Green Science 3 Final

Approved by Government of Nepal, Ministry of Education, Curriculum
Development Centre, Sanothimi, Bhaktapur as an additional material

Green

Science

Health and Physical Education

3

Editor
Dr. Deepak Chand

M.Sc. (TU, Kirtipur, Kathmandu)
Ph.D. (University of Idaho, USA)

Author
Bishnu Prasad Bhatt

M.Sc. (TU, Kirtipur, Kathmandu)

Lalitpur, Nepal, Tel: 977-1-5529899
E-mail: [email protected]
www.greenbooks.com.np

Name : ....................................................................

Class : .......................... Roll No. : ...................

Section : ..................................................................

School : ...................................................................

Green

Science 3Health and Physical Education

Publisher: Green Books

Copyright: Author and Editors (2074 BS)
All rights reserved. No part of this book may
be reproduced, stored in a retrieval system, or
transmitted in any form or by any means without
prior permission in writing from the author and
editor.

Edition
First : B.S. 2074 (2017 AD)
Reprint : B.S. 2075 (2018 AD)

Illustrator
Prakash Samir

Layout
The Focus Computer
[email protected]

Printed in Nepal

Preface

It gives me an immense pleasure in presenting this book- Green
Science, Health and Physical Education for class 3. This book

new syllabus introduced by Government of Nepal, Ministry
of Education, Curriculum Development Centre, Sano Thimi,
Bhaktapur, Nepal.

understand, enjoy and appreciate the fascinating subject of
Science, Health and Physical Education by making the process of

simple language and interesting style with a large number of
illustrative examples to master the fundamental principles of
Science, Health and Physical Education. Each unit of the book
has been carefully planned to make it student-friendly and

enjoyable manner. A Structural Programme Learning Approach
(SPLA) has been followed and exhaustive exercises are given
at the end of each unit to test knowledge, understanding and
applications of concepts taught/learnt.

The text is supplemented with weighting distribution, learning
objectives, word power, teaching instructions, sample test
papers and a large number of well-labelled accurate pictures. I
sincerely hope that this book will serve its intended purpose and
be received enthusiastically by both the students and teachers
concerned.

I wish to express my sincere gratitude to Green Books Team for
publishing this book. My hearty thanks go to Focus Computer

I also wish to acknowledge my great indebtedness to many
teachers for their valuable suggestions and advice concerning

this book will be more useful than any other textbooks. However,
sympathetic criticisms and constructive suggestions for further
improvement of the book, if any, will be welcomed and with
warm regards incorporated in the subsequent editions.

Author

Kathmandu, Nepal
September 2017

Contents

Science and Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1. Common Features of Living Beings . . . . . . . . . . . . . . . . . . 5
2. Shelter of Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3. Foods and Feeding Habits of Animals . . . . . . . . . . . . . . . 18
4. Animals Seen in Different Times and Seasons . . . . . . . . 24
5. Different Types of Plants . . . . . . . . . . . . . . . . . . . . . . . . . . 31
6. Importance of Plants and Animals . . . . . . . . . . . . . . . . . . 40
7. Our Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
8. Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
9. Importance of Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
10. Windy Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
11. Cold Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
12. Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
13. The Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
14. Information and Communication . . . . . . . . . . . . . . . . . . . 97
15. Some Local Technologies . . . . . . . . . . . . . . . . . . . . . . . . . 103

Health Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
16. Personal Hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
17. Exercise, Rest and Clothing . . . . . . . . . . . . . . . . . . . . . . . 118
18. Clean House . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
19. Clean Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
20. Our Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
21. Keeping Food Safe and Types of Diet . . . . . . . . . . . . . . 146
22. Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
23. Safety and First Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
24. Health Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
25. Drinking and Smoking . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
26. Moving Skills of Physical Exercise . . . . . . . . . . . . . . . . . 181
27. Static Skills of Physical Exercise . . . . . . . . . . . . . . . . . . . 188
28. Physical Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
29. Drill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
30. Simple Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
31. Local Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
32. Story and Acting Based Games . . . . . . . . . . . . . . . . . . . . 203
33. Ball Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
34. Gymnastics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
35. Body Balancing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

4 GREEN Science Health and Physical Education Book-3

Science and Environment unit

Common Features of 1
Living Beings

Weighting Distribution (Approximate)
Teaching periods : 4 Marks (in %): 6

Learning Objectives

After completing the study of this unit, students will be able to:
(i) explain the features of living beings.
(ii) differentiate between living and non-living things.

Word Power

living non-living move

grow breathe excrete

reproduce development stomata

gill lungs die
discharge feel

Teaching Instructions

ó Introduce living beings to the students with examples.
ó Explain why plants and animals are called living beings.
ó Demonstrate the chart showing the features of living beings.
ó Explain the features of living beings with illustrations.
ó Describe the breathing organs of plants and animals and demonstrate

the breathing organs of plants and animals to the students.
ó Give the concept of growth, excretion and reproduction to the students.
ó Ask the students to collect some pictures of plants and animals
ó Evaluate the students asking them various questions related to the

features of living beings.

GREEN Science Health and Physical Education Book-3 5

Living Beings

We see different types of things Do You Know
around us. Birds, animals, plants,
stones, bricks, insects, human beings, The things having
etc. are found around us. Among life are called living
them birds, animals, plants, insects beings. Examples: bird,
and human beings have life. So, they fish, cow, man, plant.
are called living beings.

Some living beings which are found around us are given below:

Fig.

1.1
Frog Cat Tree Peacock

Activity 1

Collect pictures of any ten living beings and paste them in
your science notebook.

Non-living things do not have life. Do You Know
They do not show the features of
living beings. The things which do
not have life are called
Features of living beings non-living things.
Examples: Stone,
brick, plastic, soil.

