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NEW SARASWATI HOUSE (INDIA) PVT. LTD.New Delhi-110002 (INDIA)

Term 1,2,3

5

Teacher’sRESOURCE PACK

Colors

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Reprint 2016

ISBN: 978-93-5041-992-2

Published by: New Saraswati House (India) Pvt. Ltd.19 Ansari Road, Daryaganj, New Delhi-110002 (India)

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CONTENTS

Preface v. Introduction vi. Assessment vii. The Core Subjects and the Role of a Teacher xi.

1. Term I a. English

i. English Overall Lesson Plan 15 ii. Lesson Plans 19 iii. Model Question Paper 27 iv. Answers to Coursebook 30 v. Answers to Practice Worksheets 37 vi. Answers to Model Question Paper 38

b. Mathematics

i. Mathematics Overall Lesson Plan 39 ii. Lesson Plans 41 iii. Worksheets 52 iv. Model Question Paper 62 v. Answers to Worksheets 64 vi. Answers to Model Question Paper 66

c. Science

i. Science Overall Lesson Plan 67 ii. Lesson Plans 68 iii. Worksheets 73 iv. Model Question Paper 83 v. Answers to Coursebook 86 vi. Answers to Worksheets 88 vii. Answers to Model Question Paper 90

d. Social Studies

i. Social Studies Overall Lesson Plan 91 ii. Lesson Plans 92 iii. Worksheets 97 iv. Model Question Paper 107 v. Answers to Coursebook 110 vi. Answers to Worksheets 115 vii. Answers to Model Question Paper 117

2. Term II e. English

i. English Overall Lesson Plan 121 ii. Lesson Plans 123 iii. Model Question Paper 129 iv. Answers to Coursebook 131 v. Answers to Practice Worksheets 137 vi. Answers to Model Question Paper 138

f. Mathematics


g. Science


h. Social Studies


3. Term III i. English

i. English Overall Lesson Plan 225 ii. Lesson Plans 227

(iii)

iii. Model Question Paper 234 iv. Answers to Coursebook 237 v. Answers to Practice Worksheets 243 vi. Answers to Model Question Paper 244

j. Mathematics


k. Science


l. Social Studies


(iv)

Approaching a child’s mind to enable it for learning of different subjects is a complex task—as complex as organising a child’s day at school. A conscious effort has been made to help teachers encourage the urge to be active and to strengthen the natural drive to learn in children’s mind by providing them the complete teacher’s books that cover both scholastic and co-scholastic areas and impart an overall growth and development.

The Teacher’s Resource Pack of Colors, Term Book series is enriched with detailed information about the scheme of Continuous and Comprehensive Evaluation, principles and classroom strategies for the assessments in scholastic and co-scholastic areas, tools and techniques of evaluation in those domains. Along with a preface, it includes a brief note on assessment, an introduction to the core subjects and the role of a teacher, an overall lesson plan for each subject per term, a detailed lesson plan for each unit of all the subjects, worksheets, model question papers, and exhaustive answer keys of all kind of exercises.

Teachers view assessment as an important part of the daily school routine because only by assessment they are able to find out a student’s understanding of the subject. Since each child is a unique individual, she/he learns and responds to situations in her/his way. Hence, assessment or evaluation process should not cause the feelings of insecurity, stress, anxiety, and humiliation. While assessing students, it is important to appreciate the differences among them. In this manual, there are a large number of easy-to-do, interesting, and concept based activities.

The Teacher’s Resource Pack also focuses on the teachers’ communicating feedback to the students. New learning is to be developed based on what the children already know or understand. Since, children respond differently to different situations, teacher’s formal or informal feedback helps and motivates them immensely.

(v)

Preface

(vi)

The Teacher’s Resource Pack of Colors Term Books provides teachers with engaging and meaningful methods about putting into practice the objectives of teaching and judging students’ achievement. It is continuous because it occurs over a period of time and comprehensive because it covers both scholastic and co-scholastic aspects of the students’ overall learning and development.

It comprises — a complete teaching-learning program with overall aims, methods, strategies, techniques,

and assessments to meet the different needs of children— a concise note on assessment as it is perceived to be an integral part of the teaching-learning

process— an introductory note at the beginning of each section which indicates the importance of

the subject and its appropriateness for different levels. It helps teachers to include both scholastic and co-scholastic areas in their teaching methods

— an overall lesson plan with recommended time periods which help teachers in time-management and assessing the outcomes

— detailed lesson plans with effective teaching techniques—like the required teaching aids, introduction, presentation of the lessons, and sufficient activities. The rationale for the given activities have been included most of the time

— worksheets and their answers, model question papers and their answers, and the answers to all the exercises given in the Colors Term Books for classes 1 to 5

Key features of Colors Term Books are—

h Warm up—Thought-provoking chapter-opening exercises that kindle the young learner’s mind. h Snippets (in text) in each chapter:

Let’s learn provides for some interesting facts on English, EVS, Science and Social Studies. Let’s think and answer provides for thought-provoking questions. These encourage the students to think beyond the text.

h Maths Lab activities and project work enable students to have a meaningful hands-on learning experience.

h Life Skills enable the students to acquire the necessary skills needed in life. The focus of this series is on reinforcing learning through sufficient revision and recall.

h Links to the internet encourage students to explore the vast plethora of information available online to get more insight on the subject.

Colors Teacher’s Resource Pack helps teachers to organise effective teaching strategies. It emphasises on regular assessments, frequent unit testing, identification and tries to encourage non-participative students in the classroom activities. More importantly, it diagnoses the learning gaps and adopts corrective measures.

Introduction

(vii)

In teaching, a lot can be understood by observing the students, listening to them, discussing informally with their peers and parents as well as by talking to other teachers, reviewing their written work etc. Each student learns through a variety of experiences, activities and learning tasks. No single testing method or tool can assess a student’s progress in different areas of development. The above mentioned tools and techniques are useful if they are used carefully. The kind of questions should be so included that they do not have predetermined answers but may give space to students to generate and express their thoughts and ideas. The activities and projects that promote thinking and analysis need to be included. It focuses on the measures that encompass the traits of a student’s personality. Hence, assessment is considered to be an integral part of learning which is ‘continuous’ and ‘comprehensive’. Continuous and Comprehensive Evaluation (CCE) is a term introduced by CBSE –it reinforces the system of school-based evaluation that covers all aspects of a student’s development. Let us have a look on some points of its objectives, features and functions that have been mentioned by CBSE.

h The objectives are to help develop cognitive, psychomotor and affective skills, to lay emphasis on thought process and to de-emphasise memorisation, to make evaluation an integral part of the teaching-learning process.

h The features are:• the ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of

evaluation.• ‘continual’ and ‘periodicity’–these two terms refer to formative evaluation or formative

assessment and summative evaluation or summative assessment respectively.• ‘comprehensive’ part refers to scholastic as well as co-scholastic aspects of students’

growth and development.

h The functions are:• continuous evaluation helps in regular assessment to the extent and degree of the

learner’s progress (ability and achievement with reference to specific scholastic and co-scholastic areas).

• it helps the teacher to identify the strengths and weaknesses of the students as well as provides an opportunity for self-assessment to the child.

Implementation of CCE in Colors Term Book

Colors Integrated Term Book series provides succinct support and covers formative and summative assessment (FA and SA) in detail with the tools and techniques for Continuous and Comprehensive Evaluation (CCE) based on the CBSE guidelines. Warm-ups/Let’s start (FA): Chapter-opening exercises that kindle the desire in young learner’s mind to know and explore more. In Mathematics section, it is called as ‘Start Zone’. Warm-up activities

h emphasise on: building students’ interest in learning a new topic/concept based on previous knowledge, encouraging them to interact with their teachers and participate in classroom activities.

Assessment

h use tools: short stories, short questions, observations, puzzles, games h use techniques: discussions, group activities, simple assignments h assess skills: observing, understanding, analysing, writing, remembering, evaluating

Think and discuss/Let’s think and answer/Explore zone (FA): Questions based on the concepts learnt which enable students’ mind to think beyond the text. These activities

h emphasise on: better comprehension of the concepts learnt and their application h use tools: questions, analyses, observation h use techniques: researches, quizzes h assess skills: ability of thinking and analysing, applying, understanding, creating

Activities (FA): Innovative student-friendly activities based on the concepts learnt in English, EVS, Science, and Social Studies. In Mathematics, Maths Lab Activities help in fortifying the concepts learnt. As a whole, all the activities

h emphasise on: learning through hands-on experiences h use tools: observations, intelligence and aptitude tests, attitude scales h use techniques: assignments, group and individual activities, experiments h assess skills: creative thinking, evaluating, understanding

Project work (FA): Simple hands-on activities that involve and enable students to learn optimally, and improve the teaching-learning process. These

h emphasise on: useful and interesting learning processes h use tools: tests and inventories, attitude scales, and questionnaires to elicit views on matters h use techniques: experiments, researches, field work h assess skills: understanding analysing, creating

Exercises at the end of each chapter in all the subjects (FA): Different types of questions, fill in the blanks, true/false, ticking the correct options, etc. These

h emphasise on: students’ comprehension and ability to retain h use tools: different types of questions, MCQs h use techniques: examination, discussion h assess skills: understanding and remembering

Revise (SA): ‘Let’s revise’ section include all types of questions and answers, exercises based on the concepts learnt to aid in revision of the course. These sections h emphasise on: students’ understanding of the concepts, knowledge gained, and the ability

to retain h use tools: questions h use techniques: examination h assess skills: understanding, and remembering

(viii)

In order to understand assessment, all aspects of learning are covered. A suggested list of skills and parameters for assessment at the primary level of schooling is given below for each subject to help teachers to arrive at a comprehensive picture of the students’ learning. Manners and modalities however may vary.

English

Skills Parameters/Techniques

Listening—An act of hearing attentively. It requires focus and attention to comprehend spoken information and discriminate between sounds in the language

Answering questions, riddles and tongue twisters, dictation, following verbal instructions

Speaking—An act of conversation using correct accent, voice modulation and pronunciation, and gestures

Narrating stories, asking and responding to common questions, reading aloud, recitation, role play

Reading—Reading short passages with right intonation, reciting poems with necessary pause and expression

Identifying, drawing conclusions, inferring, deducting, evaluating

Writing—Communicating messages in writing with correctness and ease to a larger audience, using correct grammatical sentences, spelling words correctly and using proper punctuation marks

Writing simple sentences, completing a story, personal letters, description of pictures

Boosting reading habits—Reading books from school libraries for comprehension and appreciation

Reading children’s classic stories from The Panchatantra and The Jungle Book, comic strips, short stories etc.

Activity/ Projects—Active participation in individual and group projects

Activities/projects specified in the coursebook

Mathematics

Aspects Parameters/Techniques

Understanding of concepts Orals tests; mental maths quizzes; puzzles; paper-pencil tests

Activity Understanding of concepts; participation; interest; level of involvement; cooperation; attitude towards peers

Tables Construction of multiplication tables; ability to recall multiplication facts; application to solving problems

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Mental ability Ability to perform calculations quickly; think logically and continue patterns; analyse and apply concepts learnt for solving problems

Written work Neatness, clarity of thought; logical flow of text

EVS/Science

Aspects Parameters/Techniques

Understanding of concepts Oral tests, drawing pictures, paper-pencil tests

Environmental sensitivity Understanding the need to care for the environment

Experiment / Activity / Project work Understanding of concepts, participation, interest, level of involvement, cooperation, attitude towards peers, application of knowledge gained to prepare charts and constructive models

Scientific skills Ability to observe, reason, enquire, explore, debate, apply, reflect and formulate solutions

Group discussion Clarity of thought, confidence, expression of opinion; voice modulation

Written work Neatness, clarity of thought, ability to draw neatly labelled diagrams, logical flow of text

Social StudiesThe aspects to be assessed for EVS / Science are applicable to Social Studies too. In addition, the following aspects specific to Social Studies should also be taken into account during assessment:Map reading — Ability to comprehend maps, mark places, physical features and other relevant information as required. h Civic sense — respect for self and other living beings, performing civic duties. h While assessing, it should be kept in mind that assessment should be diagnostic and

remedial, provide feedback to students, and allow active involvement of students in the teaching-learning process.

