Modern Concept Science and Technology 4

Authors

Chinta Mani Panthee
M.Sc., B.Ed., Ph.D. Scholar

Kamal Neupane Shishir Kumar Datta
M.Sc. B.Sc., B.Ed., M.A.

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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 Marks
Periods in Percentage (%)
i. Living Beings 1. Invertebrates and vertebrates
2. Reproduction in animals 45 35
3. Aquatic and terrestrial animals and
their features
4. Life process
5. Developmental stages in plants
6. Characteristics of the aquatic and
terrestrial plants

ii. Environment 7. Interrelationship between living 18 14
beings and environment
23 18
8. Natural disasters 22 17

iii. Matter and 9. Matter 10 8
energy 10. Energy 10 8
128 100
iv. Earth and 11. Weather and seasons
space 12. The earth
13. Solar system

v. Information 14. Means of information and

communication communication

vi. General 15. Some local technology
technology

Total

ii. Weighting Distribution in Health Education

S.No. Area Units Approximate Approximate Marks
in Percentage (%)
Periods

i. Personal 16. Our body and personal hygiene 11 17
hygiene 16
16
ii. Environment 17. Healthy environment and healthy 10 19
life 10
iii. Food and 12
nutrients 18. Our food and nutrients 8
12
iv. Disease 19. Diseases 12
20. Some communicable diseases 8 100
v. Safety and 21. Some non-communicable diseases
first aid
22. Safety and first aid

vi. Health services 23. Health services and co-operation 5

vii. Tobacco, 24. Tobacco, alcohol and drugs 8
alcohol and Total 64
drugs

iii. Weighting Distribution in Physical Education

S.No. Area Units Approximate Approximate Marks
in Percentage (%)
Periods

i. Basic skills of 25. Locomotive skill 13 20

physical 26. Running

education 27. Jumping

28. Throwing

29. Non-locomotor skill

ii. Drill and 30. Drill 9 14
physical 31. Physical training
35
training 6 10
15 22
iii. Common local 32. Simple and local games 6 10
12 19
games 64 100

iv. Creative 33. Creative games
games

v. Ball games 34. Ball games

vi. Gymnastics 35. Gymnastics

vii. Local
curriculum

Total

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 guidiline:
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.
Use of discs:

iii. Playing course related discs (DVDs) can help students in learning. Such discs are
available in the market.
Use of videos or documentaries:

iv. 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 1
7
Science & Environment 14
24
Unit 1 33
Invertebrates and Vertebrates 41
Unit 2 52
Reproduction in Animals 59
Unit 3 66
Aquatic and Terrestrial Animals and Their Features 73
Unit 4 81
Life Processes 91
Unit 5 97
Developmental Stages in Plants 105
Unit 6 114
Characteristics of Aquatic and Terrestrial Plants 120
Unit 7 128
Interrelationship between Living Beings and Environment
Unit 8
Natural Disasters
Unit 9
Matter
Unit 10
Energy
Unit 11
Weather and Seasons
Unit 12
Earth
Unit 13
Solar System
Unit 14
Means of Information, Communication and Their Importance
Unit 15
Local Technologies
Unit 16
Our Body and Personal Hygiene
Unit 17
Healthy Environment and Healthy Life

Health Education 136
145
Unit 18 151
Our Food and Nutrients 160
Unit 19 166
Diseases 175
Unit 20 182
Some Communicable Diseases
Unit 21 190
Non Communicable Diseases 192
Unit 22 195
Safety and First-aid 198
Unit 23 199
Health Services and Co-operation 200
Unit 24 203
Tobacco, Alcohol and Drugs 207
209
Physical Education 211
215
Unit 25
Locomotive Skills
Unit 26
Running
Unit 27
Jumping
Unit 28
Throwing
Unit 29
Non Locomotive Skills
Unit 30
Drill
Unit 31
Physical Training [P.T]
Unit 32
Simple and Local Games
Unit 33
Creative Games
Unit 34
Ball Games
Unit 35
Gymnastics

1Unit INVERTEBRATES AND
VERTEBRATES

Scientific terms and terminologies of the unit

1. Vertebral column : The hard and long bone running from the neck to the
waist is called the vertebral column or backbone.

2. Unicellular animals : Animals that have only one cell in their body are called
unicellular animals.

3. Multicellular animals : Animals that have many cells in their body are called
multicellular animals.

4. Vertebrates : Animals that have a vertebral column or backbone in
their body are called vertebrates.

5. Skeletal system : The internal framework of a body, which is formed by
joining many bones, is called the skeletal system.

Introduction

We see di erent types of animals around us. They di er in their shape, size, structure,
habit, habitat. The body of some animals is hard because they have bones. For example,
a cow, goat, bu alo, cat. Similarly, the body of some animals is soft as they do not have
bones. For example, an earthworm, a snail, butter y, leech. The body of animals like a
cow, dog, cat, goat, sh and snake has many bones along with a long backbone. This long
backbone is called the vertebral column. Thus, the hard and long bone running from the
neck to the waist is called the vertebral column or backbone. On the basis of the presence
or absence of the vertebral column, animals are broadly divided into two groups. They
are: i. Vertebrates ii. Invertebrates

Invertebrates

Animals which do not have a vertebral column in their body are called invertebrates. They
have a soft body. A butter y, star sh, octopus, prawn, crab, ant, earthworm, leech, liver

uke, tapeworm are examples of invertebrates.

Tapeworm Earthworm Octopus Leech Crab Butterfly Liverfluke Starfish

Fig. 1.1 Some invertebrates

Modern Concept Science, Health & Physical Education - 4 1

INVERTEBRATES AND VERTEBRATES Unit 1

Characteristics of invertebrates

i) Invertebrates do not have a backbone in their body.
ii) They may be unicellular or multicellular.
iii) They have a soft body as they do not have bones.
iv) They live in water and on land.
v) They do not have a closed circulatory system with a heart.
vi) They do not have developed appendages.
vii) They respire through the general body surface, moist skin, air tubules, etc.
viii) Some invertebrates have an exoskeleton made up of chitin.
ix) In invertebrates, both sexual and asexual reproduction takes place.
x) Some invertebrates like the liver uke, tapeworm, roundworm, leech, mosquito,

live as parasites.

Vertebrates

Animals which have a vertebral column or backbone in their body are called vertebrates.
Fish, snake, frog, bird, dog, monkey, tiger, crocodile, lizard, toad, dolphin, whale, crow,
peacock, elephant, camel are some examples of vertebrates. They are more developed
than invertebrates.

Fish Frog Snake Lizard

Dog Tiger
Crocodile
Peacock
Dolphin

Camel

Monkey Fig. 1.2 Some vertebrates Elephant

Whale

Characteristics of vertebrates

i) Vertebrates have a backbone or vertebral column.
ii) They have many bones in their body.
iii) They have a skeletal system covered with muscles and skin. It is called an endoskeleton.
iv) Most of the vertebrates have well developed limbs.
v) They have a circulatory system with a heart.
vi) They have a developed nervous system and a brain.
vii) They need separate male and female body for reproduction.
viii) They respire through the gills or smooth skin or through the lungs.

2 Modern Concept Science, Health & Physical Education - 4

Unit 1 INVERTEBRATES AND VERTEBRATES

Functions of bones in vertebrates

Many big and small, regular and irregular, strong and weak bones join together to form
a system called the skeletal system. It forms the framework of a body.

a. Bones provide shape and size to

the body

Due to the presence of bones,
vertebrates have a de nite shape and
size. Large vertebrates have big and
wide bones. Whereas small
vertebrates have small and narrow
bones. The shape and size of the body
depend upon the shape and size of
the bones. A baby has smaller bones
than an adult. So, the body of a baby
is smaller than that of an adult.

