Green Science 2 Final

3. Vegetables

We get different vegetables from Do You Know
plants. Vegetables are plants or parts
of plants like spinach, potato, cabbage, Vegetables are rich
carrot, tomato, cauliflower and onion. in vitamins, minerals
We use roots, stems, leaves, flowers and carbohydrates.
and fruits of some plants as vegetables. They protect us from
various diseases.

We eat roots of radish, carrot, turnip and beetroot as vegetables.
They are rich in vitamins and minerals.

Radish Carrot Turnip Beetroot

We eat stems of potato, onion, ginger Do You Know
and garlic as vegetables. They are rich
in carbohydrates. Potato is rich in
carbohydrates.

Onion, ginger
and garlic are rich
in vitamins and
minerals.

Potato Onion Ginger Garlic

We eat leaves of lettuce, spinach, cabbage and mustard as vegetables.
They are rich in vitamins and minerals.

GREEN Science, Health and Physical Education Book-2 51

We use flowers of cauliflower and broccoli as vegetables. They are
rich in vitamins, minerals and protein.

Cauliflower Broccoli

We get different fruits from plants. Do You Know
Mango, apple, papaya, orange,
banana, lychee, guava, plum, pear, Fruits provide us
grapes, watermelon and pomegranate vitamins, minerals
are some examples of fruits. Most and carbohydrates.
fruits are very tasty.
Most fruits taste
delicious.

Grapes Lychee Pomegranate

Pear Plum Guava

52 GREEN Science, Health and Physical Education Book-2

B. Food from Animals

We get a variety of foods from animals. We get milk, meat and eggs
from animals.

We get milk from cows, buffaloes and goats. Milk is used to make various
food items like curd, butter, cheese, ghee, ice-cream and sweets.

Milk Curd Butter

Cheese Ghee Ice-cream Sweets

We get meat from various animals Do You Know
like goat, sheep, buffalo, chicken, pig,
swine, turkey and fish. Meat is rich We get milk from
in protein. Meat helps in growth and cows, buffaloes and
development of our body. goats.

Milk helps us grow
strong and healthy.

Mutton Chicken Fish

GREEN Science, Health and Physical Education Book-2 53

We get eggs from different birds like hen, duck and goose. Eggs are
rich in proteins. They help us grow strong and healthy.

Hen and eggs Duck and eggs Goose and eggs

Exercise

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

a. Rice, wheat and maize are the examples of ............................

pulses cereals vegetables

b. Pulses are rich in ............................

proteins vitamins minerals

c. We eat the stem of ............................

mustard tomato potato

d. We eat flowers of ............................

mustard broccoli onion

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. We get food from plants and animals.
b. Roots of cabbage are used as vegetables.
c. We get eggs from cows and buffaloes.
d. Meat helps us grow strong and healthy.
e. Eggs are rich in proteins.

54 GREEN Science, Health and Physical Education Book-2

3. Fill in the blanks using appropriate words.
a. We get rice and bread from ............................
b. We eat ............................ of potato and onion.
c. ............................ is used to make curd, butter and ice-cream.
d. Meat is rich in ............................
e. We eat eggs of hens, ............................ and ............................

4. Match the following. Tomato and cabbage
a. Cereals Apple and mango
b. Vegetables Rice and wheat
c. Pulses Beans and peas
d. Fruits Cows and buffaloes
e. Eggs Hens and duck
f. Meat Goat and chicken
g. Milk

5. Answer the following questions.
a. Name any four food items that we get from plants.
b. What are cereals? Give any two examples.
c. What are pulses? Give any two examples.
d. Name any three plants whose leaves are used as
vegetables.
e. Name any three animals that give us meat.

GREEN Science, Health and Physical Education Book-2 55

6. Name the food item that we get from the following:
abcd

Activity 1

Name different types of food items that you eat. Write down the
sources and types of food in the given table.

S.N. Name of food Obtained from Sources of food
items (Plants/animals)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Project work

Name any five animals found in your home and surroundings.
Which food items do we get from these animals? Discuss with
your friends and family members.

56 GREEN Science, Health and Physical Education Book-2

Our Environment unit

9

Weighting Distribution (Approximate)
Teaching periods : 9 Marks (in %): 14

Learning Objectives

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

(i) introduce environment.

(ii) differentiate between clean and dirty environment.

(iii) introduce environmental pollution (air pollution, land
pollution, water pollution and noise pollution).

Word Power dirty sick
environment clean dust
sewage
unhealthy pollution smoke

industry garbage polythene

unpleasant annoying loudspeaker

Teaching Instructions

ó Provide the clear concept of environment to the students.
ó Demonstrate the pictures of clean and dirty environment.
ó Discuss the advantages of clean environment and disadvantages of

dirty environment.
ó Take the students for a field trip around the school premises and

discuss whether the environment is clean or dirty.
ó Introduce pollution and its types to the students.
ó Discuss the methods of reducing environmental pollution.
ó Evaluate the students asking them various questions related to

environment and environmental pollution.