1. Living beings need food.

Living beings need food to survive. They get energy from the food.
Animals get food from plants. Green plants can make their own
food. Some animals feed only on plants. Some animals feed on both
plants and animals.

6 GREEN Science Health and Physical Education Book-3

1.2Fig. Fig. Fig.
A butterfly is sucking A snake is eating a rat. A zebra is eating grass.
nectar.

2. Living beings move.
Living beings move from one place to another. Most animals move
from place to place but most plants cannot move. Dog, cow, goat
and tiger move with the help of legs. Bird, butterfly, honeybee and
mosquito move with the help of wings. Fishes swim with the help
of fins.

1.3 Flying peacock Swimming swan
Running horse

3. Living beings grow.

All animals and plants grow. Most animals grow from their babies.
A baby grows into a young person. A puppy grows into a dog.
Most plants grow from seeds. A seedling grows into a tree.

1.4
GREEN Science Health and Physical Education Book-3 7

4. Living beings reproduce.

Animals and plants reproduce their own kinds. Animals like cat, dog,
cow, buffalo and horse give birth to their babies. Bird, snake, frog,
fish, butterfly and mosquito lay eggs. Most plants reproduce through

seeds. Some plants reproduce through root, stem or leaf.

Fig. Fig.1.5 A tiger with a cub. A duck with ducklings.
A cat with kittens.

5. Living beings breathe. Do You Know

All living beings need air to breathe. Stomata are small
Human beings, cows, buffaloes, dog, holes present on the
cats, rats, birds and snakes breathe surface of leaves.
through lungs. Fishes breathe through
gills. Plants breathe through stomata Green plants breathe
present in their leaves. Insects like through stomata.
butterfly, grasshopper and cockroach,
breathe through air holes or trachea. Insects breathe
through air holes.

1.6 Gills of fish Stomata
Lungs

6. Living beings have sense.
All animals and plants have sense. They feel the changes around them.
We feel hot when we touch a burning coal. We feel cold in winter.
Animals feel hot, cold, danger, etc. Most animals have five sense

8 GREEN Science Health and Physical Education Book-3

organs. They are eyes, ears, nose, tongue Do You Know
and skin. Plants do not have sense
organs like animals. But, they also feel Living beings take
the changes around them. For example, oxygen and release
a sunflower bends towards the sun, roots carbon dioxide while
breathing.
of plants grow towards water etc.

Fig. Fig.1.7 A tiger is chasing a A sunflower bends
Fire is very hot. deer. towards the sun.

7. Living beings die.

Living beings do not survive forever. All animals and plants die.
When plants and animals die, they do not show the features of
living beings.

1.8 Dead bird Dead tree
Dead cat

Activity 2
Observe any five living beings in your locality.
Observe their activities like movement, sense, etc. carefully.
Write down the features of those living beings.

GREEN Science Health and Physical Education Book-3 9

Differences between living beings and non-living things

S.N. Living beings S.N. Non-living things

1. Living beings take food. 1. Non-living things do not

take food.

2. Living beings grow. 2. Non-living things do not

grow.

3. Living beings move. 3. Non-living things do not

move.

4. Living beings 4. Non-living things do not

reproduce. reproduce.

5. Living beings have life. 5. Non-living things do not

have life.

Activity 3
Observe some small plants around your home. Ask your

seniors to measure the height of these plants.

Measure the height of these plants after two weeks. Does the
height of these plants increase?

What can you conclude from this activity?

Exercise

1. Tick (√) the best answer from the given alternatives.

a. The things having life are called .....................

animals living things non-living things

b. Cow, dog and cat are the examples of .....................

plants non-living things living things

c. Cow, dog and tiger move with the help of .....................

wings fins legs

d. Human, birds and snakes breathe through .....................

gills lungs stomata

10 GREEN Science Health and Physical Education Book-3

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. Living beings do not have life.

b. Non-living things grow.

c. Birds and snakes lay eggs.

d. Animals do not have sense.

3. Fill in the blanks using appropriate words.
a. ........................................................... have life.
b. Birds and butterflies move with the help of ............................
c. A sunflower bends towards the ............................
d. Fishes breathe through ............................

4. Match the following. Fish
a. Lungs Plants
b. Gills Insects
c. Stomata Birds
d. Trachea

5. Answer the following questions.

a. What are living beings? Give any five examples.

b. Write any three features of living beings.

c. Write down the breathing organs of :

(i) Fish (ii) Cow

(iii) Insect (iv) Bird

6. Write any four differences between living beings and non-
living things.

GREEN Science Health and Physical Education Book-3 11

Shelter of Animals unit

2

Weighting Distribution (Approximate)
Teaching periods : 4 Marks (in %): 6

Learning Objectives

After completing the study of this unit, students will be able to:
(i) tell the names of shelters of some common animals.
(ii) identify the habitats of different animals.

Word Power

shelter protect heat rain
enemy nest web muddy
shed stable pen kennel
sty spin coop aquarium
burrow cage den cave
bush hole build suitable

Teaching Instructions

ó Start teaching asking the students the names of homes of some
domestic animals.

ó Explain the meaning of 'shelter' to the students.
ó Demonstrate pictures of shelters of different animals.
ó Describe to the students that some animals make their own homes,

some animals live in natural homes and we make homes for some
animals.
ó Take the students for a field trip and demonstrate shelters of different
animals to the students.
ó Evaluate the students asking them the questions related to shelter of
animals.

12 GREEN Science Health and Physical Education Book-3

Shelter of Animals

A place that provides food and protection for people or animals
is called shelter. All animals need shelter to live. A shelter or
home protects animals from danger, heat, cold, rain, etc. Different
animals have different types of shelters. In this unit, we will study
the shelters of some common animals.