Fig. 1.3

b. Bones support the body

What happens if we do not have
bones in our body? We cannot stand.
We would not run, play and jump. We
will be a mass of muscles only. So,
bones support us to stand, play, run
and jump. Bones of vertebrates are
joined to form a skeletal system. The
skeletal system supports our body.

Fig. 1.4

c. Bones protect internal organs of the body
The body of vertebrates has many soft and vital organs like the brain, heart, lungs,
liver, eyes, etc. Bones form a bony cage to protect these internal organs. So, bones
protect the internal organs of the body.

Language note: In applied language, the use of “etc.” after many examples is discouraging, e.g. A butter-
fly, starfish, octopus, prawn, crab, ant, leech, liver fluke, tapeworm are examples of invertebrates.

Modern Concept Science, Health & Physical Education - 4 3

INVERTEBRATES AND VERTEBRATES Unit 1

Rapid fire revision

* The hard and long bone running from the neck to the waist is called the vertebral
column or backbone.

* On the basis of the presence or absence of the vertebral column, animals are broadly
divided into two groups. They are vertebrates and invertebrates.

* Animals which do not have a vertebral column in their body are called invertebrates.
For example, a butter y, star sh, octopus, prawn, crab, ant, earthworm.

* Animals which have a vertebral column or backbone in their body are called vertebrates.
For example, a sh, snake, frog, bird, dog, monkey, tiger, crocodile, lizard.

* The skeletal system provides shape and size of the body, supports the body and
protects the internal organs of the body.

Activity 1

Collect photos of any 10 animals found in your surroundings. Classify these animals
as vertebrates and invertebrates.

Activity 2

Observe the specimen of an earthworm and a frog in your school lab. Discuss how
they di er in terms of the backbone.

Three steps exercise

Step: 1

1. Tick (√) the correct statement and cross (x) the false one.
a) The backbone is also called the vertebral column. ( )
b) A snail has a backbone in its body. ( )
c) A tall man has longer bones than a short man. ( )
d) Snakes do not have a vertebral column. ( )
e) Bones protect the internal organs of the body. ( )

2. Fill in the blanks with appropriate words.
a) Animals that have backbone in them are called …………
b) Invertebrates have ……………body.
c) An earthworm is an example of …………
d) The backbone is also called ………………
e) A dog is an example of ……………………….

4 Modern Concept Science, Health & Physical Education - 4

Unit 1 INVERTEBRATES AND VERTEBRATES

3. Match the following: o Which has many cells
o Which has one cell
a) Unicellular o Which do not have a backbone
b) Multicellular o Which have a backbone
c) Vertebrates o A framework of bones
d) Invertebrates
e) Skeletal system

4. Select the best answer from the given alternative.

a) Which of the following is an invertebrate ?

i. Fish ii. Frog

iii. Snail iv. Cat

b) Invertebrates do not have

i. Backbone ii. Eyes

iii. Mouth iv. Legs

c) Skeletal system is made up of

i. Muscles ii. Bones

iii. Blood iv. Skin

d) Skeletal system protects ii. Eyes
i. Heart

iii. Brain iv. All

e) Which one of the given invertebrates is a parasite?

i. Paramecium ii. Hydra

iii. Leech iv. Honeybee

Step: 2

5. Di erentiate between:

a) Invertebrates and vertebrates
b) Butter y and pigeon
c) Unicellular and multicellular animals

6. Give reason:

a) A cow is a vertebrate.
b) A mosquito is an invertebrate.
c) Bones form a protective covering.

Modern Concept Science, Health & Physical Education - 4 5

INVERTEBRATES AND VERTEBRATES Unit 1

7. Classify the following animals as vertebrates and invertebrates.

Monkey, Hen, Earthworm, Scorpion, Octopus, Snail, Sparrow, Dragon y,
Fish, Star sh, Sea horse, Sea cucumber

8. Choose the odd one out.

a) Ant, Butter y, Sparrow, House y
b) Dog, Octopus, Fish, Snake
c) Earthworm, Crab, Prawn, Scorpion

9. Tick (√) for vertebrates and cross (x) for invertebrates in the given gures.

Step: 3

10. Answer the following questions.
a) De ne invertebrates with three examples.
b) What are vertebrates? Give three examples.
c) List any three major characteristics of invertebrates.
d) Write any three characteristics of vertebrates.
e) What is a skeletal system?
f ) Write any two functions of the bone.

11. Draw a neat diagram for the following animals.
Figure of sh, frog, lizard, pigeon and man

6 Modern Concept Science, Health & Physical Education - 4

2Unit REPRODUCTION IN
ANIMALS

Scientific terms and terminologies of the unit

1.Reproduction : Reproduction is a biological process in which living beings
produce their own kind.

2. Oviparous : Animals which reproduce by laying eggs are called oviparous
animals.

3. Hatching : The process by which a young animal comes out from an egg
is called hatching.

4. Incubation period : The time taken by an egg to hatch out is called the incubation

period.

5. Viviparous : Animals which reproduce by giving direct birth to young ones
are called viviparous animals.

6. Gestation period : The development period of a baby inside the womb before its
birth is called the gestation period.

7. Life cycle : The time period from the birth of an organism to its sexual
maturity for reproduction is called the life cycle.

8. Caterpillar : The larva of a butterfly is called a caterpillar.

9. Cocoon : The hard and dry covering present around the pupa is called a
cocoon.

10. Tadpole : A tadpole is a small fish like animal with a long tail. It comes
out from the egg of a frog.

11. Gills : The breathing organs of tadpoles and other aquatic animals are
called gills.

Introduction

Reproduction is one of the main characteristics of living Fig. 2.1 A woman with a baby
beings. Living beings have a certain lifespan. They do
not live forever. But they want to continue their race
on the earth. Before their death, all living beings try to
leave their o spring on earth. Therefore, living beings
produce their own kind and continue their generation.
Thus, reproduction is a biological process in which
living beings produce their own kind.

Modern Concept Science, Health & Physical Education - 4 7

REPRODUCTION IN ANIMALS Unit 2

A hen with eggs A dog with puppies A cat with kittens
Fig. 2.2

For example, a dog gives birth to puppies, a cat gives birth to kittens and a cow gives
birth to a calf. A cow never gives birth to puppies and a dog never gives birth to a calf.

Types of reproduction

There are two ways of reproduction in animals. They are:

I. Reproduction by laying eggs
II. Reproduction by giving direct birth to young ones

I. Reproduction by laying eggs

Have you seen the eggs of a hen? After some times, chick come out from these eggs. Not
only a hen, there are many animals which lay eggs. For example, sh, frog, snake, birds.
Their young ones develop inside the eggs. After sometime, the hard shell of the egg
breaks, and a young animal comes out. Snakes, crocodiles, tortoises, frogs, birds and
insects reproduce by laying eggs. Thus, animals which reproduce by laying eggs are called
oviparous animals.

Hen and eggs Frog and eggs Snake and eggs Housefly and eggs
Fig. 2.3

The process of coming out of a young animal from an egg is called hatching. Hatching
does not occur immediately. The time taken by an egg to hatch out is called the incubation
period. The egg also needs a favorable environment for hatching. The incubation period
di ers for di erent animals. Normally, the egg of a hen takes 21 days. During the incubation
period, a hen keeps its eggs warm by spreading its wings. Similarly, the eggs of insects
get their warmth from the sun.

8 Modern Concept Science, Health & Physical Education - 4

Unit 2 REPRODUCTION IN ANIMALS

Di erent animals lay eggs in di erent numbers. Fig. 2.4 Incubation of hen
Some animals lay many eggs and some animals lay
few eggs. Insects, shes, frogs can lay numerous
eggs at a time. Not all eggs hatch into young ones.
Birds like the hen, duck, etc. do not lay more than
two eggs at a time. Among insects, the eggs hatch
out into larvae. The larvae are active and voracious

eaters. The larva develops into a pupa after a certain
interval. The pupa is a resting stage. After some time,
it develops into an adult.