GREEN Science, Health and Physical Education Book-2 57

Our Environment

Environment is the

natural world around

us. Different types of

plants and animals live

in the environment. The

environment is made of

non-living things and

living beings. It consists

of air, water, soil, plants,

and animals. We should

keep our environment Clean Environment
neat and clean. We

become fit and healthy in a clean environment.

Human beings play
a great role to make
the environment
dirty. We become sick
and unhealthy in the
dirty environment.
Therefore, we should
keep our surroundings
neat and clean.

Dirty Environment

Activity 1
Pay a visit in your locality.
Observe whether the environment is clean or dirty.
Suggest some ways to make the environment clean.

58 GREEN Science, Health and Physical Education Book-2

Environment Pollution

Environment pollution is the process of making our surroundings
dirty. It includes air pollution, land pollution, water pollution and
noise pollution.

1. Air pollution

Air pollution is the process Air pollution
of making air dirty. Dust
particles and smoke released Do You Know
from houses, vehicles
and industries cause air The process of making our
pollution. Similarly, the surroundings dirty is called
harmful gases released from environmental pollution.
decaying bodies and industries
also cause air pollution. We need Most human activities
fresh air to breathe. We fall sick are responsible for
in polluted air. Therefore, we environmental pollution.
should not pollute the air.

2. Land pollution

The process of making

land dirty is called land

pollution. People throw

plastics, pieces of glass,

paper and other things

on land. They throw

dead bodies of animals,

wastes and garbage

around them. These

activities cause land Land pollution
pollution. Polluted land

may spread various diseases. Therefore, we should try to reduce

land pollution.

GREEN Science, Health and Physical Education Book-2 59

3. Water pollution

The process of making water
dirty is called water pollution.

Throwing sewage, stool, urine, Water pollution
dead animals and polythene
bag cause water pollution.
Harmful chemicals released
from hospitals and industries
are the major causes of water
pollution.

We need pure water for drinking, bathing and washing. Dirty water
may spread various diseases. We become sick and unhealthy when
we drink polluted water. Therefore, we should not pollute water.

4. Noise pollution

Noise pollution is the
unwanted loud sound in
unwanted time. It annoys
or irritates us. We cannot
concentrate in a noisy place. It
becomes difficult to hear, read,
talk and sleep in a noisy place.

Loud sound produced from Noise pollution

vehicles, factories, loud speakers, aeroplanes and televisions are

main causes of noise pollution.

Noise pollution damages our hearing capacity. So, we should try to
reduce noise pollution.

Activity 1

Pay a visit around your home or school.
Observe the land, air and water carefully. Are they polluted or

not?
List the factors causing pollution in your surroundings.

60 GREEN Science, Health and Physical Education Book-2

Exercise

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

a. The natural world around us is called ............................

soil land environment

b. Environment consists of ............................ things.

living non-living living and non-living

c. The process of making environment dirty is called
............................ pollution.

water environment air

d. Harmful gases and smokes cause ............................ pollution

air noise water

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

a. The natural world around us is called environment.

b. Environment consists of living things only.
c. The process of making water dirty is called water

pollution.

d. We become healthy in polluted air.

e. Noise pollution damages our hearing capacity.

3. Fill in the blanks using appropriate words.
a. The natural world around us is called ............................
b. We should keep our environment neat and ............................
c. The process of making land dirty is called ............................
d. ............................ pollution damages our hearing capacity.

GREEN Science, Health and Physical Education Book-2 61

4. Match the following.

a. Environment pollution The process of making land dirty

b. Air pollution Unwanted loud noise

c. Water pollution The process of making
environment dirty

d. Land pollution The process of making air dirty

e. Noise pollution The process of making water
dirty

5. Answer the following questions.
a. What is environment?

b. What is environmental pollution?

c. What are four types of environmental pollution?
d. What is air pollution?
e. What is water pollution?

6. Name the type of pollution shown in the given figure.
abcd

Project work
Draw a neat figure showing the environment in your locality.

Put suitable colour in the picture.

Observe the environment in your locality and write any two
causes of:

a. Air pollution : i. ............................... ii. ...............................

b. Land pollution : i. ............................... ii. ...............................

c. Water pollution : i. ............................... ii. ...............................

d. Noise pollution : i. ............................... ii. ...............................

62 GREEN Science, Health and Physical Education Book-2

Objects of Different unit
Shapes
10

Weighting Distribution (Approximate)
Teaching periods : 3 Marks (in %): 5

Learning Objectives

After completing the study of this unit, students will be able to:
(i) identify different shapes of objects.
(ii) give examples of the objects of different shapes (e.g.

round, rectangular, circular, cylindrical and irregular).