1. Some animals build their shelters themselves

Some birds build nest on the trees to lay their eggs. They use twigs,
straw, roots, leaves, etc. to make their nests. Woodpecker makes a
hole on the tree trunk. Swallows build their muddy home and live
there. A rabbit makes burrow to live and rats make holes. A spider
spins a web to live. Similarly, honeybees make a hive. The shelters
of some animals are given below.

A bird lives in a nest. A rabbit lives in a A spider spins a web.
burrow.

Fig.

2.1 Honeybees live in a Swallows build their
A woodpecker makes a hive. home by using mud.
hole in a tree trunk.

GREEN Science Health and Physical Education Book-3 13

2. Some animals live in natural shelters

Some wild animals like tiger, lion, rhinoceros, elephant and monkey,
do not make their shelters. They find natural shelters and live there.
The natural shelters of some animals are given below :

Tigers live in a den. Foxes live in a cave. Monkeys live on a tree
branch.

Fig.

2.2 Snakes live in a hole. Lions live in a den.
Elephants live under a
tree.

3. We make shelters for some animals

Some animals like cow, buffalo, dog, horse, goat and oxen are kept
at our homes. These animals are called domestic animals. We make
shelters for these animals. Some domestic animals and their shelters
are given below :

Cows are kept in a shed. Horses are kept in a stable. Dogs are kept in a kennel.

14 GREEN Science Health and Physical Education Book-3

Fig. Fig. Fig.2.3
Goats are kept in a pen. Pigs are kept in a sty. Hens are kept in a coop.

4. Some animals have their own shelters

Some animals like snail, tortoise and turtle have hard protective
shelters in their bodies. These animals hide inside the shelter if they
feel danger.

2.4 Tortoise Turtle
Snail

5. Some animals live in water

Some animals like fish, shark, whale and octopus live in water.
These animals are called aquatic animals.

2.5 Octopus Whale Shark
Fish

6. Some animals live in grass and bushes

Some animals like deer, grasshopper, squirrel, hare and scorpion
live in grass and bushes.

GREEN Science Health and Physical Education Book-3 15

Fig.

2.6 A scorpion lives A grasshopper A squirrel lives
A deer lives in in a bush. lives in grass. in a bush.
grass.

Activity 1

Observe the shelters of different animals present in your
locality.

Observe the nests of some birds and draw their figures.

Exercise

1. Tick (√) the best answer from the given alternatives.

a. A spider spins a .....................

nest web burrow

b. Honey bees live in a .....................

hive hole kennel

c. Lions live in a .....................

burrow den hole

d. Fishes live in .....................

bush grass water

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. A shelter protects animals from danger.
b. Cows and dogs build their shelter themselves.
c. Horses are kept in a stable.

d. A tortoise carries its own home.

16 GREEN Science Health and Physical Education Book-3

3. Fill in the blanks using appropriate words.
a. Most birds build ..................... to lay eggs.
b. ..................... build their home by using mud.
c. A dog is kept in a .....................
d. Fish, whale and shark are called ..................... animals.

4. Match the following. Bee
a. Burrow Cow
b. Sty Dog
c. Stable Rabbit
d. Kennel Horse
e. Shed

f. Hive Pig

5. Answer the following questions.
a. What is meant by shelter?
b. Why do animals need shelter?
c. Name any two birds that build their nest.
d. What is a shed? Where do we keep a dog?
e. What is a stable? Where do we keep hens?
f. What are aquatic animals? Give any three examples.

g. Name any two animals that live in grass.

6. Name the shelter of the given animals. d.
a. b. c.

7. Prepare a list of the domestic animals that you have. Also,
write down the shelter of these animals.

GREEN Science Health and Physical Education Book-3 17

Foods and Feeding unit
Habits of Animals
3

Weighting Distribution (Approximate)

Teaching periods : 4 Marks (in %): 6

Learning Objectives

After completing the study of this unit, students will be able to:
(i) introduce herbivores, carnivores and omnivores

with examples.
(ii) identify the food of different animals.
(iii) explain the feeding habits of herbivores, carnivores

and omnivores.

Word Power

food feeding habit herbivores
carnivores omnivores flesh sharp
jaws flat chew nibbling
grains nuts strong paws
tear prey swallow suck
nectar parasites

Teaching Instructions

ó Introduce 'food' and 'feeding habit' to the students giving examples.
ó Introduce herbivores to the students with examples. Ask them to name

some more herbivores that they have seen.
ó Explain the food and feeding habit of herbivores with examples.
ó Introduce carnivores to the students with examples.
ó Explain the food and feeding habit of carnivores to the students.
ó Introduce omnivores to the students with examples.
ó Explain food and feeding habit of omnivores to the students with

examples.
ó Take the students for a field trip and let them observe herbivores,

carnivores and omnivores and their feeding habits.

18 GREEN Science Health and Physical Education Book-3

Foods and Feeding Habits of Animals

Food is the material which provides energy to living beings. It

is the basic need of living beings. Different types of animals eat

different types of foods and their feeding habit is also different.

Some animals feed only plants and some feed only flesh of other

animals. But some animals feed both plants and flesh. On the basis

of their feeding habit, animals are divided into three groups as

follows :

1. Herbivores Do You Know
2. Carnivores
3. Omnivores All animals need food to survive.

On the basis of feeding habit, there are

1. Herbivores three types of animals, viz. herbivores,
carnivores and omnivores.

The animals that feed only on plants and plant products are called
herbivores. Animals like cow, buffalo, sheep, goat, deer, elephant,
rabbit, horse and giraffe are some examples of herbivores.

