Modern Concept
Science
1Health and Physical Education
Authors
Chinta Mani Panthee
M.Sc., B.Ed., Ph.D. Scholar
Kamal Neupane Shishir Kumar Datta
M.Sc. B.Sc., B.Ed., M.A.
NOVA
Publication
Satungal, Kathmandu, Nepal
Tel: 01-4230545
E-mail: [email protected]
Modern Concept
Science
1Health and Physical Education
Publisher & Distributor
Nova Publication (Pvt) Ltd.
Satungal, Kathmandu, Nepal
Tel: 0977-1-4230545
Authors
Chinta Mani Panthee
Kamal Neupane
Shishir Kumar Datta
Editor
Romharsh Panthi
Edition
First, 2075
Revised, 2076
© Copyright
Chinta Mani Panthee
Computer Layout
Ramnath Sunuwar
Printed at:
Nepal
Road Map to the Teachers
Science is a systematic study of the phenomena occurring in the world. Development of
science and teaching is a great achievement of the 21st century. So, understanding the
facts, concepts, laws and principles of science is very essential rather than rote learning.
Teaching inside a classroom in a formative assessment-oriented way is not a goal of
teaching-learning activities. The effective teaching-learning activities help students
to achieve the goals of life by gaining knowledge, skills and values of life. Therefore,
various teaching learning activities can be adopted to science according to nature of
the branch, area, topic and sub-topics. For effective teaching learning process teachers
are expected to emphasize the use of various teaching learning tools, techniques and
materials. They are also expected to use the local teaching learning materials as far
as possible. To achieve the goal of teaching learning process, we can adopt various
methods according to situation, place and interest of the students.
If a teacher flies, then the students run.
If a teacher runs, then the students walk.
If a teacher walks, then the students sit.
If a teacher sits, then the students sleep.
Facilitating Learning
Facilitating learning includes the teaching learning processes which are easier, faster
and sustainable. Teachers need to facilitate true learning experience by using effective
process of teaching-learning activities. The teaching learning facilitation process
includes different methods. Some of them are given below:
i. Lecture method: Oral presentations to a large group of passive students contribute
very little to real learning. In most of the cases of group teaching, lecturing skills
and experience of the teachers do not correlate students’ grades. Despite the
limitations of the lecture method, it is an alternative method in a situation with
limited resources.
ii. Discussion method: The level of students’ participation in learning activities is
expected more in a discussion method. It can be:
a. Teacher- centered: Here, students answer the teacher’s questions.
b. Student-centered: In this method, students address to each other, and the
teacher mainly guides the discussion towards the important points.
iii. Demonstration method: It is an effective way to illustrate concepts in the class.
Mostly, the use of everyday objects for the demonstration of scientific phenomena is
more effective. Students’ interest is increased if they are asked to make predictions
about the possible outcomes. In this method, the teacher’s careful attention to
engage all students is mandatory. Otherwise, it may result in a passive learning.
iv. Question-answer method: Questioning is an old strategy. The steps of this method
are: Prepare questions and arrange them in a logical sequence to increase the
curiosity of the students.
Ask new questions by linking them with the learners’ response.
v. Field study: Teaching various natural phenomena in a scientific way becomes
more effective when students learn by going on a real field visit. Field visits to
botanical gardens, research centers, industries, zoo, etc. are important in the sense
of real learning through experience.
vi. Experimental method: Teaching science without an experimental method is not
an effective teaching-learning activity. Experimentation is essential for scientific
knowledge and understanding. So, teachers are requested to allow various
activities and experiments inside and outside the classroom.
vii Mini Project Method: Knowledge and skill gained through practical work and
project work are more sustainable. It outlines what our students need to know in
this era of science and technology. It is an educational approach in teaching by an
intellectual effort of students or students and teacher together.
Project Based Learning (PBL): It is an authentic learning activity that fosters
students’ interest and motivation. It provides skill as well as contents to the
students in 21st century. So, we request teachers to give a chapter wise or term
wise project work for effective science teaching-learning activities.
viii. Problem solving method: It is a student-centered strategy. It requires students to
become active participants in the learning process. In this method, students are
presented with problems, which require them to find scientific solutions.