Word Power

shapes size small big

solid liquid gas round

spherical rectangular circular fixed

cylindrical irregular

Teaching Instructions

ó Demonstrate cut-out pictures of different shapes (round or spherical,
rectangular, circular, cylindrical, irregular) to the students and ask
them to tell the shapes of these objects.

ó Demonstrate some real objects such as football, marble, orange, book,
chalk box, pencil, bottle, chalk, marker, brick, piece of brick, matchbox,
etc. to the students. Tell the shapes of those objects to the students one
by one.

ó Ask the students to draw the pictures of some round, rectangular,
circular, cylindrical and irregular objects.

ó Evaluate the students asking them to name the shapes of different
objects.

GREEN Science, Health and Physical Education Book-2 63

Objects of Different Shapes

A variety of substances are found around us. They may be solid,

liquid or gas. Stone, brick, wood and plastic are called solids. Water,

milk, kerosene and petrol are called liquids. Similarly, air and

smoke are called gases. Among these substances, solids have a fixed

shape and size. The common shapes Do You Know
of these substances are given below:
We use objects of

(i) Round (ii) Rectangular different shapes like
(iii) Circular (iv) Cylindrical round, rectangular,
circular, cylindrical and

(v) Irregular irregular.

The substances around

1. Some round objects us may be solid, liquid
Objects like football, volleyball, or gas.

marble, orange, cricket ball and basketball are round in shape.

Football Marble Basketball Orange

2. Some rectangular objects

Objects like matchbox, book, notebook, brick, table, blackboard,
chalk box and carton are rectangular in shape.

Match box Book Brick Carton

64 GREEN Science, Health and Physical Education Book-2

3. Some circular objects
Objects like tyre, bangle, ring and rubber band are circular in shape.

Tyre Ring Bangle Rubber band

4. Some cylindrical objects

Objects like pencil, chalk, tube light, drum, bottle, wooden log and
iron pipe are cylindrical in shape.

Pencil Chalk Tube light Drum

5. Some irregular objects

Objects like stone, piece of brick, piece of broken glass, shoes and
leaf have irregular shape.

Stone Piece of brick Pieces of broken Shoe
glass

Activity 1

Observe different types of objects kept in your study room and
write down the shapes of these objects.

GREEN Science, Health and Physical Education Book-2 65

Activity 2

Draw picture of any two round, rectangular, circular, cylindrical
and irregular objects. Put suitable colours on them.

Exercise

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

a. Which of the given substances have a fixed shape?

solid liquid gas

b. What is the shape of a basketball?

rectangular circular round

c. What is the shape of a bangle?

round circular cylindrical

d. Which of the following is a rectangular object?

tyre tubelight book

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. Water and milk are called solids.
b. The shape of a volleyball is round.
c. Tyres of a motorcycle are circular in shape.
d. The shape of a leaf is irregular.

3. Fill in the blanks with appropriate words.
a. The shape of a matchbox is ............................
b. The shape of basketball and pumpkin is ............................
c. Stone and leaf are ............................ in shape.
d. The shape of tubelight and drum is ............................

66 GREEN Science, Health and Physical Education Book-2

4. Match the following. d
a. Round

b. Circular

c. Rectangular

d. Cylindrical

e. Irregular
5. Answer the following questions.

a. Name any three round objects.
b. Name any three circular objects.
c. Name any three cylindrical objects.
d. What is the shape of a football?
e. What is the shape of a book?
6. Identify the shapes of the given objects.
abc

Project work

Observe various things present in your surroundings. Identify
their shapes and fill in the given table.

S.N. Circular Rectangular Cylindrical Irregular
objects objects
objects objects

1.

2.

3.

4.

GREEN Science, Health and Physical Education Book-2 67

Matter of Different Colour, unit
Taste and Smell
11

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) identify the colours of different objects.
(ii) sense and express the tastes of different objects.
(iii) sense and express the smell of different objects.

Word Power taste smell red
colour white purple black
green brown orange pink
yellow salt garbage sewage
bitter stool urine
waste

Teaching Instructions

ó Demonstrate objects of various colours and ask the students to name
the colours of those objects.

ó Demonstrate the chart of different colours to the students and introduce
various colours to them.

ó Explain the different types of tastes that we can feel.
ó Faciliate the concept of good smell and bad smell to the students giving

some examples.
ó Evaluate the students asking them various questions related to colour,

taste and smell.

68 GREEN Science, Health and Physical Education Book-2

A. Matter of Different Colours

A variety of substances are found in our surroundings. They have
different colour. Leaves of plants are green. Apple, tomato and
chilly are red. Banana, sunflower and gold are yellow. Snow, cotton,
milk and curd are white. The sky is blue. Some objects of different
colours are shown below:

Leaf is green. Apple is red. Tomato is red.