Assessing Co-scholastic areasLife Skills have been chosen by CBSE as one of the co-scholastic areas. They are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Learning and practising Life Skills help students to improve their personal and social qualities. The Life Skills prescribed by CBSE have been included followed by different tools and techniques—some of them are practising humility, caring for animals, caring for environment, showing respect to elders etc.

(x)

(xi)

EnglishLet’s reflect and answer a few questions.

• When you teach English as a subject, are you teaching the textbook or are you teaching language skills?

• Your students may score high marks in English, but do they speak, read, and write better?

• Are your students more comfortable using a regional language or English? Why do you think this is so?

Learning a language is a skill. Any skill, be it swimming, cycling, art, or dancing—needs tools that helps one to acquire it and loads of practice to master it.

When we teach English, we are not teaching a subject, we are in fact honing the language skills. The effective environment of communication created in this series, helps the learner to acquire, learn, and practise language skills, thereby equipping, enabling, and empowering the learner. All the activities encourage the learner to apply the skills acquired in real life situations. Apart from the focus on LSRW skills and the components of grammar, vocabulary, and pronunciation, the series offers interlinks ( to widen the scope of learning), snippets, in text questions, exciting warm up activities and life skills.

The text serves as a platform to engage the learner with activities and reading material. The poems and prose pieces cover an entire gamut of themes – nature, environment, health, biographies, values, life skills, humour, animals, friendship, art and culture etc. They are showcased in exciting and engaging genre – stories, factual texts, plays, narratives, biographical and autobiographical texts, and descriptive writing.

Learners will experience the joy of learning and acquiring good communication and language skills. They will be able to demonstrate this through effective usage.

MathematicsAfter language mathematics is considered to be an important subject in today’s education system. Students have a fear of mathematics as a subject. In the Colors Term Book series, the concepts has been given in such a way that students learn mathematics in a joyful and interactive manner.

The chapters are divided into seven zones—start zone, knowledge zone, word zone, activity zone, exploration zone, e-zone, and recap zone. Each chapter comprises an explanation of the various topics and subtopics through interesting examples, stories, and solved examples. Once the topic is explained, plenty of exercises are there for students to practise. Student’s interest in expanding his/her knowledge beyond the concepts learnt is developed through various hands-on activities and exercises which are related to their real life. The chapters are also designed in a creative and interesting manner to take out the fear of mathematics from the student’s mind and make learning enjoyable.

The Core Subjects and the Role of a

Teacher

(xii)

The role of mathematics teachers is crucial because mathematics can be integrated with other subjects. The teacher can explain the topics in a way that students start relating mathematics with their everyday life and hence move from the ‘concrete’ to the ‘abstract’. The link between ‘Mathematics’ and other subjects like English, Science and Social Studies should be demonstrated wherever possible.

Thus, the teacher may play an important role in making children learn mathematics as a concept and not only as a mere subject. We hope that Colors Term Book series provides all the necessary requirements to meet the need of new learning system.

ScienceWhen we teach Science, we are making a child understand how science is involved in her/his daily life. The scientific skills in a child develop through the changes we see in our surroundings and in doing different activities. The activities encourage the learner to apply the acquired skills in real life situations.

The science sections of classes III, IV, and V encourage the child to understand the scientific phenomena in their natural environment. This section comprises various features like— Let’s start, Activity, Fact zone, Let’s recall, Let’s learn new words, Life Skills and Let’s login. These features provide knowledge of facts, terminology, and concepts that help to examine and analyse everyday experiences.

The teacher with the help of the book and the other teaching resources help the children to gain knowledge, learn scientific processes and facts.

Thus, by encouraging the children to learn, discover and understand science, the teacher lays a firm foundation in the child’s mind to become competent and self-reliant.

Social StudiesIn modern times, teaching and learning of Social Studies is aimed to develop historical, political, geographical, and cultural understanding of the world around us. To ensure that the child gradually develops as a competent and socially adjustable individual, the concepts of social studies in classes III, IV, and V are selected to meet this aim. Children are able to understand and comprehend the world they live in, respect their history and legacy, and acquire the tenets of humanity. The exercises, activities and life skills enhance easy grasping of concepts and make learning an enjoyable activity.

The role of the teacher, thus, is more than that of an instructor. By encouraging the children to feel, learn, discover, inquire, and relate knowledge to experiences, the teacher lays a firm foundation for the tender minds to work toward being self-reliant, competent, and compassionate citizens.

TERM

1

English Overall Lesson Plan 15

English Overall Lesson PlanTerm 1

Unit Contents Expected Learning Outcomes

1. The Travelling

Trader

From the popular tales of Mullah Nasrudin

Let’s learn words• Matching the words to their opposites• Working with their partners and writing

• Compound words

Let’s listen• Listening to good practices

Let’s spell well• Words ending with a single consonant and

those ending with a double consonantLet’s learn grammar• Subject and predicate ending

• Sentences and phrases

Let’s speak• Forming pairs and doing role play

Think and write• Helping your new friend• Good quality products

• Problems faced by sellers

• Happiness

Life Skills• Welcoming new students and teachers

Students enjoy reading this popular tale which is thought-provoking and full of wisdom.Students learn to match the words to their opposites.Students learn to work with their partners and write alliterated phrases.Students learn to match the compound words to their meanings. They also learn to form new compound words.Students listen to some good practices that they need to follow to help a new student in their class. They learn to write them down.Students learn about words that end with a single consonant and the words that end with a double consonant.Students learn that every sentence has two parts: the subject and the predicate. They learn to identify them in a sentence.Students learn to diff erentiate between a sentence and a phrase.Students learn to form pairs and do a role play.

Students learn about the ways they can help their new friends.

Students learn about the problems faced by sellersStudents learn about how good quality products help sellers.

Students learn about things that one can do to bring happiness to others.

Students learn how to welcome new students and teachers to their class.

2. Granny

An interesting poem about grandmother

Think and write• Writing a piece on grandmotherLet’s enjoy• Asking questions

Students love to read this interesting poem about a grandmother who is smart, active and trendy.Students learn to write fi ve or six sentences on their grandmother.Students learn to ask a variety of questions from their grandmother.

Teacher’s Resource Pack-5 (Term-I) 16

Let’s do• Listing the activities

Life Skills• Caring for one’s grandparents • Making a list of do’s and dont’s

Students learn to write fi ve or six sentences on their grandmother.Students list the activities which they and their grandparents can do together. They make a collage also.Students learn how to care for old people.

They make a list of things they can do for their grandparents, to bring joy in their lives.

3. The Case of the

Missing Pendant

An exciting mystery story

Let’s learn words• Genders• Singular and Plural nouns

Let’s pronounce words• Homophones

• Homonyms

Let’s listen• Listening to a story and solving the

mysteryLet’s learn grammar• Collective nouns• Abstract nounsLet’s speak• Enacting the story by creating own

dialoguesThink and write• Creating an intriguing storyLet’s learn more• Searching the internet

Life Skills• Group activity

Students learn to solve the mystery in the story.Students learn about masculine and feminine genders.Students learn about some of the rules for forming plural nouns from singular nouns.Students learn about homophones, i.e., words that have diff erent spellings but sound the same.Students learn about homonyms, i.e., words that have the same spellings and are pronounced in the same way, but have diff erent meanings.Students listen to a story read out by their teacher and solve the mystery.

Students learn about collective nouns.Students learn about abstract nouns.

Students learn to enact the story read by them by creating own dialogues.

Students learn to create an intriguing story.

Students learn to search the internet for some antique jewellery items.

Students learn to ask questions on an issue and fi nd out solutions.

4. The Geese

A story about wildlife sanctuaries, and about Siberian geese

Let’s learn words• Collective nouns• Qualities of animals• Use of proper nouns as adjectives

Let’s listen• Listening carefully to the do’s and dont’s at

a wildlife sanctuary

Students learn about wildlife sanctuaries. They also learn about Siberian geese, their fl ying habits.Students learn about collective nouns.

Students learn to associate some of the animals with their qualities.Students learn that some proper nouns can be used as adjectives.Students learn about the do’s and don’ts that they need to keep in mind when they visit a wildlife sanctuary.


Let’s learn grammar• verbs (action words)• changing verbs into nouns

Let’s speak• Team work - excursion, list of verbsThink and write• Internet surfi ng

• Team work vs alone

Life Skills• Acronyms• To be successful in a sports team

Students learn to fi nd the verbs in sentences.

Sentences learn to change verbs into nouns.

Students learn to make a list of verbs related to their class excursion.Students learn to surf the internet on making a wildlife sanctuary welcome to some of the migratory birds.Students learn to diff erentiate between activities that can be done alone and as a team.Students learn about acronyms.

Students learn the tips to be successful in a sports team.

5. On a Mountain

top

A poet’s fascination

Let’s do• Creating a collage

Life Skills• Precautions for ensuring safety

Students learn about how the poet is fascinated by the view he has seen on a mountain top.Students learn to create a collage with the pictures of animals, insects found in oceans, jungles and mountains.Students learn about the precautions, things they need to take for their safety while climbing a mountain or going for a trek.

6. Madiba

Biography of Nelson Mandela

Let’s learn words• Borrowed words in English

• Indian names

• Matching professionals to their activities

Let’s listen• Listening to a speech and writing down its pointsLet’s spell well• Referring to a dictionary or internet

Let’s learn grammar• Articles

Let’s speak• Speaking about a hero/heroine

Students learn about Nelson Mandela the famous anti-apartheid revolutionary, and politician.Students learn that English language has borrowed many words from other languages.Students learn that Indian names have a meaning.Students learn to match professionals to their activities.Students learn to a speech (delivered by Nelson Mandela) from their teacher and write down the points asked by her.Students learn to refer to a dictionary or internet to make a list of words spelt diff erently in British English and in American English.Students learn about articles and its kinds. They also learn some of the rules for usage of articles; and to fi ll in articles in sentences.Students learn to speak on their favourite hero/heroine (their role model).


Think and write• Browsing the internet

Let’s learn more• Visiting a website

Life Skills• Writing a lett er

Students learn to surf the internet and fi nd out facts about many other leaders.

Students visit a website to know more about famous peace loving people in the world.

Students learn to write a lett er to the principal of their school about starting a service organisation to help poor people.

SUGGESTED ALLOCATION OF TIME

Academic year 220 daysExams, sports, co-curricular activities 60 daysActual teaching days 160 days1 English period a day 160 periods

Coursebook6 periods per prose unit (6 × 10 = 60) 60 periods2 periods per poem (2 × 6 = 12) 12 periodsGrammar4 periods per unit (4 × 10 = 40) 40 periodsOthersAdditional exercises, projects, revision, etc. 24 periodsExtensive reading (Reading material—school’s discretion) 24 periodsTotal 160 periods

19 Lesson Plans — English

Lesson Plans — English

1. THE TRAVELLING TRADERThings you will need:

Textbook and a notebook A picture of a travelling trader, walking on a

busy street A picture of a shopkeeper selling goods to

his customers

INTRODUCTION

• Show students both the pictures mentioned above. Now ask them to tell what diff erences and common things they have observed in both the pictures.

• Tell them that both the pictures show a trader or a salesman who sells goods to the customers. The diff erence is that the former is of a travelling trader who walks on streets, from one city to another, to sell his goods. The latt er is of a shopkeeper who sits in his shop and customers visit his shop to buy goods from him.

• Ask students if they have heard of the tales of the witt y and clever Mullah Nasrudin.

• Tell them that this lesson is a story of a travelling trader and how he is helped by Mullah Nasrudin.

Let’s start (Page 9)

• Ask students the meaning of wit, humour and wisdom. Discuss with them in the class, taking examples of Birbal, Tenali Rama, Mullah Nasrudin, etc.

• Ask students to att empt the ‘Let’s start’ activity.• Since this is an individual activity, encourage

each of the students to participate in this fun-fi lled exercise.

The lesson

• Ask students to look at the illustration given on page 9 and discuss it with the class.

What is the man in the purple robe doing in the picture?