Memory Plus

Among vertebrates, pisces, amphibian, reptiles and aves are oviparous as they lay eggs.

Adult Adult
Life cycle of silkmoth Life cycle of butterfly
Pupa
Pupa Eggs Eggs

Larva Fig. 2.5 Larva

II. Reproduction by giving direct birth to young ones

Some animals reproduce by giving direct birth to young ones. Their young ones develop
inside the body (womb) of the female. These animals are called viviparous. Thus, animals
which reproduce by giving direct birth to young ones are called viviparous animals. Only
mammals give direct birth to babies. A human being, cow, goat, bu alo, whale, rabbit,
rat, bat, dolphin, monkey are viviparous animals.

Memory Plus

A bat, whale and dolphin give direct birth to their young ones. So, they are called
viviparous animals.

A woman with a baby A cow with calf A cat with kittens A dog with puppies

Fig. 2.6

Modern Concept Science, Health & Physical Education - 4 9

REPRODUCTION IN ANIMALS Unit 2

The development period of a baby inside the womb before its birth is called the gestation
period. The gestation period varies from animal to animal. It is about 9 months in human
beings. Most of the viviparous females suckle their young ones.

Memory Plus

Most of the viviparous Fig. 2.7 A cow suckling A dog suckling
animals produce milk
from their breasts. They
suckle their young
ones.

Life cycle of a butter y

The time period from the birth of an organism to its sexual maturity for reproduction is
called the life cycle.

A butter y is an invertebrate. The life cycle of a butter y has four main stages. They are
the egg, larva, pupa and adult.

A female butter y lays a large number of eggs on leaves. The sticky eggs remain on the
leaves. Sunlight keeps the eggs warm. After some days, the eggs hatch into larvae. The
larva of a butter y is called a caterpillar. The larva eats the soft part of the leaves. After

some days, the larva secrets a sticky material around its body. This sticky material becomes
hard and dry and forms a cocoon. Inside the cocoon, the larva develops into a pupa. Thus,
the hard and dry covering present around the pupa is called the cocoon. The pupa stops
feeding and grows inside the cocoon. The pupa develops legs, wings and other parts of
the body inside the cocoon. The cocoon breaks and a young butter y appears. This stage
of a butter y is called the adult stage. The adult female butter y again produces eggs
and the life cycle continues.

Viviparous animals take care of their babies. They protect their babies from their enemies.
This process is called parental care.

Adult Eggs
Fig. 2.8 Life cycle of butterfly

Pupa

Larva
10 Modern Concept Science, Health & Physical Education - 4

Unit 2 REPRODUCTION IN ANIMALS

Life cycle of a frog

A frog is a vertebrate. It needs both land and Eggs
water to complete its life cycle. So, a frog is Fig. 2.9 Life cycle of frog
also called an amphibian animal. The life
cycle of a frog has four stages. They are the Tadpole
egg, tadpole, young frog and adult frog.

A female frog lays numerous eggs in water. Adult
These eggs are sticky and remain in a group.
The heat of the sun warms the eggs. The Tadpole with legs
female frog does not take care of its eggs.
So, most of the eggs get destroyed. After

some days, a small sh like animal with a long tail comes out from the egg. It is called a
tadpole. Tadpoles swim in a group. They eat small organisms and leaves. They breathe
through the gills. After some days, the tail of the tadpoles get reduced and they develop
legs. Lungs and limbs also develop and the gills disappear. Then a tadpole converts into
a young frog. A young frog becomes mature and lives in water and on land. A frog breathes
through the lungs on land and moist skin in water. When a female frog becomes mature,
it lays eggs. A male frog presses the body of a female to release the eggs.

Activity 1

List ten oviparous and ten viviparous animals found in your surroundings.

Rapid fire revision

* Reproduction is one of the main characteristics of living beings. As a result of
reproduction, organisms produce their own kind.

* Reproduction is a biological process in which living beings produce their own kind.
Living beings always produce their own kind.

* There are two ways of reproduction in animals. They are reproduction by laying eggs
and reproduction by giving direct birth to young ones.

* Animals which reproduce by laying eggs are called oviparous animals. For example,
snakes, crocodiles, tortoise, frogs, birds, insects.

* Animals which reproduce by giving direct birth to young ones are called viviparous
animals. For example, a human being, cow, goat, bu alo, whale, rabbit, rat, bat, dolphins,
monkey.

* The time period from the birth of an organism to its sexual maturity for reproduction
is called the life cycle.

* The life cycle of a butter y has four main stages. They are the egg, larva, pupa and
adult.

* The life cycle of a frog has four stages. They are the egg, tadpole, young frog and adult
frog.

Modern Concept Science, Health & Physical Education - 4 11

REPRODUCTION IN ANIMALS Unit 2

Three steps exercise
Step: 1

1. Tick (√) the correct statement and cross (x) the false one.
a) All animals cannot produce young ones. ( )
b) All birds give direct birth to young ones. ( )
c) Animals that lay eggs are called oviparous animals. ( )
d) A goat is a viviparous animal. ( )
e) Egg, larva, pupa and adult are the four stages of the life cycle of a butter y. ( )

2. Fill in the blanks with appropriate words.
a) The process of producing new o spring is called .....................
b) The incubation period of a ..................... is 21 days.
c) A butter y lays eggs on the ..................... of the plant.
d) A tadpole breathes through .....................
e) An example of a viviparous animal is a .....................

3. Match the following:

a) Larva of butter y o Nine months in human

b) Hen, insects and birds o Dry outer covering of pupa

c) Cocoon o Caterpillar

d) Cow, dog, cat o Oviparous

e) Gestation o Viviparous

4. Select the best answer from the given alternatives.

a) Which of the following animal gives numerous eggs?

i. Duck ii. Hen

iii. Pigeon iv. Frog

b) Which is a viviparous animal?

i. Cat ii. Hen

iii. Pigeon iv. Frog

c) Which is an oviparous animal?

i.Duck ii. Dolphin

iii. Dog iv. Bat

d) How many stages are there in the life cycle of a frog?

i. Two ii. Three

iii. Four iv. Five

12 Modern Concept Science, Health & Physical Education - 4

Unit 2 REPRODUCTION IN ANIMALS

e) The gestation period of human being is about?

i. Ten months ii. Nine months

iii. Seven months iv. Eleven months

Step: 2

5. Write a main di erence between:
a) Oviparous and viviparous animals
b) Incubation and gestation
c) Tadpole and frog
d) Pigeon and dog

6. Give reasons:
a) A parrot is called an oviparous animal.
b) A dolphin is a viviparous animal.
c) A frog is known as an amphibian animal.
d) A butter y is called an invertebrate animal.

7. Classify the following animals into oviparous and viviparous.
Hen, Earthworm, Bat, Donkey, Snail, Sparrow, Rat, Fish, Snake, Rabbit,
Monkey and Ostrich

8. Name the di erent stages in the life cycle of a butter y.

Step: 3

9. Answer the following questions.
a) What is reproduction?
b) De ne oviparous animals with three examples.
c) What are viviparous animals? Give three examples.
d) What is incubation period?
e) What do you mean by gestation?
f ) Do all eggs of a frog hatch into young ones? Why?
g) De ne life cycle.
h) Describe the life cycle of a butter y.
i) Describe the life cycle of a frog.