Sunflower is yellow. Sky is blue. Milk is white.

Banana is yellow. Guava is green. Mango is yellow.

GREEN Science, Health and Physical Education Book-2 69

My bag is black. My shirt is pink. My sweater is purple.

This flower is white. This flower is pink. This flower is purple.

B. Foods of Different Taste

We eat different types of foods. They Do You Know
have different tastes. Our tongue can
detect four types of tastes. They are Tongue helps us to get
sweet, sour, salty and bitter. taste of different food
items.

1. Sweet, sugar, chocolate and fruits like banana, apple, mango,
papaya and orange taste sweet.

Sweets Sugar Chocolate Mango

2. Some fruits like lemon, citrus and lime taste sour. Green mango
also tastes sour.

70 GREEN Science, Health and Physical Education Book-2

Lemon Citrus Lime Green mango

3. Salt tastes salty and a bitter gourd tastes bitter.

Salt Bitter gourd

C. Things of Different Smell

Our nose can detect different types of smell. Smell may be good
or bad. Flowers, fruits, spices and perfumes have good smell.
Substances like stool, urine, garbage, sewage and other decaying
substances have bad smell. We like good smell and we don't like
bad smell.
Some substances having good smell are given below:

Flowers Fruits Perfume

GREEN Science, Health and Physical Education Book-2 71

Some substances having bad smell are given below:

Dead animal Garbage Sewage

Exercise

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

a. The colour of leaves is .......................

red white green

b. The colour of a sunflower is .......................

yellow black red

c. The taste of sugar is .......................

bitter sweet sour

d. The smell of flowers is .......................

good bad very bad

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. The colour of a tomato is yellow.
b. The colour of snow is white.
c. The taste of a lemon is salty.
d. The smell of a flower is good.

72 GREEN Science, Health and Physical Education Book-2

3. Match the following.

a. Yellow

b. White

c. Red

d. Pink

e. Green
4. Answer the following questions.

a. Name any four colours.
b. What is the colour of leaves?
c. What is the taste of a lemon?
d. Name any three things having good smell.
e. Name any three things having bad smell.

Project work
Observe various things in your classroom and write down

their colours.
Name some food items that you have eaten. Also, write their

tastes.
Observe the things around us having good smell and bad

smell.

GREEN Science, Health and Physical Education Book-2 73

Hard and Soft unit
Substances
12

Weighting Distribution (Approximate)
Teaching periods : 2 Marks (in %): 3

Learning Objectives

After completing the study of this unit, students will be able to:
(i) identify hard and soft substances.
(ii) name some hard and soft substances.

Word Power

hard soft touch wood
cement
cotton bread butter sensation

metal useful feel

Teaching Instructions

ó Demonstrate some hard and soft substances to the students.
ó Let the students touch and feel hard and soft substances.
ó Demonstrate cut-out pictures of hard and soft substances to the

students.
ó Describe the students that we can feel hard and soft substances by

touching them . Tell the students that skin is the sense organ that helps
us to feel hard and soft objects.
ó Evaluate the students asking them various questions related to the
texture of the substances.

74 GREEN Science, Health and Physical Education Book-2

Hard and Soft Substances

Different types of things are found around us. Most of them are
hard and some of them are soft. Stone, brick, wood, glass, iron,
steel, bucket, pen, pencil and plate are some examples of hard
substances. Some hard substances are given below:

Stone Brick Wood Glass

Cup Book Pen Sharpener

Substances like butter, cotton, flower, Do You Know
curd, rice, bread, wool, ripened
mango, ripened banana and ripened The things made of
papaya are some examples of soft metal, wood and
substances. stone are hard.

Butter Cotton Flower Curd

Rice Wool Sweets Ripened papaya

GREEN Science, Health and Physical Education Book-2 75

Both hard and soft substances are useful for Do You Know
us. We know whether a substance is hard or
soft by touching it. Skin is the sense organ Our foods,
which gives us the sensation of touch. ripened fruits
and vegetables
are soft.

Activity 1
Observe any five hard substances that are kept in your home.

Write their names too.

Observe any five soft substances that are kept in your home.
Write their names too.

Exercise

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

curd butter wood

b. Which of the following is a soft substance?

stone brick flower

c. Which sense organ helps us to touch things?

skin eye nose

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. Book and wood are hard substances.
b. Butter and cream are soft substances.
c. We use our nose to touch things.
d. Hard substances are not useful.

76 GREEN Science, Health and Physical Education Book-2

3. Fill in the blanks using appropriate words.
a. Glass and stone are ......................... substances.
b. Curd and sweet are ......................... substances.
c. ......................... helps us to touch things.
d. ......................... gives us the sensation of touch.