What are the other men doing in the picture?• Read page 9 and 10 aloud and ask a few

questions from the students, e.g., Who was Mullah Nasrudin? What was his duty? What did the travelling trader sell? Who all disapproved the presence of the

travelling trader in the town? Why?• Ask students to volunteer in answering these

questions orally. Help them in completing the sentences if they were to fumble while speaking.

• Draw att ention of the class to the highlighted words and their meanings given in the box. Ask students to make new sentences using these words. Assist them wherever they need your help.

• Make the class aware of the story of ‘Kabuliwala’ by reading the snippet ‘Let’s learn’ given in the text for additional learning.

• Now read aloud page 11 and repeat all the activities which you took from page 9 and 10.

• Get students to work in pairs and frame two questions each on the text from page 11.

• Motivate the students to frame more questions and ask other students to answer them in complete sentences. The objective is to encourage them to use their language skills.

• Discuss the questions given in the snippet “Let’s think and answer”. You will get varied responses from them.

• Quiz Time: You can organize a quiz. Divide the class into two groups. Now ask a few questions from the class. Find out which group has given the maximum number of correct answers. Ask one question from each group; if it has not been answered, it can be passed on to the other group. Questions asked can be like, e.g.,

Who sett led the disputes of the people in Aksehir?


Who came to the town from outside one day?

Who hatched a plan against the travelling trader?

Who helped the travelling trader to get his money back?

• This quiz will cover the entire story in a very comprehensive way.

EXERCISES

Let’s understand

• Ask students to try activity A individually, as most of them have been discussed during the reading of the lesson.

• For activity B, it is now easier the students to fi nd the answers to the given questions. Get students to answer in complete sentences. Students can be trained to give the answers orally before they write the answers in their notebooks.

• Answers can be writt en in the class as a group activity. The class can be divided into fi ve groups and each group has to answer only one question. The teacher would check the answers, improve the language and this can be shared with the whole class. The teacher will decide which group has given the best answer.

Let’s learn words

• There are pairs of words which are opposite in their meanings, e.g., good - bad; light – dark; etc.

• Make students familiar with such words. The students can work together to do activity A.

• Ask students to say their names with an alliterated adjective – smart Rahul, alert Ajay, etc.

• Ask students to arrange themselves in pairs, and write fi ve alliterated phrases. At fi rst explain to them about alliteration.

• Explain compound words using examples like bed + sheet = bedsheet, pea + cock = peacock; table + salt = tablesalt. Now ask the students to do activity C.

Let’s listen

• Read aloud the passage given on page 55 of the textbook at a slow pace.

• Instruct students to listen att entively. Do not give them a dictation. Tell them that you will read it aloud two times.

• Now ask them to write down as many points as they can remember.

Let’s spell well

• Make students familiar with the words ending with the lett ers ‘ing’, explaining to them how such words are formed. Now ask them to att empt activities A and B.

Let’s learn more grammar

• Discuss with students the two parts of a sentence, i.e., the Subject and the Predicate. Take live examples from the class, e.g., All students (subject) have to learn grammar (predicate).

• Also explain the diff erence between a sentence and a phrase. A phrase is a group of words. A sentence is a group of words that makes sense by itself. Now ask students to try activities A and B.

Let’s speak

• Ask students to form pairs and do a roleplay. One student will play the role of the sweetseller and the other, the interviewer. Ask the pairs to start a conversation, one pair at a time. Make a list of phrases that they could use. It used to be great, but one day something happened; It happened one day.... Unfortunately one day; but everything changed shortly.

Think and write

• This activity contains four questions whose responses are purely based on the students’ individual experiences in their lives. Ask students to do it as their homework. (What your friend did for you, what can you do for your friend)

Life Skills

• Explain to students the situation given here. Now ask them to discuss in groups; assist them in correcting their language.

Lesson Plans — English 21

2. GRANNYThings you will need:

Textbook and a notebook A picture of old men in a group, sitt ing on a

bench in a park A Smart Class or a multimedia computer

INTRODUCTION

• Ask students how they spend their time with their grandparents.

• Show them the picture of a few old men sitt ing on a bench in a park talking and laughing. Ask them what they had observed or felt aft er seeing the picture.

• Tell students that this is a poem of a grandmother who is very modern in her thought and lifestyle.


• Ask students to read the ‘Let’s start’ activity and complete it.

• This is an individual activity. Encourage each student to write his response based on his personal experience.

The poem

• Play the poem. Ask students to close their books and listen to the poem. You could also read it aloud if you do not have an audio equipment in the class.

• Now read the poem’s stanzas on page 18 at a slow pace. This time, tell them to follow it in their books.

• Ask them a few questions from these stanzas, e.g., In which colour did granny dye her hair? Why did granny wriggle on the fl oor? Why did granny stop eating chips and buns?

• Draw the att ention of the class to the highlighted words and their meanings given in the box. Ask students to make new sentences using these words.

• Ask a few students if they like to have the company of their grandparents and how they enjoy themselves in their company.

• Do the same activities for the stanzas on page 19 also.

• Explain to the class the snippet ‘Let’s learn’ and discuss with the students the questions asked in the snippet, “Let’s think and answer“.

EXERCISES

Let’s understand

• Ask students to answer the questions given here. The answers have already been discussed in the introduction and in the course of learning the poem.

Think and write

• Explain to students some of the features of granny as portrayed in the poem. Now ask students to fi nd the similarities and diff erences between the granny of the poem and their own granny at home. Tell them to write fi ve or six simple sentences.

Let’s enjoy

• Tell students that this is a home exercise they can do with their granny. Tell them to frame a few questions starting with ‘wh’-words like what, when, why, who, where, which and put these questions to their granny one by one.

Let’s do

• This being an individual activity, ask each student to do activity 1 and then make a collage using the pictures of him and his grandparents.

Life Skills

• Explain to students the word ‘empathy’ and its meaning, taking an example from a real life situation.

• Now tell students to organise a group discussion on the topic – “How to treat one’s grandparents to make their life easy and enjoyable”.

3. THE CASE OF THE HIDDEN PENDANTThings you will need:

Textbook and a notebook Picture of the Nizam’s jewellery A Smart Class or access to a computer


INTRODUCTION

• Ask students how they felt when they lost a valuable item. Show a picture of the Nizam’s jewellery and tell them about its value.

• Tell them that this is a story of a poor mother, and her three daughters. The mother had misplaced her antique pendant and she could not locate it.

• Explain to students that the moral of the story is– “Whenever you make a mistake, admit it and try to correct it; also avoid causing any harm to others.”


• Read the short story given in the ‘Let’s start’ and discuss it in the class.

The lesson

• Ask students to look at the illustration given on page 21 and talk about it.

What is the lady doing in the picture? What will you infer about their lifestyle from

this picture?• Read page 21 from the text aloud and ask them

a few questions framed from the text. How many daughters did Uma have? Why was Uma angry with her daughters one

day? What was special about the pendant she had

lost?• Ask students to come forth to give the answers.• Draw their att ention to the meanings of the

highlighted words given in the box. Ask them to form new sentences using these words.

• Read aloud the text of the remaining pages. Get students to work in pairs and frame two questions each.

• Motivate the students to frame interesting questions, and ask other students to answer them in complete sentences. The idea is to encourage students to use English language and to develop their language skills.

• Explain to the class the facts given in the snippet ‘Let’s learn’ and discuss the questions asked in the snippet ‘Let’s think and answer’. This is intended to increase the general knowledge of the students.

EXERCISES

Let’s understand

• For activity A, ask students to att empt it in their textbooks in the class.

• For activity B, ask students to come up with their answers. Ask other students to locate the answers in the text. Get students to answer in complete sentences. Students can be encouraged to answer orally in the class. The teacher will correct or improve their responses.

• For activity C ask students to write their views in three lines only. Give them this activity as a homework.

Let’s learn words

• For activity A, explain to students the concept of genders by giving a few examples like - boy and girl; king and queen, etc. Now ask them to try activity A.

Explain the rules of Singular and Plural nouns by taking a few examples from the class like chair – chairs, chalk – chalks, etc. Now ask them to try activity B in their textbooks.

Ask students to come up with some more examples for both A and B activities.

Let’s pronounce words

• Teach them about homophones and homonyms which are pairs of similar sounding words having diff erent meanings.

• Ask students to work in pairs and do the given exercise.

Let’s listen

• Read the murder mystery given on page 55 of the textbook at a moderate speed. Instruct students to listen att entively and do not allow them to read the text from the textbook.

• Now ask them to solve the mystery, i.e., who killed the old man.

Let’s learn grammar

• Explain Collective nouns and Abstract nouns by giving a few examples.


• Divide the class into two groups and ask both the groups to try to do both the activities A and B. Check their responses; discuss them in the class, making corrections and explaining the answers.

Let’s speak

• Form the students into small groups. Ask them to enact the story by doing a roleplay. Tell them to add their own dialogues without changing the story. Encourage the class to participate actively.

Think and write

• Ask students to read the opening sentences and the key points or given hints, and ask them to create a mystery. Tell them to write it in their notebooks as a homework assignment.

Let’s learn more

• If you can spare some time, visit the students when they are in the computer lab and give them access to the internet. Ask them to surf Google to fi nd about some antique jewellery from the collection of the Nizams of Hyderabad.

• If you have a Smart Class, this could be possible in the class. The students can also surf the internet on their home computer.

Life Skills

• Explain the situation given here to the students, and ask them how they will handle such a situation and help their friends.

4. THE GEESEThings you will need:

Textbook and a notebook Pictures of geese, Siberian cranes, swans, etc A Smart Class or access to a computer

INTRODUCTION

• Explain to students what a wildlife sanctuary is. Ask them if they have ever visited any wildlife sanctuary.

• Show them the pictures of geese, Siberian cranes and swans. Ask them to identify these birds.

• Tell them that Siberian geese generally fl y in a fl ock, forming a V-shape in the sky.


• Ask students to look at the ‘Let’s start’ activity and complete it. Assist them in completing this activity.

The lesson

• Tell students that this lesson is a travelogue of a class that visited Bharatpur Bird Sanctuary along with their teacher, with special focus on the life of Siberian geese.

• Read the text of page 30 aloud and ask a few questions from students from this text, e.g.,

Which sanctuary did the class visit? About which bird did the display board in

the bird sanctuary give information? Why do Siberian geese come to India during

winters?• Draw the att ention of students to the highlighted

words and their meanings given in the box. Ask them to form new sentences using these words.

• Give them a few examples of extinct animals like the dinosaurs.

• Do the same activities for the text on page 31. Discuss with the class “Let’s learn” and “Let’s think and answer” snippets given on page 31. Also explain the facts about geese to the class. Ask them the moral of this lesson.

Lessons they learn from the geese: Moving in the same direction, we work as a

team. By moving together, the eff ort will be less. By sharing leadership, we respect all. When there is encouragement, there is courage.

EXERCISES

Let’s understand

• For activity A, ask students to att empt it in their textbooks in the class.

• For activity B, ask students to read “Facts about Geese” in the lesson and locate the answers of the given questions. Students can be encouraged


to answer orally in the class. The teacher would improve the sentences or would complete the answers if students were to fumble. It will be a speaking exercise for the class.

Let’s learn words

• For activity A, explain to students about Collective nouns taking a few examples like, bunch of keys. Now ask them to att empt it.

• For activity B, ask students to write the quality associated with the given animals. Assist them by giving them a few hints.

• For activity C, make students familiar with the proper nouns that sometimes act as adjectives, e.g., French beard. Here the word ‘French’ is a proper noun as well as an adjective. Now ask students to att empt this activity.


• Make students familiar with the syllables that make up a word. For example, the word ‘perfection’ has three syllables with the middle syllable being stressed more: per/FEC/tion.

• Say each word aloud, laying emphasis on the main syllable and ask students to repeat them aft er you have spoken them.

Let’s listen

• Read aloud the text given on page 55 of the textbook three times at a moderate speed. Ask students to be very att entive and do not allow them to read the text from the textbook.

• Now ask them to write down all the do’s and don’ts mentioned in the passage by memorising them.