10. Draw a labeled diagram of the following animals.
a) Butter y
b) Frog

Modern Concept Science, Health & Physical Education - 4 13

3Unit AQUATIC & TERRESTRIAL
ANIMALS & THEIR
FEATURES

Scientific terms and terminologies of the unit

1. Habitat : Habitat is the place where animals live.

2. Aquatic animals : Animals that live in water are called aquatic animals.

3. Terrestrial animals : Animals that live on land are called terrestrial animals.

4. Domestic animals : Those animals which are tamed to live in our homes are called
domestic animals.

5. Herbivores : Animals that eat plants and parts of plants are called herbivores.

6. Carnivores : Animals which eat the flesh of other animals are called carnivores.

7. Cursorial animals : Animals which live on grasslands and in the jungle and have a
running habit are called cursorial animals.

8. Fossorial animals : Animals which live in holes or burrows are called fossorial

animals.

9. Arboreal animals : Animals which live in trees are called arboreal animals.

10. Aerial animals : Animals which spend most of their time flying in the air are called
aerial animals.

11. Desert animals : Animals which live in the desert ae called desert animals.

Introduction

Animals live in di erent parts of the earth. These parts are called habitats. Thus, a habitat
is a place where animals live. Di erent animals live in di erent habitats. Some animals
live in water. For example, sh, crab, prawn, shark. Similarly, some animals live on land.
For example, cat, rat, rabbit, snakes, tiger, elephant. Depending upon the habitat, animals
are divided into two major groups. They are:
i) Aquatic animals ii) Terrestrial animals

Fish Dolphin Cat Crocodile
Elephant
Whale
Tiger
Rabbit Fig. 3.1 Some aquatic and terrestrial animals

14 Modern Concept Science, Health & Physical Education - 4

AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES Unit 3

Aquatic Animals

Animals like the octopus, sh, star sh, whale, dolphin, crocodile, turtle, seal live in water.
They are called aquatic animals. Thus, animals which live in water are called aquatic
animals. Their body is adopted for living in water. The body of aquatic animals has special
features. These features help them to live in water.

Starfish Fish Crab

Crocodile Octopus

Prawn Shark Tadpole
Fig. 3.2 Aquatic animals Crocodile

Characteristics of aquatic animals

a. Shape of body Fish
Dolphin
Most of the aquatic animals
have a streamlined (boat
shaped) body. A streamlined
body helps animals to oat
and swim easily in water.
Aquatic animals like sh,
dolphin, crocodile have a
streamlined body.

b. Organs of movement Shark
Fig. 3.3
Aquatic animals have ns to
swim. They also have a caudal Fig. 3.4 Webbed feet of a frog
tail to swim and to change the
direction while swimming.
Animals like frogs and turtles
have webbed feet to swim in
water.

Modern Concept Science, Health & Physical Education - 4 15

Unit 3 AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES

c. Breathing organs Gills Lungs and skin
Fig. 3.5
Most of the aquatic animals breathe through
gills. They take dissolved oxygen from water. Lungs
Some aquatic animals like the crocodile, Lungs
dolphin, whale, seal have lungs to breathe. They
come out to the water surface to breath air. Fig. 3.6
Frogs respire through the gills in the young
stage and through the moist skin and lungs in
the adult stage.

d. Other body features

Most of the aquatic animals are covered with
waxy scales. Scales prevent the water from
entering their body. They also prevent animals
from decaying. Animals like the seal, dolphin,
whale have an oily skin. They also have a thick
layer of fat below their skin. It saves them from
the cold.

Memory Plus

An insulating layer of fat is present under the
skin of a whale, seal, dolphin. It is called a
blubber. It protects them from the cold.

Fig. 3.7 Blubber in a whale

Terrestrial animals

Animals like the monkey, lizard, dog, eagle, cow, rabbit, earthworm live on land. Animals
that live on land are called terrestrial animals. They have special features to live on land.

Cow Goat Rabbit Buffalo

Fox Tiger Kangaroo Camel

Fig. 3.8 Terrestrial animals

16 Modern Concept Science, Health & Physical Education - 4

AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES Unit 3

Some terrestrial animals are carnivores because they eat the esh of other animals.
Similarly, some animals are herbivores because they eat plants and parts of plants. Some
terrestrial animals live in the jungle and some are tamed by human beings. Some terrestrial
animals live in trees and some live on grasslands. On the basis of their habitat, terrestrial
animals can be divided into di erent groups. They are:

a) Cursorial animals d) Aerial animals
b) Fossorial animals e) Desert animals.
c) Arboreal animals f ) Animals living in cold places

a. Cursorial animals

Animals which live on grasslands and in the jungle and have a running habit are called
cursorial animals. For example, lion, tiger, deer, zebra, ostrich, kangaroo.

Deer Zebra Kangaroo Ostrich

Fig. 3.9 Cursorial animals

Features of cursorial animals

i) Some herbivores have a pair of horns on their head.
ii) They have one or two hooves on their legs for running.
iii) Carnivores have strong paws with sharp claws in them.
iv) Herbivores have at and sharp teeth to chew grass and plant parts.
v) Carnivores have strong and sharp teeth to tear and chew the esh of other animals.

b. Fossorial animals

Animals which live in holes or burrows are called fossorial animals. Some examples of
fossorial animals are the rabbit, hare, porcupine, rat, mouse, snake.

Rabbit Hare Porcupine Rat Mouse
Fig. 3.10 Fossorial animals

Modern Concept Science, Health & Physical Education - 4 17

Unit 3 AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES

Fi)e1a8tFuorseNsosovroaiSafclfieaonnsciesm,oHaerlaisalthlliv&aenPhiinymsihcaaolllEsedsucoartiobnu-r4rows.

ii) They have a pointed snout to allow their body to pass inside the burrows easily.
iii) Some animals can also dig burrows by themselves with their limbs.
iv) They have a light and active body.

c. Arboreal animals

Animals which live in trees are called arboreal animals. Examples of arboreal animals are
the monkey, lizard, chimpanzee, some snakes, woodpecker, squirrel.

Monkey Lizard Chimpanzee Squirrel

Fig. 3.11 Arboreal animals

Features of arboreal animals

i) Arboreal animals have a strong grip in their limbs.
ii) Some arboreal animals like lizards have adhesive pads to walk on the branches.
iii) Arboreal animals like the monkey have strong chest muscles and exible limbs.
iv) Most of the arboreal animals have a long tail.

d. Aerial animals

Animals which spend most of their time ying in the air are called aerial animals.
Examples of aerial animals are birds like the crow, pigeon, vulture, parrot, crane, swan.

Crow Pigeon Vulture Parrot Crane Swan

Fig. 3.12 Aerial animals

18 Modern Concept Science, Health & Physical Education - 4

AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES Unit 3

Features of aerial animals

i) Aerial animals have a boat shaped (streamlined) body.
ii) They have light and hollow bones.
iii) They have wings to y.
iv) Flu y and light feathers cover their body.

e. Desert animals

Animals which live in the desert are called desert animals. Examples of desert animals are
the camel, fox, kangaroo rat, lizard, snakes.

Fox Kangaroo Lizard
Fig. 3.13 Desert animals
Camel

Features of desert animals

i) Animals like the camel can store water in the body.
ii) They have long and at legs with hooves.
iii) They have a thick skin with little hair on their body.

f. Animals living in cold places

The mountain region and polar region of the earth are cold places. Animals like the yak,
snow leopard, pheasant live in such places. Animals like the seal, penguin, polar bear,
arctic fox live in the polar region of the earth.

Seal Penguin Polar bear Arctic fox

Fig. 3.14 Animals living in cold places

Features of animals living in cold places
i) Their body is covered with long and thick furs.
ii) They have a thick layer of fat below the skin.

Modern Concept Science, Health & Physical Education - 4 19

Unit 3 AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES

Activity 1

List ten aerial animals found in your surroundings and write their characteristic features.

Activity 2

Visit a nearby zoo if possible and study the body structure of wild animals.