1. A Course Plan:
Teaching in an organized way results in real learning outcomes. Course content is a
matter of more concern. A syllabus includes the organization of topics into an outline
of course of study, examinations, and grading schemes
i. Weighting Distribution in Science and Environment
S.No Area Units Approximate Approximate
Periods Marks (%)
i. Living Beings 1. Living Things 33 52
2. Features of Living Things
3. Non-living Things
4. The World of Plants
5. Different Parts of a Plant
6. Different Parts of Animals
7. Animals and Plants
8. Different Types of Animals
9. Shelter of Animals
10. Animals and Their Babies
11. Animals with Horns and Tail
12. Animals with Wings
13. Care of Animals
14. Care of Plants
ii. Environment 15. My Surroundings 9 14
15 23
iii. Matter and 16. Water 7 11
Energy 17. Shape and Size
iv. Earth and 18. Weather
Space Science
Total 64 100
ii. Weighting Distribution in Health Education
S.No Area Units Approximate Approximate
Periods Marks (%)
i. Personal Hygiene 19. Personal Hygiene 10 31
ii. Environmental 20. Clean House and School 5 16
Sanitation 21. Food from Plants
6 19
iii. Nutrients and
Food
iv. Diseases 22. I am Healthy 5 16
23. Keeping Ourselves Safe 4 12
v. Safety and
First Aid
vi. Health Services 24. Health Post 26
Total 32 100
iii. Weighting Distribution in Physical Education
S.No Area Units Approximate Approximate
Periods Marks (%)
i. Basic Skills of 25. Basic Skills of Physical Education 7 11
Physical 26. Moving Skills of Physical
Education
Education
27. Static Skills of Physical Education
ii. Physical Training 28. Physical Training 12 19
and Drill 29. Drill (Kawaj)
iii. Simple and Local 30. Simple Games 69
Games 31. Local Games
iv. Creative Games 32. Story Based Games 69
33. Acting Based Games
v. Ball Games 34. Ball Games 17 27
vi. Gymnastics and 35. Gymnastics 69
Body Balancing 36. Body Balancing
vii. Local Curriculum 10 15
Total 64 100
2. Use of Technology in the Contemporary Teaching Strategy:
The 21st century science teachers are concerned about preparing today’s children for
tomorrow’s world. A major challenge for the teachers is to meet the target of the 21st
century learning outcomes. Teachers can use technology in the classroom to exploit
the learning of their students. It develops the interest of students in new theories and
inventions in the field of science.
i. ICT guideline:
Audiovisual classes are more effective over lecturing methods. The use of smart
boards in classrooms, teaching softwares online classes, are the practices to introduce
technology in teaching. A projector screen, computer, and sound system are required to
use technology in a classroom.
ii. Use of power point:
Teachers can prepare power point slides or directly download from different sites.
Some web links to search: www.slideshare.net , www.powershow.com, etc.
iii. Use of discs:
Playing course related discs (DVDs) can help students in learning. Such discs are
available in the market.
iv. Use of videos or documentaries:
Google search can give us links for so many videos like www.sciencechannel.com .
Similarly, free download of videos/ documentaries is possible from www.youtube.com
3. Way to Proceed the Unit From This Book:
The first page of each unit drives the whole chapter.
i. The course of study issued by CDC and its learning objectives are given in
the rst page to keep the teachers and students through their paces.
ii. The terms and terminologies on the same page are from screening of the
chapter. It helps to understand the whole unit. Teachers are expected to
explain the di culties of the students.
iii. Teachers can make students, follow the highlighted de nitions, catchy
memory plus box and bubble box on the pages inside the chapter for a quick
look on important points to be remembered.
iv. Facts with reasons are given along with the sub-topic to understand the
scienti c concepts.
v. Before exercise problems, a practice of di erent level of questions (knowledge,
understanding, application, and higher ability) with their answer as answer
writing skill is provided. After that, the students are allowed to do exercise
from step 1 to step 4.
