Modern Concept
Science
3Health 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
3Health 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
Bijaya lal Shrestha
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
i. Living Beings
1. Common Features of Living Beings Periods Marks (%)
ii. Environment 2. Shelter of Animals
iii. Matter and 3. Food of Animals and Their 25 39
Energy Feeding Habits
iv. 4. Animals Seen in Different 7 11
v. Earth and Times and Seasons
vi. Space Science 5. Different Types of Plants 10 16
Information 6. Importance of Plants and Animals
Technology 7. Our Environment 15 23
Some Local 8. Different Types of Matter 46
Technologies 9. Importance of Air and Water 35
10. Windy Day 64 100
11. Cold Day
12. Water
13. Our Earth
14. Information and Communication
15. Some Local Technologies
Total
ii. Weighting Distribution in Health Education
S.No Area Units Approximate Approximate
Periods Marks (%)
i. Personal Hygiene 16. Personal Hygiene 8 25
17. Exercise, Rest and Clothing
4 12.5
ii. Environmental 18. Clean House
Sanitation 19. Clean Environment
iii. Nutrients and 20. Our Food 5 16
Food
21. Keeping Food Safe and Types of 5 16
Diet 4 12.5
2
iv. Diseases 22. Diseases 4 6
32 12
v. Safety and 23. Safety and First Aid 100
First Aid
vi. Health Services 24. Health Services
vii. Tobacco, Alcohol 25. Drinking and Smoking
and Drugs
Total
iii. Weighting Distribution in Physical Education
S.No Area Units Approximate Approximate
Periods Marks (%)
i. Basic Skills of 26. Foundation Skills of Physical 7 11
Physical Education
Education
27. Moving Skills of Physical Education
28. Static Skills of Physical Exercises
ii. Drill and 29. Physical Training 12 18.5
Physical Training 30. Drill (Kawaj)
iii. Common Local 31. Simple Games 6 9.5
Games 32. Local Games
iv. Creative Games 33. Story-Based Games 6 9.5
34. Acting- Based Games
v. Ball Games 35. Ball Games 17 27
vi. Gymnastics and 36. Gymnastics 6 9.5
Body Balancing
vii. Local Curriculum 37. Body Balancing 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 - 121
Unit 1 Common Features of Living Beings 1
Unit 2 Shelter of Animals 10
Unit 3 Food of Animals and their Feeding Habits 18
Unit 4 Animals Seen in Different Times and Seasons 27
Unit 5 Different Types of Plants 36
Unit 6 Importance Of Plants And Animals 47
Unit 7 Our Environment 58
Unit 8 Different Types of Matter 67
Unit 9 Importance of Air and Water 77
Unit 10 Windy Day 84
Unit 11 Cold Day 90
Unit 12 Water 94
Unit 13 Our Earth 102
Unit 14 Information and Communication 108
Unit 15 Some Local Technologies 114
HEALTH EDUCATION 122 - 184
Unit 16 Personal Hygiene 122
Unit 17 Exercise, Rest and Clothing 129
Unit 18 Clean House 134
Unit 19 Clean Environment 140
Unit 20 Our Food 146
Unit 21 Keeping Food Safe and Types of Diet 154
Unit 22 Diseases 159
Unit 23 Safety and First Aid 166
Unit 24 Health Services 174
Unit 25 Drinking and Smoking 179
PHYSICAL EDUCATION 185 - 214
Unit 26 Foundation Skills of Physical Education 185
Unit 27 Moving Skills of Physical Education 186
Unit 28 Static Skills of Physical Exercises 193
Unit 29 Physical Training 196
Unit 30 Drill (Kawaj) 200
Unit 31 Simple Games 202
Unit 32 Local Games 203
Unit 33 Story-Based Games 206
Unit 34 Acting-Based Games 207
Unit 35 Ball Games 209
Unit 36 Gymnastics 211
Unit 37 Body Balancing 213
COMMON FEATURES Unit
OF LIVING BEINGS
1
Estimated teaching periods : 4
Objectives
After completing the study of this unit, students will be able to:
state the features of living beings.
differentiate between living and non-living things.
Warm up activity
Look, identify and say. b c d
a
e fg
hi jk
Can you say?
What are shown in the above figures?
Have you seen these features in non-living things?
A bus also moves. Is it living thing?
What do you eat in morning and evening?
Do you run while coming to school?
COMMON FEATURES OF LIVING BEINGS 1
We can see many things around us. Among them, some have life while
others don't. Animals and plants have life, so they are called living
beings. Book, table, chair, house, pen, pencil, etc. do not have life; so
they are called non-living things. Living beings differ from non-living
things in many respects.
Memory Tips
All living things show living characteristics such as they need food,
grow, move, reproduce, breathe, get old and die, etc.
Characteristics of living beings
i. Living beings need food. Fig: 1.1 Some living beings
ii. They move.
iii. They grow.
iv. They breathe.
v. They reproduce.
vi. They excrete.
vii. They can feel.
viii. They get old and die.
Memory Tips
Non-living things do not show living characteristics such as growth,
movement, reproduction, breathing, excretion, etc.