Fig. Fig.3.1 Sheep Rabbit
Deer Buffalo

Feeding habit of herbivores

Herbivores have sharp front teeth to bite plants and their parts.
They have strong flat teeth at the back of their jaws. These flat teeth
help them to chew their food. Animals like cow, buffalo and sheep
chew their cud. This habit is called cud-chewing habit or munching.
The teeth of some herbivores are given below.

3.2
Teeth of a cow Teeth of a buffalo Teeth of a squirrel Teeth of a goat

GREEN Science Health and Physical Education Book-3 19

Some animals like squirrel, rabbit, hen, pigeon and sparrow eat
grains, seeds and nuts from plants. Rats and squirrel have sharp
and long front teeth to cut nuts, fruits and grains.

Fig.3.3PigeonRat Sparrow
Fig. Fig. Hen

2. Carnivores

The animals that feed only on flesh of other animals are called
carnivores. Tiger, lion, leopard, hyena, wolf, snake, frog and
crocodile are some examples of carnivores.

3.4 Tiger Leopard Wolf
Lion

Feeding habit of carnivores

Carnivores have sharp and

pointed teeth to tear the flesh.

These teeth are called canines.

They have sharp and pointed

claws in their paws to catch 3.5

and kill their prey. Paws of a tiger Paws of a lion

Some carnivores like frog,

snake, lizard and crocodile swallow their food whole. They do not

have teeth and paws like that of a tiger and lion. Frogs and lizards

catch their food with the help of their long sticky tongue.

20 GREEN Science Health and Physical Education Book-3

Fig. Fig.3.6

A snake is eating A frog is eating A crocodile is A python is

a rat. an insect. eating fish. swallowing a deer.

3. Omnivores

The animals that feed on both plants and flesh of other animals are
called omnivores. Human, cat, dog, bear, jackal, crow and hen are
some examples of omnivores.

3.7 Crow is eating Bear is eating Man is eating rice.
Dog is eating
flesh. meat. plants.

Feeding habit of omnivores

Omnivores have sharp front teeth to bite plants. They have sharp
and pointed canines to tear flesh. Similarly, they have strong and
flat teeth for chewing food.

Some insects like butterfly and honeybee use a hollow tube to suck
the nectar from flowers. Some animals like mosquito, leech, bedbug
and louse suck the blood of human beings and other animals. These
animals are called parasites.

Fig.

3.8 Honeybee is Mosquito is Leech is sucking
Butterfly is sucking nectar.
sucking blood. blood.
sucking nectar.

GREEN Science Health and Physical Education Book-3 21

Activity 1
Observe any ten animals in your locality. Study their feeding

habits.

Prepare a list of herbivores, carnivores and omnivores.

Exercise

1. Tick (√) the best answer from the given alternatives.
a. The animals that feed only on plants are called .....................

herbivores carnivores omnivores

b. ..................... have flat front teeth for cutting plants.

herbivores carnivores omnivores

c. Tigers and lions are called .....................

herbivores carnivores omnivores

d. ..................... sucks blood from human beings.

goat dog mosquito

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. Cow and buffalo are herbivores.

b. Carnivores do not eat flesh.

c. Tigers and lions have sharp and pointed canines.

d. Butterfly and honeybee suck nectar from plants.

3. Fill in the blanks using appropriate words.
a. The animals that feed on ................... are called carnivores.

22 GREEN Science Health and Physical Education Book-3

b. ................... eat both plants and flesh of other animals.
c. Crocodile and ................... swallow the food whole.
d. ................... have strong and sharp claws.

4. Answer the following questions.
a. Why do animals need food?
b. What are three groups of animals on the basis of the feeding
habit?
c. Define herbivores with any three examples.
d. Name any three animals that chew their cud.
e. Define carnivores with any three examples.
f. What are omnivores? Given any three examples.

5. Identify the given animals and write whether they are
herbivores, carnivores or omnivores.
a. b. c.

6. Name any three animals having:
a. Flat front teeth
b. Sharp and pointed canines
c. Sharp and pointed claws
d. Strong and flat teeth at the back of their jaws
e. Tube to suck their food

GREEN Science Health and Physical Education Book-3 23

Animals Seen in unit
Different Times and
4
Seasons

Weighting Distribution (Approximate)
Teaching periods : 3 Marks (in %): 4.5

Learning Objectives

After completing the study of this unit, students will be able to:
(i) name the animals seen in different times and seasons.
(ii) differentiate between cold-blooded and warm

blooded animals.

Word Power survive active
season diurnal noctural
inactive climate summer
comfortable rainy hibernation
cold-blooded escape
winter

warm-blooded

Teaching Instructions

ó Start teaching asking the students the names of animals that are seen
in different times and seasons.

ó Introduce animals that are active in the daytime (diurnal) and night
time (nocturnal).

ó Introduce animals seen in the summer season, rainy season and winter
season.

ó Explain the meaning of hibernation and give examples of the animals
that go for hibernation.

ó Introduce warm-blooded animals and cold-blooded animals with
examples.

ó Differentiate between warm-blooded and cold-blooded animals.
ó Evaluate students asking themvarious questions related to the animals

seen in different times and seasons.

24 GREEN Science Health and Physical Education Book-3

Animals Seen in Different Times and Seasons

Animals Seen in Different Times Do You Know

We see a variety of animals in our The animals that
surroundings. Most animals remain remain active during
active in the daytime and others the daytime are called
remain active at night. Human beings, diurnal animals.
cow, buffalo, horse, elephant, zebra, Examples: human, cow,
rabbit, crow, pigeon, parrot, honeybee dog, buffalo, butterfly,
and butterfly remain active in the monkey.
daytime. These animals are called
diurnal animals.

