8 Soils of India
Overview
To enable the learner to understand the importance of soil, its formation, types of soil found in India and the
conservation of soil.
Resources Required
Samples of different types of soils, worksheets, small potted plant, a pot with only soil, two plastic containers
magnifying glass
Learning Objectives Social Studies
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦appreciate the importance of soil
♦♦fill a graphic organiser by applying the knowledge of concept of soil formation
♦♦observe and identify the process of soil erosion
♦♦identify important facts to fill the worksheet on types of soil
♦♦observe and identify different types of soil
♦♦attempt to create a kitchen garden to grow useful plants
♦♦conduct an experiment to understand soil formation
♦♦prepare a questionnaire to find out details about farming
♦♦create awareness about the correct manner of disposing garbage using posters and slogans
Strategies
Warm Up Story Time; Importance of soil
♦♦Ask the learners to read the chapter opening story.
♦♦After they have done so, ask them what was harmful for the soil.
♦♦Have a discussion with them about the importance of soil, and how a good soil is very crucial for having a good crop.
♦♦Now, instruct the learners to read the topic ‘Importance of Soil’ on their own.
♦♦Explain the new words to the learners.
Description in Cloud! Formation of soil
♦♦Draw the following structure on the board.
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Formation
of Soil
♦♦Ask one or two learners to read the factors responsible for the formation of soil.
♦♦Ask the learners to copy the graphic organiser from the board and write one factor in each of the clouds.
♦♦Tell them that they can write one important fact about each of the factors responsible for the formation of soil. They
may refer to their textbook.
Active Learning Types of Soil
♦♦Show different samples of soil to the learners. Instruct them to touch and see for themselves the texture and colour
of the samples.
♦♦The learners can also observe the soil with a magnifying glass. Have a discussion with them regarding their
observations.
♦♦Encourage everyone to participate in the discussion.
♦♦Now ask a few learners to read the topic ‘Types of Soil’, you can ask them to read one by one.
♦♦Distribute worksheets with the following template to all the learners (template at the end of the lesson).
Worksheet
Type of soil
Colour & Consistency
Characteristics
Social Studies Region in which it is found
Advantages
Disadvantages
♦♦Ask all the learners to fill the worksheet based on their reading of the topic.
♦♦Recap the right answers for the learners.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
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Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify the object shown in the picture
2. Inferential:
able to answer questions given with the picture
Demonstration and Observation Soil erosion and soil conservation
♦♦Arrange for a small potted plant and a pot of soil. Make sure they are similar in size.
♦♦Fit both the pots in transparent plastic containers.
♦♦Pour water in both the containers.
♦♦Ask the learners to observe and write their observations in their notebook.
♦♦Have a discussion with them about their observations and try to derive a conclusion from it.
♦♦Conclude the experiment by writing the following observations on the board:
• Water passes quickly through the pot without the plant as compared to the other pot containing the plant.
• Water collected in the container of the pot without the plant is muddy while the water collected in the
container with the plant is quite clear.
♦♦Explain to the learners that this is because the roots of the plant are holding the soil together as opposed to the
other pot where there is nothing to hold it together.
♦♦Now, ask the learners to read the portion on soil erosion and soil conservation.
♦♦Briefly explain to them what is meant by soil erosion, soil conservation, afforestation and deforestation.
♦♦Ask a few learners to recap the topic. Add any points that they miss out.
Project Social Studies
♦♦Divide the class into small groups of 3–4 learners each.
♦♦Ask them to perform the experiment mentioned in the textbook after going through the checklist meticulously.
♦♦Ask them to note their observations carefully.
♦♦Have an open discussion with the learners about their observations and ask each learner to write their
own conclusion.
Life Skill
♦♦Ask the parents to arrange a meeting of the learners with the local head or secretary of the building the learners
stay in.
♦♦Ask the learners to request him/her to arrange dustbins for disposing biodegradable and non-biodegradable waste
produced in the building.
♦♦Instruct the learners to write pamphlets and short slogans to create awareness and put them up on notice boards
of their building or locality.
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Assessment Rubrics
Name: ....................................................... Class: 4 Date:
Good–3 Average–2
S. Criteria Outstanding–4 Below
No. average–1
Retention and Knowledge:
1. able to identify the two types of soil and perform
the experiment
2. Creativity:
able to write the conclusion
Social Studies Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• Give two ways which show that soil supports life on planet.
• Why do you think decayed vegetables or animal matter make the soil fertile?
• Soil pollution is a very harmful change which must be prevented. List the reasons for this statement.
• Based on the state of India that you are located in, find out which type of soil is common in your area.
• Why cannot we grow all types of crops anywhere we wish?
• How will you enrich the soil of your kitchen garden/pots in which you have grown your plants?
• If you are a farmer, what care will you take to protect the soil of your farms?
• Make a creative poster describing how to save soil from pollution. Write an interesting caption and put them
on your school noticeboard.
Learning Outcomes
The learner is able to:
♦♦appreciate the importance of soil
♦♦fill a graphic organiser by applying the knowledge of the concept of soil formation
♦♦observe and identify the process of soil erosion
♦♦identify important facts to fill the worksheet
♦♦observe and identify different types of soil
♦♦attempt to create a kitchen garden to grow useful plants
♦♦conduct an experiment to understand soil formation
Other Resources
♦♦NA
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ANSWERS
A. Fill in the blanks.
1. Roots of plants break hard rocks into fine particles.
2. Black soil is rich in clay.
3. Silt is carried by rivers and deposited on river banks.
4. The blowing away of soil by wind or the washing away of soil by rain water is called erosion.
5. Laterite soil is a mixture of red soil and clay.
B. Match the following: c. red soil, black, laterite and alluvial soil
1. Odisha d. best way to prevent soil erosion
2. afforestation e. black soil and mountain soil
3. humus a. red soil and black soil
4. Maharashtra b. laterite soil
5. tea, coffee and tobacco
C. Write (T) for true and (F) for false.
1. False 2. False 3. True 4. False 5. False
D. Answer the questions. Social Studies
1. Answers may vary. When rain falls over the mountains, the water brings with it very small rocks and minerals.
The process of wearing or grinding down of particles, washed away by water is called erosion. These fine rock
particles settle down on river beds or land and make soil. Roots of plants can also break hard rocks into very
fine pebbles. The roots penetrate into the cracks and break the rocks. The sediments or pieces of rocks may
move around quickly, but it takes hundreds of years to turn them into soil.
2. Soil is also home to many organisms like beetles, ants, worms, centipedes and many more. The tiny microbes
in the soil help in the decay of dead animal and plants. The importance of soil also lies in its fertility.
3. It is most suitable soil for growing food crops. It is found in the regions which are drained by rivers and their
tributaries, for example, the Northern Plains of India and the delta regions. It is found in the states of Punjab
Uttar Pradesh, Bihar, West Bengal, Odisha, Assam and Haryana. This soil is rich in minerals. The rivers normally
carry large quantities of silt or alluvium. Silt consists of the fine particles in soil which are carried by running
water and are deposited as sediments. As the river flows, the silt gets deposited on the banks of the rivers and
the areas around it. Alluvial soil is good for the cultivation of rice, wheat, jute, pulses, sugarcane and oilseeds.
This is the most common type of soil found in India.
4. Mountain soil is mostly found in the mountain regions of India. It is dark brown or black in colour. This soil is
very fertile because of the presence of humus. This type of soil is found in the lower altitudes of the Himalayas
and the states of Assam, Sikkim, Arunachal Pradesh, Jammu and Kashmir, Himachal Pradesh and Uttarakhand.
A large variety of tropical fruits, tea, coffee and spices are grown in these regions. Wheat, maize and barley
can also be grown in this soil. Laterite soil is a mixture of red soil and clay that is found mostly in regions with
adequate rainfall. It has low humus content. This soil is rich in iron and aluminum. It is found in the Western
Ghats, parts of Tamil Nadu, Karnataka, Kerala, Odisha, Assam, West Bengal, Meghalaya and Telangana. It is
yellowish-brown in colour. Crops like rubber, coconut, groundnut, cashew, spices, tea, coffee and tobacco can
be grown in this kind of soil.
5. Planting of trees, so that the roots of the plant hold the soil together, is called afforestation and is the best
solution to prevent soil erosion. Plants on the banks of rivers and wetlands are of utmost importance as their
roots bind the soil and slow down the flow of water. The prevention of soil erosion is called soil conservation. It
is very important that our farming techniques do not damage the structure of the soil. A good farming technique
involves covering bare farm land with grass, crop rotation and keeping the soil rich in humus.