4. Name any three hard substances.
5. Name any three soft substances.
6. Study the figures given below and write whether they are

hard or soft.
ab c

Project work
Prepare a list of hard substances that you have in your school

bag.
Prepare a list of soft substances that are found in your home.

GREEN Science, Health and Physical Education Book-2 77

Sources of Heat and unit
13
Light

Weighting Distribution (Approximate)
Teaching periods : 2 Marks (in %): 3

Learning Objectives

After completing the study of this unit, students will be able to:
(i) identify different sources of heat and light.
(ii) state some sources of heat and light.
(iii) name the main sources of heat and light.

Word Power

heat light energy sensation

warmth cook absence kerosene

coal biogas LP gas burn

lantern emit

Teaching Instructions

ó Demonstrate cut-out pictures of the sources of heat and light to the
students.

ó Demonstrate some real sources of heat and light like heater, burning,
matchstick, burning candle, the sun, fire, etc.

ó Let the students touch the sources of heat and light carefully. Tell the
students that very hot objects burn our skin if we touch them.

ó Evaluate the students asking various questions related to sources of
heat and light.

78 GREEN Science, Health and Physical Education Book-2

Sources of Heat

The substances that give heat are called the sources of heat. Burning
coal, heater, fire, burning candle, bio-gas, kerosene and LP gas are
the sources of heat. Heat is a form of energy which gives us the
sensation of warmth. The sun is the main source of heat energy. We
feel hot during the day due to the heat of the sun. Similarly, we feel
cold at night due to the absence of the sun. We burn firewood, coal,
kerosene, bio-gas and LP gas to get heat for cooking our food. Some
sources of heat and light are given below.

Sun Fire and firewood Burning coal

Heater Flame of LP gas Burning candle

Sources of light

During day time, we see things around us due to the presence
of light. At night or in the dark, we cannot see things due to the
absence of light. So, we use different sources of light such as torch
light, candle, electric bulb and kerosene lamp to get light.

The sun is the major source of light on the earth. The common
sources of light that we use in our day to day life are electric bulb,
torch light, kerosene lamp, candle, lantern, tube-light and CFL.

GREEN Science, Health and Physical Education Book-2 79

Burning firewood, burning coal and burning LP gas also emit light.
The substances from which we can get light are called the sources
of light. Some sources of light are given below:

Sun Lighting electric bulb Torchlight

Lantern Burning candle CFL bulb

Activity 1 Do You Know
Write any five sources of light
The sun, stars moon
that you use at your home. and firefly are some
natural sources of
Write any three sources of heat light.
that you use at your home.
Very hot substances
emit light.

Exercise

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

a. The main source of heat and light on the earth is ...................

the sun the moon electric bulb

b. Firewood, burning coal and heater are the sources of ...............

heat sound light

80 GREEN Science, Health and Physical Education Book-2

c. We use electric bulb, lamp and candle to get ...................

energy light heat

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. The sun is the main source of heat and light energy.
b. Torchlight is used to get heat.
c. We use heater to get light.
d. Very hot objects emit light.

3. Fill in the blanks using appropriate words:
a. The ......................... is the main source of heat and light.
b. Candle and CFL are the sources of .........................
c. We get ......................... from burning coal.
d. We get ......................... from torchlight.

4. Answer the following questions.
a. What is heat?
b. What are sources of heat? Give any two examples.
c. What is light?
d. What are sources of light? Give any two examples.
e. Name any two natural sources of light.

5. Study the given figures and name them.

a. b. c.


GREEN Science, Health and Physical Education Book-2 81

Uses of Heat and Light unit

14

Weighting Distribution (Approximate)
Teaching periods : 2 Marks (in %): 3

Learning Objectives

After completing the study of this unit, students will be able to:
(i) explain the uses of heat.
(ii) explain the uses of light.

Word Power dry warm
cook photosynthesis calculator
prepare photographs solar
heater

Teaching Instructions

ó Demonstrate cut-out pictures of various uses of heat and explain them
to the students.

ó Demonstrate cut-out pictures of various uses of light and explain them
to the students.

ó Ask the students why they use the sources of heat and light.
ó Explain the students that the heat and light of the sun is useful for all

living beings on the earth.
ó Evaluate the students asking various questions related to uses of heat

and light.

82 GREEN Science, Health and Physical Education Book-2

Uses of Heat and Light

Both heat and light are very useful to us. Heat helps to keep our
body warm. Light makes things visible. The heat of the sun is
useful for all animals and plants on the earth. Animals get food
from plants. Green plants use sunlight to prepare their food.

Uses of heat Do You Know

The main uses of heat are given below: The sun is the main
1. Heat is used to cook our food. source of heat and
2. It is used to dry wet clothes. light for the earth.
3. It is used to keep us warm.
All living beings
depend on the light
and heat of the sun.

4. It is used to dry crops, fruits, seeds and vegetables.

Cooking food Drying clothes Drying crops

Sunbath Making body warm Warming body

Uses of light

The main uses of light are given below:
1. Light is used to see things.