Human Horse Rabbit

Fig.

4.1 Butterfly Monkey
Crow

Diurnal animals move here and there during the daytime in search

of food. These animals take a rest in Do You Know
their shelters at night.
The animals that are

Animals like bat, owl, moth, tiger, active at night are called

cockroach and firefly remain nocturnal animals.
active at night. These animals Examples: bat, owl,
are called nocturnal animals. cockroach, moth, tiger.

GREEN Science Health and Physical Education Book-3 25

These animals take a rest in their shelters during the day and move
from one place to another in search of food at night.

Fig. Fig.4.2 Owl Tiger Cockroach
Bat

Animals Seen in Different Seasons

a. Animals seen in the summer season

Some animals like snake, scorpion, mosquito, butterfly, earthworm
and frog are seen during the summer season. These animals become
active and reproduce during the summer season.

4.3 Scorpion Frog Snake
Earthworm

b. Animals seen in the rainy season

Some animals like frog, snake, rat, crab, earthworm, mouse and
many insects become active during the rainy season. Due to heavy
rainfall, the holes of snake, frog and mouse remain filled with
rainwater. So these animals come out of the holes and become
active. Mosquitoes and other insects get suitable climatic conditions
during the rainy season to reproduce.

Fig.

4.4 Mouse Mosquito Dragonfly
Crab

26 GREEN Science Health and Physical Education Book-3

c. Animals seen in the winter season

Some birds like Brahminy

duck and crane remain very

active during winter season.
Fig.
Fig. Fig.These birds have thick feathers

in their bodies to protect them 4.5
from cold.
Brahminy duck Demoiselle crane

Winter Sleep or Hibernation

Some animals like snakes, lizards and frogs cannot tolerate extreme
cold during winter. So these animals sleep in their shelters. This
process is called winter sleep or hibernation. In the winter season,
we do not see snakes, frogs and lizards as they go for hibernation.
Some animals that go for winter sleep are given below :

4.6 Frog in hibernation Lizard in hibernation
Snake in hibernation

Warm-blooded Animals

The animals that do not change their body temperature according
to the temperature of their surroundings are called warm-blooded
animals. All birds and animals like human beings, cow, buffalo,
monkey, elephant, rat, cat, dog, bear and tiger are some examples
of warm-blooded animals.

4.7

Peacock Pigeon Dog Lion

GREEN Science Health and Physical Education Book-3 27

Most animals and birds have thick fur and layer of fat in their
bodies to protect them from extreme cold. Similarly, human beings
wear different types of clothes to adjust their body temperature
according to weather. Human beings wear thick woolen clothes
during winter and light cotton clothes during summer.

Cold-blooded Animals

The animals whose body temperature changes according to the
temperature of their surroundings are called cold-blooded animals.
Different types of fishes, frogs, snakes and lizards are called cold-
blooded animals. These animals cannot tolerate extreme hot or extreme
cold temperature. Therefore, cold-blooded animals go for summer
sleep or winter sleep to protect them from extreme climate.

Fig.

4.8 Frog Snake Crocodile
Fish

Activity 1
Prepare a list of:
a. Diurnal and nocturnal animals.
b. Animals seen in summer, rainy and winter season.
c. Animals that go for winter sleep.
d. Warm-blooded and cold-blooded animals.

28 GREEN Science Health and Physical Education Book-3

Exercise

1. Tick (√) the best answer from the given alternatives.
a. Which of the following is a diurnal animal?

bat cow cockroach

b. Which of the following is a nocturnal animal?

cockroach dog sheep

c. Which of the following animals go for hibernation?

snake lion goat

d. Which of the following animals is a cold-blooded animal?

cow parrot fish

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. The animals that are active in the daytime are called diurnal
animals.

b. Frogs and snakes are active in the winter season.

c. The body temperature does not change in cold-blooded
animals.

d. Rats and cats are warm-blooded animals.

3. Fill in the blanks with appropriate words.

a. ................ animals become active in the daytime.

b. Snake, mosquito and earthworm are seen in the ................
season.

c. Winter sleep is also called ................

d. ................ animals cannot tolerate extreme hot or cold
temperature.

GREEN Science Health and Physical Education Book-3 29

4. Answer the following questions.
a. What are diurnal animals? Give any three examples.
b. Define nocturnal animals with any three examples.
c. Name any three animals that are seen in the summer season.
d. Name any three animals that are seen in rainy and winter
season each.
e. What is meant by hibernation or winter sleep?
f. What are warm-blooded animals? Give any three examples.
g. What are cold-blooded animals? Give any three examples.

5. Identify cold-blooded and warm-blooded animals from the
following.
a. b. c. d.

6. Give reasons.
a. A cow is called a diurnal animal.
b. A bat is called a nocturnal animal.
c. Fish is called a cold-blooded animal.
d. A parrot is called a warm-blooded animal.

30 GREEN Science Health and Physical Education Book-3

Different Types of unit
Plants
5

Weighting Distribution (Approximate)

Teaching periods : 5 Marks (in %): 8

Learning Objectives

After completing the study of this unit, students will be able to:
(i) introduce different types of plants.
(ii) definenon-floweringandfloweringplantswithexamples.
(iii) define annual and perennial plants.
(iv) introduce aquatic plants and terrestrial plants with

examples.
(v) define winter plants and summer plants with examples.

Word Power habitat photosynthesis
structure shrubs trees
herbs woody bushy
trunk perennial hydrophytes
annual summer winter
xerophytes terrestrial
life span

Teaching Instructions

ó Start teaching by asking the students some questions related to plants
around us.