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Social Studies E. Think and answer.
1. Desert soil is mainly found in the dry and arid areas of Rajasthan and Gujarat.
It is a very dry soil and is reddish-brown in colour. It is porous, infertile and cannot retain moisture. Although
it is not possible to grow crops in this region, but proper irrigation facilities have enabled cultivation of some
crops like millets, bajra, jowar and ragi.
Answers may vary for the last part of the question. Fixating the soil through the use of shelter belts, woodlots
and windbreaks prevents extension of desert lands. Windbreaks are made from trees and bushes and are used
to reduce soil erosion and evapotranspiration.
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WORKSHEET
Name .........................................................
Type of soil
Colour & Consistency
Characteristics
Region in which it is found
Advantages Social Studies
Disadvantages
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9 Our Forest Resources
Overview
To enable the learner to understand different types of forests found in India, their distribution and the importance
of their conservation.
Resources Required
Exit slips, chart paper, colour pencils, glue, worksheet, Video clipping of Biosphere reserves (source: http://www.
youtube.com/watch?v=VzTW_eCCCwI)
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦understand the cause and effect of cutting of forests and fill the graphic organiser appropriately
♦♦work effectively in groups and prepare given topic for a ‘seminar’
♦♦frame suitable questions for the seminar
♦♦create a nursery of various plants in school
♦♦find out the names of seasonal, evergreen and flowering plants
Social Studies Strategies
Active Learning Story Time; Understanding Climate
♦♦Read aloud the sections–‘Story Time’ and ‘Understanding Climate’–in class.
♦♦Now, distribute the worksheets with the following template to the learners (template at the end of the lesson).
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♦♦Instruct them to write the cause of landslides, floods and natural disasters in mountainous areas in the box near the
roots of the tree and the effects in the boxes in the branches.
♦♦Tell them to complete the worksheet in the correct manner. They can refer to the textbook and even discuss answers
with their partners if they want to.
♦♦After completion of the activity, ask a few learners to show their work to the class.
♦♦Display some graphic organisers on the soft board in class.
Seminar Time! Forest Types
♦♦Divide the class into eight groups.
♦♦Two days prior to doing this activity, assign the topic ‘Mountain Forests’ to two groups, ‘Deciduous Forests’ to the
next two groups, ‘Swamp Forests’ to the next two groups and ‘Wet Evergreen and Desert/Thorn Forests’ to the
remaining two groups.
♦♦Ask the groups to read up on their topic from the textbook.
♦♦Now, choose two representatives from each group, thus making up a group of eight learners.
♦♦Ask these representatives to sit facing the class.
♦♦Ask the rest of the class to now pose a question to any of the learners facing them. Continue with the discussion till
all learners get a chance to pose questions.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify the forests shown in the picture
2. Inferential: Social Studies
able to answer questions given with the picture
Learn with Exit Slip! Nature’s Bounty; Protect Mother Nature
♦♦Show the video clipping on Biosphere reserves at the site mentioned in resources section.
♦♦Engage the learners in a discussion on how we, as mankind, collectively are responsible for preserving the
environment and looking after the flora and fauna.
♦♦Ask a couple of learners to read the topics–‘Nature’s Bounty’ and ‘Protect Mother Nature’.
♦♦Divide the class into groups of three and name each learner within a group as A, B and C. Give each learner one exit
slip (template given at the end of the lesson plan on Page 53).
♦♦Instruct each learner to fill in their exit slips, you can ask a few of them to read their slips in class.
Exit Slip
Learner A:
Write 3 things that you learned today.
Learner B:
Write 3 ways in which today’s lesson can be used in the real world.
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Learner C:
Describe one topic that we covered today which you would like to learn more about.
Project
♦♦Tell the learners that each of them has to bring one baby plant of their choice to school.
♦♦Assign a corner in the school garden to the class and ask them to arrange their plants there.
♦♦Ask the learners to take the responsibility of looking after the plants with the help of the school gardener.
♦♦They can name their nursery and create a group of nature enthusiasts in the class who will take up the responsibility
of planting trees in the surrounding areas.
♦♦Encourage the learners to grow their own kitchen garden.
Life Skill
♦♦Divide the class into groups of four learners each.
♦♦Instruct each group to find out the names of two evergreen, flowering and seasonal plants
♦♦Tell them to take the help of the school gardener or their parents.
♦♦Ask the learners to write the names in their notebooks.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify and collect the plants
2. Creativity:
able to create an attractive garden
Social Studies Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• Give ways in which forests are invaluable to us.
• Which northern mountainous state is very much prone to natural disaster?
• Why do the trees of Sunderbans have roots above water level?
• Visit your school garden and list as many trees as you may find.
• Imagine that you see your younger sibling plucking flowers and destroying potted plants just for fun. What
will you tell her/him and what advice will you give?
• As a school going student, how can you help in saving the environment? List at least five ways.
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Learning Outcomes
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
♦♦understand the cause and effect of cutting of forests and fill the graphic organiser appropriately
♦♦work effectively in groups and prepare the given topic for a ‘seminar’
♦♦frame suitable questions for the seminar
♦♦create a nursery of various plants in school
♦♦find out the names of seasonal, evergreen and flowering plants
Other Resources
♦♦http://www.ecoindia.com/education/chipko-movment.html
♦♦http://www.indianetzone.com/2/indian_forests.htm
ANSWERS
A. Fill in the blanks.
1. Oak and deodar are found in the mountain forests.
2. Alpine forests are found in places of heavy snowfall.
3. Evergreen trees have a buttress trunk or root on three sides like a tripod.
4. Animals are protected in wildlife sanctuaries.
5. The Chipko Movement was started in 1973, in Mandal.
B. Match the following: c. thorn forests Social Studies
1. babul and keekar a. mangrove forests
2. West Bengal e. biosphere reserves
3. Nanda Devi, Gulf of Mannar b. alpine forests
4. heavy snowfall d. Chipko Movement
5. Gaura Devi
C. Write (T) for true and (F) for false.
1. False 2. True 3. True 4. True 5. False
D. Answer the questions.
1. Forests help in preventing soil erosion and floods. Forests are home to a number of trees, plants and a variety of
animals. They not only provide us fresh air but are also the source of a number of products like wood, bamboo,
rubber and medicinal herbs.
2. Wet evergreen forests are found in the South, along the Western Ghats, Andaman and Nicobar Islands and all
along the North-eastern region (covering the states of Assam, Arunachal Pradesh, Meghalaya and Tripura). These
forests are characterised by tall, straight evergreen trees that have a buttress trunk or root on three sides (like
a tripod) that helps to keep a tree upright during a storm. These trees often rise to a great height before they
spread their branches like a cauliflower. The common trees found here are rosewood, mahogany and ebony.
3. Swamp forests are found along the Andaman and Nicobar Islands and the delta areas of the Ganga and
Brahmaputra rivers. They are also known as mangrove forests. They consist mainly of mangrove, dates and
palms. The roots of these trees have soft tissues. The state of West Bengal has a huge area of mangrove
forests. A tree called sundari grows in the Ganga- Brahmaputra Delta. This region is also referred to as the
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Social Studies Sunderbans, named after this tree. The roots of the trees, found in the Sunderbans, are above the water
level to breathe through pores.
4. There are almost 500 wildlife sanctuaries in India. Wildlife sanctuaries are places where animals are protected.
India has a vast forest cover and is home to a number of rare and threatened animal species. Wildlife sanctuaries
are essential to protect rare animals. There are over a 100 national parks in India. Biosphere reserves protect
larger areas of natural habitat and may also include one or more national parks. There are 18 biosphere reserves
in India which give protection to the animals, plants and people who live in these areas. Some famous biosphere
reserves in India are in Nanda Devi, Gulf of Mannar, Nilgiri, Nokrek and Sunderban.
5. A number of movements have taken place in India to prevent cutting-down of forests. The Chipko Movement
was started in April 1973, in the village of Mandal (Uttarakhand). A large number of women activists contributed
in saving thousands of trees by hugging them. This movement was led by Gaura Devi, Bachni Devi, Dhoom Singh
Negi, Sunderlal Bahuguna and Chandi Prasad Bhatt.
E. Think and answer.
1. There are no similarities between Alpine and Amazon forests.
2. Answers may vary. Herbs like coriander, mint and basil can be grown indoors, whereas plants like carrots,
potatoes and grapevines grow well outdoors.
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GRAPHIC ORGANISER Social Studies
Name .........................................................
Fill the following graphic organiser on natural disasters.