• Explain to the class “Action verbs” by giving a few examples, e.g.,

Ram goes to the market. The girl danced on the stage.• Both the words ‘goes’ and ’danced’ are action

verbs. Once the students have understood it, ask them to att empt activities A, B and C either individually or in groups.

Let’s speak

• Ask students to read the activity given here and att empt it in groups of three students each.

Think and write

• Tell students to surf the internet and att empt activity 1 given here. Also ask them to think of various activities that we do individually and as a team, and then try activity 2.

Life Skills

• Divide the class into groups of fi ve students each and ask each group to make a few acronyms they know.

• Give activity B as an assignment for homework, to be done by the students individually.

• Have a discussion with students about the values they learn on the sports fi eld, e.g., discipline, leadersip qualities, teamwork, facing success and failure, supporting others, interpersonal skills, facing situations, solving problems, making decisions, etc.

5. ON A MOUNTAINTOPThings you will need:

Textbook and a notebook Pictures of snake, lizard, scorpion, etc A Smart Class or access to a multimedia

computer

INTRODUCTION

• Ask students about what they would observe on a beautiful hill fi lled with trees and bushes.

• Show them pictures of snake, lizard, scorpion, etc. and discuss about the movement of these creatures – creeping, crawling, etc.

• Tell them that this is a descriptive poem about wonderful things that one can fi nd on a mountain top.


• Ask students to form pairs and do the activity given here. Tell them to use diff erent adjectives, e.g., fascinating, beautiful, etc.


The poem

• Play the poem. Ask students to close their books and listen to the poem att entively. You can also read it aloud if you do not have an audio equipment in the class.

• Now read all the stanzas of page 37 slowly two times. Ask students to follow the poem in their book for the second time aft er you read it out to them.

• Ask a few questions from these stanzas, e.g., How was the shade of the trees described? What will you fi nd when you walk through

the underbrush? Whose prints are left on the ground? What objects did the poet fi nd in diff erent

shapes and sizes?• Draw the att ention of the class to the highlighted

words and their meanings given in the box. Ask students to make new sentences using these words.

• Ask students if some of them had visited any hill station during their summer holidays. Ask them to share their experiences.

• Give some knowledge to students by telling them to read the snippet ‘Let’s learn’.

• Tell students to read the questions given in the snippet ‘Let’s think and answer’. Now encourage them to come out with some ideas or opinions. Discuss the answers with them.

• Do the same activities for the stanzas given in page 38 also.

EXERCISES

Let’s understand

• Ask students to answer the questions given in activity A. The answers have already been discussed in the introduction and in the course of learning the poem.

• Ask students to form groups of fi ve each. Now tell them to att empt activity B, by giving fi ve minutes only. Now check the list of each group, and write the correct phrases on the blackboard. Correct the wrong ones by giving the necessary explanations.

Let’s do

• Ask the class to divide themselves into four groups and each group will make a collage.

Tell them that the best collage will be put on the noticeboard of the class.

Life Skills

• Explain to students the two questions asked in this section. Now tell them to organise a group discussion in the class. Make sure that a maximum number of students participate in it and there should be no chaos in the class. The teacher can play the role of an observer.

6. MADIBAThings you will need:

Textbook and a notebook Magazines/newspapers which contain

snippets on Nelson Mandela A Smart Class or access to a computer

INTRODUCTION

• Tell students that they are going to read a short biography of a world famous freedom fi ghter named Nelson Mandela who fought against racial discrimination in South Africa.

• Ask them to name the great Indian freedom fi ghter whose biography has great similarities with that of Mandela.


• Ask students to look at the ‘Let’s start’ activity and complete it. Assist them wherever they require your help. Discuss each of the great people very briefl y. Tell the class why these people are still remembered.

• Tell them that Nelson Mandela is also known by the nickname ‘Madiba’.

The lesson

• Read the text of page 40 aloud at a slow pace, telling students not to follow the sentences in their textbooks. Read it out to them once again and ask a few questions on it, e.g.,

To which tribe did Mandela’s father belong? At what age did Mandela get enrolled in a

local school? Who became the guardian of Mandela aft er

his father’s death?


• Draw the att ention of the class to the highlighted words and their meanings given in the box. Ask students to form new sentences using these words.

• Ask students to answer them orally in complete sentences. The idea is to encourage them to speak English. This can be achieved through practice.

• For the text of page 41 and 42, get students to work in pairs and frame two questions each on the text from these pages.

Ask other students to answer them.• Discuss the snippets ‘Let’ learn’ given in the

chapter with the class.

Fact fi le

• Ask the class to work in groups and write a fact fi le on Nelson Mandela. They will write all the dates they can fi nd from the snippets provided by you and from the book and the event that happened on that date. They can arrange it in a chronological order.

EXERCISES

Let’s understand

• For activities A and B, tell students to work in pairs or in small groups and complete the activities. Ask students to locate the answers in their textbooks. This gives them an opportunity to read the lesson again and learn it well.

• Now it would be much easier for them to att empt activity C. Get students to write the answers in complete sentences. Answers can be writt en either in the class or at home. You need to correct or improve their answers and this can be shared with the rest of the class.

Let’s learn words

• Explain to students the given words and the place of origin of these words. Ask students to refer a dictionary and add two new words to the list given in activity A.

• Ask students to do activity A in a group and activity B and C individually.

Let’s listen

• Read the speech given on page 56 of the textbook. Instruct students to listen att entively

and note down the keypoints. Don’t give them a dictation; read the speech at a moderate pace. Tell them that you will read it out to them again.

• Now ask them to write about the work Gandhĳ i did for the Indians sett led in South Africa.

Let’s spell well

• Explain to students the two diff erent spellings of the same word, e.g., colour and color. Tell them that the former one is used in British English and the latt er is used in American English. Ask them to do the given activity now using a dictionary and internet.


• Explain to students the use of the articles a, an and the in sentences. Explain some of the rules given here. Give them some of the examples. Now ask students to att empt both the activities A and B. Make corrections giving reasons for it.

Let’s speak

• Tell students to read the activity given here and give them a few minutes to think on it. Now ask them to come forth to speak about their role model for a minute.

Think and write

• Tell students to use the computer in the school lab and do this activity as a group exercise.

Let’s learn more

• If you can spare some time, visit students when they are in the computer lab. Give them access to the given website. If you have a Smart Class, this would be possible in class as a group activity. They can explore this website at their home also.

Life Skills

• Divide the class into groups of fi ve students each. Now ask them to write a lett er, the details of which are given in this section. Talk to them about social service organizations like Guides & Scouts, NSS (National Service Scheme). Once the class has writt en the lett ers, read them before the class and select the best lett er from that lot.

27 Model Questi on Paper

Time: 2 hours Marks: 100

Model Question PaperENGLISH CLASS 5 TERM 1

I. Read the passage taken from the lesson and answer the questions given below. (10) Anjali who was quiet all the time, suddenly blurted out “Mom, isn’t that the handkerchief which dad

had given you?” referring to the one Uma was using to dry her tears. Bina sighed in relief and said, “Well, now we only have to worry about the pendant. Obviously, Mom,

you wrapped it in another handkerchief”. Manju, moving close to her mother spoke quietly, “Perhaps Mom you didn’t wrap it in a handkerchief

at all but placed it inside a box?” Uma smiled sadly and regretfully said, “Okay, my dear child. Come over here and tell me where the

pendant is. I will not be angry. I know now that you’re the one who took it.” The guilty girl started to cry. “I’m so sorry, Mom. I didn’t mean to upset you. Please forgive me” Everybody felt relieved as they all now knew who had taken the pendant. 1. Who had given the handkerchief chief to Uma and what was the occasion? 2. What type of pendant is being referred to in the above passage? What had happened to it? 3. What did Bina’s statement convey to Uma? 4. What did Manju’s statement reveal to Uma? 5. Who was the one who blurted out the truth to Uma? Why did she do so?

II. Read the sentences given below and write a word that means the same as the underlined words. (10) 1. They knew how miserable their mother felt. 2. The guilty girl started to cry. 3. Everyone felt relieved, as they all now knew who had taken the pendant. 4. The local sweetsellers disapproved of him. 5. On the way, he asked the local sweetsellers to accompany him. 6. He lost all his money and was banished from this town. 7. That put wobbles on her hips. 8. The urge to move on was strong among them. 9. These birds have come all the way from Siberia to India to avoid the Siberian winter which is very

harsh. 10. It’s safer not to follow his trail.

III. Complete the following sentences with suitable question tags. (10) 1. Asha is proud, ............................... ? 2. Raghu will be there now, ............................... ? 3. You will give me your pen, ............................... ? 4. She learnt acting in London, ............................... ? 5. They cannot drive so fast, ............................... ? 6. It is not proper to leave her alone, ............................... ? 7. I don’t owe you any money, ............................... ? 8. I am right ............................... ?

28 Teacher’s Resource Pack-5 (Term-I)

9. Please come in ............................... ? 10. We are proud of her, ............................... ?

IV. Underline the subject and the predicate separately in these sentences. Mark the subject as ‘S’ and the predicate as ‘P’. (10)

1. Rahul is going to the market. 2. The car and the truck collided with each other. 3. The young lady with a bag walked into the hall. 4. Two thousand rupees is suffi cient for us. 5. Many new songs were sung in the auditorium. 6. The physician examined my chest yesterday. 7. You are looking for the boat. 8. Asha picked up a bouquet of roses. 9. My friend lost his passport in the bus. 10. We are worried about this new development.

V. Fill in the blanks with plurals of the words given in the brackets. (10) 1. There are many ............................. (church) in this city. 2. He had many ............................. (boy) under his control. 3. We bought a box of ............................. (tomato) from the market. 4. Why don’t you look inside the ............................ . (bush)? 5. Let’s cook ............................ (potato) and mash it. 6. Several ............................ (bus) were parked in the terminal. 7. Please pick up the ............................ (knife) and put them in a box. 8. Did they brush their ............................ (tooth)? 9. How many ............................ (mouse) did you see in the kitchen? 10. Tell the ............................ (child) to go to their classroom.

VI. Fill in the blanks with the right homophones from the brackets. (10) 1. Ashok saw a ................................ in the zoo. (bare/bear) 2. Why did you ................................ the naughty boy? (beat/beet) 3. There was one ................................ of cott on in the room. (bale/bail) 4. Please ................................ these books which I bought for you. (accept/except) 5. I have reserved a ................................ (birth/berth) for you in the train’s compartment. 6. She ................................ (blue/blew) the fl ame of the candle quickly. 7. This male ................................ (boar/bore) was found wandering in the forest. 8. There was a ................................ (break/brake) failure in the car. 9. Let’s go to the ................................ (site/sight) where the building is being built. 10. A ................................ (diary/dairy) is a day book for keeping records.

VII. Fill in suitable collective nouns in the sentences from the box given below. (10)

swarm, bunch, grove, fl eet, shoal, pride, troupe, quiver, set, pack

1. A ................................ of lions was seen in the forest. 2. The ................................ of wolves was chased by the hunter. 3. He quickly fi lled a ................................ of arrows.


4. The ................................ of fi sh was located in the lake. 5. He bought a ................................ of tools with the money. 6. We saw a ................................ of trees near the lake. 7. Hand me the ................................ of keys quickly. 8. A ................................ of ships were seen in the sea. 9. A ................................ of dancers came from Meghalaya in the parade. 10. A ................................ of bees surrounded the boy and bit him.

VIII. Change the following verbs into nouns. (10) Verb Noun Verb Noun 1. complain .............................. 6. fl y .............................. 2. lose .............................. 7. grow .............................. 3. relieve .............................. 8. join .............................. 4. weigh ............................. 9. prove .............................. 5. bathe .............................. 10. surround ..............................