Living beings need food
Living beings need food and water to live. Food gives energy to grow,
move and keep their body fit and healthy. Plants can prepare their own
food but animals cannot. They get food from plants. Animals move
around to find their food. Some animals eat plants. Some eat flesh and
some other eat both plants and animals.
Memory Tips
All living things need energy to perform living activities like growth,
movement, breathe, etc. They obtain energy from the food. So, they need food.
2 Modern Concept Science, Health and Physical Education - 3
Fig: 1.2 Living beings need food
Living beings move
To get food and shelter animals move from one place to another.
Different animals move in different ways. Human being, buffalo, cow,
dog, cat, etc. move with the help of legs. Birds and insects fly with the
help of wings. Fishes swim in water with the help of fins.
Plants cannot move from place to place like animals. But leaves, flowers
and stems bend towards the sunlight. Roots of plant also grow towards
water in the soil.
Memory Tips
All animals move place to place in different ways for food and shelter. But
most of the plants do not move place to place.
Fig: 1.3 Living beings move
Living beings grow
Plants and animals grow from small to big. A seed grows into a baby
plant. The plant may grow to become a tree. A baby grows into a young
person.
Memory Tips
All living things grow from small to big. They get old and die. But, non-
living things do not grow from small to big.
COMMON FEATURES OF LIVING BEINGS 3
Fig: 1.4 Living beings grow
Living beings breathe
All living beings need air to breathe. Plants and animals breathe in
oxygen and breathe out carbon dioxide. Animals like cow, goat, buffalo,
birds, insects and human beings cannot breathe in water. Similarly,
fishes cannot breathe on land. All living beings have special organs for
breathing. Human beings and animals like cow, sheep, birds, snake, etc.
breathe with the help of lungs. Fishes breathe through gills. Insects like
grasshopper and cockroach breathe through spiracles.
Leaves of plants have small openings called stomata. Stomata are so small
that we cannot see them with our naked eyes. Plant breathe through stomata.
Memory Tips
All animals breathe in oxygen and breathe out carbon dioxide. But non-
living things do not breathe.
Fig: 1.5 Living beings breathe
Memory Tips
Plants breathe in oxygen and breathe out carbon dioxide during night and
breathe in carbon dioxide and breathe out oxygen during day.
4 Modern Concept Science, Health and Physical Education - 3
Living things reproduce
All living beings reproduce their own kinds. Animals like human, cow,
dog, cat, rat, goat, horse, etc. directly give birth to babies. Animals like
birds, snakes, crocodiles, lizards, frogs, fishes, etc. lay eggs. Babies hatch
out from these eggs.
Generally, plants reproduce by means of seeds. When seeds germinate,
they grow into baby plants called seedlings. These seedlings grow into
big plants. But some plants reproduce with the help of root, stem, leaf
or other body parts.
Memory Tips
All living things reproduce their own kinds to continue their generation in
the earth. Non-living things do not reproduce.
Fig: 1.6 Living beings reproduce
Living beings excrete
Different types of unwanted and unnecessary materials are produced
within a living body. They are called waste products. For example, stool,
urine and sweat. These materials are discharged from the body which
is called excretion. Plants also remove waste materials by the process of
shedding leaves, discharging gum, etc.
Memory Tips
All living things remove unwanted and unnecessary things from their body
in the form of stool, urine, sweat, etc. It is called excretion.
COMMON FEATURES OF LIVING BEINGS 5
Fig: 1.7 Living beings excrete
Memory Tips
In plants, we cannot see the special organs and special process for excretion.
But they also excrete unwanted substances in the form of latex, resin, gum,
water vapour, etc.
Living beings feel
Most animals have sense organs. Animals like human beings, dogs,
birds, etc. feel hot, cold, light, smell, taste and sound with the help
of these sense organs. The sense organs are skin, nose, eyes, ears and
tongue. When animals feel a change, they respond to it. When we feel
cold, we wear warm clothes. When we see a tasty food, our mouth
becomes watery. When we burn mosquito coil, mosquitoes fly away.
Similarly, in plants leaves, buds and stem bend towards the sunlight.
Memory Tips
Plants do not have special sense organs like animals. But they also feel
changes around them. For example, if you touch the touch-me-not plant, the
leaves will close immediately.
Fig: 1.8 Living beings feel
6 Modern Concept Science, Health and Physical Education - 3
Living beings grow old and die
All animals and plants grow from small to big and die when they grow
old. Some living beings live for a short time whereas some live for long.
Seasonal plants like pea, gram, barley, potato, etc. and some flowers die
in a few months. Trees like neem, peepal, ashoka live for several years.
Memory Tips
When a living thing dies, it does not show any living characteristics like
growth, movement, feeling, breathing, etc.
Fig: 1.9 Living beings die
Differences between living beings and non-living things
Living beings Non-living things
1. Living beings need food. 1. Non-living things do not need
food.
2. Living beings move from one 2. Non-living things do not move.
place to another.
3. Living beings grow. 3. Non-living things do not grow.
4. Living beings breathe. 4. Non-living things do not breathe.
5. Living beings reproduce their 5. Non-living things do not reproduce.
own kind.