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EXIT SLIP
Name .........................................................
Learner A:
Write 3 things that you learned today.
Learner B:
Write 3 ways in which today’s lesson can be used in the real world.
Social Studies Learner C:
Describe one topic that we covered today which you would like to learn more about.
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10 Water Resources
Overview
To enable the learner to understand the importance of water conservation, know about various sources of water
and the multipurpose projects in India meant for water management.
Resources Required
Chart paper, colour pencils, glue, and video clipping of multipurpose dams in India (source: http://www.youtube.
com/watch?v=oE2LfjrTIc0)
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦compile a suitable survey questionnaire and conduct survey to gather information
♦♦list ways by which water can be conserved at home and outside
♦♦find out details about water drawing techniques
♦♦understand how water can be purified and use the knowledge to create awareness among local people
Strategies Social Studies
Warm Up Story Time
♦♦Ask the learners to read the story given at the beginning of the chapter.
♦♦Now announce that different types of questions will be put up and the learners should consult the textbook and
answer them.
♦♦Ask the learners to write the answers in their notebooks.
♦♦Write the following questions on the board.
Right There!
♦♦How did Sumati solve the water problem in her village?
♦♦Why is water one of the most precious resources for living things?
♦♦What is the Rainwater Harvesting technique?
♦♦In which states is Rainwater Harvesting practised?
Think and Search!
♦♦Why is conserving rainwater called ‘Rainwater Harvesting’?
♦♦Why is rainwater harvesting very useful in a state like Rajasthan?
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On my own!
♦♦What lesson did you learn from the story of Sumati?
♦♦Do you think rainwater harvesting must be made compulsory?
♦♦Conclude the activity by discussing the answers to these questions.
Take a survey! Water Sources (Rain, Rivers and Groundwater)
♦♦Divide the class into six groups.
♦♦Assign the first two groups the topic ‘Rain’, next two groups get ‘Rivers’, the next two groups get the topic ‘
Ground water’.
♦♦Ask the learners to get familiar with topic assigned to their groups.
♦♦Instruct the groups to discuss and frame questions on the topic assigned to them.
♦♦After each group has framed a questionnaire, ask each group to select a representative who will move around in
class and do a survey and get answers to the framed questions.
♦♦Let this activity continue for 20 minutes.
♦♦After all the group representatives have completed their surveys ask all the groups to gather again and discuss
their answers.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
Retention and Knowledge:
1. able to identify the phenomenon shown in
the picture
Social Studies 2. Inferential:
able to answer questions given with the picture
Project Me! Uses of Water (Dam, Canal irrigation and Sprinkler irrigation)
♦♦Divide the class into three large groups.
♦♦Two days prior to conducting this activity, assign the topics–‘dam’, ‘canal irrigation’ and ‘sprinkler irrigation’ to the
groups, such that each group has one topic.
♦♦Ask them to go through these topics in the textbook and also collect information on the topic assigned to them.
♦♦Ask them to create display charts using this information. They may support the content with pictures and interesting
bits of related information.
♦♦On the day of the activity, assign three corners of the class to the three groups.
♦♦Ask the groups to display their charts in those corners.
♦♦Let the learners move around see the other projects too.
♦♦Show the video clipping on ‘multipurpose’ dams of India.
♦♦Have a discussion with the learners on the salient points of the topics.
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Open Session Scarcity of Water
♦♦Ask the learners to read the section ‘Scarcity of Water’.
♦♦Have a discussion with them on how to save water, ask them to suggest ways by which we can save water.
Project
♦♦Ask learners to collect pictures of wells, tube wells, tanks and reservoirs.
♦♦They can take the help of their parents or use the Internet to find the pictures.
♦♦Ask them to paste these pictures on a sheet of chart paper.
♦♦Display all the charts in class.
Life Skill
♦♦Ask the learners to pair up with their friends and find out about any three areas in their everyday life where they
can save water.
♦♦Instruct them to note down the answers in their notebooks
♦♦Ask a few learners to read out their answers.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to collect the pictures
2. Creativity and Presentation:
able to create a chart
Verification: Exercises Social Studies
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• If you want to do rain water harvesting at home, how will you do it?
• The destiny of a farmer is tied with the monsoon clouds. Explain this statement.
• People living in tall buildings get water in their taps. Which method is used to fill the overhead tank in
these buildings?
• Why should open tanks be surrounded by trees?
• How has man upset the balance of nature? How are the water resources being affected by man-made activities?
• Imagine that you are the Environment minister. Write 5 sentences about environmental issues you will focus
on, in order of decreasing importance.
• Name two water-borne diseases.
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Learning Outcomes
The learner is able to:
♦♦frame answer according to the type of question asked
♦♦compile a suitable survey questionnaire and conduct survey to gather information
♦♦list ways by which water can be conserved at home and outside
♦♦find out details about water drawing techniques
♦♦understand how water can be purified and use the knowledge to create awareness among local people
Other Resources
♦♦http://www.indianetzone.com/24/multipurpose_river_valley_projects_india.htm
♦♦http://homeguides.sfgate.com/kids-can-conserve-water-home-78610.html
ANSWERS
A. Fill in the blanks.
1. The technique for accumulating and storing rainwater is called rainwater harvesting.
2. Some rivers have their origin in the snow that melts in the mountains.
3. Reservoirs are man-made lakes built behind a dam.
4. Tube wells are connected to electric pumps.
5. The Hirakud Dam is built on the River Mahanadi.
Social Studies B. Match the following: b. Odisha
1. Hirakund Dam e. levelled plains with fertile soil
2. canal irrigation d. use of animals to draw water
3. Persian wheel a. Andhra Pradesh
4. Nagarjuna Dam c. electric pumps
5. tube wells
C. Write (T) for true and (F) for false.
1. False 2. True 3. True 4. False 5. False
D. Answer the questions.
1. Eater can be obtained from a number of natural sources such as rainfall, reservoirs, rivers, oceans, seas, streams,
ponds, tanks, lakes, groundwater and springs.
2. Rainwater is fresh and clean. Rainwater harvesting is a technique of accumulating and storing rainwater. This
water can be used for irrigation, livestock and gardening. Rainwater is usually collected on roofs of houses and
redirected to a deep storage pit. Rainwater harvesting has been traditionally practised in many parts of our
country like Madhya Pradesh, Rajasthan and Tamil Nadu.
3. Wells are deep holes dug into the ground from where groundwater is taken out. Groundwater can be used for
irrigation and drinking purposes. Wells are usually 5 to 15 metres deep. Well irrigation is generally practised in
areas where sufficient sweet groundwater is available. Such areas are found in the delta regions of the Rivers
Krishna, Godavari, Cauvery, Mahanadi and the Ganga plains. The water from the wells can be drawn by different
methods— lever, Persian wheel, inclined plane and power–driven water pumps. In Persian wheel, animals like
camels and buffaloes are used for lifting water from the well. Tube wells are connected to electric pumps. A
tube or pipe is fitted to the source of water.
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4. Since dams serve many purposes, such as storing water for irrigation, generating hydroelectricity, preventing Social Studies
floods and providing drinking water, they are called multipurpose projects.
5. In sprinkler irrigation, water is sprayed into the air from a pipe. The water then falls on the plants. This style of
irrigation is seen in Rajasthan, Haryana, Madhya Pradesh and Kerala.
E. Think and answer.
1. Water can be purified by boiling, chlorine tablets or by using water purifiers.
2. Minerals found in freshwater most commonly include calcium, sodium, potassium, copper manganese, iron
and magnesium. Other minerals and the amounts of dissolved minerals will largely be determined by the local
source water.
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11 Mineral Resources
Overview
To enable the learner to understand importance of minerals and ores, types of minerals and why we need to
conserve them.
Resources Required
Chart paper, video clipping of how steel is made: (Source: http://www.dailymotion.com/video/x1aarb_how-steel-is-
made_school)
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦frame suitable questions based on the given content
♦♦write a descriptive paragraph on a given topic
♦♦list the key facts and points of a topic
♦♦compare and contrast between types of minerals
♦♦find out facts and details of a particular mineral
Social Studies Strategies
Question Potpourri!! Story Time; Minerals
♦♦Read aloud the topics ‘The Children of Gold’ and ‘Minerals’.
♦♦Ask the learners to read the topics once again on their own.
♦♦Divide the class into eight groups.
♦♦Write the following type of questions on the board:
• Fill in the blanks
• Multiple choice
• Answer in 2–3 sentences
• Define
• Give reasons.
• Make a graphic organiser and fill it.