Contents
SCIENCE AND ENVIRONMENT 1 - 96
Unit 1 Living Things 1
Unit 2 Features of Living Things 5
Unit 3 Non-Living Things 9
Unit 4 The World of Plants 16
Unit 5 Different Parts of a Plant 23
Unit 6 Different Parts of Animals 32
Unit 7 Animals and Plants 36
Unit 8 Different Types of Animals 41
Unit 9 Shelter of Animals 48
Unit 10 Animals and their Babies 54
Unit 11 Animals with Horns and Tail 58
Unit 12 Animals with Wings 63
Unit 13 Care of Animals 66
Unit 14 Care of Plants 71
Unit 15 My Surroundings 75
Unit 16 Water 80
Unit 17 Shape and Size 84
Unit 18 Weather 88
HEALTH EDUCATION 97 - 124
Unit 19 Personal Hygiene 97
Unit 20 Clean House and School 101
Unit 21 Food from Plants 105
Unit 22 I am Healthy 113
Unit 23 Keeping Ourselves Safe 116
Unit 24 Health Post 121
PHYSICAL EDUCATION 125 - 152
Unit 25 Basic Skills of Physical Education 125
Unit 26 Moving Skills of Physical Education 126
Unit 27 Static Skills of Physical Education 131
Unit 28 Physical Training 133
Unit 29 Drill (Kawaj) 135
Unit 30 Simple Games 138
Unit 31 Local Games 140
Unit 32 Story Based Games 143
Unit 33 Acting Based Games 144
Unit 34 Ball Games 147
Unit 35 Gymnastics 150
Unit 36 Body Balancing 151
LIVING THINGS Unit
Estimated teaching periods : 2 1
Objectives
After completing the study of this unit, students will be able to:
identify living and non-living things.
differentiate between living and non-living things.
Warm up activity
Look, identify and say.
abc
d ef
Can you say?
What are shown in these figures?
Can you write their names?
Which of them can move?
Which of them eat food?
Living Things 1
There are many things around us. Among them, some have life
while some don’t. Plants, animals, birds, human beings, etc. have
life, so they are called living things. Table, chair, pen, pencil, etc.
do not have life, so they are called non-living things. The pictures
below show some living things.
Memory Tips
Animals and plants have life. So, they are called living things.
Dog Bird Tree
Frog Boy Fish
Memory Tips
The things having life are called living things. Examples: plants,
animals, human beings, etc.
2 Modern Concept Science, Health & Physical Education - 1
EXERCISE Date: .............................
1. Circle the living things from the following list.
Book Table Eagle Tree Bag Cap Horse
Rose Bus Lion Fish Rat Grass Chair
Apple Frog House Snake Bird Rabbit Orange
2. Name any six living things.
a) b) c)
d) e) f)
3. Draw a smiley face for the right statement and a sad face L
for the wrong one.
a) Plants and animals are living things.
b) Table, chair and book have life.
c) Cat, rat and dog are living things.
d) Car and bus are non-living things.
4. Solve the crossword using the picture clues.
EA L
OG
R
E
Living Things 3
5. Name the following living things.
6. What are living things?
..............................................................................................................
..............................................................................................................
7. Trace over the dots and name the picture.
Activity
Collect pictures of at least ten living things and paste each of
them in your project work copy.
4 Modern Concept Science, Health & Physical Education - 1
FEATURES OF LIVING Unit
THINGS
2
Estimated teaching periods : 2
Objectives
After completing the study of this unit, students will be able to:
state the features of living things.
Warm up activity
Look, identify and say.
abc
de f
Can you say?
What are doing in these figures?
What is the cat doing?
What is the girl doing?
What is the woman doing?
What do you eat in morning and evening?
Features of Living Things 5
Features of Living Things
1. Living things need food.
Memory Tips
All living things need food and water to live and grow.
2. Living things move.
Memory Tips
Animals move for food and shelter. But plants do not move.
3. Living things grow.
Memory Tips
All animals and plants grow from small to big.
4. Living things reproduce.
6 Modern Concept Science, Health & Physical Education - 1
Memory Tips
All living things produce their own kinds. It is called reproduction.
EXERCISE Date: .............................
1. State the features of living things as shown in the given
pictures.
a) Living things ..........................................
b) Living things ..........................................
c) Living things need ..........................................
2. Write any three features of living things.
a) .......................................................................................................
b) .......................................................................................................
c) .......................................................................................................
Features of Living Things 7
3. Why is man a living thing? Write any two points.
a) .......................................................................................................
b) .......................................................................................................
4. A hen lays eggs. Which feature of living things is it?
a) .......................................................................................................
b) .......................................................................................................
5. A cow eats grass. Which feature of living things is it?
...............................................................................................................
...............................................................................................................
6. Circle the living things from the following pictures.
8 Modern Concept Science, Health & Physical Education - 1
NON-LIVING THINGS Unit
Estimated teaching periods : 3 3
Objectives
After completing the study of this unit, students will be able to:
identify the non-living things and state their features.
differentiate between living and non-living things
Warm up activity
Look, identify and say.
abc
de f
Can you say?