6. Living beings feel and react. 6. Non-living things do not feel and
react.
7. Living beings excrete. 7. Non-living things do not excrete.
8. Living beings die. 8. Non-living things do not die.
COMMON FEATURES OF LIVING BEINGS 7
EXERCISE
1. Fill in the blanks using the correct words.
move fins energy gills excretion
a) Fishes breathe with the help of ............................... .
b) The process of removing waste products from the body is called
.......................... .
c) The fishes have........................... to swim.
d) Food provides us.........................to live.
e) Living beings...........................in search of food and shelter.
2. Write ‘T’ for True and ‘F’ for False statements.
a) Living beings do not need food.
b) Most plants do not move from one place to another.
c) All animals reproduce by laying eggs.
d) Living beings grow old and die.
e) Plants do not excrete waste products.
f) Fishes swim with the help of fins.
g) Plants breathe through stomata.
h) Crocodiles and snakes do not lay eggs.
3. Match the following:
Human being gills
Insects stomata
Plants lungs
Fishair holes
8 Modern Concept Science, Health and Physical Education - 3
4. Choose the correct answer from the given alternatives.
a) Birds and insects fly with the help of
i. legs ii. wings iii. horns iv. hands
b) Which of the given animals can breathe in water?
i. fish ii. snake iii. duck iv. crocodile
c) Most plants reproduce through
i. leaves ii. roots iii. seeds iv. flowers
d) The process of removing waste materials is called
i. reproduction ii. growth iii. movement iv. excretion
5. Answer the following questions.
a) What are living beings? Give any two examples.
b) Write any four characteristics of living beings.
c) Why do living beings need food?
d) Why do animals move from one place to another?
e) Name the breathing organs of fish, snake and plants.
f) What is reproduction? Name any two animals that lay eggs.
g) What is excretion? Name any three waste products of animals.
h) Name any three sense organs of animals.
6. Observe the following figures and write the living characteristics
shown in them.
(a) (b) (c) (d)
Activity
Collect some pictures of living and non-living things. Paste them in
your project work copy and write any four differences between them.
COMMON FEATURES OF LIVING BEINGS 9
Unit
2 SHELTER OF ANIMALS
Estimated teaching periods : 4
Objectives
After completing the study of this unit, students will be able to:
name the shelter of different animals.
identify the habitats of different animals.
Warm up activity
Look, identify and say. c d
ab
ef gh
i jk
Can you say?
Do you identify the above animals?
Can you say their names?
Where are they living?
Where do fishes live?
Where do you live?
10 Modern Concept Science, Health and Physical Education - 3
All animals need home to live. Home protects them from heat, cold, rain
and enemies. Different animals have different types of homes. Some
animals live in natural shelters. According to the shape, size and nature
of the body, some animals make their own homes while others use
natural shelters.
Some animals make their own homes
Most of the birds build their nests themselves. They use different
materials like straw, twigs, leaves, cotton, etc. to make their nests. They
collect these materials with the help of beak and legs. Then, they arrange
these materials to build a suitable nest. Swallows build their home
by using mud. Woodpeckers make a hole on the tree. Spider spins a
web and honey bees make a hive. Rats make holes and rabbits make
burrows to live.
Fig: 2.1
SHELTER OF ANIMALS 11
We make homes for some animals
Cows, buffaloes, oxen, etc. are some farm animals. We make sheds for
them. We keep goats in a pen, horses in a stable and pigs in a sty.
We keep dogs in kennels, hens in a coop and birds in a cage.
Memory Tips
We keep some animals at our home. They are called farm animals. Examples:
Cows, buffaloes, oxen, horse, pigs, donkey, etc. We make special homes for
them.
Fig: 2.2
12 Modern Concept Science, Health and Physical Education - 3
Some animals live in natural homes
Wild animals like lion, tiger, monkey, rabbit, fox, elephant, etc. do not
make their homes. They live in natural shelters. Lion, tiger, leopard, etc.
live in dens. Big animals like elephant, giraffe, etc. live under the sheds
of trees.
Memory Tips
Wild animals live in the natural homes like dens, caves, on the trees, under
the trees, etc.
Fig: 2.3
Some animals live in water
Different animals like fish, whale, octopus, sea horse, hippopotamus,
etc. live in water. They are also called aquatic animals. They get food
from water.
Memory Tips
Those animals which live in water are called aquatic animals. Examples:
Fish, whale, octopus, etc.
SHELTER OF ANIMALS 13
Fig: 2.4 Some aquatic animals
Some animals live in bushes and grass
Some animals live in tall grasses and bushes. Deer live in tall grass.
Squirrel, hare, etc. live in small grass or bushes. Insects like scorpion,
grasshopper, etc. live on the leaves of bushes and grasses.
Memory Tips
Some animals like deer, squirrel, insects, scorpion, grasshopper, etc. live in
the grass or leaves of grass or bushes.
Fig: 2.5
Some animals carry their own homes
Animals like tortoise, turtle, snail, etc. have their homes attached to
their bodies. These homes are called hard shells. Hard shells protect
them from their enemies.