• Give uses.
• What happens when...?
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♦♦Assign one type of question to each group.
♦♦Ask the learners to frame one question of the type that they have been allotted and write it on a chit. Each learner
should frame one question.
♦♦Collect all the chits and mix them thoroughly.
♦♦Now ask a learner pick out a chit. He/she has to answer the question written on the chit. The textbook may be
consulted while answering the question.
♦♦Each learner must get a chance to answer a question.
Mineral in first person! Types of Minerals (Metallic minerals)
♦♦Ask the learners to read the topic thoroughly.
♦♦Ask the learners to write the information that they have learnt in a paragraph.
♦♦But the paragraph has to be in first person, as if the minerals are talking. It can start like this: ‘We are found on this
Earth, sometimes on surface and sometimes deep underground...’
♦♦Tell them that the paragraph should be interesting, informative and contain all the important details.
♦♦Let each pair of learners exchange their work for peer assessment.
♦♦Ask a few learners to read out their paragraphs in the class.
♦♦Select the best of the lot and put it up on the soft board for others to read.
What Do You Know? Types of Minerals (Non-metallic minerals); Mineral conservation
♦♦Ask the learners to read the topics by themselves.
♦♦Meanwhile draw the graphic organiser given below on the board:
Social Studies
♦♦Instruct the learners to copy the graphic organiser and write the details of the non-metallic minerals in it. More
arrows can be added if they want to give more information.
♦♦Now, instruct the learners to write five sentences on why minerals should be used wisely.
♦♦Show the video mentioned in the resources to the learners, to explain how steel is made.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
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Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify the object shown in the picture
2. Inferential:
able to answer questions given with the picture
Project
♦♦Ask the learners to collect pictures of iron ore, aluminium ore and copper ore.
♦♦They can use the Internet to collect the pictures.
♦♦Instruct them to paste the pictures on a chart paper and write the names of the places where they are found, next
to it.
♦♦Display the charts in the class.
Life Skill
♦♦Ask the learners to find out what is used to make old brass utensils shine.
♦♦Tell them to ask their parents for help.
♦♦They can also use the Internet to find the answer.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
Social Studies 1. Retention and Knowledge:
able to identify and collect pictures
2. Creativity:
able to create a display chart
Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• Name five minerals which you were aware of before you studied this lesson and three which are new to you.
• Why cannot we use ore directly instead of extracting the mineral out of it?
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• Gold metal is not as strong as iron. Gold ornaments are never made from 100 per cent pure gold. Can you
think of a reason for this?
• Name minerals which are actually a mixture of two or more minerals commonly used at home. (Answer:
Steel utensils, brass and bronze items, gold ornaments)
• Minerals, just like water and soil are precious resources. Give three ways by which we can conserve them.
• Can you mine bronze from the ground? Give reason for your answer.
• Why do you think petroleum is referred to as ‘liquid gold’ and coal as ‘black diamond’?
• Compare and contrast between metallic and non-metallic minerals.
Learning Outcomes
The learner is able to:
♦♦frame suitable questions based on the given content
♦♦write a descriptive paragraph on a given topic
♦♦list the key facts and points in a topic
♦♦compare and contrast between types of minerals
♦♦find out facts and details of a particular mineral
Other Resources
♦♦http://education.nationalgeographic.com/education/encyclopedia/ore/?ar_a=1
♦♦http://www.sciencekids.co.nz/sciencefacts/earth/rocksandminerals.html
ANSWERS
A. Fill in the blanks. Social Studies
1. Ore is a rock-like material containing large quantities of crude metal.
2. Petroleum is a non-metallic mineral.
3. The ore from which aluminum is obtained is known as bauxite.
4. Petroleum and mineral oil is found in Digboi, in Assam.
5. Natural Gas is found in Bombay High.
B. Write (T) for true and (F) for false.
1. False 2. True 3. True 4. False 5. True
C. Match the following: b. coal
1. black diamond d. combination of copper and zinc
2. brass a. petroleum
3. liquid gold e. combination of copper and tin
4. bronze c. glass industry
5. manganese
D. Answer the questions.
1. Minerals are naturally occurring solid substances, having a definite chemical composition. They are obtained
by mining, in the form of an ore. Minerals form an important part of our lives. They add value to the economy
of the country.
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Social Studies 2. The things that we use every day, such as refrigerator, gas cylinder, stove, electrical appliances and tools, are
all made up of metals, which are extracted from minerals.
3. Minerals maybe divided into two broad categories—metallic and non-metallic. Iron and Aluminum are metallic
minerals and coal and petroleum are called non-metallic minerals.
4. Coal, petroleum, natural gas and mineral oil are all non-metallic minerals.
5. Petrol is found in Digboi in Assam, Ankleshwar and Cambay in Gujarat and Bombay High in Maharashtra. It is
used as Petrol, diesel, kerosene, motor oil, wax, vaseline, tar, dyes, paints, chemicals and grease.
E. Think and answer.
1. Answers may vary. We can use minerals wisely by recycling them. We should also not waste minerals because of
overconsumption. For example, coal is used to produce electricity. So, we should not waste electricity in order
to save coal as a mineral resource.
2. If all the minerals get exhausted, we would not get many important things of daily use. Most machines, vehicles,
electricity, fuel, etc., is made up of minerals. In the absence of these things, our lives would become very difficult.
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12 Our People, Our Strength
Overview
This chapter aims to enable the learner to understand the significance of a huge population of India and its effects
on India’s economy.
Resources Required
Chart paper, art stationery, art sheets (eight art sheets per group)
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦make a presentation on the given content
♦♦identify salient features of a given topic and jot them down
♦♦understand the concept of population explosion and its effects
Strategies
Open Session Story Time Social Studies
♦♦Read the chapter opening story aloud and ask the learners to follow it in their respective textbooks.
♦♦Select four learners and assign them the roles of Captain Singh, Raghu, Arti and Sahil.
♦♦Ask them to read out their lines from the book (given on Page 90).
♦♦Explain the concept of percentage to the learners. 50 % is half, 75 % is two-thirds and so on.
♦♦Describe the meaning of population density. Clear any doubts that the learners might have.
♦♦Now divide the learners into groups of four learners each and instruct them to create small presentations based on
the content that they have read.
♦♦The slides are actually small displays that every group will make using the drawing sheets.
Example:
India
A huge country with an extraordinarily huge population 1.2 billion People!!!
♦♦Instruct the learners to first discuss and decide on the content of all slides and then distribute the work of making
slides among themselves.
♦♦Encourage them to make the slides crisp, informative and not very verbose. Also, tell them to put the content in
their own words.
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♦♦Ask each group to display their slides in the class.
3–3–2
♦♦Ask the learners who were assigned the roles to continue reading for their parts.
♦♦Briefly discuss how a large population poses problems in meeting requirements of all and during natural calamities.
♦♦Instruct the same groups, formed in the previous activity, to continue working together.
♦♦Ask each group to have an independent discussion on the same topic.
♦♦Tell them to frame their discussion based on the questions given at the end of the exercise as well as ‘Now I Know’.
♦♦Encourage them by giving them clues such as ‘advantages of small family’ and ‘how population gets affected during
natural disasters such as earthquakes’.
♦♦Now, write the following on the board:
• 3 positive things about a large population
• 3 negative things about a large population
• 2 ways by which we can put our growing population to better use
♦♦Ask the learners to write the answers to these questions in their notebook. You can ask a few learners to read their
points in class.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
Outstanding–4 Good–3 Average–2
S. Criteria Below
No. average–1
Retention and Knowledge:
1. able to identify the structure under construction
shown in the picture
Social Studies 2. Inferential:
able to answer questions given with the picture
Project
♦♦Explain the concept of skill training to the learners.
♦♦Inform them that many companies have started skills training campaigns and ask them to collect details about any
two of such programs.
♦♦Tell them to take the help of their parents or the Internet.
♦♦Also instruct them to collect pictures of the same.
♦♦Now ask the learners to write the information in a scrapbook and paste the pictures in it too.
♦♦Display all the scrapbooks in class.
Life Skill
♦♦Ask the learners to imagine that they are discipline monitors.
♦♦Ask them to think of ways to tackle a huge crowd of students collecting at the water tap .
♦♦Tell them to jot down their points.
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♦♦Ask the learners to share their thoughts with the class.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify and collect the information
2. Creativity:
able to create an attractive scrapbook
Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• How do you think the statistical data of the population of our country helps us?
• List a few areas in which our country has progressed.
• What are the basic requirements of people in our country?