Can you identify the given figures?
Which of them are present at your home and school?
Did you touch these things?
Do they move from one place to another?
Do they eat food?
Non-Living Things 9
Non-living things
Table, chair, book, pen, house, etc. do not have life. So, they are
called non-living things. Some non-living things are shown below:
Memory Tips
The things having no life are called non-living things. Examples:
table, chair, book, pen, pencil, etc.
Ice cream Pen Table House
Bag Book Bus Brick
Memory Tips
Non-living things do not need food. They do not breathe. They
do not reproduce. They do not grow.
Features of non-living things
1. Non-living things do not need food.
2. Non-living things do not grow.
3. Non-living things cannot move.
4. Non-living things cannot reproduce.
10 Modern Concept Science, Health & Physical Education - 1
Differences between Living and Non-living things
1. Living things grow. 1. Non-living things do not
grow.
2. Living things need food. 2. Non-living things do not
need food.
3. Living things breathe. 3. Non-living things do not
breathe.
4. Living things can reproduce. 4. Non-living things cannot reproduce.
Non-Living Things 11
EXERCISE Date: .............................
c)
1. Name any six non-living things.
a) b)
d) e) f)
2. Fill in the blanks using the correct words.
cannot non-living plant do not
a) A bus is a ...................thing.
b) Non-living things..................move.
c) ....................are living things.
d) Book and pen...................have life.
3. Circle the non-living things from the following list.
House Tiger Chair Bird Pencil Eraser
Table Bus Rose Fish Buffalo Book
Pen Cow Bottle Bed Knife
Cat
4. Solve the crossword using the picture clues.
E
B
A
KN E
TL
12 Modern Concept Science, Health & Physical Education - 1
5. Identify the following things and write whether they are
living or non-living .
Living
6. Complete the figures and write their names.
Non-Living Things 13
Class Test F. M.-20
Date: ......................
1. Write ‘T’ for true and ‘F’ for false statements. 4
a) Living things grow.
b) Non-living things need food.
c) A table can breathe.
d) A car cannot reproduce.
2. Circle the non-living things from the following figures. 4
3. Fill in the blanks using the correct words. 4
a) A cow............................. (can move/can’t move)
b) Non-living things........... (need food/don’t need food)
c) Living things................... (have life/don’t have life)
d) Plants are.......................things. (living/non-living)
14 Modern Concept Science, Health & Physical Education - 1
4. Name any three living things. c) 3
a) b) c) 3
2
5. Name any three non-living things.
a) b)
6. Match the following:
Living things move.
Living things breathe.
Living things need food.
Living things reproduce.
Marks Obtained:
Student’s Grade : Parent’s/Guardian’s
Teacher’s Signature: Signature
Non-Living Things 15
Uni t
4 THE WORLD OF PLANTS
Estimated teaching periods : 3
Objectives
After completing the study of this unit, students will be able to:
identify big, small and very small palnts.
identify herbs, shrubs and trees and state their features.
introduce climbers and thorny plants.
Warm up activity
Look, identify and say.
abc
de f
Can you say?
What are given in these figures?
Did you really see these things?
Which of them are present in your home?
Which of them do you eat?
Which of them are big, small and very small?
16 Modern Concept Science, Health & Physical Education - 1
We see different types of plants around us. Some plants are big,
some are small and others are of medium size. Some plants are
weak and some are strong.
Memory Tips
There are different types of plants around us. Among them, some
are small and some are big, some are strong and some are weak.
Trees
Some plants around us are big and strong. They are called trees.
Trees live for many years. Some examples of trees are given below:
Apple tree Pine tree Banyan tree
Mango tree Neem tree Ashoka tree
Memory Tips
Big and strong plants are called trees. Examples: apple, coconut,
banyan, peepal, neem, mango, sal, ashoka, etc.
The World of Plants 17
Shrubs
Some plants around us are smaller than trees. They are called
shrubs. Shrubs look bushy, so they are also called bushy plants.
Some examples of shrubs are given below:
Rose Coffee Lemon
Tea Hibiscus Pomegranate
Memory Tips
Small and strong plants are called shrubs. They are medium sized
bushy plants. Examples: rose, coffee, tea, lemon, etc.
Herbs
Some plants around us are very small and weak. They are called
herbs. They live for a few months. Some examples of herbs are
given below:
Tomato Wheat Grass
18 Modern Concept Science, Health & Physical Education - 1
Cauliflower Mustard Cabbage
Memory Tips
Very small and weak plants are called herbs. Examples: tomato,
wheat, mint, etc.