14 Modern Concept Science, Health and Physical Education - 3
Memory Tips
Animals like tortoise, turtle, snail, etc. carry their homes attached to their
bodies.
Fig: 2.6
Activity
Observe the homes of different animals in your surroundings.
Visit a nearby forest in your locality along with your science
teacher. Observe the nest of birds.
Collect some pictures of homes of different animals and paste
them in your project work copy.
EXERCISE
1. Fill in the blanks using suitable words.
stable hard shell dens mud dogs home birds
a) All animals need.....................to live in.
b) Most of the .....................make their own homes.
c) We keep horses in a .............................. .
d) A snail has a............................on its body.
e) Tigers and lions live in............................ .
f) We keep.......................in a kennel.
g) Swallows make their home by using.................... .
SHELTER OF ANIMALS 15
2. Write ‘T’ for True and ‘F’ for Fasle statements.
a) Cows live in the forest.
b) We keep pigs in a sty.
c) Goats are kept in a pen.
d) A monkey lives in a nest.
e) Stable is used to keep the horses.
f) Spider weaves the web.
g) Woodpecker builds its nest by using straw and twigs.
3. Match the following:
Pigs Kennel
Horses Nest
Goats Den
Dogs Pen
Birds Stable
Lions Sty
4. Identify the following animals and name their shelters.
(a) (b) (c) (d)
5. Choose the best answer from the given alternatives.
a) All animals need shelter to..........
i. play ii. live iii. enjoy
b) A shed is the home for a ...........
i. goat ii. dog iii. buffalo
16 Modern Concept Science, Health and Physical Education - 3
c) A spider lives in a ...........
i. nest ii. hill iii. web
iii. air
d) Fish and whale live in ...........
i. forest ii. water
e) Deer and grasshopper live in ...........
i. burrow ii. grass iii. water
6. Answer the following questions.
a) Why do animals need shelter?
b) Which materials are used by birds to build nest?
c) Define pet and farm animals. Give any three examples of each.
d) Write any four examples of wild animals.
e) Name the shelter of pig, cow, goat and tiger.
f) What are aquatic animals? Give any four examples.
g) Which animals carry their home on their body?
Activity
Make a list of pet and farm animals that are kept at your home. Share
the vlist in the class.
Project Work
Collect five pictures each of pet animals, aquatic animals and wild
animals. Paste each of them in your project work copy.
SHELTER OF ANIMALS 17
Unit FOOD OF ANIMALS AND
THEIR FEEDING HABITS
3
Estimated teaching periods : 4
Objectives
After completing the study of this unit, students will be able to:
identify the foods of different animals.
define herbivores, carnivores and omnivores.
explain the feeding habits of different animals.
Warm up activity
Look, identify and say. c d
ab
ef gh
i jk
Can you say?
Have you seen above animals?
Can you say their names?
What are they doing?
What do you eat in morning and evening?
Do you like meat?
18 Modern Concept Science, Health and Physical Education - 3
All living beings need food. Different animals eat different types of
foods. But, there is a vast difference in the feeding habit of different
animals. Some animals like cow, buffalo, goat, horse, etc. eat only plants.
Animals like lion, tiger, leopard, etc. eat flesh of other animals. Human
beings and some other animals like dog, cat, bear, crow, etc. eat both
plants and animals.
Memory Tips
All living beings need food. They eat different types of foods in different
ways. Some animals eat only plants, some eat only flesh of other animals and
some eat both plants and flesh of other animals.
Fig: 3.1 Feeding habit of some animals
Animals are divided into three categories on the basis of their feeding
habit. They are:
i. Herbivores ii. Carnivores iii. Omnivores
i. Herbivores
Animals like cow, buffalo, goat, horse, donkey, deer, etc. feed only
on plants and their parts. These animals are called herbivores. Some
herbivores feed on grains and seeds of plants too.
Memory Tips
Those animals which eat plants and their products are called herbivores.
Examples: cows, buffaloes, goats, horses, donkeys, rabbits, etc.
Fig: 3.2 Some herbivores
Most of the herbivores have sharp teeth in front part of their jaws. These
sharp teeth help them to bite plants and their parts. They have flat teeth at
the back of their jaw. These flat teeth help them to chew their food properly.
FOOD OF ANIMALS AND 19
Memory Tips
Animals like cow, buffalo, goat, etc. have cud-chewing habit. It is also called
munching.
Have you seen small herbivores like rabbit, squirrel and mouse? They
have sharp front teeth for breaking the food. They also use their legs to
catch the food. Then, they break it and chew. This habit of eating food
is called nibbling.
Memory Tips
Small herbivores like rabbit, squirrel, mouse, etc. catch the food with their
legs. Then they break the food with the help of sharp front teeth. This process
is called nibbling.
Fig: 3.3 Herbivores have different types of teeth
Animals like hen, pigeon, sparrow and many other birds eat grains and
seeds of plants. Rat and squirrel have small front teeth. They cut nuts,
grains and fruits with their teeth.