• Identify ways by which the young population of our country can be used effectively for its progress.
• List two positive and two negative aspects of a large population.
• Which other country has a huge population?
• Find the name of a country which has decreasing population growth.
Learning Outcomes Social Studies
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
♦♦make a presentation on the given content
♦♦identify salient features of a given topic and jot them down
♦♦understand the concept of population explosion and its effects
Other Resources
♦♦http://www.indiaonlinepages.com/population/india-current-population.html
♦♦http://www.census2011.co.in/
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ANSWERS
A. Fill in the blanks.
1. India is the second most populous country in the world.
2. 70 per cent of the population in India lives in villages.
3. People are a country’s wealth.
4. Small loans help in improving agricultural output.
5. By the year 2020, India will have a workforce of 110 million.
B. Match the following: c. 7 0 per cent of the Indian population lives here
1. villages e. good agricultural output
2. high yielding seeds a. density of population in India
3. 328 people per square kilometer b. 50 per cent of the population
4. below 25 years d. depend on unreliable monsoons
5. farmers
C. Write (T) for true and (F) for false.
1. False 2. False 3. False 4. False 5. False
Social Studies D. Answer the questions.
1. The density of population in our country is 382 people per square kilometre. Uttar Pradesh and Maharashtra
lead in the density of population, whereas Sikkim has the least density of population. This unequal distribution
of population is a big problem for our country. India occupies only 2.4 per cent of the world’s land area, but has
over 15 per cent of the world’s population.
2. India has made a lot of progress in the field of medicine, education, industries and transport.
3. Basic requirements of every society are food, water, housing, healthcare, education and jobs. Every village
should be provided with these.
4. About 70 per cent of the people in our country live in villages. Most of them are farmers. Since they depend upon
the unreliable monsoons, the money that they earn by selling crops is not sufficient to support their families.
Hence, people move to the cities in search of work.
5. Migration can be prevented by providing clean drinking water, basic sanitation and higher education in rural
areas. Easy loans for small businesses will also be useful in agricultural productivity.
E. Think and answer.
1. Villages can become sufficient if there are sufficient opportunities to acquire higher education and jobs. Clean
drinking water, electricity, digitisation and proper sanitisation will also help in making the villages self-sufficient.
278
13 Agriculture
Overview
This chapter is aimed at making the learner understand the importance of agriculture and know about various types
of crops and cropping seasons.
Resources Required
Political map of India, tiny amount of tea, coffee, some simple spices such as cloves/cardamom, piece of jute, cotton,
small amount of some seeds like mustard and sesame, sugar and jaggery, and a glue stick
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦identify salient features and complete the graphic organiser
♦♦fill in a political map of India with correct information
♦♦understand different types of cropping seasons and answer questions based on them
♦♦make a hot beverage (tea or coffee)
Strategies Social Studies
Semantic Map Story Time; Types of Crops (Food Crops)
♦♦Ask a learner to read the story given at the beginning of the chapter.
♦♦Ask the learners if they know the meaning of green revolution, encourage learners to answer the question.
♦♦Now, explain to them the meaning of green revolution and why it was needed.
♦♦Have a general discussion with the learners focusing on the food they eat. Encourage everyone to participate in
the discussion.
♦♦Distribute the graphic organizer worksheet to all learners (template at the end of the lesson).
Wheat
• Food Crops
279
♦♦Briefly explain the meaning of the terms written in the central box of the graphic organiser.
♦♦Now, instruct the learners to read the portion on food crops.
♦♦After they have read that section ask them to write the salient features of each food crop in the graphic organiser.
♦♦Display a few completed worksheets on the display board.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify the crop shown in the picture
2. Inferential:
able to answer questions given with the picture
Map the Crops Cash crops
♦♦Before beginning the activity, ask the learners to bring one political map of India from home and a glue stick.
♦♦Also, instruct them to bring tiny amounts of tea, coffee, some simple spices such as cloves/cardamom, piece of jute,
cotton, small amount of seeds like mustard and sesame, sugar and jaggery.
Social Studies ♦♦Hang a large scale political map of India on the wall.
♦♦Select seven learners from the class.
♦♦Ask each learner to read aloud the section on the cash crops.
♦♦During the reading, point out the different parts of India where that crop is produced, on the large scale map.
♦♦Remove the map now.
♦♦Ask the learners to read the information on cash crops. Instruct them to paste the samples of the different items in
the relevant locations on the map. Put up a few neatly done maps on the soft board.
Set your Own Homework The cropping seasons; Horticulture, Animal Husbandry and Fishery
♦♦Instruct the learners to read the information on cropping season, horticulture, animal husbandry and fishery given
in the chapter.
♦♦Based on it, ask the learners to set homework for themselves in any form they like.
♦♦They can set some questions or come up with an activity.
♦♦Tell the learners to exchange their work with their partners and attempt the homework set by their partner.
♦♦They can also take the help of their partner in completing the homework.
Project
♦♦Ask the learners to go to the store room of their kitchen at home and collect samples of food crops like rice, wheat,
millets and maize.
♦♦If these are not available in their homes, instruct them to go to a local grocery store and collect samples from there.
♦♦Ask them to paste these samples in a scrapbook.
♦♦Instruct them to write the name of the states and the months in which they are grown next to each sample.
♦♦Select a few learners and ask them to display their scrapbooks in class.
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Life Skill
♦♦Instruct the learners to observe how tea or coffee is made at home.
♦♦Encourage them to learn how to make it correctly from their parents at home.
♦♦Take the learners to the Home Science laboratory.
♦♦Alternately, set up a hot plate in the class.
♦♦Select a pair of learners.
♦♦Give them a pan, water, milk and tea/coffee.
♦♦Ask them to make some beverage. You can assist them in using the hot plate/gas stove.
♦♦Taste the beverage and applaud their effort.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify and collect the samples
2. Inferential:
able to write the information
Verification: Exercises Social Studies
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• Identify a few food crops which we use daily in our diet.
• Why is rice not grown in Gujarat?
• Name a few jute items that you know.
• Which cash crop is grown on slopes of hills and is extremely important?
• Why cannot we grow wheat in summer?
• Which season is most important for all crops?
• Name a few fruits grown abundantly in different areas of our country.
Learning Outcomes
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
♦♦identify salient features and fill in a graphic organizer
♦♦fill in a political map of India with correct information
♦♦understand different types of cropping seasons and answer questions based on them
♦♦make a hot beverage (tea or coffee)
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Other Resources
♦♦http://www.indianetzone.com/38/indian_food_crops.htm
♦♦http://articles.timesofindia.indiatimes.com/2013-06-09/ranchi/39848787_I_cash-crops-farm-sector-farmers
ANSWERS
A. Fill in the blanks.
1. Tea is a beverage crop grown in Assam and Nilgiri Hills.
2. India is the second largest producer of jute.
3. Kharif crops are grown during the summer season.
4. Bullocks are used for ploughing fields.
5. Sardines are in caught in sea.
B. Match the following: c. cropping seasons
1. rabi and kharif e. horticulture
2. tuberose, apples, cabbage a. black soil
3. cotton b. millets
4. jowar, bajra, ragi d. heavy rainfall
5. rice
C. Write (T) for true and (F) for false.
1. False 2. False 3. True 4. False 5. True
Social Studies D. Answer the questions.
1. Rice is mostly grown in regions which receive heavy rainfall. It requires a hot and humid climate to grow. It is
grown in the western coastal strip, eastern coastal strip, Assam, West Bengal, Bihar, eastern Uttar Pradesh,
northern Andhra Pradesh and Odisha.
2. Millets are coarse grains like jowar, bajra and ragi, and have very high nutritional value. They are grown in areas
that receive less rainfall. Ragi grows in damp areas, jowar grows in moist areas and bajra grows in dry areas.
Ragi is cultivated in Karnataka and Tamil Nadu. Jowar is cultivated in Karnataka, Andhra Pradesh, Maharashtra
and Madhya Pradesh. Bajra is grown in the dry parts of Maharashtra, Gujarat, Rajasthan and Uttar Pradesh.
India leads the world in the production of millets.
3. Oilseeds like mustard, groundnut, linseeds, soyabean, sunflower, sesame seed, castor seed and palm kernels
are grown across the country. The oil from these oilseeds is used for cooking.
4. Spices are grown all over India. However, Kerala, Karnataka and Tamil Nadu, grow the maximum number of
spices. Clove, cardamom, peppercorn, cinnamon, coriander, chilli, garlic, ginger, saffron, turmeric and vanilla
spice, form an important part of Indian food. Each spice has its own unique flavour.