IX. Fill in the correct articles from the ones given in the brackets. (10) 1. Here is ....................... orange for you. (a/an) 2. He is studying at ....................... university. (a/an) 3. This is ....................... useful thing. (a/an) 4. I shall give you ....................... one-rupee note. (a/an) 5. He is ....................... best student of the class. (a/the) 6. Asha is ....................... honest girl. (a/an) 7. Honesty is ....................... best policy. (a/the/an) 8. My brother is ....................... MLA in Haryana. (a/an/the) 9. The earth moves round ....................... sun. (the/a) 10. We have ....................... eggplant in our garden. (an/a)

X. Match the professionals to their trade/profession. (10) Professional Trade/Profession 1. Optician (a) one who collects postage stamps 2. Philatelist (b) one who sells fl owers 3. Jockey (c) one who tests eyesight and sells spectacles 4. Florist (d) one who is a professional rider in a horse race 5. Dentist (e) one who att ends to the sick 6. Admiral (f) one who is incharge of a museum 7. Plumber (g) one who att ends to teeth problems 8. Physician (h) one who deals in cloths and fabrics 9. Curator (i) commander of a fl eet of ships 10. Draper (j) one who repairs water pipes


Answers to Coursebook1. THE TRAVELLING TRADER

Let’s think and answer (Page 11)

No, we think that local sweetsellers would plan their next move against that sweetseller. Their next move would be to outsmart him or undercut his prices in order to drive him out of business.

Let’s understand (Page 12)

A. 1. (a) 2. (a) 3. (c)B. 1. The travelling sweetseller’s sweets were very

good; people from far away places came to him and bought sweets, so he became more popular than the local sweetsellers.

2. The local sweetsellers complained to the headman that ever since that sweetseller had arrived in their town, they had plenty of bad luck; and that people had stopped coming to their sweet shops and they had lost a lot of money due to him.

3. The headman was convinced by the local sweetsellers that the travelling sweetseller had brought bad luck and led to loss of their business. So he punished the travelling sweetseller.

4. The travelling sweetseller was wandering on the streets because all his money had been taken away by the headman and the other sweetsellers and he had nowhere to go. All his protests to the headman were in vain and he desired justice.

5. Aft er listening to the sweetseller’s story Mullah Nasrudin went to see the headman to convince him to return back all the money he had taken from the sweetseller.

Let’s learn (Page 13)

A. 1. (c) 2. (d) 3. (e) 4. (b) 5. (f) 6. (a)B. Some examples: Smokescreen, starstruck,

sunstroke, sureshot, seasicknessC. 1. (b) 2. (d) 3. (a) 4. (c)

Example: handmade, butt erfl y, silkworm, suntan, batt leground.

Let’s listen (Page 14)

Self att empt by the students. Answers may vary. Accept suitable responses.

Let’s spell well (Page 14)

A. sit – sitt ing refer – referring squat – squatt ing throb – throbbing wed – weddingB. Responses may vary. Accept suitable responses.

Let’s learn grammar (Page 15)

A. 1. The general (subject) led the troops into the batt efi eld. (predicate) 2. Jamal (subject) rode on his bicycle to school. (predicate) 3. The two beautiful goldfi sh in the pond

(subject) were eating insects. (predicate) 4. I (subject) was having a wonderful day, until that last

telephone call. (predicate) 5. Last week’s fi re (subject) was started by the boys (predicate)B. 1. P 2. S 3. S 4. S 5. P 6. S

Let’s speak (Page 16)

Self attempt by the students. Answers may vary. Please accept suitable answers.

Think and write (Page 17)

Self attempt by the students. Answers may vary. Please accept suitable answers.

Life Skills (Page 17)

Answers may differ. Please accept suitable responses.

31 Answers to Coursebook

2. GRANNY


Yes, old people should exercise to stay fi t. They must however consult their doctor, to fi nd out which exercises can be suitable for their body and which are harmful.


A. 1. List of activities that granny does: (a) she has started yoga (b) she’s on a diet (c) she’s started swimming (d) she goes to the disco 2. Granny took up so many activities as she

wanted to: (a) look younger (b) remain active (c) be slim (d) be trendy

3. Granny avoids chips, chocolate cakes and jammy buns in order to keep fi t.

4. The activities that granny and the poet does together are swimming and going to a disco.

5. ‘trendy’


Self attempt by the students. Answers may vary. Please accept suitable responses.

Let’s enjoy (Page 19)

Answers may vary. Please accept suitable responses.

Let’s do (Page 20)

Answers may vary. Please accept suitable responses.


Responses from students may vary. Please accept suitable responses.

3. THE CASE OF THE HIDDEN PENDANT


We should not keep our valuables like jewellery, money, etc., in our homes us as they can be stolen by thieves. Thieves often keep a watch over our movements and often strike when we are out of our homes for a longer period of time, i.e., on vacations, etc.Institutions like banks, having lockers, can be hired by people to keep their valuables safe.


A. 1. (c) 2. (a) 3. (a)B. 1. Uma was very possessive about the

pendant because it was a loving gift from her grandmother. It also was an antique piece, which was with her family for the last seventy-fi ve years.

2. Even though the pendant was very dear to Uma, she wanted to sell it because she had to arrange money so that she could fi nance her daughter Anjali’s education as she was going to college very soon.

3. Other than the pendant what was important to Uma was the handkerchief which her husband had gift ed her on their fi rst wedding anniversary. It was the last thing she wanted to lose.

4. Manju suggested that it was quite possible that Uma did not wrap the pendant in a handkerchief at all but had placed it inside a box.

5. Everyone was relieved at the end because the missing pendant was traced and they all knew who had stolen it.

C. Answers may vary. Please accept suitable responses from students.

Let’s learn words (Page 25)

A. mother-in-law, lady, heroine, headmistress empress, hostess, landlady, niece

B. 1. cities 2. tomatoes 3. kings 4. women 5. pennies 6. brushes 7. dishes 8. fairies 9. sheep 10. houses


Let’s pronounce words (Page 27)

A. 1. to 2. pair 3. sent 4. bored 5. theirB. Some examples are given below

(i) bank – to depend upon bank – a bank of a river bank – a fi nancial institution (ii) fall – to go down fall – a waterfall fall – autumn season (iii) light – not of a dark colour light – not heavy light – to light a fi re (iv) key – key of a lock key – solution key – important (v) lead – a heavy metal lead – what leaders do lead – the black thing in pencils which is

used for writing. Responses from students may vary. Please

accept suitable responses.




A. 1. school 2. herd 3. pod 4. army 5. teams 6. bundlesB. 1. bravery 2. beauty 3. naughtiness 4. honesty 5. intelligence


Responses from students may vary please accept suitable responses.



Let’s learn more (Page 29)

For self att empt by the students.


For self att empt by the students. Please accept suitable responses from students.

4. THE GEESE


1. Bharatpur Sanctuary – Rajasthan – Birds2. Jim Corbett National Park – Utt aranchal – Tigers3. Gir Sanctuary – Gujarat – Lions4. Kaziranga National Park – Assam – Rhinos.5. Bandipur Wildlife Sanctuary – Karnataka –

Elephants

Let’s think and answers (Page 31)

During their migration from one place to another, migratory birds face lots of threats. Some of them are as follows:(a) habitat destruction by human activities(b) collisions with tall buildings, aircraft jet

engines, power transmission lines, TV towers, lighthouses, wind turbines, etc.

(c) storms(d) sudden drop in temperature(e) dehydration

EXERCISES


A. 1. (b) 2. (b)B. 1. Geese fl y in a ‘V’ formation because when,

each goose fl aps its wings, the movement create an uplift for the other geese that are following it. In this manner, the whole fl ock adds 71 per cent extra to the fl ying range. This also creates a sense of togetherness.

2. When a goose gets tired of fl ying upfront, it drops back from the formation and another goose fl ies to take its place.

3. When a goose that is fl ying in a formation falls sick, two geese drop out of the formation and follow it to the ground to help and protect it. They stay with it until it is either able to fl y or until it is dead.


4. While fl ying long distances, geese honk from behind to encourage those in the front to keep up their speed.


A. 1. (d) 2. (e) 3. (f) 4. (a) 5. (g) 6. (c) 7. (b)B. dog – cute, playful, naughty, scary, wild,

hairy lion – majestic, scary, wild, beastly, hairy snake – scary, slimy bear – scary, wild, beastly, hairy monkey – cute, playful, naughty, wild, hairyC. Chinese noodles Italian pasta French fries Bombay vada pav Bengali rasgulla Kwality Ice cream Hyderabadi biryani McDonald burger


For self att empt by the students. Responses may vary. Accept suitable responses.


A. 1. watches 2. travel 3. worried 4. paint, rains 5. eat 6. returnedB. 1. The dog barked 2. She accepted 3. Cats and dogs fi ght 4. They smiled 5. He draws 6. We jumped 7. The girl ran

C. Verb Noun 2. speak speech 3. accept acceptance 4. form formation 5. think thought 6. create creation 7. act actor




1. For self att empt by the students2. For self att empt by the students


A. For self att empt by the students. However some examples are given below:

ATM Automated Teller Machine GMT Greenwich Mean Time IQ Intelligence Quotient WHO World Health Organisation CD-ROM Compact Disc Read Only MemoryB. Answers from students may diff er. However

some examples are given below: 2. I will listen to others’ viewpoints. 3. I will try to solve the team’s problems amicably. 4. I will not use harsh and abusive language. 5. I will trust my teammates and earn their

trust too. 6. I will share my things with other team

members. 7. I will lend a helping hand whenever it is

needed.

5. ON A MOUNTAINTOP


Both activities are risky. While climbing a rocky mountain, you have to climb steep slopes, slippery rocks, might suff er from dizziness due to height, fear of loosing footing, etc. While going inside a dense forest, the risks one might face are thick undergrowth, wild animals hiding in the bushes and trees, inability to run due to thick foliage, insects that can bite or sting or harm you.

EXERCISES


A. 1. (a) We can hear the song of the birds on the trees which one can fi nd on a mountaintop.


(b) One can hear the song of the birds all day day long.

(c) These birds live in the nest-type homes they have made on the trees on a mountaintop.

2. (a) The underbrush is well-lit due to sunshine at the mountaintop.

(b) We can fi nd creepies, crawlies, wriggly worms or a snake.

(c) Snakes, worms and squirrels creepy crawlies that you can see in the underbush.

3. (a) ‘Them’ refers to the rocks and stones of all sorts, shapes and sizes found on a mountaintop.

(b) The objects referred to are rocks and stones of all sorts, shapes and sizes.

(c) We can fi nd surprises hidden like the scents of fl owers that bloom, song of the fl ies, and the bees, and the sound of the locust’s dull drone.

4. (a) The two things that appear wondrous on the mountaintop are the quiet, gentle breezes and the temperamental winds.

(b) A truly magnifi cent view from the mountaintop.

(c) Birds sing songs all day long on the trees on a mountaintop.

B. For self att empt by the students.


1. Some of the precautions we will take for our safety while climbing a mountain are as follows:

(a) wear hiking shoes that are comfortable. (b) wear clothing dependent upon whether it is

hot weather or cold weather (c) wear a hat and sunglass to protect against

the fi erce sun (d) keep suffi cient water and food (e) keep ropes for climbing (f) a fi rst-aid box, compass2. When you go for trekking, you will pack the

following things: (a) a fi rst-aid box (b) water for drinking

(c) sunglasses (d) pocket knife (e) compass (f) medicines Responses can vary. Please accept appropriate

responses from students.

6. MADIBA


Jawaharlal Nehru – PanditjiAbraham Lincoln – Honest AbeNelson Mandela – MadibaMahatma Gandhi – Father of the NationWilliam Shakespeare – The Bard of AvonSarojini Naidu – Nightingale of IndiaMother Teresa – Saint of the GuttersSachin Tendulkar – The Little Master

Let’s think and write (Page 42)

Mahatma Gandhi

EXERCISES


A. 1. (a) 2. (b) 3. (b)B. 1. He was born in South Africa on July 18th,

1918. 2. Mandela’s mother sent him to school when

he was seven year old. 3. Mandela’s father died when he was about

nine years old. 4. He started staying with his guardian. 5. He was educated at University College of

Fort Hare. 6. He joined the African National Congress in

1944.C. 1. Aft er Mandela’s father’s death, his mother

took him to the acting chief of the Thembu clan, Jongintaba, who became his guardian.

2. When Mandela was in Robben Island prison, he campaigned for ending the oppression of black south Africans by the whites.

3. Mandela fought the ruling white government in 1962 because the government had oppressed


the black South African people and apartheid was practised by them.