Activity 3

Look at the hooves of domestic animals and observe how they di er in number. Compare
the hooves of a cow and a horse and draw their diagrams.

Activity 4

Take a sh from a nearby water body or from a shop. Observe its external structure and
write down the function of each organ.

Rapid fire revision

* Animals live in di erent parts of the earth. These parts are called habitats.
* Depending upon the habitats, animals are divided into two major groups. They

are aquatic animals and terrestrial animals.

* Animals which live in water are called aquatic animals. For example, octopus, sh,
star sh, whale, dolphin, crocodile, turtle, seals.

* Animals that live on land are called terrestrial animals. For example, monkey, lizard,
dog, eagle, cow, rabbit, earthworm.

* Animals which live on grasslands and in the jungle and have a running habit are
called cursorial animals. For example, lion, tiger, deer, zebra, ostrich, kangaroo.

* Animals which live in holes or burrows are called fossorial animals. Some examples
of fossorial animals are the rabbit, hare, porcupine, rat, mouse, snake.

* Animals which live in trees are called arboreal animals. Examples of arboreal
animals are the monkey, lizard, chimpanzee, some snakes, woodpecker, squirrel.

* Animals which spend most of their time ying in the air are called aerial animals.
Examples of aerial animals are ying birds like the crow, pigeon, vulture, parrot, crane,

swan.

* Animals which live in the desert are called desert animals. Examples of desert
animals are camel, fox, kangaroo.

20 Modern Concept Science, Health & Physical Education - 4

AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES Unit 3

Three steps exercise

Step: 1

1. Tick (√) the correct statement and cross (x) the false one.
a) A whale is an aquatic animal. ( )
b) A camel can store water in its body. ( )
c) A lion and tiger are domestic animals. ( )
d) A dolphin is a terrestrial animal. ( )
e) Breathing organs of a crocodile are the lungs. ( )
f ) Aerial animals have hollow and light bones. ( )

2. Fill in the blanks with appropriate words.
a) .............. animals are also called land animals.
b) A yak lives in .............. place.
c) A monkey is an .............. animal.
d) Fish have .............. body.
e) .............. animals live in holes and burrows.
f ) Lizards have .............. pads that help them to climb a tree.

3. Match the following: o Porcupine
a) Aquatic animal o Camel
b) Cursorial animal o Arctic fox
c) Fossorial animal o Octopus
d) Aerial animal o Owl
e) Arboreal animal o Tiger
f ) Desert animal o Monkey
g) Polar animal

4. Choose the best answer from the given alternatives.

a) What are the breathing organs of a whale?

i. Lungs ii. Gills

iii. Skin iv. General body surface

Modern Concept Science, Health & Physical Education - 4 21

Unit 3 AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES

b) Which has strong paws with sharp claws?

i. Goat ii. Pig

iii. Lion iv. Camel

c) Which is a fossorial animal?

i. Snake ii. Monkey

iii. Eagle iv. Dolphin

d) Which animal has webbed feet?

i. Duck ii. Crow

iii. Pigeon iv. Sparrow

e) What kind of bones do birds have?

i. Light ii. Heavy

iii. Hollow iv. Light and hollow

Step: 2

5. Write down the main di erence between:
a) Aquatic animals and terrestrial animals
b) Aerial animals and arboreal animals
c) Cursorial animals and fossorial animals
d) Camel and polar bear
e) Fish and frog

6. Give reasons.
a) A camel is a desert animal.
b) A lion is a cursorial animal.
c) A sh is an aquatic animal.
d) A monkey is an arboreal animal.
e) Birds are aerial animals.

7. Answer the following questions in one word.
a) The body of a sh is covered with
b) What type of bones do birds have?
c) What is present in the legs of a lizard?

22 Modern Concept Science, Health & Physical Education - 4

AQUATIC & TERRESTRIAL ANIMALS & THEIR FEATURES Unit 3

8. Classify the following animals as aquatic animals and terrestrial animals.

a) Monkey, Octopus, Camel, Fish

b) Kangaroo, Dolphin, Rat, Whale

c) Horse, Snake, Shark, Penguin

d) Polar Bear, Crab, Pigeon, Sparrow

e) Tadpole, Lizard, Zebra, Crocodile

Step: 3

9. Answer the following questions.
a) What is a habitat?
b) De ne aquatic animals with three examples.
c) What are terrestrial animals? Give three examples.
d) What do you mean by cursorial animals?
e) List any two main features of cursorial animals.
f ) What are fossorial animals?
g) Give two important features of aerial animals.
h) Write down three important features of aquatic animals.
i) List any two important characteristics of aerial animals.
j) What makes a camel able to live in a desert? List two major characteristics.
k) Write two features of the polar bear.

10. Draw a neat diagram for the following animals.
Parrot, Camel, Polar bear and Fish

Modern Concept Science, Health & Physical Education - 4 23

4Unit LIFE PROCESSES

Scientific terms and terminologies of the unit

1. Life Processes : The activities which are performed by living beings to
sustain their life are called the life processes.

2. Chlorophyll : The green pigment in the leaves of plants is called
3. Photosynthesis chlorophyll.

: The process in which green plants prepare their own food
by using carbondioxide and water in the presence of
sunlight is called photosynthesis.

4. Transportation : Transportation is a life process in which nutrients are
carried from one part of the body to different parts.

5. Vascular bundle : The group of xylem and phloem tissues is called a vascular
bundle.

6. Blood circulatory system : In vertebrates, the transportation of nutrients, gases, wastes
takes place by a complex system called the blood vascular
system.

7. Digestion : The process of breaking down of complex food materials
8. Excretion into easily absorbable form is called digestion.

: The process of removing the undigested and unusable
materials from the body is called excretion.

9. Nutrition : The process by which living beings obtain food and utilize
the nutrients present in it is called nutrition.

10. Autotrophs : Green plants are called autotrophs because they prepare
their own food in the presence of water, carbon dioxide
and sunlight.

11. Autotrophic nutrition : The mode of nutrition shown by autotrophs, or green plants,
is called autotrophic nutrition.

12. Heterotrophs : Those organisms which cannot prepare their own food and
depend upon others for their food are called heterotrophs.

13. Heterotrophic nutrition : The mode of nutrition shown by heterotrophs is called
14. Respiration heterotrophic nutrition.

: The process of burning food inside the body of the
organisms to release energy is called respiration.

24 Modern Concept Science, Health & Physical Education - 4

LIFE PROCESSES Unit 4

15. Reproduction : The process by which living organisms produce their own
kind is called reproduction.

Introduction

All living beings perform various activities to sustain their life. For example, photosynthesis,
transpiration, growth, nutrition, respiration, internal transportation, excretion, reproduction.
These activities are called life processes. Thus, the activities which are performed by living
beings to sustain their life are called the life processes. Without the life process it is
impossible for a living being to sustain on the earth. In this unit, we will discuss some
general life processes performed by living beings.

1. Photosynthesis

Photosynthesis is the life process that occurs in green
plants only. It is the life process in which all other life
processes of living beings depend. This is because all life
processes need energy. Photosynthesis produces food
that provides energy.

Plants contain green pigment in their leaves called
chlorophyll. Chlorophyll absorbs sunlight. The stomata of
leaves take carbondioxide and the roots absorb water and Fig. 4.1 Photosynthesis in a leaf
minerals from the soil. Green plants use sunlight, carbon dioxide and water to make their
food. This process is called photosynthesis. Thus, the process in which green plants prepare
their own food by using carbon dioxide and water in the presence of sunlight is called
photosynthesis. The food material prepared by the plants is called starch. Starch is
converted into di erent forms of foods.