Climbers
Some plants around us are very weak. They need support to climb
up. Such plants are called climbers. Some examples of climbers are
given below:
Bean Grapevine Cucumber
Memory Tips
Climbers are very weak plants which need support to climb up. They
cannot stand erect. Examples: money plant, grapevine, cucumber, etc.
Thorny Plants
There are some plants which have thorns on them. They are called
thorny plants. These plants bear thorns on their leaves and stems.
Thorns protect plants from their enemies. Some plants having
thorns are given below:
The World of Plants 19
Rose Cactus Lemon
Memory Tips
The plants which have thorns on them are called thorny plants.
Examples: rose, cactus, lemon, etc.
EXERCISE Date: .............................
c)
1. Name any three trees. c)
a) b) c)
c)
2. Name any three shrubs. c)
a) b)
3. Name any three herbs.
a) b)
4. Name any two climbers.
a) b)
5. Name any two thorny plants.
a) b)
20 Modern Concept Science, Health & Physical Education - 1
6. What are trees?
..............................................................................................................................................
..............................................................................................................................................
7. What are shrubs?
..............................................................................................................................................
..............................................................................................................................................
8. What are herbs?
..............................................................................................................................................
..............................................................................................................................................
9. What are climbers?
..............................................................................................................................................
..............................................................................................................................................
10. What are thorny plants?
..............................................................................................................................................
..............................................................................................................................................
11. Match the following:
Tree
Herb
Shrub
The World of Plants 21
12. Write ‘T’ for tree, ‘S’ for shrub and ‘H’ for herb.
a) Mustard plant d) Banyan
b) Tea e) Wheat
c) Rose f) Hibiscus
13. Write ‘T’ for true and ‘F’ for false statements.
a) Rose and lemon are shrubs.
b) Cactus is a throny plant.
c) Cucumber is a climber.
d) Neem and mango are herbs.
14. Rearrange the letters to derive the names of plants.
a) FEFEOC b) NGOAM c) OMTTAO
15. Trace over the dots and colour the pictures.
22 Modern Concept Science, Health & Physical Education - 1
DIFFERENT PARTS OF Unit
A PLANT
5
Estimated teaching periods : 3
Objectives
After completing the study of this unit, students will be able to:
identify the various parts of a plant like roots, stem, leaves, flowers and
fruit.
Warm up activity
Look, identify and say.
abc
de f
Can you say?
What are given in these figures?
How many letters are in the name of (c)?
What do we get from (e)?
Which is colourful?
Different Parts of a Plant 23
Flowering plants have different parts. These parts are root, stem,
leaf, flower and fruit. Look at the given picture and identify the
various parts of a plant.
Memory Tips
A plant has different parts. They are root, stem, leaf, flower, fruit,
seed, etc.
Flower Bud
Fruit Branch
Leaf
Shoot
System Stem
Root Root
System
24 Modern Concept Science, Health & Physical Education - 1
EXERCISE Date: .............................
1. Name the parts of the given plant.
2. Rearrange the letters to derive the parts of a plant.
ROTO TSEM FALE RUIFT
Activity
Collect different types of plants from your locality. Identify root,
stem, leaf, branch, flower and fruit of these plants.
Different Parts of a Plant 25
Various Parts of a Flowering Plant
A brief description of various parts of a flowering plant is given
below:
Root
The part of a plant that grows inside the soil is called root. Roots fix
the plant to the soil. They absorb water from the soil.
Memory Tips
The part of plant which grows inside the soil is called root.
Shoot
The part of a plant that grows above the soil is called shoot. It has
stem, branches, leaves, flowers, buds and fruits.
Memory Tips
The part of plant which grows above the soil is called shoot.
Leaves
Leaves are green parts of a plant. They grow from a stem or a
branch. They are of different shapes and sizes. They make food for
a plant. Some figures of leaves are given below.
Peepal leaf Papaya leaf Rose leaf
Lotus leaf Mustard leaf Banana leaf
26 Modern Concept Science, Health & Physical Education - 1
Memory Tips
The green parts of the plant are called leaves. They prepare food
for plants.
Flowers
The colourful parts of a plant are called flowers. They have different
shapes and sizes. Flowers make the surroundings beautiful. Some
flowers have good smell.