GREEN Science, Health and Physical Education Book-2 83

2. Light is used for reading and writing.
3. Light is used to take photographs.
4. Light is used at night to walk.
5. Sunlight is used by green plants to prepare food.
6. Sunlight is used to run photocell, solar water heater, solar car,

solar calculator.

Torch light Reading a book Solar car
Photosynthesis Solar water heater
Activity 1

Prepare a list of
major sources of
heat and light that
are used at your
home.

Exercise

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

a. Heat is used to ..................

cook food read book walk at night

b. Sunlight is used by green plants to ..................

keep their body warm to see things

prepare their food

84 GREEN Science, Health and Physical Education Book-2

c. Which of the following things is used to walk at night?

torchlight heater lamp

2. Fill in the blanks using appropriate words.
a. We use ......................... to cook our food.
b. ......................... keeps our body warm.
c. Plants use ......................... to prepare their food.
d. We use ......................... to dry our wet clothes.

3. Write any two uses of heat.

4. Write any two uses of light.

Project work
Take a hand lens and a piece of paper and go to a sunny place.

Focus the sunlight on the piece of paper using the hand lens.

What happens after sometime? Does the paper burn? Why?
Discuss in your class.

GREEN Science, Health and Physical Education Book-2 85

The Sunny Day unit

15

Weighting Distribution (Approximate)
Teaching periods : 2 Marks (in %): 3

Learning Objectives

After completing the study of this unit, students will be able to:
(i) identify a sunny day and a cloudy day.
(ii) differentiate between a sunny day and a cloudy day.
(iii) state some uses of sunlight.

Word Power

sunny cloudy sky block
solar
clouds sunshine bright clear

drying grains fire

Teaching Instructions

ó Demonstrate cut-out pictures of a sunny day and a cloudy day to the
students.

ó Describe the features of a sunny day and a cloudy day and differentiate
between them.

ó Take the students outside the classroom and let them observe the
surroundings. Tell them to identify whether the day is sunny or cloudy.

ó Describe the uses of sunlight to the students.
ó Evaluate the students asking them various questions related to a sunny

day.

86 GREEN Science, Health and Physical Education Book-2

The Sunny Day

The sun is the main source of light Do You Know
and heat on the earth. If the sky is
clear, we get the bright sunshine in A day with the bright
the day time. It is called the sunny sunshine is called the
day. sunny day.

When we look up at the sky on a clear Sunny day
day, we can see a bright object in the
sky, i.e. the sun. The sun is a very hot
ball of fire which gives out heat and
light. The sun shines brightly during
the day. We see all the things around
us due to the presence of bright
sunlight. We get more heat and light
on a sunny day than that on a cloudy
day.

In some days, clouds appear in the sky.
These clouds block the sunlight. This
day is called a cloudy day. Cloudy
days are less bright and warmer than
sunny days. We feel cold and less
bright on cloudy days.

Cloudy day

Sunlight is very useful for plants and Do You Know
animals. Green plants use sunlight to
prepare their food. Sunlight makes A day having clouds
the day bright. So, it helps us to see in the sky is called a
things. The heat of the sun keeps our cloudy day.

body warm. People bask in the sun in winter. The heat of the sun is

used to dry clothes and grains. Now-a-days, solar energy is used to

make photo cell, solar water heater, solar cooker and solar car.

GREEN Science, Health and Physical Education Book-2 87

Sun bathing Drying clothes Drying grains

Activity 1
Observe the weather conditions of the day for a week and keep

record whether the days are sunny or cloudy.

Write down two features of each sunny day and cloudy day.

Exercise

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

a. Which of the following is the main source of heat and light?

sun moon star

b. The day with bright sunshine is called a .........................

cloudy day sunny day rainy day

c. The day with clouds in the sky is called a .........................

rainy day sunny day cloudy day

d. We feel warm on a .........................

sunny day cloudy day rainy day

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. The sun is the main source of heat and light.

b. The day with clouds in the sky is called a sunny day.

c. Clouds in the sky block the sunlight.

d. Cloudy days are brighter than the sunny days.

88 GREEN Science, Health and Physical Education Book-2

3. Fill in the blanks using appropriate words.
a. We get heat and ......................... from the sun.
b. Green plants use sunlight to .........................
c. We feel ......................... in sunny days.
d. The day with clouds in the sky is called .........................

4. Answer the following questions.
a. What is a sunny day?
b. What is a cloudy day?
c. Write any two features of a cloudy day.
d. Why do we feel cold on a cloudy day?
e. Write any three uses of solar energy.

5. Observe the given figure and
identify whether it is a sunny day
or a cloudy day. Write any two
points to support your answer.