Fig: 3.4 Some animals eat grains
ii. Carnivores
Animals like lion, tiger, leopard, etc. do not eat plants. They eat flesh of
other animals. They are called carnivores. Lion, tiger, leopard, snake,
fox, wolf, etc. are some examples of carnivores. Can you name some
more carnivores?
Memory Tips
Animals that eat only flesh of other animals are called carnivores. Examples:
lion, tiger, leopard, snake, fox, wolf, etc.
20 Modern Concept Science, Health and Physical Education - 3
Fig: 3.5 Some carnivores
Most carnivores like tiger, lion, etc. have strong and sharp teeth. They
also have strong and sharp paws. They catch and kill their prey using
their paws. Then after, they use their strong sharp teeth to tear the flesh.
Carnivores like lion, tiger, leopard, etc. have this type of feeding habit.
Memory Tips
Carnivores have strong and sharp teeth. They also have strong and sharp paws.
Fig: 3.6
Some carnivores like snake, frog and lizard do not have teeth similar
to lions and tigers. They swallow the food whole. Have you seen a frog
swallowing small fishes in the river?
Memory Tips
Frogs and lizards have sticky tongue to catch the prey. Then they swallow
their prey as a whole.
Fig: 3.7
FOOD OF ANIMALS AND 21
iii. Omnivores
Some animals eat both plants and flesh of other animals. They are called
omnivores. Human beings, dog, cat, bear, etc. are some examples of
omnivores. Can you give some more examples of omnivores?
Memory Tips
Those animals which eat both plants and flesh of other animals are called
omnivores. Examples: Human beings, dog, cat, bear, etc.
Fig: 3.8 Some omnivores
Omnivores have sharp teeth to bite plants. They also have strong teeth
to tear the flesh. Not only this, they also have flat teeth for chewing
food. Can you say what kinds of food do omnivores like most?
Some insects like butterfly, mosquito, honeybee, etc. have different eating
habit. They use their hollow tube to suck their food. Mosquito thrusts its
tube inside the skin of a men or other animals and sucks blood.
Memory Tips
Honeybee and butterfly use hollow tube to suck nectar from flowers.
Similarly, mosquito sucks the blood from men and other animals.
Fig: 3.9 Some insects suck nectar
Memory Tips
Some animals like leech, louse, bed bug, etc. suck the blood of other animals
and human beings.
22 Modern Concept Science, Health and Physical Education - 3
Fig: 3.10 Some animals suck blood
EXERCISE
1. Fill in the blanks choosing the appropriate words from the list
given below:
paws omnivore nibbling frog carnivores
snake lion bee
man cow
a) ................. is a cud-chewing animal.
b) Rabbit has .................... type of feeding habit.
c) Cheetah kills its prey by using its strong and sharp .............
d) ....................... eat flesh of other animals.
e) .................... swallows the food whole.
f) .................... uses its sticky tongue to catch its prey.
g) A .............. has sharp and strong teeth to tear flesh.
h) An ................... eats both plants and animals as food.
i) A ..................... sucks nectar of flowers.
2. Write ‘T’ for True and ‘F’ for False statements.
a) All animals eat the same type of food.
b) A deer is a herbivore.
c) Carnivores do not eat plants.
d) Squirrel has sharp front teeth to break hard nuts.
FOOD OF ANIMALS AND 23
e) Tigers have strong and sharp paws.
f) Frog is a cud-chewing animal.
g) Butterfly has a hollow tube to suck nectar.
h) Bear is an omnivore.
3. Choose the best answer from the given alternatives.
a) Herbivores feed on ........................
i. plants ii. animals iii. both
b) Leopard is a .........................
i. herbivore ii. carnivore iii. omnivore
c) .................. use hollow tube to suck their food.
i. cows ii. jackals iii insects
d) Human being, cat and dog are ...........................
i. carnivores ii. herbivores iii. omnivores
e) ................................. feeds on grains and seeds of plants.
i. pig ii. pigeon iii. snake
4. Match the following:
Cow strong sharp teeth to tear flesh
Snake omnivore
Leopard nibbling animal
Mosquito swallows food whole
Bear cud-chewing animal
Squirrel hollow tube to suck blood
24 Modern Concept Science, Health and Physical Education - 3
5. Identify the following figures and write what they eat.
6. Answer the following questions.
a) What are herbivores? Give any three examples.
b) Why is cow called a herbivore?
c) Give any three examples of cud-chewing animals.
d) What do you mean by nibbling habit? Give any three animals
having nibbling habit.
e) What are carnivores? Give any three examples.
f) Name any three animals that swallow the food whole.
g) What are omnivores? Give any three examples.
h) Name any three animals having hollow tube to suck their food.
Activities
1. List any eight animals each of herbivores and carnivores in
separate columns as shown below.
Herbivores Carnivores
1. ..................................................... 1. .....................................................
2. ..................................................... 2. .....................................................
3. ..................................................... 3. .....................................................
4. .................................................... 4. ....................................................
5. .................................................... 5. ....................................................
6. .................................................... 6. ....................................................
7. .................................................... 7. ....................................................
8. .................................................... 8. ....................................................