Rose Sunflower Marigold Rhododendron
Memory Tips
The colourful parts of the plant are called flowers.
Fruits
Fruits develop from the flowers. They have different shapes, sizes
and colours. Many fruits taste sweet.
Banana Apple Papaya Watermelon
Memory Tips
The developed ovary is called fruit. Fruits are delicious to eat.
Different Parts of a Plant 27
Seeds
Seeds are found inside the fruits. Some fruits have one seed while
some have many. Seeds grow into new plants.
Gram Maize Bean Pomegranate
Memory Tips
Seeds are present inside the fruit. They grow into new plants.
EXERCISE Date: .............................
1. What is root?
............................................................................................................................................
............................................................................................................................................
2. What is shoot?
............................................................................................................................................
............................................................................................................................................
3. What are leaves?
............................................................................................................................................
............................................................................................................................................
4. What are flowers?
............................................................................................................................................
............................................................................................................................................
5. Which parts of plant grow into new plants?
............................................................................................................................................
............................................................................................................................................
28 Modern Concept Science, Health & Physical Education - 1
6. Complete the following words.
R DD D N
P ER A
7. Write suitable word for the following statements.
a) They are colourful parts of a plant.
b) They are present inside the fruits.
c) They fix plant to the soil.
d) It has stem, leaves and flowers.
e) They have sweet taste.
8. Match the following.
Flower
Fruit
Seeds
Leaf
Activity
Collect different types of leaves, flowers, fruits and seeds from
your locality. Study their shapes, sizes and colours.
Different Parts of a Plant 29
Class Test F. M. : 20
Date: ......................
1. Fill in the blanks choosing the correct words. 4
2
colourful trees green weak 2
a) Big and strong plants are called ....................... .
b) Herbs are very small and ................ plants.
c) Leaves are .................. in colour.
d) Flowers are ...................... parts of a plant.
2. Write ‘T’ for true and ‘F’ for false statements.
a) Shrubs are smaller than trees.
b) Mango is a herb.
c) Shoots grow inside the soil.
d) Seeds are found inside the fruits.
3. Match the following:
Cactus inside the soil
Leaves inside the fruit
Roots green in colour
Seeds thorny plant
30 Modern Concept Science, Health & Physical Education - 1
4. Name any three trees. 3
a) b) c)
5. Name any three parts of a plant. 3
a) b)
c)
6. What are climbers? 2
............................................................................................................................................
............................................................................................................................................
7. Where are seeds found? 2
............................................................................................................................................
............................................................................................................................................
8. Identify the parts of the plant given below and write their
name in the boxes: 2
Marks Obtained: Parent’s/Guardian’s
Student’s Grade : Signature
Teacher’s Signature:
Project Work
i. Collect different types of seeds and paste them on the white
paper using transparent plastic.
ii. Collect leaves of different plants and paste them on your
project work copy.
iii. Draw a rose flower and colour it.
Different Parts of a Plant 31
Unit DIFFERENT PARTS OF
ANIMALS
6
Estimated teaching periods : 3
Objectives
After completing the study of this unit, students will be able to:
identify different parts of animals.
state the function of different parts of animals.
Warm up activity
Look, identify and say.
abc
de f
Can you say?
What are given in the above figures?
What do they do?
Which is used for eating, speaking, talking and laughing?
Which is used to see around and to listen?
How do you clean them?
32 Modern Concept Science, Health & Physical Education - 1
Human beings have different body parts. They are head, legs,
hands, mouth, ears, etc. Legs help in walking. Hands help in
eating and writing. Ears help in hearing. Mouth helps in eating
and speaking.
Memory Tips
Animals have different body parts. They are head, legs, mouth,
ears, nose, etc. Different organs perform different functions.
Eye Head
Ear Nose
Mouth Neck
Shoulder Chest
Stomach Arm
Thumb
Thigh Finger
Knee
Leg
Ankle Foot
Toe
Fig: Various parts of the human body
Different Parts of Animals 33
Animals like cow, buffalo, etc. have head, legs, horns, tail, etc. They
are also called four-footed animals.
Ear Horn
Tail Head
Udder Mouth
Leg Eye
Hoof
Fig: Various parts of a cow
Memory Tips
Four-footed animals like cow, goat, buffalo, etc. have head, legs,
horns, tail, etc.
Birds are the animals having feathers and wings on their bodies.
They have a beak, two eyes, two wings and two legs. They fly in
the sky.