5. India has two main cropping seasons— rabi and kharif. Rabi crops are winter crops and sowing begins in the
months of October and November. The harvesting takes place in March and April. Rabi season is cooler and drier
than the kharif season. Wheat, barley, pulses and some oilseeds are grown during the rabi season. The kharif
crops are grown during the summer season. The season begins with the onset of the monsoons, in the months
of June and July. The crop grows in the rainy season and harvesting takes place in September and October. Rice,
maize, millets, groundnuts, cotton and jute are grown during the kharif season.
E. Think and answer.
1. A staple food, or simply a staple, is a food that is eaten routinely and in such quantities that it constitutes a
dominant portion of a standard diet for a given people, supplying a large fraction of energy needs and generally
forming a significant proportion of the intake of other nutrients as well. Staple food comes under the category
of food crops.
282
GRAPHIC ORGANISER
Name .........................................................
Wheat
• Food Crops
Social Studies
283
14 Industry
Overview
This chapter aims to enable the learner to differentiate between the various types of industries present in India
and understand their importance.
Resources Required
A large scale political map of India, political map of India (one for each learner), drawing sheets, few sheets of chart
paper, colour pen/pencils, dictionary
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦put events of industrial history of India in correct chronological order
♦♦identify the salient features of small scale industry
♦♦give a presentation about various aspects of large scale industries
Strategies
Social Studies Active Learning Indian Industries
♦♦Ask a learner to read out the story.
♦♦Briefly discuss with the learners any instances or examples of the learners having seen small children working for
a living.
♦♦Ask another learner to read about the history of Indian industries.
♦♦Explain the concept of Five year Plan to the learners.
♦♦Ask the learners to collect some information about Five year Plan from the Internet, at home.
♦♦Now, in the class, write the following on the board:
Event 1
Event 2
Event 3
Five Year Plan:
284
♦♦Ask the learners to draw the boxes and then write the events that led to the setting up of industries in India in them,
in a chronological fashion, as per the information given in the chapter.
♦♦In the last box, ask them to write about the Five Year Plan in one or two sentences.
♦♦Tell the learners to focus on the words given in word power and understand their meanings.
Open Session Cottage industries; Small-scale industries
♦♦Select two learners and ask them to read the topics—Cottage industries and Small-scale industries. Ask the rest of
the learners to listen carefully.
♦♦Discuss some examples of small scale industry products such as matchboxes, soap, eatables, silk goods etc.
♦♦The learners can exchange their work with their partners.
♦♦Encourage the learners to find out information on women entrepreneurs or enterprising individuals who run
successful small scale industrial businesses.
Presentation Time Large scale industries
♦♦Before the activity, ask the learners to bring chart paper, colour pencils, pictures of heavy industries/their products
and a political map of India.
♦♦Divide the class into five groups.
♦♦Assign numbers to the groups and then assign them topics as given below:
• Group 1: steel and electronics
• Group 2: textiles and automobiles
• Group 3: shipping and sugar
• Group 4: diamond and aviation
• Group 5: coir and jute
♦♦Ask the groups to make an appropriate, interesting and colourful presentation on the topic assigned to them.
♦♦Call each group to present their topic.
♦♦Now inform the learners that each of them must read the topic of large scale industries and mark the locations of
these industries on a political map of India.
♦♦Instruct them to make a key for their maps as well.
♦♦Put up a few maps on the soft board in the class. Social Studies
Open Session Industrial requirements, Government initiatives
♦♦Ask the learners to read the topics on their own.
♦♦Explain to them the importance of raw material and how it is one of the key factors in the production of any product.
♦♦Clear any doubts that the learners might have.
Project
♦♦Ask the learners to collect pictures of the process by which bread is produced.
♦♦They can find the pictures on the Internet.
♦♦Ask them use those pictures to create a display chart depicting the process in a visual mode.
Life Skill
♦♦Ask the learners to think of ways in which they can reuse and recycle the waste material which is generated in
their homes.
285
♦♦Ask them to think of ways to buy/get only those items which are actually needed and reuse as many things
as possible.
♦♦Tell the learners to get some waste material such as bottles, matchboxes, bottle caps, etc. and create a masterpiece
sculpture in their art class.
♦♦Display their masterpieces in the class.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify and collect the pictures
2. Creativity and Presentation:
able to create a display chart
Social Studies Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• Name a few industries established by Tata.
• What is the use of Five year Plan, according to you?
• Name a few women successful in business.
• Give two uses of the following large scale industries:
a. Shipping b. Diamond c. Coir d. Electronics
• Large scale industries are useful in generating employment. Explain this statement.
• List ways in which waste items can be recycled and used at home and at school.
Learning Outcomes
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
♦♦put events of industrial history of India in correct order
♦♦identify the salient features of small scale industry
♦♦give a presentation about various aspects of large scale industries
Other Resources
♦♦http://www.kvic.org.in/index.php?option=com_content&view=article&id=257&Itemid=147
♦♦http://www.preservearticles.com/201106228387/importance-of-large-scale-industries.html
286
ANSWERS
A. Fill in the blanks.
1. The first steel plant in India was established 1907.
2. The diamond industry is based in Surat and Mumbai.
3. Cottage industries are set up by people in their homes.
4. Coir and jute are natural fibres.
5. India’s cultural diversity has helped in developing the tourism.
B. Write (T) for true and (F) for false.
1. False 2. True 3. True 4. False 5. True
C. Match the following: c. natural fibre
1. coir e. Mumbai and Ahmedabad
2. textile mills a. cottage industries
3. khadi gramodyog b. money
4. capital d. first steel plant
5. Jamsetji Nusserwanji Tata
D. Answer the questions. Social Studies
1. Cottage industries are set up by people in their own homes. A few people work with simple tools and raw
material which is locally available. Cotton weaving, oil extracting, flour grinding, toy-making, pottery, basket-
making, etc., are some of the common cottage industries. These products are popular not only in India but in
foreign markets as well. Today, the Government of India supports these cottage industries to encourage workers
in rural areas and boost rural economy. Every state, has its own unique cottage industry and khadi gramodyog,
which sells the traditional arts and crafts.
2. Large-scale industries can be defined as large factories with modern machines and technology, employing a large
number of highly skilled people. These industries have a huge infrastructure and produce goods on a large-scale.
Some of the large-scale industries in India are iron and steel industry, automobile industry and shipbuilding
industry.
3. The main requirements for setting up an industry are:
• Raw material
• Power
• Transport
• Machinery
• Human resources
• Money or capital
4. The government has a department that looks after the well-being of industrial labour. Special labour laws are
made for them. The government has given special attention to the industrial sector in its Five Year Plans to
increase productivity and economic progress. Factories are being set up in large numbers in villages, so that the
villagers are not jobless.
E. Think and answer.
1. Answers may vary. Industries contribute immensely to a country’s economy. If there are more industries, they
will produce more goods, which will be bought by people. Thus, there will be more money in the market. Also,
if a country has its own industries, it does not need to spend money to import goods from others countries.
Thus, industrial progress contributes to national progress.
287
15 Transport
Overview
This chapter is aimed at familiarising the learner with various types of transport mediums and make them aware of
the advantages of each mode of transport.
Resources Required
Pictures of different modes of transport, railway ticket, drawing sheets, sheets of chart papers, colour pen/pencils
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦frame questions and answer them for a class quiz
♦♦analyse the different features of transport
♦♦identify the benefits of various modes of transport
Strategies
Social Studies Quiz Time Types of Transport (Roads and Railways)
♦♦Ask a learner to read out the introductory story.
♦♦Instruct another learner to read out the topic of roads and yet another to read the topic of railways aloud.
♦♦Briefly discuss the importance of these means of transport and encourage learners to share their experiences while
travelling by these, so that they can realize their value in their everyday life.
♦♦Divide the class into four large groups.
♦♦Give 15 minutes to the class to frame as many questions as possible for the quiz. Ask them to jot down the questions.
♦♦Tell the learners to keep away their books.
♦♦Number the groups from 1 to 4.
♦♦Ask a learner of Group 1 to ask a question from any learner of Group 2.
♦♦For every correct answer, award the group ten points and if the learner cannot answer pass on the questions to the
next group.
♦♦Continue with the quiz till each learner gets a chance to either pose a questions or answer a question.
♦♦Declare the group with the most points as the winner.
288
Think Octagonal Waterways and Airways
♦♦Ask the learners to read the passage on waterways and airways on their own.
♦♦Meanwhile draw an octagon (as shown below) on the board.