FOOD OF ANIMALS AND 25
2. Guess, who am I?
a. I have a sticky tongue. I swallow the food whole.
b. I suck blood. I have a hollow tube in my mouth.
c. I eat only flesh. I have sharp and strong teeth.
d. I eat only plants and their leaves. I chew the food.
Project Work
Collect two pictures each of herbivores, carnivores and omnivores.
Paste each of them in your project work copy.
26 Modern Concept Science, Health and Physical Education - 3
ANIMALS SEEN IN DIFFERENT U nit
TIMES AND SEASONS
4
Estimated teaching periods : 3
Objectives
After completing the study of this unit, students will be able to:
identify the animals seen in different times and seasons.
state the differences between cold-blooded and warm-blooded animals.
Warm up activity
Look, identify and say. cd
ab
e fg h
ij k
Can you say?
Have you seen above animals in your surrounding?
Can you say their names?
Which of these animals are active in daytime?
Which of these animals are active in night?
Which of these animals are mostly seen in rainy season?
ANIMALS SEEN IN DIFFERENT 27
In our surroundings, we see different types of animals. Among them,
some animals live actively in one season and remain passive in another.
Most animals remain active in the day time while a few remain active
at night. Animals change their way of living as the seasons change.
For example, snakes, flies, cockroaches and mosquitoes are seen in
the summer while demoiselle crane and brahminy duck are seen in the
winter. Similarly, frogs, leeches, cranes and bats are seen in the rainy
season.
Memory Tips
We cannot see all the animals throughout the year because they cannot
survive in all the seasons.
Fig: 4.1 Animals seen in different seasons
Animals seen in different times
We see many animals which are active in the daytime. In the daytime,
these animals move here and there in search of food. These animals are
called diurnal animals. For example, cow, buffalo, rabbit, parrot, crow,
pigeon, butterfly, honey bee, etc.
Memory Tips
Those animals which remain active in the daytime are called diurnal animals.
Examples: cow, buffalo, rabbit, parrot, crow, pigeon, etc.
28 Modern Concept Science, Health and Physical Education - 3
Fig: 4.2 Some diurnal animals
There are some animals which are active at nighttime only. During
the night, these animals move here and there in search of food. They
are afraid of light. So, they do not go near the light and like to live in
the dark places only. These animals are called nocturnal animals. For
example, cockroach, firefly, bat, owl, etc.
Memory Tips
Those animals which remain active at night are called nocturnal animals.
Examples: cockroach, firefly, bat, owl, etc.
Fig: 4.3 Some nocturnal animals
Animals seen in different seasons
i. Animals seen in the summer season
In the summer season, the land becomes hot. Snake, frog, earthworm,
etc. cannot stay inside their holes. Then, they come out of their holes to
escape heat. After then, they move from place to place in search of food.
ANIMALS SEEN IN DIFFERENT 29
They move only in the summer season. Similarly, many birds, snakes
and insects such as housefly, mosquito, butterfly, etc. are also seen in
the summer season.
Memory Tips
Some animals like snake, frog, earthworm, etc. sleep in the cool shelter until
very hot summer ends. This short summer sleep is called aestivation.
Fig: 4.4 Animals seen in the summer season
ii. Animals seen in the rainy season
In rainy season, holes of frog, mouse, snake, earthworm and crab are
filled with rainwater. Hence, they come out of their holes and move
here and there. So, animals like frog, snake, crab and mouse are seen
in this season. In rainy season, mosquitoes get suitable place to lay
their eggs. So, their population grows in the rainy season. Thus, to be
safe from mosquitoes, we should get rid of the ditches. This is because
mosquitoes lay eggs in the resting water.
Memory Tips
In rainy season, holes of frog, mouse, snake, earthworm, etc. are filled with
rainwater. So, they come out of their holes in this season.
Fig: 4.5 Animals seen in the rainy season
Activity
Make a list of animals that are seen in the summer and rainy season.
30 Modern Concept Science, Health and Physical Education - 3
Hibernation
It is very cold during the winter season. Animals like snakes, frogs,
lizards and earthworms cannot keep their body warm. So, they go
down to their holes. They sleep in their holes until warm season starts.
It is called winter sleep or hibernation. So, we do not see snakes, frogs,
lizards and earthworms in the winter season.
Memory Tips
The sleep of different animals to escape from cold is called winter sleep.
Winter sleep is also called hibernation.
Fig: 4.6 Winter sleep of some animals
Cold-blooded animals
Some animals change their body temperature with the temperature of
their surroundings. They cannot live in too hot or too cold climate. So,
they go for winter sleep and summer sleep to protect themselves from
the changing climate. These animals are called cold-blooded animals.
For example, snakes, frogs, fishes, lizards, crocodiles, etc.
Memory Tips
The animals whose body temperature changes according to the temperature
of their surroundings are called cold-blooded animals. Examples: snakes,
frogs, fishes, lizards, crocodiles, etc.
Fig: 4.7 Some cold-blooded animals
ANIMALS SEEN IN DIFFERENT 31
Animals seen in the winter season
Some animals are very
active in the winter season.
For example, demoiselle
crane, brahminy duck, etc.