4. When Mandela’s government came into power they inherited a country with a huge disparity in wealth between the white and black communities.

5. Many countries honoured Mandela with prestigious awards due to the contributions made by him towards anti-apartheid.


A. For self att empt by the students.B. 1. (b) 2. (a) 3. (c) 4. (e) 5. (d) 6. (g) 7. (f)

C. For self att empt by the students.




Answers may diff er. However some examples are given below:British English American English1. aeroplane airplane2. aubergine (brinjal) eggplant3. biscuits cookies4. blind shade (window)5. bonnet (of a car) hood6. car park parking lot7. casualty emergency room8. chemist drugstore9. cinema movie theatre

Let’s learn grammar (page 45)

A. 1. an 2. an 3. a 4. an 5. an 6. anB. 1. a 2. the 3. x 4. the 5. the 6. an

Let’s speak (page 46)

For self att empt by the students. Answers may vary. Please accept suitable responses.

Think and write (page 46)


Let’s learn more (page 47)


Life Skills (page 47)



A. 1. (e) 2. (d) 3. (b) 4. (a) 5. (c) 6. (f) B. 1. (F) 2. (F) 3. (F) 4. (F) 5. (T)C. 1. Mullah Nasrudin to the headman 2. The headman to his assistants 3. Uma to her daughters 4. The guilty girl to her mother 5. Meera Rai, the teacher said to her studentsD. 1. The local sweetsellers told the headman

that ever since the travelling sweetseller had arrived in their town, they have had plenty of bad luck; people had stopped coming to their sweet stops and they had lost a lot of money.

2. The travelling sweetseller thanked Nasrudin as he had helped him get back his money from the local sweetsellers and that he (Nasrudin) was also was able to resume his business of selling sweets in that town once again.

3. The eff ect of Granny going on a diet was that the wobbles on her hips disappeared. She had also started swimming and was able to do ten lengths which was a tough task. She had become so agile that she had joined a disco and seemed much younger than the poet.

4. Uma was possessive about her gold pendant because of the following reasons:

(a) It was a loving gift from her grand mother as a wedding present.

(b) It was an antique piece, which was with her family for the last seventy-fi ve years.

(c) It was the only piece of jewellery she was left with.

(d) She was planning to sell it to a local antique shop so that she could arrange money for Anjali’s college studies.

5. Aft er the fl ock observed the goose trying to fl y, they tried to fl y around it to encourage it, but it was of no use. They then stayed back on the pond and waited for the goose even though the urge to move on was strong among them. They waited for several days until the clipped feathers of the goose had grown suffi ciently to permit it to fl y.

6. Aft er Mandela became South Africa’s fi rst black president, he led a simple life, despite being given the riches and comforts of a president. He donated one-third of his income to the Nelson Mandela Children’s Fund.

E. 1. (e) 2. (d) 3. (b) 4. (a) 5. (c)F. 1. (f) 2. (a) 3. (b) 4. (c) 5. (d) 6. (e) 7. (g) 8. (h)G. 1. frighten 2. terrorise 3. advertise 4. criticise 5. punctuate 6. solidifyH. 1. an 2. a 3. a 4. a 5. a 6. a/the 7. the 8. an

LET’S REVISE

37 Answers to Practi ce Worksheets

Answers to Practice Worksheets

1. THE TRAVELLING TRADERWorksheet 1A. 1. Positive–She does go for swimming every morning. Negative–She doesn’t go for swimming every

morning, does she? 2. to 7 for self attempt by the students.B. 2. aren’t they? 3. have you? 4. doesn’t he? 5. does he? 6. aren’t we?

2. THE TRAVELLING TRADERWorksheet 1A. 1. My best friend (subject) is coming to visit me this

a� ernoon (predicate).

2. � e carriage (subject) turned into a huge orange pumpkin (predicate).

3. An old man with a long beard (subject) likes in that hut (predicate).

4. Several old songs (subject) were played on the radio (predicate).

5. Cool water (subject) � owed through the rocky area (predicate).

6. Fire hundred rupees (subject) is a lot of money (predicate).

B. 1. P 2. S 3. P 4. P 5. S 6. S 7. P

3. THE CASE OF THE HIDDEN PENDANT

Worksheet 1A. 1. doctor, arm, cast 2. pen 3. house, hill 4. � ower, Sita, Kiran, sister 5. bread, jam, breakfastB. 1. ponies 2. buses 3. countries 4. families 5. teeth

Worksheet 2A. 2. gardener 3. doctor 4. teacher 5. carpenterB. husband –M friend – C man – M niece – F groom – M cousin – C child – C teacher – C daughter – F master – M nephew – M bride – F uncle – M brother – M writer – C son – M

C. 1. melody 2. excitement 3. intelligence 4. anger 5. humility

4. THE GEESEWorksheet 1A. 1. Mary – S 2. Ravi – S donated – V smashed – V

3. Heera – S 4. � e old woman – S looked – V plucked – V

5. � e doctor – S carries – VB. For self attempt by the students

Worksheet 2A. For self attempt by the students

Worksheet 3A. For self attempt by the students

5. MADIBAWorksheet 1A. Dear Friend, I arrived in × Mumbai last Monday. We le�

for × Mumbai, � ew over the Aravali hills and made a quick stop in × Delhi. We visited the Qutub Minar. We also enjoyed strolling in the Lodhi Gardens in the evening. � e following day we le� for × Jammu. � e � ight wasn’t boring as there were two � lms that we watched on the television. From the sky, we saw the Dal lake and the famous Shalimar gardens.

Please say hello to Gaurav and Harish. Samir

Worksheet 2 1. the 2. the 3. the 4. the 5. × 6. the 7. the 8. × 9. × 10. the

(Practice worksheets given in the coursebook)


Answers to Model Question Paper I. 1. Uma’s husband had given the handkerchief to

her. It was her � rst anniversary gi� from her husband.

2. � e pendant referred to in the above passage was a gold pendant which Uma was very possessive about. It had got stolen from the house.

3. Bina’s statement conveyed to Uma that she (Bina) couldn’t have been the person who had stolen the pendant.

4. Manju’s statement conveyed to Uma that she (Manju) had knowledge about where the pendant was lying.

5. Manju was the one who blurted out the truth to her mother as she could not see her mother’s sorry state; her mother was very attached to the pendant, as she wanted to sell it to � nance Anjali’s college studies.

II. 1. terribly sad/uncomfortable 2. feeling ashamed for doing something wrong 3. stress free/relaxed 4. did not like/agree 5. come along with 6. thrown out 7. unsteady movements 8. desire/motivation 9. bitterly cold 10. marks (le� by an animal) on land III. 1. isn’t she 2. won’t he 3. won’t you 4. didn’t she 5. can they 6. isn’t it 7. do I 8. aren’t I 9. won’t you 10. aren’t we

IV. 1. RahulS

is going to the market.P

2. The car and the truckS

collided with each other.P

3. The young lady with a bagS

walked into the hall.P

4. Two thousand rupeesS

is not suffi cient for us.P

5. Many new songsS

were sung in the auditorium.P

6. The physicianS

examined my chest yesterday.P

7. YouS

are looking for the boat.

P

8. AshaS

picked up a bouquet of roses.

P

9. My friendS

lost his passport in the bus.

P

10. WeS

are very worried about this new development.

P V. 1. churches 5. potatoes 9. mice 2. boys 6. buses 10. children 3. tomatoes 7. knives 4. bushes 8. teeth

VI. 1. bear 5. berth 9. site 2. beat 6. blew 10. diary 3. bale 7. boar 4. accept 8. brake

VII. 1. pride 5. set 9. troupe 2. pack 6. grove 10. swarm 3. quiver 7. bunch 4. shoal 8. � eet

VIII. 1. complaint 5. bath 9. proof 2. loss 6. � ight 10. surroundings 3. relief 7. growth 4. weight 8. joint IX. 1. an 5. the 9. the 2. a 6. an 10. an 3. a 7. the 4. a 8. an X. 1. (c) 5. (g) 9. (f) 2. (a) 6. (i) 10. (h) 3. (d) 7. (j) 4. (b) 8. (e)

Mathematics Overall Lesson Plan 39

Term 1

ChaptersSuggested Allocation of Periods

Contents Expected Learning Outcomes

1. Large

Numbers and their

Operations

13

• Seven, Eight and Nine-digit Numbers

• Periods in the Indian Place Value System

• How to Read a Numeral• Place Value and Face Value of a

Digit in a Number• Expanded Form and Standard

Form of a Number• Predecessor and Successor of a

Number• Comparing Numbers• International/Western Place Value

System• Operations on Large Numbers

Students should be able to: know about the 7-, 8- and 9-digit numbers; understand the periods in the Indian place value system and the role of commas; read a numeral; identify the place value and the face value of a digit in a number; express a number in its expanded form as well as standard form; find the predecessor and successor of a number; compare numbers using the place value system; know about the International or Western place value system of writing a number; do operations on large numbers

2. Quick

Multiplication6

• Properties of Multiplication • Multiplicand, Multiplier and

Product• Multiplication of a Number by

10, 100, 1000, 5,25, and 50

Students should be able to:know about multiplicand; multiplier and product; understand properties of multiplication—commutative, grouping, distributive, and multiplicative; do multiplication of a number by 10, 100, 1000, 5, 25 and 50

3. Factors and Multiples

16

• Prime Numbers, Composite Numbers, Twin Primes, Co-primes

• Sieve of Eratosthenes • Tests of Divisibility by 2, 3, 4, 5, 6,

8, 9, 10, 11, 12, 15, 18 and 25• Power of Numbers• Laws of Exponents• Prime Factorisation• HCF, LCM, and their

Relationship• Word Problems on HCF and LCM

Students should be able to: understand what are prime numbers, composite numbers, twin primes and co-primes; use the Sieve of Eratosthenes to find the prime numbers; conduct divisibility tests to find out if a number is divisible by 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 15, 18 and 25; know about power and exponents and their laws; understand repeated division and factor tree method of prime factorisation; understand the concept of HCF and LCM and the relationship between the two; solve the word problems based on HCF and LCM

Mathematics Overall Lesson Plan


4. Fractions 15

• Meaning of Fractions • Types of Fractions• Conversion of Fractions into their

Lowest Terms• Comparison of Fractions• Operations on Fractions• Reciprocal of Fraction or

Multiplicative Inverse • Division of Fractions• Word Problems on the Four

Operations involving Fraction

Students should be able to: revise the concept of fraction; learn about the different types of fractions— like, unlike, proper, improper, mixed, equivalent; learn property of equivalent fractions; convert fractions into their lowest terms; compare different fractions and arrange them in ascending and descending order; apply the four operations (addition, subtraction, multiplication and division) to the fractions; solve the word problems based on four operations of fractions.

5. Perimeter and

Area10

• Rectilinear Figures• Perimeter• Word Problems• Area• Area of Pathways

Students should be able to:understand the concept of perimeter and area and their usage; understand the meaning of rectilinear figures; find out the area of rectangle and square; find out the perimeter of rectilinear figures; solve word problems based on perimeter and area.

41 Lesson Plans — Mathematics

Lesson Plans — Mathematics

1. LARGE NUMBERS AND THEIR OPERATIONS

ESSENTIAL TEACHING AIDS• Classroom objects, counters, abacus, number

rods, timetable charts, flashcards, sticks, pebbles, kidney beans, play coins, sticks, cubes, beads, spindles

CONCEPT EXPLANATION

Recapitulation ¾ Students are already familiar with the six-

digit numbers and five places in a place value chart. So, the teacher has to begin the class with recapitulation of what has been done in the previous class.

¾ Explain how 1 more added to the largest number of any number of digits give the smallest number containing one more digit. For example, 9 + 1 = 10, 99 + 1 = 100, 999 + 1 = 1000, 9999 + 1 = 10000 and so on. While teaching it, the teacher also has to explain how we need one more place each time to write the number in the place value chart.

¾ The teacher may also demonstrate the above concept using an abacus. Place beads on the spikes and explain the formation of new numbers and the need of new places.