Project work
Take two glasses of steel. Keep one glass in bright sunshine

and another in a shadow.
Touch the glasses after 20 minutes. What do you feel? Which

glass is hotter? Why? Discuss in your classroom.

GREEN Science, Health and Physical Education Book-2 89

Shadow unit

16

Weighting Distribution (Approximate)
Teaching periods : 5 Marks (in %): 8

Learning Objectives

After completing the study of this unit, students will be able to:
(i) identify the shadows of various objects.
(ii) say the conditions required for the formation of the

shadows.

Word Power

shadow block transparent opaque

dark patch cast behind

way eclipse new moon full moon

Teaching Instructions

ó Give the concept of transparent and opaque objects to the students
with examples.

ó Introduce shadow to the students with some activities.
ó Explain the process of formation of shadow.
ó Demonstrate the students that the shadow of the same body may differ

in size due to difference in distance between the source of light and the
opaque object.
ó Introduce eclipse to the students and state its types.
ó Evaluate the students asking them various questions related to shadow
and eclipse.

90 GREEN Science, Health and Physical Education Book-2

Shadow

A variety of things are found around Do You Know
us. Some of them allow light to pass
through and some do not. Some The objects that allow
objects like glass, air, water and thin light to pass through
plastic allow light to pass through them are called
them. These objects are called transparent objects.
transparent objects.
Examples: glass, air,
water, etc.

Some objects like stone, brick, wood, paper, wall and clothes do not
allow light to pass through them. These objects are called opaque
objects.

Glass slab Wooden block

Fig. (a) Fig. (b)

In fig. (a), the glass slab allows light Do You Know
to pass through it. So, glass is called
a transparent object. In fig. (b), the A shadow is the dark
wooden block does not allow light to patch formed behind
an opaque object when

pass through it. So, wood is called an the object blocks the
opaque object. light coming from a
source.
Light always travels in a straight

line. When an opaque object is kept in front of a source of light,

the object forms a dark patch behind it. This dark patch is called a

shadow.

A shadow is formed when an opaque body blocks the light coming
from a source.

GREEN Science, Health and Physical Education Book-2 91

Shadow of a tree Shadow of a man Shadows of clothes

The size of a shadow depends on the size of an object. A small object
casts a small shadow and a big object casts a big shadow. Similarly,
the size of a shadow also depends on the distance between a source
of light and an opaque object that blocks the light.

Shadows are also formed when the sunlight is blocked by opaque
objects. Clouds block the sunlight and shadows are formed on the
earth.

Sometimes the earth blocks Lunar eclipse
the light coming from the
sun and casts shadows on
the moon. This condition is
called a lunar eclipse. Have
you heard about a lunar
eclipse? A lunar eclipse
occurs in full moon night.

Sometimes the moon blocks Solar eclipse
the light coming from the
sun and casts its shadow
on the earth. This condition
is called a solar eclipse. A
day becomes dark during a
solar eclipse. A solar eclipse
occurs in new moon day.

92 GREEN Science, Health and Physical Education Book-2

Activity 1

Go outside the classroom on a sunny day and observe shadows
of different objects.

Go to a place having bright sunshine and observe your own
shadow in the morning, afternoon and evening. What is the
difference in the size of the shadow? Discuss in your classroom.

Exercise

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

a. Which of the following is a transparent object?

wood glass brick

b. Which of the following is an opaque object?

stone air water

c. A shadow is formed when an opaque body blocks the ............

light heat sound

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. A brick is a transparent object.

b. Air is an opaque object.
c. Light is not required to form a shadow.

d. Big objects form big shadows.

3. Fill in the blanks using appropriate words.
a. Glass, air and ......................... are transparent objects.
b. Brick, wood and stone are ......................... objects.
c. A ......................... is a dark patch behind an opaque object.
d. When the shadow of the earth falls on the moon, it is called
a ......................... eclipse.

GREEN Science, Health and Physical Education Book-2 93

4. Answer the following questions.
a. What are transparent objects? Give any two examples.
b. What are opaque objects? Give any two examples.
c. What is a shadow?
d. How is a shadow formed?
e. What is a lunar eclipse? Which day does it occur?
f. What is a solar eclipse? Which day does it occur?

5. Name the types of the eclipse shown in the given figure.

Project work
Draw a neat figure of a lunar eclipse and put suitable colour in

the picture.

94 GREEN Science, Health and Physical Education Book-2

Our Earth unit

17

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) introduce the earth.
(ii) describe various forms of the earth's surface.