2. Transportation

Transportation is a life process in which nutrients are preFpaoroadtion
carried from one part of the body to di erent parts of transFpooortdation
the body. In plants, small vessels of xylem and phloem
tissues transport nutrients. The group of these tissues Water
is called vascular bundle. Roots absorb water and transportation
minerals. The xylem vessel transports water and Fig. 4.2 Transportation in plant
minerals to the leaves and other photosynthetic
regions. Similarly, phloem transports food materials
prepared by green parts of the plant to other parts.

Modern Concept Science, Health & Physical Education - 4 25

Unit 4 LIFE PROCESSES

In invertebrates, the transportation is very simple. But in vertebrates, the transportation
of nutrients takes place by a complex process. It is called the blood vascular system. Blood
transports nutrients from one part of the body to di erent parts of the body.

Heart

Blood circulatory system Fig. 4.3

3. Digestion

The process that breaks down complex Esophagus
food materials into easily absorbable form
is called digestion. All living beings have a Liver Stomach
digestive system. In some animals, it is Gall Bladder
poorly developed while others have a well Pancreas
developed form. Larger animals have a Large Intestine Small Intestine
complete digestive tract. Di erent physical Appendix
and chemical processes occur in the
digestive tract. These processes break down Rectum
food materials into simpler digestible forms.
These simpler substances get released into Fig. 4.4 Digestive system
the blood. Now, blood carries these
nutrients all over the body.

4. Nutrition

All living organisms need energy to do their daily activities. This energy comes from food.
Food contains various nutrients like carbohydrate, protein, fat, minerals. These nutrients
help in growth, development, protection. The whole process of getting food and utilizing
nutrients present in it is called nutrition. Thus, the process by which living beings obtain
food and utilize the nutrients present in it is called nutrition.

26 Modern Concept Science, Health & Physical Education - 4

LIFE PROCESSES Unit 4

There are two types of nutrition. They are:
a. Autotrophic nutrition
b. Heterotrophic nutrition

a. Autotrophic nutrition b. Heterotrophic nutrition

Green plants prepare their own food by All kinds of animals and non-green plants
photosynthesis. So, they are called like fungi cannot prepare their own food.
autotrophs and the mode of nutrition is They depend upon others for their food.
called autotrophic nutrition. They are called heterotrophs, and the
Green plants are called autotrophs mode of nutrition is called heterotrophic
because they prepare their own food in nutrition. Thus, those organisms which
the presence of water, carbondioxide and cannot prepare their own food and depend
sunlight. The mode of nutrition shown by upon others for their food are called
autotrophs, or green plants, is called heterotrophs, and the mode of nutrition
autotrophic nutrition. shown by heterotrophs is called
heterotrophic nutrition. For example,
human beings, cat, rat, dog, tiger, elephant,
vulture, eagle.

Cow Elephant
Goat Dog

Fig. 4.5 Autotrophic nutrition Pigeon Buffalo Crocodile
Fig. 4.6

5. Excretion

We eat di erent kinds of food materials in our daily life. All these food materials do not
get digested. The food that is not digested in our digestive tract is removed from our
body. This process is called excretion. Thus, the process of removing undigested and
unusable materials from the body is called excretion. Plants also excrete di erent types
of substances like latex, resin, oxygen, water vapor from their body.

Modern Concept Science, Health & Physical Education - 4 27

Unit 4 LIFE PROCESSES

Animals excrete carbon dioxide, sweat, urine, stool from their body. The organs of our
body like the kidney, lung, liver, skin, nose excrete waste materials from our body.
Stomata are the excretory organs of plants.

Stomata

Sweat Gland

Lungs Stomata Skin
Fig. 4.7 Organs of excretion
Kidney

6. Respiration

All living organisms breathe in oxygen and breathe out carbon dioxide. This oxygen gas
burns the digested food and releases energy in the body. The process of burning food
inside the body of organisms to release food is called respiration. In plants, oxygen passes
through the stomata. In animals gills, lungs, moist skin and body surface are respiratory
organs. Respiration occurs in the mitochondria at the cell level. Food gives us energy after
respiration. This energy is used for various activities and life processes.

Moist skin

Stomata

Gills Stomata

Lungs Moist skin in frog
Fig. 4.8 Organs of respiration

7. Reproduction

A mustard plant gives rise to a mustard plant of its own kind. A dog produces babies like
itself. All living beings produce young ones of their own kind. This process is called
reproduction. Thus, the process by which living organisms produce their own kind is
called reproduction. There are di erent reproductive organs in plants and animals. A

ower is the reproductive part of a owering plant. Non- owering plants can reproduce
through the leaves, stem, buds, etc. Animals reproduce by laying eggs or by giving direct
birth.

28 Modern Concept Science, Health & Physical Education - 4

LIFE PROCESSES Unit 4

Fig. 4.9 Living beings reproduce

Rapid fire revision

* The activities which are performed by living beings to sustain their life are called the

life process. For example, nutrition, photosynthesis, transpiration, growth, respiration,

internal transportation, excretion, reproduction.

* The process in which green plants prepare their own food by using carbon dioxide

and water in the presence of sunlight is called photosynthesis. It is the life process

that occurs in green plants only.

* Transportation is a life process in which nutrients are carried from one part of the

body to di erent parts of the body. In plants, xylem and phloem tissues transport

nutrients.

* In vertebrates, the transportation of nutrients takes place by a complex process.
* The process of breaking down complex food materials into easily absorbable form

is called digestion.

* Di erent physical and chemical processes occur in the digestive system. These
processes break down food materials into simpler digestible forms.

Modern Concept Science, Health & Physical Education - 4 29

Unit 4 LIFE PROCESSES

* The process by which living beings obtain food and utilize the nutrients present in
it is called nutrition. There are two types of nutrition. They are autotrophic nutrition
and heterotrophic nutrition.

* The process of removing undigested and unusable materials from the body is called
excretion.

* Plants also excrete di erent types of substances like latex, resin, oxygen, water vapor
from their body.

* Animals excrete carbon dioxide, sweat, urine, stool from their body.
* The process of burning food inside the body of organisms to release food is called

respiration. In plants, oxygen passes through the stomata. In animals, gills, lungs,
moist skin and body surface are the respiratory organs.
* The process by which living organisms produce their own kind is called reproduction.
* There are di erent reproductive organs in plants and animals. A ower is the
reproductive part of a owering plant. Non- owering plants can reproduce through
the leaves, stem, buds.

Three steps exercise

Step: 1

1. Tick (√) the correct statement and cross (x) the false one.
a) The activities that are necessary to continue the life of living things are called

life processes. ( )

b) Excretion is the process of breaking down complex food material into
simpler substances. ( )

c) Blood circulation helps in internal transport in higher animals. ( )
d) Stomata are the respiratory organs of a plant. ( )
e) Photosynthesis is the major life process that supports other life processes. ( )
f ) Latex is the food formed by plants. ( )

2. Fill in the blanks with appropriate words.
a) Plants prepare their own food through the process called ………………
b) …………… are the respiratory organs in a plant.
c) Kidneys are the ……… organs of human beings.
d) ……….. is the reproductive part of a plant.
e) ………and ……are the transport vessels in plants.
f ) We need ……….. gas for respiration.

30 Modern Concept Science, Health & Physical Education - 4

LIFE PROCESSES Unit 4
31
3. Match the following: o Stomata
o Xylem and phloem
a) Photosynthesis o Latex
b) Reproduction o Starch
c) Respiration o Flower
d) Transportation
e) Excretion

4. Choose the correct alternative.

a) What are the breathing organs of a sh?

i. Stomata ii. Gills

iii. Lungs iv. Xylem

b) What is the reproductive organ of a owering plant?

i. Stomata ii. Flower

iii. Leaf iv. Stem

c) All animals breath out

i. Oxygen ii. Nitrogen

iii. Carbon dioxide iv. Hydrogen
d) Photosynthesis produces

i. Protein ii. Fat

iii. Starch iv. Vitamine

e) Which is an example of an autotroph?

i. Rabbit ii. Tiger

iii. Grass iv. Gira e

Step: 2

5. Write the main di erence between:
a) Photosynthesis and respiration
b) Digestion and excretion
c) Xylem and phloem

6. Give reasons:
a) Photosynthesis occurs in green plants only.
b) Xylem and phloem are called conducting tissues in plants.
c) Plants are called autotrophs.
d) Animals are called heterotrophs.