ó Introduce herbs, shrubs and trees to the students with examples.
ó Ask the students to tell the names of non-flowering and flowering plants.
ó Introduce non-flowering and flowering plants to the students.
ó Classify plants on the basis of their life span.
ó Introduce annual plants and perennial plants with examples.
ó Introduce aquatic plants and terrestrial plants with examples.
ó Introduce winter plants ad summer plants to the students.
ó Take the students for a field trip and demonstrate various types of plants

to them.
ó Evaluate the students asking them various questions related to plants.

GREEN Science Health and Physical Education Book-3 31

Different Types of Plants

A variety of plants are found in our surroundings. Mango, orange,
apple, peach, lotus, sugarcane, bamboo, paddy, wheat, cabbage,
sunflower, hydrilla and mushroom are some of the plants found
around us. These plants differ from each other in their shape, size,
structure and habitat. Some plants bear flowers and others do not.
Some plants are found in water and others on land. Green plants
can prepare their own food by photosynthesis but non-green plants
like mushroom cannot prepare their own food.

Fig. Fig.5.1 Lotus plant Rose plant Mango tree
Fern plant

Non-flowering and Flowering Plants

On the basis of absence or presence of flowers, plants are divided
into two groups, viz. non-flowering plants and flowering plants.

The plants that do not bear flowers are called non-flowering plants.
Mushroom, moss, liverworts and fern are some examples of non-
flowering plants. These plants do not produce fruits and seeds.
Non-flowering plants are less developed than flowering plants.

5.2 Moss Liverworts Fern
Mushroom

The plants that bear flowers are called flowering plants. Mango,
rose, lotus, apple, orange, sunflower, bean, pea and mustard are
some examples of flowering plants. These plants produce fruits

32 GREEN Science Health and Physical Education Book-3

and fruits contain seeds inside them. Flowering plants have well
developed root, stem and leaves. These plants are more developed
than non-flowering plants.

Fig. Fig.5.3 Rose plant Mustard plant Orange tree
Marigold plant

Herbs, Shrubs and Trees

On the basis of size and structure, flowering plants are divided into
three groups, viz. herbs, shrubs and trees.

Herbs

Herbs are very small plants with soft and weak stems. Mustard,
rice, wheat, maize, gram, pea, mint, lettuce, grass and cabbage are
some examples of herbs. They only live for a few months. They do
not have woody stems.

5.4 Mustard plant Maize plant Cabbage plant
Lettuce plant

Shrubs

Shrubs are small bushy plants having strong stems. Rose, lemon,
cotton, coffee and China rose are some examples of shrubs. They
have well developed roots. They are medium-sized plants having
woody stems. Shrubs have many branches and live for a few years.

GREEN Science Health and Physical Education Book-3 33

5.5 Fig. Fig. Rose Coffee Lemon Cotton

Trees

Trees are large plants having strong and woody stems. Mango,
apple, peepal, pine, simal, sal, sissoo and jamun are some examples
of trees. Trees have hard and woody stems called a trunk. A trunk
has many branches and sub-branches. Trees live for many years.

5.6 Banyan tree Simal tree Pine tree
Peepal tree

Life Span of Plants

Some plants live for only a few months, some plants live for a few
years and other plants live for many years. On the basis of life
span, plants are divided into two groups, viz. annual plants and
perennial plants.

Annual Plants

Some plants like potato, tomato, maize, wheat, paddy and barley
live only for a few months. These plants complete their life only in
one season or in one year. The plants that live for only one season
or one year are called annual plants or seasonal plants.

Fig.

5.7 Tomato Pea Paddy
Potato

34 GREEN Science Health and Physical Education Book-3

Perennial plants

Some plants like pine, mango, apple, peepal, banyan, orange and
pear live for many years. These plants are called perennial plants.
The plants that live for many years are called perennial plants. These
plants take a few years to grow and develop and produce flowers
and fruits after a few years. These plants have well developed root,
stem and leaves.

Fig. Fig.5.8 Apple tree Peepal tree Orange tree
Mango tree

Aquatic Plants and Terrestrial Plants

Many plants grow on land and some grow in water. Some plants
grow on moist places and some grow on desert or dry places. On
the basis of their habitat, plants are divided into two groups, viz.
aquatic plants and terrestrial plants.

Aquatic plants

The plants that grow in water are called aquatic plants or
hydrophytes. Lotus, hydrilla, water lily and pistia are some
examples of aquatic plants. Some aquatic plants like lotus, water
and lily float on water with the help of large and flat leaves. Aquatic
plants have poorly developed roots and weak stems.

5.9 Pistia Lotus Water lily
Hydrilla

GREEN Science Health and Physical Education Book-3 35

Terrestrial plants

The plants that grow on land are called terrestrial plants. Mango,
apple, rose, bamboo, pine, peepal, orange, maize, paddy and
wheat are some examples of terrestrial plants. These plants have
developed root, stem and leaves.

Fig. Fig.5.10 Mango tree Pine tree Bamboo plant
Tomato plant

Some terrestrial plants like cactus, Aloe vera and Opuntia grow in

dry places. These plants are called desert plants.

Do You Know

5.11 Aloevera Opuntia The plants that
Cactus grow in deserts or
dry habitats are
called desert plants
or xerophytes.
Examples: cactus,
Aloe vera, opuntia.

Winter Plants and Summer Plants

All types of plants are not found throughout the year. Some plants
grow in the winter season and some plants grow in summer.
However some plants grow throughout the year. Can you name
some plants that are found only in the winter season or summer
season?