♦♦Tell the learners that just as an octagon has eight sides, they are going to learn about the given topics in eight Social Studies
different ways.
♦♦Now write the following on the board:
Think Octagonal
1. Numbers—How many ports are there in India and what is the length of our coastline?
2. Words—Define tankers, airways, cargo
3. Name—Name the longest railway bridge in India.
4. Use—What are waterways and airways used mostly for?
5. Nature—Does the environment get affected by waterways and airways? If so, how?
6. Actions—What do people do through waterways and airways?
7. Unique—Name something which is carried by waterways but is not transported by air.
8. Sights—Draw quick sketch of waterways and airways.
♦♦Ask the learners to attempt the questions in their notebooks.
♦♦Let the learners exchange their work for peer assessment.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
Outstanding–4 Good–3 Average–2
S. Criteria Below
No. average–1
Retention and Knowledge:
1. able to identify the means of transport shown in
the picture
2. Inferential:
able to answer questions given with the picture
289
Project
♦♦Divide the class into small groups of 3–4 learners each.
♦♦Ask them to find out about the various airlines that operate in India.
♦♦Instruct the learners to draw their logos on a sheet of chart paper and mention their names as well.
♦♦Display a few charts in class.
Life Skill
♦♦Ask the learners to pair up with their friends.
♦♦Now, tell them to imagine that they have been made the bus monitor of the school bus.
♦♦Ask every pair to come up with a set of instructions for the other learners travelling by the bus.
♦♦Ask a few pairs to read out their points in class.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify and draw the logos
2. Creativity and Presentation:
able to create the chart
Social Studies Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• Why do you think Metro Rail is a very comfortable way of travelling within a city?
• Ask the learners to bring a railway ticket to the class. What information is printed on the ticket
• Nowadays, we can send any item quickly to any place in the world including perishable items such as flowers
and food. How is it possible?
• Waterways are most efficient in carrying large cargo. Why is it so?
• Nowadays, we can book railway and air tickets without actually going to the railway station or the airport.
How is that possible?
• Why are waterways not a convenient mode for passenger travel?
Learning Outcomes
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
290
♦♦frame questions and answer them for a class quiz
♦♦analyse the different features of transport
♦♦identify the benefits of various types of transport
♦♦collect pictures and make a project on a given topic
Other Resources
♦♦http://www.preservearticles.com/201106238403/rail-transport.html
♦♦http://www.nhai.org/doc/23june12/NH_NH%20wise.pdf
ANSWERS
A. Fill in the blanks.
1. Pucca roads are made of tar.
2. Trailers are big trucks.
3. Petroleum and oil are carried by special ships called tankers.
4. Heavy goods cannot be carried by airways.
5. There are 13 major ports in India.
B. Match the following: c. Chennai
1. Annadurai International Airport a. Delhi
2. Metro Rail d. tankers
3. petroleum e. established in 1960
4. BRO b. helicopter
5. airways
C. Write (T) for true and (F) for false.
1. True 2. False 3. False 4. True 5. False
D. Answer the questions. Social Studies
1. Roads connect the villages to cities and towns. Roads are maintained by the state government (within the
state) and the central government as well. Roads are the lifeline of a country. They not only carry people from
one part to the other, but also carry a variety of goods like grains, fruits, vegetables, oil and petroleum all over
India. They also help in the transport of raw material and finished goods from one place to another. They help
in industrial development.
2. The Indian Railways are an important part our country. It is an important mode of transport for goods and
passengers. It connects people from the farthest corners of the country and helps in business and tourism. The
Indian Railways have aided in the development of industries by transporting heavy goods to distant corners of
the country.
3. India is surrounded by water on three sides. It has a coastline of about 6,100 kms with 13 major ports and around
200 minor ports. There is a wide network of rivers, lakes and canal transportation. It is mostly used for carrying
tonnes of cargo. Petroleum and oil are carried by special ships called tankers. Ships sail in the oceans and seas,
carrying all types of goods, from one part of the world to another. Rivers like the Ganga, Brahmaputra, and the
backwaters of Kerala are used extensively as an inland means of water transport.
4. In times of natural disasters, such as floods, famines and earthquakes, helicopters and planes are used to provide
food packets and medicines in these areas. They are also used to rescue people.
291
Social Studies 5. The main airports in India are Indira Gandhi International Airport, New Delhi; Chhatrapati Shivaji International
Airport, Mumbai; Netaji Subhash Chandra Bose International Airport, Kolkata and Annadurai International
Airport, Chennai.
E. Think and answer.
1. If we have to travel to a distant country, we will go by aeroplane or a ship/cruise. These modes of transportation
will reduce the travel time and help us reach in minimum time. Going by road or by rail will take a lot of time
in this case.
292
16 Means of Communication
Overview
This chapter aims to enable the learner to identify the types of communication mediums and understand their importance.
Resources Required
Chart paper, art stationery, pictures of means of communication, dictionary
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦identify salient features of various medium of communication
♦♦prepare a presentation on a given topic
♦♦conduct an interview and find information
♦♦create a newspaper
♦♦write a report after visiting a newspaper press
Strategies
Open Discussion Story Time, Communication Social Studies
♦♦A day before the lesson begins, ask the learners to read about important current affairs from the newspaper. Also
ask them to get that day’s newspaper to school.
♦♦Instruct a learner to read the topic ‘Meet the Chimps’ aloud and explain the definition of communication from
the chapter.
♦♦Have a brief discussion with the learners on the current affairs. Explain to them how the newspaper plays an
important role in keeping us informed.
♦♦Ask the learners if they what communication is and how it can be defined.
Help Me Remember Communication (Postal services, Telephone and Computers)
♦♦Divide the class into six groups.
♦♦Assign the following topics to the groups- ‘Postal services’ to group 1 and 2; ‘Telephone’ to group 3 and 4 and
‘Computers’ to group 5 and 6.
♦♦Instruct a few learners of each group to read out all the topics first.
♦♦Ask the groups to note down the important points from their topic.
♦♦Ask one learner to give a short summary of their topics and read out the points noted by his/her group.
293
♦♦Similarly, the other groups will follow. Points cannot be repeated.
♦♦Continue with the activity till the topics are completely covered.
Gallery Walk Radio, Newspapers, journals and magazines, Television and Cinema
♦♦Divide the class into four large groups and ask each group to select a group captain.
♦♦Assign topics to the groups.
♦♦Inform the learners to go through the topic thoroughly.
♦♦Instruct them to prepare a presentation on their topic. It can be in the form of posters, slogans, informative bits
and pictures.
♦♦Inform the learners that they must be prepared to answer questions on their presentations.
♦♦On the day of the exhibition, help the learners in displaying their presentations.
♦♦Once they have put it up, ask all the learners to see each other’s presentations and clear any doubts that they
might have.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify the object shown in the picture
2. Inferential:
able to answer questions given with the picture
Social Studies Project
♦♦Divide the class into small groups of 3-4 learners each.
♦♦Ask them to collect stamps and inland letters. Also ask them to collect information about their history and usage
♦♦Ask every group to paste these pictures in a scrapbook and write about their history and usage as well.
♦♦Ask every group to display their scrapbooks in class.
Life Skill
♦♦Ask the learners to imagine that their father wants to sell a car.
♦♦Tell them to talk to their parents and find out how they will go about it.
♦♦Have a discussion on how they will do it and what means of communication would be the most effective in
this situation.
294
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
Retention and Knowledge:
1. able to identify and collect the information and
the pictures
2. Creativity and Presentation:
able to create a scrapbook
Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• What is the script used by blind people for communication, called?
• What role does communication have in our lives?
• In today’s day and age, letter writing is no longer practised. However, we do need the postal services. List
the ways in which postal services are still very important to us.
• Mobile phones and computers have their advantages and disadvantages as well. List a few of its disadvantages.
• How do TV advertisements affect you?
• Give one important feature of each medium of mass medium.
Learning Outcomes Social Studies
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
♦♦identify salient features of mediums of communication
♦♦prepare a presentation on a given topic
Other Resources
♦♦http://www.kids.britannica.com/comptons/article-198986/communication
♦♦http://www.indiapost.gov.in/
ANSWERS
A. Fill in the blanks.
1. The first cellular call was made in India in the year 1995.
2. The Delhi Television Centre was inaugurated by Dr Rajendra Prasad.
295
3. Internet is also called ‘information highway’.
4. Magazines provide information on various topics.
5. India has 22 postal circles.
B. Write (T) for true and (F) for false.
1. True 2. False 3. False 4. False
C. Match the following: c. Dadasaheb Phalke
1. Raja Harishchandra e. AIR
2. national integration a. the first telegraph service
3. Kolkata b. postal service
4. EMS d. 1982 Asian Games
5. colour TV sets
Social Studies D. Answer the questions.