Unit 4 LIFE PROCESSES

7. Write down the answer in one word.
a) The green pigment present in the leaf of plants is called
b) Small pores found on the leaf of plant are called
c) What is the reproductive part of a owering plant?
d) Which gas is required for photosynthesis?
e) The vessel which conducts food in plants is called
f ) The vessel which conducts water in plants is called

8. Observe the given gures and write down the life processes shown by them?

a) b) Modern Cocn)cept Science, Health & Phyds)ical Education - 4

Step: 3

9. Answer the following questions.
a) What is a life process? Give any three examples.
b) De ne photosynthesis. Which chemical compound is formed in this process?
c) What are the necessary conditions for photosynthesis?
d) De ne excretion. Name four organs of excretion present in human beings.
e) De ne autotrophs and autotrophic nutrition.
f ) De ne heterotrophs and heterotrophic nutrition.
g) What is respiration? Which gas is released in this process?
h) What do you mean by digestion?
i) De ne reproduction.
j) What are xylem and phloem?
10. Draw a well labeled diagram of a human kidney and lungs.

32 Modern Concept Science, Health & Physical Education - 4

5Unit DEVELOPMENTAL
STAGES IN PLANTS

Scientific terms and terminologies of the unit

1. Flowering plants : Plants which produce flowers are called flowering plants.
2. Non-flowering plants : Plants which do not produce flowers are called
3. Flowering stage
4. Pollination non-flowering plants.

5. Fertilization : The stage of a flowering plant in which the plant bears
6. Fruiting stage flowers is called the flowering stage.
7. Embryo
8. Germinating stage : At maturity of a flowering plant, the pollen grains get
9. Germination transferred from the anther of the stamen to the stigma of
10. Seedling the pistil. It is called pollination.
11. Vegetative propagation
: The fusion of male and female gametes to produce a zygote
is called fertilization.

: The stage in which the ovary develops into a fruit is called
the fruiting stage.

: The baby plant that develops inside a seed is called an
embryo.

: The stage of a flowering plant in which the seed germinates
into a baby plant is called the germinating stage.

: The process in which a baby plant comes out from a seed
is called germination.

: The seeds after germination are called seedlings.
: The reproduction that occurs through the vegetative parts

of plants is called vegetative propagation.

Introduction

There are di erent types of plants around us. Among them, some are small and some
are big. Some are erect and some are creeping. Some are strong and some are weak.
Some are owering and some are non- owering. Those plants which produce owers
are called owering plants. For example, pea, mustard, rose, maize, soybean, apple,
orange, paddy, maize, barley, wheat, mango, pomegranate.

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DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS Unit 5

Similarly, those plants which do not produce Seed Seedling
owers are called non- owering plants. For
Baby plant Plant with flower
example, fern, moss, mushroom, lycopodium,
algae. Flowering plants pass through di erent Fig. 5.1 Developmental stages of a plant
stages in their life cycle. These stages are the
seed, seedling, baby plant, young plant and
mature plant. These stages of a plant are called
the developmental stages. Thus, the di erent
stages of a owering plant like seed, seedling,
baby plant, young plant and mature plant are
called the developmental stages.

Flowering stage

Flower

Fruit Stem sSyhsoteomt
Node Leaf

Internode

Bud sRyosotet m
Primary root

Secondary root

Fig. 5.2 A flowering plant

The stage of a owering plant in Gynoecium Corolla
which the plant bears owers is Calyx Androecium
called the owering stage. Mature
plants bear owers in them. Fig. 5.3 Different parts of a flower
Flowers are the colorful and
attractive parts of plants. They help
in reproduction. A mature and
complete ower is made up of four
di erent parts. They are calyx,
corolla, androecium and
gynoecium.

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Unit 5 DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS

The androecium is the male reproductive part of a ower. It has many stamens. Stamens
produce male gametes called pollen grains. Gynoecium is the female reproductive part
of the plant. It is also called a pistil. It produces a female gamete called an egg. At
maturity, pollen grains get transferred from the anther of a stamen to the stigma of the
pistil. It is called pollination. Di erent agents like insects, birds, animals, humans, wind,
and water help in pollination. Thus, the fusion of male and female gametes to produce
a zygote is called fertilization.

Fruiting stage

The stage in which the ovary develops into a fruit is called the fruiting stage. After
fertilization, the ovary of a pistil grows into a fruit. The fruit protects the seeds. They
have di erent shape, size and color. Some fruits contain one seed and some contain
many. A fruit consists of two parts. They are the pericarp and seed. The pericarp also
contains three parts. They are epicarp, mesocarp and endocarp. A seed protects the
baby plant inside it. The baby plant that develops inside the seed is called an embryo.

Epicarp

Mesocarp Pericarp

Endocarp

Seed

Mango Papaya Parts of a fruit
Fig. 5.4 Fruiting stage
Germinating stage

The stage of a owering plant in which the seed germinates into a baby plant is called
the germinating stage. Seeds disperse from the fruit and germinate into baby plants.
The dispersal of seeds takes place by various methods like air, water, animals, birds and
insects. They germinate only under a favorable condition.They need air, water, moisture,
heat to germinate. Thus, the process in which a baby plant comes out from a seed is
called germination. Seeds of di erent plants take di erent periods to germinate.

During germination of a seed, a soft white projection, called a radical develops rst.
The radical grows into the root. Another small green projection, called a plumule,
develops upward from the seed. The plumule develops into the stem. Seeds after
germination are called seedlings.

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DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS Unit 5
Seed

Fig. 5.5 Germination of a seed

Grown plant

Seedling

Baby plant

Seedlings develop into young plants. A young plant develops into a mature plant. A
mature plant bears buds and owers. A mature ower contains male and female
reproductive parts. The male part produces male gametes (pollen grains) and the female
part produces the female gamete (egg). These gametes fuse together to form a zygote.
The resultant zygote develops into an embryo. The embryo develops into a new plant.
In this way, the process continues.

Vegetative propagation

Most of the owering plants reproduce by means of seeds. However, there are some
owering plants which cannot produce viable seeds. For example, sugarcane, potatoes,

bamboo, ginger, rose. Therefore, some owering plants and some non- owering plants
reproduce directly through their vegetative parts like leaves, stem, nodes, branches.
Thus, the reproduction that occurs through the vegetative parts of the plants is called
vegetative propagation.

a) Vegetative propagation through buds

Plants like sugarcane, grass, Sugarcane Grass Strawberry
strawberry have nodes and Fig. 5.6
internodes on their stem.
Buds develop at the nodes.
These buds grow into new
plants when planted.

b) Vegetative propagation through bulbs

Plants like the da odil, onion have bulbs in them. Their
bulbs grow into new plants when planted.

Onion Fig. 5.7 Daffodil

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Unit 5 DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS

c) Vegetative propagation through tubers
Plants like ginger, potato have eyes on their
stems. These eyes are called tubers. The
tubers develop into new plants when they
get a suitable environment.

Potato Ginger

Fig. 5.8

d) Vegetative propagation through leaves

Plants like those of bryophyllum and begonia produce buds on the periphery of their
leaves. These buds give rise to new plants.