I. Seven-, Eight- and Nine-digit numbers ¾ Explain that 1 more than 999999 is 1000000

which is the smallest 7-digit number and is read as ten lakh. Introduce the new place, i.e., the ten lakhs place.

¾ Follow the same method to explain the eight-digit and the nine-digit numbers.

II. Periods in the Indian Place Value System: Reading Numerals, Place Value and Face Value

¾ Students are already familiar with the Indian place value chart upto nine places. Now, draw the Indian place value chart and

explain to them about periods and use of commas by placing any 9-digit number in the place value chart.

¾ Also explain to them the method used to read a numeral by taking an example.

¾ Recall the definitions of place value and face value of a digit in a number and explain through an example of a 9-digit number.

III. Expanded Form and Standard Form ¾ Recall the definition of expanded form and

standard form. Explain to the students that we expand a number so that we understand the place value of each digit of that number. When we add up all the numbers appearing in the expanded form of the given number, we get the standard form.

IV. Predecessor and Successor of a number ¾ Recall the definitions of the predecessor and

the successor of a number and explain these concepts through examples.

V. Comparing Numbers ¾ Recall the steps for comparing the numbers

and let them solve some questions on the black/whiteboard.

Reinforcement ¾ Ask students to do worksheet 1 to reinforce

the concept learnt so far.

VI. International or Western Place Value System

¾ Explain to students that the Indian place value chart is used only in India but the International place value chart is used across the world. Draw the International place value chart and explain the places and the periods, take an example of 8-digit number on the black/whiteboard. Explain how a number can be read according to the International place value chart. Also, explain about periods in the international system.

¾ Explain to the students that the first five


places are the same in both Indian and International system.

¾ Arrange any 8- or 9-digit number in the International place value chart and then write the corresponding places and periods in the Indian system below the same table as shown below.

International System H T O

8 3 6 0 5 9 H T O

HTh TTh Th 0 5 3 0 5 1 L TTh Th

HM TM M 6 2 7 2 0 TC C TL

Ones

Thousands

Thousands

LakhsCrores

Millions

a. 62053836b. 720051059

Indian System Ones

VII. Operations on Large Numbers (i) Addition

• Recall the concept of carry over and give students some questions where they have to add 6-digit numbers.

• Explain to them that the same method is followed to add numbers having 7 or more digits.

• Take a few examples of large numbers with 7-8 digits and solve them on the black/whiteboard.

• Now write few examples of 7, 8 and 9-digit numbers on the black/whiteboard horizontally. Ask the students to arrange the digits of the given numbers in column form and then add columnwise.

• Word problems often create difficulties for students. The students who are unable to recognize the operation needed to solve, explain to them how they have to first collect the important information from questions first and then decide what to do. Guide them a few words like, in all, altogether, total, etc., that give an idea to add. Also explain to the students to write proper statements while solving the problem.

(ii) Subtraction• Use sticks or cubes to demonstrate

why we need to borrow in case of a larger number being subtracted from a smaller number.

• Now begin your class with black/whiteboard work. Take 6, 7 or 8–digit

numbers and explain the process which the students have to follow to subtract such numbers.

• Let the students share their personal experiences involving subtraction of numbers. Encourage them to make word problems that involve taking away. The aim is to make them realize the use of subtraction in everyday life.

(iii) Multiplication• Students have already learnt the

multiplication of two-digit and three-digit numbers by another number. Explain to them that in the same way multiplication of other larger numbers can also be done. Explain this concept by taking an example on the black/whiteboard.

• Explain to the students that the main challenge of a word problem lies in deciding the operation required to solve it. In word problems, the words rather than numbers tell you what you have to do.

(iv) Division• Explain division practically before

teaching it on the black/whiteboard. Use beads, counters, crayons, etc., to recap the different situations that require division like, equal sharing, equal grouping and repeated sub-tractions without remainder. Explain how this can be shown by means of division equations on the black/whiteboard. Explain the terms used in division– divisor, dividend, quotient and remainder.

• Repeat the above activity with examples involving remainders and explain how verification of division can be done using multiplication in the following formula: Dividend = Divisor × Quotient + Remainder

• Explain the meaning of remainder in the word problems by taking an example on the black/whiteboard.

ACTIVITY ¾ Create some 7-8 digit sums based on the

four operations (addition, subtraction,

Lesson Plans — Mathematics 43

multiplication and division) on paper chits and the answers of the same on another set of paper chits.

¾ Divide students into two groups and give each student of the first group the paper chits with operation sum written on them and each student of the other group the answers of the same set of sums.

¾ Now explain to the groups that the group with the operation sums have to solve the sums and then pair up with the student of the other group having the answers to the sums.

¾ Once one round of the game is done, interchange the roles played by both the groups.

Reinforcement ¾ Let students do worksheets to practise the

concepts learnt so far. ¾ Use the abacus to demonstrate, how we

need to carry over if after adding any two numbers, we get two-digit number at any place, e.g., ones, tens etc.

¾ Use spindles and number rods to demonstrate why we need to borrow in case a larger number is being subtracted from a smaller number.

2. QUICK MULTIPLICATION

ESSENTIAL TEACHING AIDS• Sticks, beads, counters, classroom objects

CONCEPT EXPLANATION Recapitulation

¾ Students have already learnt multiplication. So, by taking an example, explain the terms related to the multiplication such as multiplicand, multiplier, product and factors say 25 × 4 = 100. Here 25 is the multiplicand, 4 is the multiplier and 100 is the product. 25 and 4 are also called the factors of 100.

I. Properties of Multiplication (i) Commutative Property

• Recall the definition of commutative property by giving some examples. For example, write 9 × 8 on the black/whiteboard and explain that 9 times 8 is 72 and 8 times 9 is also 72. In both

the cases, we get the same answer. So, when they are asked to multiply, they have to focus only on finding the answer, and not on the order.

(ii) Grouping Property• Write an example on the black/

whiteboard, say 15 × 48 × 20. Explain to the students that when they have to multiply three numbers together, they should first group those two numbers whose product can be found easily. So, to multiply 15 × 48 × 20, first find the product of 15 × 20 = 300 which is easy to find and then 300 × 48 = 14400. Therefore, 15 × 48 × 20 = 14400.

(iii) Distributive Property of Multiplication over Addition and Subtraction

• Explain to the students that distributive means you are distributing something as you separate or break it into parts. The distributive property makes numbers easier to work with.

For example, if you want to multiply 36 by 15, then you can do it by applying distributive property of multiplication over addition, i.e.,

36 × 15 = 36 × (10 + 5) = 36 × 10 + 36 × 5 = 360 + 180 = 540 or you can also do it by using the

distributive property of multiplication over subtraction., i.e.,

36 × 15 = 36 × (20 – 5) = 36 × 20 – 36 × 5 = 720 – 180 = 540

ACTIVITY ¾ This activity is used to verify the distributive

property of multiplication over addition. For this you will need grid paper, cardboards and colours.• On a grid paper, colour 10 columns of 8

squares each with same colour say blue and paste it on the cardboard.

• Now take one more set of grid papers and colour it as per the following scheme.


6 columns of 8 squares yellow colour 4 columns of 8 squares yellow colour• Both the papers of the set when arranged

side by side with no space in between, will cover the blue sheet exactly, i.e., 8 × 10 = 8 × 6 + 8 × 4, i.e., 8 × (6 + 4) = 8 × 6 + 8 × 4 which proves the distributive property of multiplication over addition.

Reinforcement ¾ Let students do worksheet 1 to practise the

concept learnt so far. (iv) Multiplicative Property of 1 and 0

• Explain that any number when multiplied by 1 gives the number itself, take a few examples to make students understand it.

• Explain that any number when multiplied by 0 gives zero as a product. So, when students have to multiply a number by 1 or 0, they don’t have to take much time and can give the answer quickly.

(v) Multiplication of a Number by (10, 20... 90); (100, 200... 900) and (1000, 2000, ... 9000)

• Explain to the students that when they have to multiply a number by (10, 20, 30 ........ 90) or (100, 200, 300 ........... 900) or (1000, 2000 ......... 9000), then they first multiply the number by 1, 2, ....... 9 respectively and then add as many zeros as given in the multiplies, to the right of the product. Take an example to explain this concept.

(vi) Multiplication by 5, 25 and 50• By taking some examples, explain to

the students how they can multiply a number by 5, 25 or 50 easily as they are the factors of 10 or 100.

Reinforcement ¾ Ask students to do worksheet 2 to reinforce

the concept learnt so far.

3. FACTORS AND MULTIPLES

ESSENTIAL TEACHING AIDS:• Bindis, counters and number cards of 1 to 50


¾ Take 12 bindis and demonstrate the different factors of 12.

1 × 12 = 12 2 × 6 = 12

3 × 4 = 12

Now explain to the students that there are different ways to make number 12. The numbers that have been multiplied are the factors of 12. So, the factors of 12 are 1, 2, 3, 4, 6 and 12.

¾ Make a grid of 1 to 40 as shown below.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

Colour some multiples of 4. After colouring a few multiples, ask the students to guess the next multiple and explain to them that these are called multiples because these numbers can be found by multiplying the number 4 by 1, 2, 3, 4, 5, ......... .

I. Prime Numbers ¾ Recall the definition of prime numbers

by taking some examples on the black/whiteboard say 11, 13. Explain that 13 has only two factors 1 and 13 itself. We can’t find any factor other than these two. So, it is a prime number.

II. Composite Numbers ¾ Recall the definition of composite numbers

and explain that some numbers have more than two factors and such numbers are called composite numbers. For example,

8 = 1 × 8 1, 2, 4 and 8 are the factors of 8.

8 = 2 × 4


III. Twin Primes ¾ Explain to the students that some prime

numbers are found in a unique sequence like 3 and 5. They have only one composite number in between, i.e., 4. Explain that such pairs of prime numbers are called twin primes.

IV. Co-prime or Relatively Prime ¾ Recall the definition of co-primes and explain

through some examples on the board.

V. Sieve of Eratosthenes ¾ Draw the Sieve of Eratosthenes on the board

and explain how the students can find out the prime numbers between 1 to 100 by using this sieve.

VI. Test of Divisibility ¾ Students have already learnt about the tests

of divisibility by 2, 3, 4, 5, 6, 8, 9 and 10 in class 4th. So, recall these rules by discussing a few examples on the black/whiteboard.

¾ Explain the rules of divisibility of 12, 15, 18 and 25 on the board and tell why 132 is divisible by 12, why 1920 is divisible by 15, why 198 is divisible by 18, and why 625 and 2500 are divisible by 25.

¾ The teacher can also explain a common rule to the students that if a number is divisible by another number, then it is also divisible by each of the factors of that number. Since the number of factors of 12, 15, 18 and 25 are not many, the teacher can discuss the rules of these numbers using this common rule.

VII. Power of Numbers ¾ As this is a new concept for the students, so

explain this concept carefully. For example, write 2 × 2 × 2 × 2 and explain that we have written 4 times 2 and this can be written as 24 and read as two to the power four or, two raised to the power four. Give a few more examples as shown below.

Repeated multiplication

Short form Read as

2 × 2 22

two square or two to the power two

or two raised to the power two

2 × 2 × 2 23two raised to the

power three or two cube

2 × 2 × 2 × 2 × 2 25

two to the power five or two raised to the

power five

Note that 2 and 3 as powers have special names called square and cube respectively and for other numbers as powers, the student can read in any one way as mentioned in the above table.

¾ Writing the repeated multiplication as shown above in the short form is called exponential form. Here 24, 22, 23,25 are all in exponential form in which 2 is called the base in each case and 4, 2, 3 and 5 are called the exponents of 2 in each case.

VIII. Laws of Exponents ¾ Explain to the students that when we

multiply two exponential numbers with the same base, we add their powers. For example, 52 × 53 = 5(2+3) = 55, but in case of division, we subtract the powers. For example 54 ÷ 52 = 5(4-2) = 52. Similarly, explain the rule to simplify the power 0 and 1.

IX. Prime Factors ¾ Students know how to find the factors of any

number. For example, factors of 42 = 1, 2, 3, 6, 7, 14, 21 and 42 as these numbers divide 42 completely. In these numbers, 2, 3 and 7 are prime numbers. So, these numbers are called prime factors of 42. Explain to the students how prime factors can be found by repeated division method and factor tree method.