Winter plants Do You Know

Some plants like wheat, The plants that grow in the winter
lentils, barley, pea, spinach, season are called winter plants.
cauliflower, cabbage and Examples: cauliflower, cabbage,
broccoli grow in the winter spinach, wheat.

36 GREEN Science Health and Physical Education Book-3

season. These plants are called winter plants. These plants grow
well in cold climatic condition.

Fig. Fig.5.12 Wheat Broccoli Pea
Cabbage

Summer plants Do You Know

Some plants like paddy, maize, The plants that grow in
soyabean, pumpkin, cucumber, the summer season are
gourd, watermelon, brinjal and lady's called summer plants.
finger grow in the summer season. Examples: pumpkin,
These plants are called summer lady's finger, cucumber.
plants. These plants grow in warm
climatic condition.

5.13 Paddy Maize Lady's finger
Cucumber

Activity 1
Observe different types of plants in your locality. Prepare a list of:
a. Non-flowering plants and flowering plants.
b. Herbs, shrubs and trees.
c. Annual and perennial plants.
d. Aquatic and terrestrial plants.
e. Winter plants and summer plants.

GREEN Science Health and Physical Education Book-3 37

Exercise

1. Tick (√) the best answer from the given alternatives.

a. The plants that do not bear flowers are called .............. plants.

flowering non-flowering annual

b. Which of the given plants produces flowers?

rose mushroom fern

c. Which of the given plants lives for many years?

mango wheat rose

d. The plants that grow in water are called .............. plants.

aquatic terrestrial desert

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. Marigold and mustard are flowering plants.

b. Herbs live for many years.

c. Potato and tomato are annual plants.

d. Wheat and barley grow in the summer season.

3. Fill in the blanks using appropriate words.
a. ................... plants do not bear flowers.
b. Small bushy plants having strong stems are called ...................
c. The plants that live for many years are called ...................
d. The plants that grow in winter are called ................... plants.

38 GREEN Science Health and Physical Education Book-3

4. Answer the following questions.
a. What are non-flowering plants? Give any three examples.
b. Define flowering plants with any four examples.
c. What are herbs? Give any three examples.
d. What are shrubs? Give any three examples.
e. What are trees? Give any four examples.
f. Define annual plants with any three examples.
g. What is meant by aquatic plants? Give any three examples.
h. What are terrestrial plants? Give any four examples.
i. Define winter plants and summer plants with any three
examples of each.

5. Identify herbs, shrubs and trees from the given plants.
a. b. c. d.

6. Identify annual and terrestrial plants from the following.
a. b. c. d.

7. Draw a picture of a lotus plant and colour it.

GREEN Science Health and Physical Education Book-3 39

Importance of Plants unit
6
and Animals

Weighting Distribution (Approximate)
Teaching periods : 5 Marks (in %): 7

Learning Objectives

After completing the study of this unit, students will be able to:
(i) describe the importance of plants and animals.
(ii) identify the materials obtained from plants and

animals.

Word Power wear shelter
importance medicines cereals
grains vegetables fruits
pulses vitamins minerals
delicious strong transport
fibres skin leather
pet

Teaching Instructions

ó Start teaching asking the students the names of different types of plants
and animals with their utilities.

ó Introduce plants around us that are used as food.
ó Teach the students that we get cereals, pulses, vegetables and fruits

from plants.
ó Introduce medicinal plants and plants from which we get fibres.
ó Explain the importance of animals to the students.
ó Teach the students that we get meat, egg, honey, fibres, leather, etc.

from the animals.
ó Evaluate the students asking them various questions related to the

importance of plants and animals.

40 GREEN Science Health and Physical Education Book-3

Importance of Plants and Animals

Plants and animals are very important for human beings. We get
different types of food items from plants and animals. We get
grains, vegetables, fruits, medicines, fibres, wood, etc. from plants.
Similarly, we get meat, milk, leather, wool, fibre, etc. from animals.
Therefore, plants and animals are very important for human beings.

Food Clothes Medicines Fibres

Fig.

6.1 Vegetables Meat leather
Fruits

Importance of Plants

1. Foods from plants
All animals depend on plants for food. Green plants can prepare
their own food by photosynthesis. Animals eat different parts of
plants as food. Human beings get cereals, pulses, fruits, vegetables,
medicines, fibres, timbers, firewood, etc. from plants.

i. Cereals

The plants from which we get grains are called cereals. Paddy,
wheat and maize are some examples of cereals. Most of our food
comes from cereals. They are rich in carbohydrates. We get energy
from the food prepared from cereals.

GREEN Science Health and Physical Education Book-3 41

Fig. Fig.6.2 Maize Wheat Millet
Paddy

ii. Pulses

Plants like beans, grams, peas, kidney beans and lentils are called
pulses. We use the seeds of pulses as our food. Pulses are rich in
proteins. They help in the growth and development of our body.

6.3
Beans Lentils Peas Grams

iii. Vegetables
We use different parts of some plants as vegetables. We eat root,
stem, leaves, flowers and fruits of some plants as vegetables.

Roots
We eat roots of radish, turnip, carrot, beetroot, etc. as vegetables.
They provide us vitamins and minerals.

Fig.

6.4 Turnip Carrot Beetroot
Radish

42 GREEN Science Health and Physical Education Book-3

Stem

We eat stems of potato, onion, garlic, ginger, etc. as vegetables.
They are rich in carbohydrates, vitamins and minerals.

Fig. Fig.6.5 Garlic Onion Ginger
Potatoes

Leaves

We eat leaves of cabbage, lettuce, mustard, spinach, etc. as
vegetables. They provide us vitamins and minerals.

6.6 Lettuce Mustard plant Spinach
Cabbage

Flowers

We eat flowers of cauliflower and broccoli as vegetables. They are
rich in vitamins and minerals.