Bryophyllum Begonia

Fig. 5.9

e) Vegetative propagation through stem

Some owering plants like a rose, sugarcane, potato, ginger, garlic reproduce by
means of their stem. At maturity, the stem of these plants bears tiny buds. These buds
develop into new plants in suitable conditions.

Sugarcane Potato Ginger
Fig. 5.10

Activity 1

Take two glasses, one with water and another without water. Keep some gram seeds
in these glasses. Observe them after four days. Seeds of which glass germinate? Draw
what you see and explain the result to your friends and teacher.

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DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS Unit 5

Rapid fire revision

* Plants which produce owers are called owering plants. For example, pea, mustard,
rose, maize, soybean, apple.

* Plants which do not produce owers are called non- owering plants. For example,
fern, moss, mushroom, lycopodium, algae.

* The di erent stages of a owering plant like seed, seedling, baby plant, young plant
and mature plant are called developmental stages.

* The stage of a owering plant in which the plant bears owers is called the owering
stage.

* Androecium is a male reproductive part of the ower. It produces pollen grains.
* Gynoecium is the female reproductive part of a plant. It is also called the pistil. It

produces the female gamete called an egg.
* At maturity, pollen grains get transferred from the anther of a stamen to the stigma

of the pistil. It is called pollination.
* The fusion of male and female gametes to produce a zygote is called fertilization.
* The stage in which the ovary develops into fruit is called the fruiting stage.
* The stage of a owering plant in which the seed germinates into a baby plant is called

the germinating stage.
* The process in which a baby plant comes out from a seed is called germination. Seeds

of di erent plants take di erent periods to germinate.
* Some owering plants and some non- owering plants reproduce directly through

their vegetative parts like leaves, stem, nodes, branches. It is called vegetative
propagation.

Three steps exercise

Step: 1

1. Tick (√) the correct statement and cross (x) the false one.
a) A ower is a reproductive part of a plant. ( )
b) The fusion of male and female gametes is called fertilization. ( )
c) In pollination, there is fusion of male and female gametes. ( )
d) Fertilization occurs inside the fruit. ( )
e) The process in which a new plant comes out from its seed is called germination. ( )
f ) A radical develops into a stem. ( )
g) A potato develops into a new plant from its seeds. ( )

2. Fill in the blanks with the appropriate word.
a) The……………….. contains embryo in it.
b) ………….. is a male reproductive part of a ower.
c) The plumule develops into ……………………
d) Bryophyllum reproduces through ………………
e) ……………….is also called the pistil.
f ) The fusion of male and female gametes is called …………
g) The fruit contains two parts. They are………and……….

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Unit 5 DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS

3. Match the following:
a) Pollen grains
b) Radicle o Female gamete
c) Plumule o Root
d) Flower o Male gametes
e) Fertilization o Zygote
f ) Egg o Reproductive part
o Stem

4. Select the correct alternative.

a) Which is a non- owering plant?

i. Pea ii. Fern

iii. Mustard iv. Maize

b) Which is a owering plant?

i. Moss ii. Mushroom

iii. Soybean iv. Algae

c) Which is a part of a ower?

i. Leaf ii. Calyx

iii. Stem iv. Node

d) Which of the following plants show vegetative propagation?

i. Potato ii. Maize

iii. Barley iv. Paddy

e) Which of the following plants show vegetative propagation through the leaf?

i. Sugarcane ii. Begonia

iii. Potato iv. Ginger

Step: 2

5. Write down the main di erence between:
a) Flowering and non- owering plants

b) Seed and fruit

c) Plumule and radical
d) Bryophyllum and potato

6. Give reasons.
a) A mushroom is a non- owering plant.
b) A pea is a owering plant.
c) A ower is called the reproductive part of a plant.
d) All owering plants cannot reproduce by seeds.

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DEVELOPMENTAL STAGES IN PLANTSSTAGES IN PLANTS Unit 5

7. Which part of the following plants gives rise to a new plant?

a) Bryophyllum c) Potato

b) Rose d) Sugarcane

8. Look at the following gures and name the developmental stage of these

(i) (ii) (iii)

Step: 3

9. Answer the following questions.
a) De ne owering and non- owering plants with two examples of each.
b) Name four parts of a complete ower.
c) What are the male and female reproductive parts of the ower?
d) De ne vegetative propagation. Write down two plants which reproduce

by means of the stem.
e) What do you mean by germination?
f ) De ne pollination, fertilization and embryo.
g) Which part of a ower develops into a fruit?
h) What are vegetative parts of a plant?
i) Write down the major conditions required for germination.

10. Draw a neat and labeled diagram for the following.
a) A complete ower showing its parts.
b) A fruit showing its di erent parts.
c) Germination of a seed.

40 Modern Concept Science, Health & Physical Education - 4

6Unit CHARACTERISTICS OF
AQUATIC AND
TERRESTRIAL PLANTS

Scientific terms and terminologies of the unit:

1. Aquatic plants : Plants that grow only in water are called aquatic plants.

2. Free-floating hydrophytes : Those aquatic plants that float freely on water are called
free floating hydrophytes.

3. Fixed hydrophytes : Those aquatic plants that have roots fixed to the soil at the
bottom of the water are called fixed hydrophytes.

4. Submerged hydrophytes : Those aquatic plants that are present under the surface of
the water are called submerged hydrophytes.
5. Terrestrial plants
6. Xerophytes : Plants that grow on land are called terrestrial plants.
: Plants which grow in a hot and dry environment are called
7. Herbs
8. Shrubs xerophytes.

9. Trees : Very small and weak plants are called herbs.
: Medium-sized bushy plants with woody stems are called

shrubs.

: Very big plants with a hard and woody trunk are called
trees.

Introduction

Di erent plants live in di erent habitats. Plants that are found in water cannot be found
on land. For example, hydrilla, water hyacinth, duckweed, valisnaria, water lily, lotus
grow in water but they cannot grow on land. Similarly, plants found in the desert cannot
be found in cold places. So, on the basis of their habitat, plants are mainly divided into
two groups. They are:
A. Aquatic plants B. Terrestrial plants

A. Aquatic plants

All kinds of plants need water to grow. But some plants grow only in water bodies. For

example, hydrilla, water hyacinth, duckweed, valisnaria, water lily, lotus, tape grass,

pistia grow in water. They are called

aquatic plants. Thus, plants that grow

only in water are called aquatic plants.

Aquatic plants are also called Lotus Duckweed
hydrophytes.
Water hyacinth

Fig. 6.1 Some Aquatic plants

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CHARACTERISTICS OF AQUATIC AND TERRESTRIAL PLANTS Unit 6

Types of aquatic plants

There are three types of hydrophytes. They are:
i) Free oating hydrophytes
ii) Fixed hydrophytes
iii) Submerged hydrophytes

i) Free oating hydrophytes

Those aquatic plants that oat freely on water are called free oating hydrophytes.
Water hyacinth, duckweed, pistia are examples of free oating hydrophytes. They have

at and spongy leaves. Such leaves cover more volume and make them lighter.
Therefore, they oat on water easily. They have small roots. These roots balance their
body and prevent them from becoming upright.

Water hyacinth Pistia Duckweed
Fig. 6.2 Free floating hydrophytes
ii) Fixed hydrophytes

Those aquatic plants that have roots xed to the Lotus
soil at the bottom of the water are called xed
hydrophytes. Lotus, water lily are examples of Water lily
Fig. 6.3 Fixed
xed hydrophytes. Their roots, stem and leaves hydrophytes
are covered by a waxy substance. This waxy
substance prevents hydrophytes from getting
wet and decaying. Hydrophytes like the lotus,
water lily have at and wide leaves. They also
have at and wide owers. These leaves and

owers help hydrophytes to emerge and oat on
water. Hydrophytes also have a eshy, spongy,

exible and hollow stem. Such a stem can bend
easily in the water current.

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