1. Communication is an exchange of information between two people or a group of persons. To give information
through exchange of thoughts, messages, speech, visuals, writing or behaviour is also called communication.
Communication can be oral, written or non-verbal, such as body language and facial expressions.
2. In 1850, the first telegraph service was started in India, in Kolkata. In early 1881, Oriental Telephone Company
Limited of England opened the first telephone exchanges at Kolkata, Mumbai, Chennai and Ahmedabad. On 28
January, 1882, the first telephone service was established with a total number of 93 users. India has progressed
from telegraphs and telephones to mobile phones. We can now connect to any part of the world within seconds.
The first cellular call was made in India on 31 July, 1995. Mobile phones have now become cheap and are now
used by a large number of people.
3. Post offices are present in almost every city and village in India. One can buyinland letters, stamps, postcards
and envelopes from a post office. On 14 July, 2013, the telegram service in India came to a close. The first Indian
telegram was sent by an Irish doctor William O’Shaughnessy, in 1850. The postal services in India started in
1774. Since then, it has come a long way. Today, one can use services like Express Parcel Post (EMS), speed post,
e-post office, business post, Instant Money Order (IMO), online money transfer and many other services. There
are more than 1,55,000 post offices in India. India has been divided into 22 postal circles. Each circle is headed
by a Chief Postmaster General.
4. Radio broadcasting began in India with the formation of a private radio service in Madras (now Chennai), in
1924. This was later named the All India Radio (AIR). Radio played a very important role during independence,
as it helped in nation-building. The task of the AIR was to promote national integration and unity. Today, the
AIR broadcasts news, programmes in Hindi, English and other regional languages. FM radio has become very
popular. There are a number of channels which play both regional and international music. There are many
advertisements that are aired on the radio which spread information and social awareness.
5. These days, many newspapers like The Times of India, Economic Times, Telegraph, Hindustan Times, etc., are
available in the market. India Today, Filmfare, Science Chronicle, Competition Success Review, etc., are some
popular magazines.
E. Think and answer.
1. These days mobile phones have become smartphones as they are used for e-mailing, web browsing, video
chatting and video editing. Thus, they perform many functions that were earlier performed only by computers.
So, they are a combination of telephone and computer.
296
17 What Would We Do
Without Them?
Overview
This chapter aims to familiarise the learner with the concept of local governance.
Resources Required
Chart paper, art stationery for poster making, dictionary and worksheets
Learning Objectives
To enable the learner to:
♦♦comprehend the specific terminology used in the lesson
♦♦identify functions of municipal corporation
♦♦enlist the functions of Gram Panchayat
♦♦rewrite the given incorrect statements
♦♦make a poster on cleanliness awareness
♦♦work towards keeping public places clean
Strategies
Warm Up Story Time; Welfare of People Social Studies
♦♦Ask a learner to read the introductory story.
♦♦Ask the learners to discuss what the basic requirements of the citizens of the country are. Give examples and explain
to them how amenities are provided to the citizens.
Fill in the Blanks
♦♦Ask the learners to work in pairs.
♦♦Instruct them to read about the functions of Municipal Corporation.
♦♦Draw the following graphic organiser on the board:
Head of MC____
Functions of MC
297
♦♦Ask the learners to copy it in their notebook and write one function of the municipal corporation against each arrow.
♦♦Let the learners exchange their work and assess each other’s work.
Rally Drive Gram Panchayat
♦♦Divide the class into groups of four learners each.
♦♦Let each group read the passage on Gram Panchayat. Ask them to focus on its functions.
♦♦Ask all of them to put away their books.
♦♦Take on A4 sized sheet of paper. Give it to the first group. Ask them to write one function/feature of Gram Panchayat
on it. This paper can be passed on to the next group who will repeat the action.
♦♦Pass on the sheet to other groups.
♦♦Continue with the activity till all the points of the topic are covered.
Picstop
♦♦Ask the learners to look at the picture. Now, ask them to answer the questions given in the book.
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
Retention and Knowledge:
1. able to identify the amenities shown in the
picture
2. Inferential:
able to answer questions given with the picture
Social Studies Project
♦♦Divide the class into small groups of 3–4 learners each.
♦♦Take all the groups to the computer lab.
♦♦Ask the groups to browse the internet and collect information about the Panchayati Raj system.
♦♦Ask them to note down the information in their notebooks.
♦♦Ask a few learners to read out their points.
Life Skill
♦♦Ask the learners to explain the meaning of the term ‘civic sense’.
♦♦Also instruct them to suggest five ways in which a citizen can contribute to keeping his/her city clean.
♦♦Ask a few learners to read out the points they have noted down.
298
Assessment Rubrics
Name: ....................................................... Class: 4 Date:
S. Criteria Outstanding–4 Good–3 Average–2 Below
No. average–1
1. Retention and Knowledge:
able to identify and collect the information
2. Inferential:
able to write and read out the points in class
Verification: Exercises
♦♦Ask the learners to read the questions given in Exercise A, B and C.
♦♦Instruct them to discuss the questions with their partners and write the answers in their notebook.
♦♦You can also list the correct answers on the blackboard and ask the learners to tally their answers with those.
♦♦Ask the learners to volunteer and give the answers for Exercise D and E, and encourage everyone to participate.
Verification: Extension
♦♦Ask the learners to answer the following questions:
• What is the similarity between functions of Municipal Corporation and that of Gram Panchayat?
• Why is it assumed that some kinds of work are meant only for girls and some for boys? Is this mindset correct?
• Cleanliness is next to Godliness. What do you think this proverb means?
• What will happen if there are no governing bodies to look after the welfare of the state?
• Find out who all can vote for the elections of Municipal Corporation in your family.
• Your domestic help is unaware of what the Municipal Corporation does for the city. How will you enlighten him?
Learning Outcomes Social Studies
The learner is able to:
♦♦comprehend the specific terminology used in the lesson
♦♦identify functions of Municipal Corporation
♦♦enlist the functions of Gram Panchayat
♦♦rewrite the given incorrect statements
♦♦work towards keeping public places clean
Other Resources
♦♦http://www.indianetzone.com/40/panchayat_system_india_htm
♦♦ h t t p : / / w w w. a r t h a p e d i a . i n / i n d e x . p h p ? t i t l e = S t r u c t u r e _ a n d _ M a j o r _ F u n c t i o n s _ o f _ P a n c h a y a t _ R a j _
institutions_%28PRI%29_in_India
299
ANSWERS
A. Fill in the blanks.
1. The Supreme Court of India is in New Delhi.
2. The Sarpanch is head of the Gram Panchayat.
3. People above 18 years elect the members of the Gram Panchayat.
4. Gram Panchayats are self-governing governments in the village level.
5. The village administration is looked after by the gram panchayat.
B. Match the following: c. Nagar Nigams
1. Municipal Corporations e. head of Municipal Corporation
2. Mayor a. head of the Gram Panchayat
3. Sarpanch d. highest court in India
4. Supreme Court b. 7 to 17 members
5. Gram Panchayat
C. Write (T) for true and (F) for false.
1. False 2. False 3. False 4. False 5. True
Social Studies D. Answer the questions.
1. In the cities, there are the Municipal Corporations or Nagar Nigams that work for the development of a city.
The head of a Municipal Corporation is the Mayor.
2. The money to provide these amenities comes from the taxes which are collected by the government. These
include taxes on water, house, entertainment, tolls, etc. Sometimes, the state government also gives grants or
funds to the Municipal Corporations.
3. The functions of a Municipal Corporation are:
• to provide clean water supply
• to build, maintain and repair roads
• to ensure that streets are properly lit
• to ensure proper drainage system
• to organise vaccination camps
• to dispose waste (both non-degradable and bio-degradable)
• to keep birth and death records
• to maintain marketplaces
• to open schools, colleges, and provide free education
• to open and run hospitals, dispensaries and provide medical services
• to issue ration cards
• to provide marriage certificates
4. The Gram Panchayats are local self-governing bodies at the village level in India. The Sarpanch is the head of the
Gram Panchayat. The Gram Panchayat is responsible for village administration and also looks after the welfare
of the people in the village.
5. The panchayat is responsible for:
• maintaining street lights,
• constructing, repairing and cleaning villages roads
• organising village markets, fairs and collecting taxes
• providing education
300
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