F. 1. Many birds living in very cold places, cannot survive the cold winter there. During winters, they
fly thousands of kilometres to reach warmer places in search of food and shelter. They return to
their native place when the winters end there. This is called migration of birds.

194

2. Animals that can live on land as well as in water are called amphibians. Frogs have legs that
enable them to move on land and also swim in water. When in water, they breathe through their
skin. They also have lungs which help them to breathe on land.

3. a. It has sharp spines b. It has stripes on its body to match with its surroundings.

c. It has shell that protect its soft body from any attack.

4. Some terrestrial animals such as bear, frog and snake cannot bear cold weather. To survive from
harsh weather, they eat a lot of food in summers and then escape into caves (or holes under
the ground) to sleep during entire winter months. This is called hibernation.

5. Terrestrial animals that live mostly on trees are called arboreal animals. Monkeys, tree lizards
and flying squirrels are some arboreal animals. They have strong arms, legs and claws which
help them climb trees.

Challenge

1. Polar bear has fur on its body which makes it difficult for polar bear to live in desert.

2. They would face difficulty in flying.

Subject Link

a. camel   b. cockroach    c. jackel

Science

195

10

Science YYContent: Now, ask the students to list five examples from their day-to-
day life where they think force is being applied.
• Warm-up
1.
• Force and its types
• Gravity and friction 2.
• Work
• Simple machines 3.
• Energy and its types
4.
YYLearning Objectives:
5.
To enable students to:
• understand force and its types  Objective 2: To explain the concepts of gravity and
• explain the concepts of gravity and friction with friction with examples

examples Activity 2.1: Understanding the concept of gravity: Ask the
• describe simple machines and their types students to do the following actions:
• describe energy and its types • Throw a ball in the air. Do not catch it. Does it fall down

YYMethodology: to the earth?
• Jump in the air: Do they come back on the ground or
 Objective 1: To understand force and its types
keep floating?
Activity 1.1: Understanding the concept of force: Start the
session by pushing a table. Ask the students what you are Explain that the earth exerts a force on every object—pulling
doing. Now, pull the door or window towards you. Ask what it towards its center. This force is called gravity.
you are doing. Explain that a push or a pull is called force.
Activity 2.2: Understanding the concept of friction: Ask the
Ask the students to do the following: students to roll a ball on the floor. Does it stop after a while
• Gently kick the leg of a desk or chair near them or continue to move? Explain that when an object is moving,
• Throw a ball a force acts on it (from opposite direction) which opposes its
• Blow air in a balloon motion and may eventually stop it.

Explain that all these acts use force. Force makes things move, Friction is less on smooth surfaces and more on rough
change their shape or direction. surfaces.

Now, ask them to complete the ‘warm-up’ activity. Conduct the following activity to understand friction.

Activity 1.2: Understanding types of force: Explain that force Activity: Understanding friction
is of many different types. Conduct the following activities to
understand some common forces. What you need:
• Arrange a simple ‘tug of war’ in the class. Ask the • A toy car (or a small ball)
• A table (or any flat surface)
students which part of their body feels tired after this • Sand
activity. Explain that this task involved using muscles.
This is a type of muscular force. What you do:
• Now, ask the students to use a pair of scissors carefully
to cut paper. Scissors are a type of machine on which 1. Take a toy car and roll it over a smooth flat surface like a
they used force. This is an example of mechanical force. table. Note how far it goes.
• Give each student an elastic band. Ask them to pull it
carefully. This is an act of elastic force. 2. Sprinkle some sand on the table and repeat the above
step.

In which case did the car travel farther–the smooth surface?
Or the rough one? Explain to the students that the car will
travel farther on a smooth surface as friction is less. The
rougher the surface, the greater is the force of friction.

196

Now, ask the students to complete the ‘Try it out’ exercise. What you do:

 Objective 3: To describe simple machines and their 1. Ask the students to put an eraser (fulcrum) on a table, and
types place a pencil over it.

Activity 3.1: Understanding the concept of work: Show the 2. Now place a book (load) at one end of the pencil.
following pictures and ask the students to tick () the ones
where ‘work’ is being done. 3. Push down the other end of the pencil (effort) and lift the
book.
Explain that when force is applied on an object and the Science
object moves, work is said to be done. So, in case of watching 4. Move the fulcrum (eraser) closer to the book and try
television or reading, no work is said to be done. lifting the book again.