These animals have thick
feathers to protect from Fig: 4.8 Animals active in the winter season
cold.
Warm-blooded animals
Mammals and birds like cow, goat, tiger, buffalo, fox, parrot, pigeon,
crow, etc. are seen throughout the year. They can adjust themselves
in all the seasons. These animals are called warm-blooded animals.
Animals like rat, cat, dog, cow, goat, buffalo, horse, pig, bird, etc. are
some examples of warm-blooded animals.
Several animals and birds have hair, fur and feathers in their body which
keep their body warm. Similarly, human beings feel comfort wearing
light cotton clothes in the summer season and warm woolen clothes in
the winter.
Memory Tips
The animals whose body temperature does not change according to the
temperature of their surroundings are called warm-blooded animals.
Examples: rat, cat, dog, cow, goat, buffalo, horse, pig, bird, etc.
Fig: 4.9 Some warm-blooded animals
32 Modern Concept Science, Health and Physical Education - 3
EXERCISE
1. Fill in the blanks with correct words.
hibernation snakes night brahminy duck
temperature cows rainy dark goats
a) Nocturnal animals become active at .........................
b) Winter sleep is also called .........................
c) ......................... are seen in the summer season.
d) ......................... and ......................... are seen in all the seasons.
e) ......................... is active in winter.
f) Mosquitoes become active in the ......................... season.
g) Cockroach likes to live in a ......................... place.
h) Warm-blooded animals do not change the ...................... of their body.
2. Write ‘T’ for True and ‘F’ for Fasle statements.
a) Cow and buffalo are diurnal animals.
b) Brahminy duck becomes active in the summer season.
c) Cockroach is a nocturnal animal.
d) Diurnal animals become active at night.
e) The number of mosquitoes increases in the winter.
f) Frogs go for winter sleep.
g) Grasshopper is seen in all the seasons.
h) Human beings and birds are cold-blooded animals.
3. Match the following:
Diurnal active at night
body temperature changes
Warm-blooded active in the daytime
body temperature remains constant
Cold-blooded
Nocturnal
ANIMALS SEEN IN DIFFERENT 33
4. Answer the following questions.
a) What are diurnal animals? Give any four examples.
b) What are nocturnal animals? Give any four examples.
c) Name any four animals that are seen in all the seasons.
d) Name any two animals that are seen only in the summer season.
e) Why are frogs seen only in the rainy season?
f) What are cold-blooded animals? Give any four examples.
g) What are warm-blooded animals? Give any four examples.
h) What does hibernation mean?
i) Why do snakes go for winter sleep?
j) Why are cat and dog called warm-blooded animals?
5. Observe the following figures of different animals. Write their
names and seasons in which they are seen. One is done for you.
Name: Snake Name: ........................... Name: ...........................
Season: Summer Season Season: ............................. Season: .............................
Name: ........................... Name: ........................... Name: ...........................
Season: ............................. Season: ............................. Season: .............................
34 Modern Concept Science, Health and Physical Education - 3
Activity
Observe the following figures and identify each on the basis of the
given clues.
a. I like to sleep for a long time in the winter.
I like to eat frogs, mice and rabbits.
Who am I?
Ans: ___________________________________________________
b. I like summer season.
I increase my number in the summer season.
I can carry germs here and there.
Who am I?
Ans: ___________________________________________________
c. Oh! I don’t like light.
I love darkness.
I visit your store room and make your food dirty.
Ha
Ha
Ha
Do you know, who am I?
Ans: ___________________________________________________
d. Hi, I am a nocturnal animal.
I can see clearly only at night.
Who am I?
Ans: ___________________________________________________
e. I am active in all the seasons and weathers.
I am also your faithful pet.
Who am I?
Ans: ___________________________________________________
Project Work
Collect two pictures each of diurnal, nocturnal and hibernating
animals. Paste them in your project work copy.
ANIMALS SEEN IN DIFFERENT 35
Unit DIFFERENT TYPES
OF PLANTS
5
Estimated teaching periods : 5
Objectives f
After completing the study of this unit, students will be able to:
identify different types of plants.
define flowering and non-flowering plants.
identify annual and perennial plants.
differentiate between aquatic and terrestrial plants.
introduce seasonal plants.
Warm up activity
Look, identify and say.
a bc de
g hi jk
Can you say?
Can you identify above plants?
Among them which are big and strong?
Which of these plants grow in water?
Which of these plants are used in vegetable?
Which of these plants do not have green colour?
36 Modern Concept Science, Health and Physical Education - 3
There are different types of plants around us. They differ from one
another in their shape, size, structure, habitat and life span. Some plants
are tall and strong, while others are small and weak. Some plants bear
flowers, while others don’t. Most of the plants grow on land while some
grow in water. Some plants live for several years while some live only
for a few months. But, there are some common characteristics of all the
plants. For example, they do not show active movement like animals;
they produce their own food by photosynthesis, etc.
Memory Tips
Some plants like mushroom cannot make food by photosynthesis. So, they
get food from others.
Fig: 5.1 Plants around us
A. Trees, shrubs and herbs
Trees
There are some plants which are big and strong. They are called trees.