Memory Tips
The animals which have feathers and wings on their body are
called birds. They have beak and two legs.
Beak Head
Eye Feathers
Wing
Neck Tail
Leg
Fig: Various parts of a bird
34 Modern Concept Science, Health & Physical Education - 1
EXERCISE Date: .............................
1. Write the names of given body parts.
2. Name any three parts of the human body.
a) b) c)
3. Name any three parts of a bird’s body.
a) b) c)
Different Parts of Animals 35
Uni t
7 ANIMALS AND PLANTS
Estimated teaching periods : 2
Objectives
After completing the study of this unit, students will be able to:
identify animals and plants.
differentiate between animals and plants.
Warm up activity
Look, identify and say.
abc
de f
Can you say?
Whether plants need food or not?
Who have roots and leaves?
Who have sense organs, plants or animals?
Are animals producing flower?
Do we get fruit from animals?
36 Modern Concept Science, Health & Physical Education - 1
We see different types of animals around us. Cow, buffalo, cat, rat,
monkey, etc. are animals. They move from one place to another.
They produce sound. They get food from plants. We also see
different types of plants in our surroundings. They do not move
from one place to another. They are green in colour. They can
prepare their own food.
Memory Tips
Different types of animals are present in our surroundings. They
move from one place to another for food and shelter. Most of them
produce sound.
Features of Animals Features of Plants
Animals can move. Plants cannot move.
Animals depend on plants Most plants can prepare their
for food. own food.
Animals and Plants 37
Animals do not have leaves. Plants have leaves.
Animals can enjoy. Plants cannot enjoy.
Animals have different Most of the plants have
colours. green colour.
Memory Tips
Different types of plants are present in our surroundings. They
do not move from place to place. Mostly they have green colour.
38 Modern Concept Science, Health & Physical Education - 1
Animals can feel. Plants cannot feel.
EXERCISE Date: .............................
1. Write any three features of animals.
a) .......................................................................................................
b) .......................................................................................................
c) .......................................................................................................
2. Write any three features of plants.
a) .......................................................................................................
b) .......................................................................................................
c) .......................................................................................................
3. What is the colour of plants?
.............................................................................................................................................
4. Who can enjoy?
.............................................................................................................................................
5. Write ‘T’ for true and ‘F’ for false statements.
a) Animals depend on plants for food.
b) Animals cannot move but plants can.
c) Animals do not have leaves.
d) Most animals have green colour.
Animals and Plants 39
6. Fill in the blanks using the correct words. can
do not food green enjoy
a) Plants can prepare their own..................... .
b) Animals .....................have leaves.
c) Plants cannot........................ .
d) Most of the plants have.......................leaves.
e) Animals.......................feel the changes.
7. Draw a line to the correct living thing.
can move cannot feel
cannot enjoy do not have leaves
can feel do not have stem
have leaves have roots
Activity
Collect the pictures of any five animals and five plants. Paste
each of them in your project work copy.
40 Modern Concept Science, Health & Physical Education - 1
DIFFERENT TYPES OF Unit
ANIMALS
8
Estimated teaching periods : 3
Objectives
After completing the study of this unit, students will be able to:
name the food of different animals.
Warm up activity
Look, identify and say.
abc
de f
Can you say?
What are above animals doing?
What do cow, buffalo and goat eat?
What do a dog and a cat eat?
Do you like mat?
Do your father and mother eat meat?
Different Types of Animals 41
All animals need food to live and grow. Animals move from place to
place in search of food. Different animals eat different kinds of food.
Memory Tips
All animals need food to live and grow. Different animals eat
different foods.
1. Herbivores
Some animals eat grass and leaves of plants. Such animals are
called herbivores. Cow, goat, rabbit, buffalo, sheep, elephant, etc.
are herbivores. Some herbivores are given below:
Goat Cow Sheep
Memory Tips
The animals which eat grass are called grass eating animals or
herbivores. Examples: cow, goat, rabbit, buffalo, sheep, giraffe, etc.
2. Carnivores
Some animals eat only flesh of other animals. Such animals are
called carnivores. Lion, crocodile, tiger, snake, vulture, kingfisher,
etc. are some examples of carnivores.
Vulture Lion Kingfisher
42 Modern Concept Science, Health & Physical Education - 1
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Modern Concept Science 1
Discover the best professional documents and content resources in AnyFlip Document Base.
Search