Activity 3.2: Understanding lever as a simple machine: 5. Each time the fulcrum gets closer to the book the book
Explain that we use many simple machines in everyday life raises more and the effort (force) is less.
to make our work easier and faster. There are many kinds of
simple machines we use. A lever is a long rod rested on a Activity 3.3: Understanding pulley as a simple machine:
support. Ask them what happens when they are on a see- Explain that pulley is another simple machine which helps
saw. It is a kind of lever. Explain these terms related to lever: in lifting loads with much less effort. Conduct the following
experiment to show this.
Fulcrum (long rod
supported on rest) What you need:
• A heavy object like a pencil box (or a stone)
Load (the weight) • A string
• A pencil
• An empty spool of thread

What you do:

1. Tie a heavy object like a pencil box at one end of a string.

2. Try to lift it by pulling the other end of the string up. Notice
the weight of the object as you pull it up.

3. Now, insert a pencil in an empty spool of thread. Loop the
string over the pencil to form your pulley.

4. Pull the free end of the string down. Notice the weight of
the object as you pull the string and it raises into the air. 

Did you notice the amount of effort it takes to lift an object
with a pulley? Explain that when work is done using a pulley,
effort required is reduced to half.

Activity 3.4: Understanding other simple machines: Read
the text on simple machines from the textbook. As you are
reading about each type of machine, ask the students to
identify one example from their surroundings or everyday
life. Once they are clear about different simple machines,
give the following worksheet to them.

Activity sheet: Choosing a simple machine

Inclined plane Pulley Wheel & axle

Effort (applying force) Lever Screw Wedge

Conduct the following activity to make students understand Read the tasks these children want to perform. Identify the
how levers make lifting things easier. simple machines in each case.

Activity: Lever lifting I need to open the lid I need a knife to cut I need a crane to lift

What you need: of a jar. fruits. heavy weight.
• A book
• An eraser
• A pencil

197

I need an inclined I like playing on a I am feeling hot. I Activity 4.2: Understanding uses of energy: Start the session
ramp to put the load see-saw. need a fan. by reading the topic ‘Energy’ from the textbook. Explain how
energy is used and consumed in all spheres of life, all the
in the truck. time.

Now, ask the students to do the ‘Try it Out’ exercise. Also explain how one type of energy can be converted into
another type. For example, when we light a bulb, electrical
 Objective 4: To describe energy and its types energy is converted to light energy. Give several examples
from around them. Once, they have understood the concept
give the following worksheet to do.

Activity 4.1: Understanding energy and its types: Start the Activity sheet: Which type of energy is used in the following?
session by explaining that energy is the ability to do work.
Explain that energy is available in different forms. 1. When cooking food, are used to
generate
Activity: Energy Tour energy.

Have students take a walk around the classroom and school 2. In a bulb, is used to generate
to find things that are using energy. Students should try to energy.
discover where these devices get their energy from. Possible
observations might be: 3. When lighting a candle, is used to
energy.
generate and

a. Lights, computer, fan, tape player, CD player, clock—use 4. When using a heater, energy is used to
electricity generate
.

b. Plants in the garden—solar energy 5. Windmills use energy to generate
.
c. LPG in canteen—heat energy

Let the students record their observations in the table below. YYUsage of technology:

Type of Energy Example 1 Example 2 You can recapitulate the chapter by showing the following
video in the class.
Solar Energy
https://www.youtube.com/watch?v=fvOmaf2GfCY
Science Heat Energy
Class work: Ask the students to complete questions A, D and
Light Energy F in the class.

Electrical energy Homework: Give students questions B, C and E to do as
homework.
Energy from wind
(or water)

198

Answers to Questions of textbook

Complete the sentences given below each picture using the words from the
clue box.

1. s topped 2. push 3. squeeze 4. hit

Try it out

Page 4
c. t he banana peel reduces the friction between the road and your feet. 

Page 8

a. Pulley b. Wedge c. Inclined place

Page 9
a. light energy b. heat energy  c. mechanical energy  d. sound energy

EXERCISES Science

A. 1. c 2. c 3. b 4. b 5. c

B. 1Ðb 2Ðd 3Ða 4Ðc 5Ðe

C. 1. gravity 2. wedge 3. Heat 4. opposite 5. solar

D. 1. F 2. T 3. F 4. T 5. F

E. 1. Force 2. Inclined plane 3. For generating electricity

4. Wheel barrow and sea saw 5. Playing football and pushing a box (Answer may vary)

F. 1. Energy is the ability to do work. We need energy to do various activities such as studying,
playing, dancing, etc.

2. Work is said to be done only when we apply a force on an object and the object moves in the
direction of the applied force. Work done is zero in case of activities like reading, sleeping and
thinking.

3. A slope is called an inclined plane. Stairs and ladders are inclined planes cut into steps.

199

Science 4. The energy we get from the sun, is called the solar energy. Green plants trap the solar energy
to prepare food. Solar cookers and solar heaters use solar energy for cooking and heating
respectively.

5. Wind energy, water energy, solar energy and heat energy. In radio and car one form of energy
is changed into another.

Challenge

Yes work and energy are related. Without energy we cannot do not work.

Subject Link

1. are   2. change    3. have    4. made    5. has

200