Word Power

earth surface plain valley

hilly mountain river lake

sea ocean desert forest

grassland flat planet

Teaching Instructions

ó Introduce earth to the students.
ó Explain various landforms on the earth's surface, viz. plain, hill, valley,

mountain, etc.
ó Define plain, hill, mountain and valley.
ó Take the students outside the classroom and let them observe the land

surface. Let them identify the type of the land surface.
ó Teach the students that two-thirds of the earth's surface are covered

with water.
ó Introduce rivers, lakes, seas, oceans, etc. to the students.
ó Evaluate the students asking them various questions related to the

earth.
GREEN Science, Health and Physical Education Book-2 95

Our Earth

The earth is our home planet. Different types
of plants and animals live on the earth. The
shape of the earth is round like an orange.
However, it appears flat as we see a very small
portion of the earth.

The earth is made of land and water. Only

one-third of the earth is made of land. Land Earth
consists of soil and stones. Land is found in

different forms. They are plains, valleys, hills and mountains.

Plain Valley Hill Mountain

A large area of flat land is called the plain. The Terai region of

Nepal is the plain area. A hill is the land which is higher than the

land around it. There are many hills in Nepal. A very high hill with

slopes is called a mountain. There are many mountains in Nepal.

Mt. Everest is the tallest mountain in the world. A valley is the

area of low land which remains surrounded by hills or mountains.

Kathmandu valley, Pokhara valley and Dang Valley are some

valleys of Nepal.

We make houses, schools and roads on the surface of the land.
Forests, grasslands, deserts are also found on land.

Water covers two-thirds of the earth's surface. It includes various
bodies like rivers, lakes, ponds, seas and oceans.

Karnali river Rara lake Ocean

96 GREEN Science, Health and Physical Education Book-2

Exercise

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

a. The shape of the earth is like ...................

a pumpkin an orange an apple

b. The earth is made of land and ...................

water stone soil

c. A large area of flat land is called the ...................

mountain hill plain

d. Kathmandu is an example of a ...................

valley hill plain

2. Put a tick (√) for the correct statement and a cross (×) for the
incorrect one.
a. The earth is made of land and water.

b. A large area of flat land is called a hill.

c. Mt. Everest is the tallest mountain in the world.

d. Water covers one-third of the earth's surface.

3. Fill in the blanks using appropriate words.
a. The surface of the earth consists of ................... and ...................

b. Land consists of soil and ...................

c. The area of low land which remains surrounded by hills is
called a ...................

d. Pokhara is an example of a ...................

GREEN Science, Health and Physical Education Book-2 97

4. Answer the following questions.

a. What is the earth made of?
b. What is the plain? Which region of Nepal is called the plain?
c. What is a hill?
d. What is a mountain? Name the tallest mountain in the world.
e. What is a valley? Give one example.

5. Identify the land forms given below: c
ab

Project work
Observe the form of the land in your surroundings.
Identify whether it is a plain,a hill, a valley or a mountain.
Draw a neat figure of that land form and colour it.

98 GREEN Science, Health and Physical Education Book-2

Day and Night unit

18

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) identify day and night.

(ii) tell the cause of occurrence of day and night on the
earth.

Word Power

day night rotate

orbit axis rotation change

season revolution

Teaching Instructions

ó Explain the features of day and night to the students.

ó Take a ball and spin it slowly to give the concept of the rotation of the earth.

ó Now, perform the following activities to describe the formation of day and
night.

- Take a torchlight and a ball.

- Keep the ball on a table and light the torchlight in front of the ball. Do all
parts of the ball get the light from the torch?

- Only half portion of the ball gets light and another half does not get light.

- Now, rotate the ball anti-clockwise slowly and let the students observe
it carefully. The lighted portion gets dark and the dark portion gets light
while rotating the ball.

ó Now, describe the formation of day and night on the earth with the help of
this activity. In this activity, the torchlight acts as the sun and the ball acts as
the earth.

GREEN Science, Health and Physical Education Book-2 99

Day and Night

The earth rotates or spins on its own path called axis. It is called
rotation. It takes 24 hours to complete one rotation. The rotation
of the earth causes day and night. During the rotation of the earth,
one half of the earth gets sunlight and we observe day time there.
At the same time, the other half of the earth does not get sunlight
and remains dark. In this half, we observe night.

Night Activity 1

Day Take a top and spin. Now,
describe the rotation of the
Sun Earth earth with the help of the
Formation of day and night rotation/spinning of the
top.

The earth keeps on rotating. So, occurrence of day and night takes
place in all parts of the earth.

We perform various activities during Do You Know
the day time. We play, we walk, we
run, we go to market and we go to The half portion of the
school during the day time. Most earth that gets sunlight
animals remain active during day has a day and the
time. But some animals become other half of the earth
active at night. We take rest and sleep which does not get
at night. sunlight has night.

The earth moves around the sun on Do You Know
its own path. This process is called
revolution. The earth takes one The movement of the
year or 365 days to complete one earth around the sun is
revolution. The revolution of the called revolution.
earth causes change in seasons on
the earth. The earth takes one
year or 365 days
to complete one
revolution.

100 GREEN Science, Health and Physical Education Book-2