Fig.

6.7 Broccoli
Cauliflower

GREEN Science Health and Physical Education Book-3 43

Fruits

We use fruits of tomato, brinjal, lady's finger, chilli, pumpkin,
gourd, etc. as vegetables. They are rich in vitamins and minerals.

Fig. Fig.6.8 Pumpkin Lady's finger Brinjal
Tomato

2. Fruits from plants

We get fruits from some plants like banana, mango, apple, orange,
guava, papaya, lychee, grapes and pomegranate. Most fruits taste
delicious. Fruits are rich in vitamins, minerals and carbohydrates.

Mango Apple Guava Grapes

6.9 Pomegranate Banana Lychee
Orange

3. Medicines from plants
Some plants and their parts are used to cure various diseases. These
plants are called medicinal plants. We use plants like neem, harro,
barro, amla, tulsi, sarpagandha, panchaule and mint as medicines.

44 GREEN Science Health and Physical Education Book-3

6.10Fig. Fig. Barro Neem Panchaule
Harro

4. Fibres from plants

We get fibres from some plants like cotton, jute, hemp, coconut, etc.
These fibres are used for making clothes, carpets, ropes, nest, sacks,
mats, etc.

6.11 Jute plant Hemp plant Coconut plant
Cotton plant

Importance of Animals

Animals are very important for human beings. We get milk, meat,
eggs, fibres and leather from animals. Therefore, animals are very
useful to us.

1. We get meat from goat, chicken, sheep, fish, etc. Meat is rich in
protein and helps in the growth and development of the body.

Fig.

6.12 Meat of goat Meat of chicken Meat of fish



GREEN Science Health and Physical Education Book-3 45

2. We get eggs from hens, ducks, geese, etc. Eggs are rich in
proteins and help in the growth and development of the body.

Fig. Fig.6.13 Duck and eggs Goose and eggs

Hen and eggs

3. We get milk from cow, buffalo, goat, etc. Milk is used to produce
curd, cheese, ice-cream, butter, sweets, etc.

6.14 Milk Curd Butter Ice-cream



4. We get honey and wax from honeybees. Honey is rich in proteins,
vitamins and minerals.

Fig.

6.15 Honey Wax (candle)

Honey bees in the hive

5. Some animals like oxen, buffaloes are used for ploughing the
field. Similarly, animals like donkey, horse, mule and buffalo
are used to carry loads from one place to another.

46 GREEN Science Health and Physical Education Book-3

Fig. Fig. Fig.6.16 Horse riding Donkey carrying loads

Ploughing the field

6. We get fibres from silkworms, sheep, mountain goat, rabbit,
etc. These fibres are used for making clothes. Similarly, we get
leather from goat, sheep, buffalo, etc. Leather is used for making
jacket, bag, purse, belt, shoes, etc.

6.17 Wool Leather shoes Leather purse
Silk fibre

7. Some animals like dog, cat, rabbit, etc. are kept at our homes
as pet animals. These animals give us company and pleasure.
Dogs guard our homes and cats kill rats.

6.18 Dog Cat Rabbit



Activity 1

Name any five animals that you have kept at your home. Write
down the importance of these animals.

GREEN Science Health and Physical Education Book-3 47

Exercise

1. Tick (√) the best answer from the given alternatives.

a. Cereals are rich in .......................

proteins carbohydrates vitamins

b. Beans, lentils and peas are called .......................

pulses vegetables cereals

c. Which of the following is a medicinal plant?

onion apple neem

d. We get silk from .......................

honey bees silkworms goats

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. Plants and animals are very useful to human beings.

b. Vegetables are rich in carbohydrates.

c. We get eggs from hens, ducks and geese.

d. Pet animals give us company and pleasure.

3. Fill in the blanks using appropriate words.
a. ......................... can prepare their own food.
b. Paddy, maize and wheat are called .........................
c. Fruits are rich in ......................... minerals and .........................
d. ......................... is used to produce curd, cheese and ice-cream.

48 GREEN Science Health and Physical Education Book-3

4. Answer the following questions.
a. What are cereals? Give any three examples.
b. Name any four plants from which we get pulses.
c. Give any three examples of vegetables.
d. What are medicinal plants? Give any four examples.
e. Name any three animals from which we get meat.
f. Name any two animals that are used to carry loads.
g. What are pet animals? Give any three examples.
h. Name any three animals from which we get fibre.

5. What do we get from the given animals? Write.
a. b. c. d.

6. Why are plants important for human beings? Write any three
points.

7. Why are animals important for human beings? Write any
three points.

GREEN Science Health and Physical Education Book-3 49

Sample Test Paper 1

Science and Environment

F.M.: 50
Time: 1 hr. 30 min.

1. Tick (√) the best answer from the given alternatives. 5

a. Humans, birds and snakes breathe through ........................

gills lungs stomata

b. Lion and tiger live in a ........................

den hole burrow

c. ........................ have flat front teeth for cutting plants.

herbivores carnivores omnivores

d. Which of the following is a nocturnal animal?

sheep dog cockroach

e. Which of the given plants produces flowers?

rose fern mushroom

2. Tick (√) the correct statement and cross (×) the incorrect one. 5
a. Birds and snakes lay eggs.
b. Cow and dog build their shelter themselves.
c. Omnivores do not eat flesh.
d. Rat and cat are warm-blooded animals.
e. Vegetables are rich in carbohydrates.

3. Fill in the blanks with appropriate words. 5

a. Most birds build ........................ to lay eggs.

b. The animals that feed on ........................are called carnivores.

c. ........................ animals become active in day time.

50 GREEN Science Health and Physical Education Book-3