Trees have different shapes and sizes. Most of the trees have strong
and woody stems called trunk. The trunk has many branches. On the
branch, there are many leaves. Their leaves are large and occupy more
space. They have well developed root system. Trees live for many years.
Examples: Mango, apple, banyan, sal, ashoka, pine, peepal, etc.
DIFFERENT TYPES OF PLANTS 37
Memory Tips
Big and strong plants are called trees. Examples: Mango, apple, banyan, sal,
ashoka, pine, peepal, etc.
Fig: 5.2 Some trees
Shrubs
There are many plants which are small but strong. They are called
shrubs. They look bushy, so they are also called bushy plants. They
do not have trunk. But, the roots of shrubs are well developed. Shrubs
are smaller than trees. They have many branches and live for some
years. Shrubs are medium-sized plants having hard and woody stem.
Examples: China rose, lemon, rose, cotton, etc.
Memory Tips
Small and strong plants are called shrubs. They are also called bushy plants.
Examples: China rose, lemon, rose, cotton, etc.
Fig: 5.3 Some shrubs
Herbs
There are many plants which are very small with soft stem. They are
called herbs. They do not have woody stems. Their roots are poorly
38 Modern Concept Science, Health and Physical Education - 3
developed. They are smaller than shrubs and live for a few months. We
use some herbs as our food. Examples: Grass, rice, wheat, maize, mint,
pea, gram, etc.
Memory Tips
Very small plants with soft stem are called herbs. Examples: Grass, rice,
wheat, maize, mint, pea, gram, etc.
Fig: 5.4 Some herbs
B. Flowering and non-flowering plants
There are different types of plants around us. Among them, some plants
bear flowers while others don’t. On the basis of presence or absence of
flowers, plants are broadly divided into two groups.
a. Flowering plants b. Non-flowering plants
a. Flowering plants
Plants like rose, marigold, mustard, soybean, pear, etc. bear flowers.
They are called flowering plants. Flowers of these plants have
different colours. Flowering plants also give fruits. Fruits have seeds
inside them. These seeds grow into new plants. Therefore, flowers
are considered as the reproductive parts of the plants.
Memory Tips
The plants that bear flowers are called flowering plants. Examples: Rose,
marigold, mustard, soybean, pear, etc.
DIFFERENT TYPES OF PLANTS 39
Fig: 5.5 Some flowering plants
b. Non-flowering plants
Plants like mushroom, fern, moss, etc. do not bear flowers. So, they
are called non-flowering plants. Non-flowering plants do not produce
fruits and seeds. They are less developed than flowering plants.
Memory Tips
The plants that do not bear flowers are called non-flowering plants. Examples:
mushroom, fern, moss, etc.
Fig: 5.6 Some non-flowering plants
C. Life span of plants
Similar to human beings, birds, insects, animals and plants also have
their own life time. Some plants live for a short time while others live
for many years. On the basis of life span of plants, they are divided into
following groups:
40 Modern Concept Science, Health and Physical Education - 3
Seasonal plants
Those plants that can live for one season are called seasonal plants. Rice,
tomato, maize, wheat, barley, etc. are seasonal plants. Seasonal plants
live for only one year. So, they are also called annual plants.
Memory Tips
Those plants that can live for one season only are called seasonal plants or
annual plants. Examples: Rice, tomato, maize, wheat, barley, etc.
Fig: 5.7 Some annual plants
Perennial plants
Plants like apple, guava, pine, banyan, peepal, etc. live for many years.
They are called perennial plants. They take a few years for their growth
and then start bearing flowers, fruits and seeds. These plants produce
flowers in one season of a year. Perennial plants are much more
developed than annual plants.
Memory Tips
The plants that live for many years are called perennial plants. Examples:
Apple, guava, pine, banyan, peepal, etc.
Fig: 5.8 Some perennial plants
DIFFERENT TYPES OF PLANTS 41
D. Plants growing in different places
Almost all plants grow on land while very few grow in water. Some
plants grow in the moist and shady places while others grow in the
desert. On the basis of habitat, plants are divided into following groups.
Terrestrial plants
Plants like tomato, potato, rose, mango, banana, apple, etc. grow on
land. They are called terrestrial plants.
Memory Tips
Plants that grow on land are called terrestrial plants. Examples: tomato,
potato, rose, mango, banana, apple, etc.
Fig: 5.9 Some terrestrial plants
Desert plants (Xerophytes)
Some terrestrial plants grow in dry areas or deserts. They are called
desert plants or xerophytes. Cactus, aloe, agave and opuntia are some
examples of desert plants. Desert plants have well developed roots, so
they can absorb water from far away. Their leaves are modified into
thorns and spines to minimize the loss of water from their leaves.
The stems of desert plants have water storage tissues, so that they can
use it when there is scarcity of water.
Memory Tips
When a living thing dies, it does not show any living characteristics like
growth, movement, feeling, breathing, etc.
42 Modern Concept Science, Health and Physical Education - 3
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 3
Discover the best professional documents and content resources in AnyFlip Document Base.
Search