X. Highest Common Factors (HCF) or Greatest Common Divisor (GCD)

¾ Since students are familiar with the concept of HCF or GCD, so, at first review this concept through an easy example. Explain to them the two methods to find the HCF as given below.

(i) Prime Factorisation Method• Tell them that 2 and 3 are the common

prime factors of 42 and 36 and to find the highest common factor, we must multiply these two numbers. Write the product of 2 and 3 as 6. Tell the students


that this is the H.C.F. of 42 and 36 and the method we have used is called the prime factorisation method.

(ii) Long Division Method• Now explain to the students how they

can find the H.C.F. of some numbers by the long division method. Also explain that it takes lesser time that needed for than prime factorisation method specially when we find the HCF of large-digit numbers.

XI. Least (Lowest) Common Multiple (LCM) ¾ Students have learnt LCM in the previous

class. So review this concept through examples and explain that least means smallest, so we take the smallest common multiple.

¾ Take some examples and explain how L.C.M. can be found by the method of listing common multiples, prime factorisation method and division method.

XII. Relationship between HCF and LCM ¾ Explain that there is a very interesting

relationship between LCM and HCF. The product of LCM and HCF of two numbers is equal to the product of those numbers.

¾ Tell the students that if they have any three values out of the H.C.F, L.C.M, the first number and the second number, then they can find the fourth number using the following formulae:

First number =L.C.M × H.C.F

Second number

Second number =L.C.M × H.C.FFirst number

L.C.M =First number × Second number

H.C.F

H.C.F =First number × Second number

L.C.M

XIII. Word Problems on H.C.F and L.C.M ¾ It is often found that students are taught

methods to find the L.C.M and H.C.F without making them understand the usefulness to solve real-life problems.

¾ So, try to make them understand the application of H.C.F and L.C.M by giving

some examples based on real life situations. Explain to them how to solve some word problems using the coursebook.

Recapitulation ¾ To reinforce the concept of factors and

multiples, work out a few problems on the black/whiteboard.

¾ Also tell them to do the attached worksheets.

ACTIVITY ¾ This is a game to be played by two persons

say A and B. It is about factors. ¾ It requires 50 pieces of cards numbered 1 to 50. ¾ Arrange the cards on the table like this:

42 3 5 6 71

119 10 12 13 148

1816 17 19 20 2115

2523 24 26 27 2822

3230 31 33 34 3529

3937 38 40 41 4236

4644 45 47 48 49 5043

Steps• Decide who will play first, A or B.• Let A will play first. He picks up a card from

the table, and keeps it with him. Suppose the card has number 28 on it.

• Player B then picks up all those cards having numbers which are the factors of the number on A’s card, (i.e., 28), and puts them in a pile near him.

• Player B then picks up a card from the table and keeps it with him. From the cards that are left, A picks up all those cards whose numbers are the factors of the number on B’s card. A puts them with the previous card that he has collected.

• The game continues until all the cards are used up.

• A will add up the numbers on the cards that he has collected. B too will do the same with his cards. The player with the greater sum will be the winner.


4. FRACTIONSESSENTIAL TEACHING AIDS

• Colourful chalks, duster, cup, tape, container


¾ As the students are already introduced to fractions, start with recapitulation.

¾ Explain that when a whole is divided into parts of equal sizes, fractions are formed. For example, draw figures of a circle, square, rectangle, etc., on the board and divide them into different equal parts. By shading the parts, review the halves, thirds, quarters.

¾ Take the example of the number of students in a class as a single unit and ask the students to find the fractions of the number of girls in the class and the number of boys in the class.

I. Types of Fractions (i) Like and Unlike Fractions

• Recall the definitions of like and unlike fractions and explain through examples.

(ii) Proper and Improper Fractions

• Write a set of fractions like, 12 , 3

4 , 67 ,

45 . Tell the students that all these

fractions have the numerators smaller than the denominators. So, these types of fractions are called proper fractions. Similarly, take some examples of improper fractions and recall its definition.

(iii) Mixed Fractions• Explain to the students that improper

fraction can be written as a combination of whole number part and a proper fractional part and define it as a mixed fraction. For example,

= 1 circle + 1

2 circle

This shows 1 12 circle.

(iv) Conversion of Mixed Fractions into Improper fractions and Improper fractions into Mixed Fractions

• Explain how improper fractions can be converted into mixed fractions. Take a few examples on the board to make students understand it.

• Similarly, show how mixed fractions can be converted into improper frac-tions by taking some examples.

(v) Equivalent Fractions and its Property • Draw three rectangular figures on the

black/whiteboard as shown. Tell the students that these are the three walls of a house.

Colour all three walls as shown above

and explain that the painted part of these walls are 1

2 , 24 , 3

6 , respectively and these fractions are called equivalent fractions because they all represent the same amount and have the same value.

• Show them some more examples. Explain to them that if the product of the numerator of the first and denominator of the second fraction is the same as the product of denominator of the first and numerator of the second fraction, then the pair of fractions are equivalent.

II. Conversion of Fraction into Lowest Term ¾ Take an example and explain how H.C.F of

the numerator and denominator of a fraction are useful to reduce the fraction to their lowest term.

¾ Also explain that the multiplication table can help to reduce the given fractions to lowest term.

III. Comparison of Fractions ¾ As the students have already learnt the

comparison of like and unlike fractions in the previous class, review the rules of comparison through examples.


IV. Addition of Fractions (i) Addition of like fractions

• Draw the following figure on the black/whiteboard and explain the addition of like fractions.

68 + 1

8 = 78

• Repeat this activity with other examples and explain the formula.

Sum of like Fractions = Sum of the numeratorsCommon denominator

• Explain how the students can add two like fractions orally using the above formula.

• Explain to the students that all fractions cannot be added orally. So they need to learn this process to do it.

(ii) Addition of unlike fractions

• Write 16 + 1

4 on the black/whiteboard. Explain to the students that these are unlike fractions, and to add them, follow the steps given below:

Step 1. L.C.M of 6 and 4 2 6, 4 = 12 3, 2 2 × 3 × 2 = 12

Step 2.

16 = 1

6 × 22 = 2

12

14 = 1

4 × 33 = 3

12

Step 3.

16 + 1

4 = 212 + 3

12 = 512

(iii) Addition of mixed fractions

• Now take an example of mixed fractions

say 2 512 + 3 5

12 . Explain that when they

have to add two mixed fractions, first they have to convert the fractions into improper fractions and then they have to add in the same way as explained above.

V. Subtraction of Fractions (i) Subtraction of like, unlike and mixed

fractions• Explain to the students that they

can subtract like, unlike and mixed fractions in the same way as they have added them. Solve a few examples on the black/whiteboard.

VI. Multiplication of Fractions (i) Multiplication of a fraction by a whole

number• A diagram can explain the situation

better. So, draw the following diagram

on the black/whiteboard

and explain that each shaded part

is 14 of a circle. How much will the

two shaded parts represent together?

They are 14 + 1

4 = fraction 14 × whole

number 2 = 24 .

• Tell them that when they have to multiply a fraction with a whole number, first find the product of a numerator and the whole number and then place the denominator under the product.

(ii) Multiplication of a fraction by a fraction

• Write 12 × 3

4 on the black/whiteboard

and explain how students can use the following formula to find the product of the given fractions.

Product of two fractions

= Product of their numerators

Product of their denominators

(iii) Multiplication of mixed fractions• Explain that when they have to find the

product of two mixed fractions, first they have to convert the given fractions into improper fractions and then use the above given formula.

VII. Reciprocal of a Fraction or Multiplicative Inverse of a Fraction.

¾ Write 13 on the black/whiteboard. Tell

Multiply the numerator and the denominator with the same number


the students that 31 can be obtained by

interchanging the numerator and deno-

minator of 13 . Explain what happens when

13 and 3

1 are multiplied. Define the reci-

procal of a fraction. Also explain how they can find the reciprocal of whole numbers using a few examples.

VIII. Division of Fractions (i) Division of a fraction by another fraction

• Write 13 ÷ 5

6 on the black/whiteboard and ask the students to speak about the divisor and the dividend and explain when they have to divide two fractions, they should multiply the dividend by the reciprocal of the divisor. Thus,

13 ÷ 5

6 = 13 × 6

5 = 615 .

Now reduce 615 to its lowest term which

is 25 .

Similarly explain how they can divide 25 ÷ 4.

(ii) Division of a whole number by a fraction• Follow the same procedure as above to

divide 6 ÷ 32 and explain briefly how

the students can find the answer.

IX. Word Problems on Addition, Subtraction, Multiplication and Division of Fractions

¾ Word problems often create difficulties for students to understand the language, so guide them to read and understand the question well and decide which operation is required to be performed.

Reinforcement ¾ Ask students to solve the given worksheets

to check their understanding of the concepts learnt so far.

ACTIVITY ¾ Ask the students to stick a piece of marking

tape vertically on one side of a clean container from top to bottom.

¾ To begin with, use 12 cup measure. Later on,

use 13 or 1

4 cup measure. Choose the unit of measure and fill the measuring cup. Let the students pour the substance from the measuring cup to the container. Continue pouring the same amount of the substance into the container.

¾ As each time the equal amount of the substance is poured, mark the level on the container by drawing a line on the tape. Write the cup size or appropriate fraction on the tape each time. The fraction for one-third cup would be 1

3 . ¾ Follow this procedure until the container is

full and the tape is marked in increments upto the top of the container.

¾ Fill the container again and again using different measures each time. Tell the students to solve the following questions.

• How many whole cups do you think this container can hold? How many 1

2 cups,

13 cups, or 1

4 cups do you think the con-

container can hold?

• How many 12 cups are equal to a cup?

• How many 14 cups are equal to a 1

2 cup?

• How many 14 cups are equal to a 3

4 cup?

5. Perimeter and AreaESSENTIAL TEACHING AIDS

• String, measuring tape, map, charts


¾ Students know about perimeter and area from their previous classes. So, begin your class with a recapitulation of what they have already learnt in class 4.

¾ Show the perimeter of things like lunch boxes, pencil cases, etc., using a string.

¾ Explain to the students the concept of area using a few classroom objects.

¾ Show the students maps of places, cities and even countries to give the idea of area and perimeter in a larger context.


I. Rectilinear Figures ¾ Draw some figures on the black/whiteboard

which are made by line segments and some figures which are not made by line segments and then define the rectilinear figures clearly.

II. Perimeter ¾ Students know about perimeter. So, make

them understand how they can find the perimeter of a triangle, a rectangle and a square. For example, draw the following figure and explain how perimeter can be found.

A

B C

7 cm

4 cm

8 cm

Tell the students that perimeter means total boundary, so when they have to find the perimeter of a triangle, they should add all the sides of the triangle.

Therefore, perimeter of a triangle = Sum of all sides = AB + BC + CA = 7 + 8 + 4 = 19 cm Similarly, explain how perimeter of a

rectangle and a square can be found. ¾ Explain about the unit of perimeter and area

briefly.

III. Word Problems ¾ The main difficulty for the students is to

identify the operations, so guide students properly. Teacher should give examples related to real-life situations and explain why they need to know about perimeter.

IV. Area (i) Unit of area

• Recall the definition of area. Explain about its unit, i.e., square units.

(ii) Area of a square• Using the same method, explain to

students how the area of a square can be found.

(iii) Area of a rectangle• Draw a figure of a rectangle which has

been divided into squares of side 1 cm each on the board.

1 cm21

4

2

5

3

6

¾ Explain how squares of area 1 cm2 gives an idea to find the area of given rectangle and introduce the formula—Area of a rectangle = Length × Breadth

V. Word Problems ¾ Discuss with the students some real-life

experiences involving the use of area.

VI. Area of Pathways ¾ Draw these figures on the black/whiteboard

as shown.

Lengthwise Breadthwise

Lengthwise and Breadthwise

Tell students that different types of path ways can be laid in big plots, parks, grounds and fields as shown in the above figures. Explain to students that the following points will be very important when they will be asked to find the area of a path.

¾ If the path is lengthwise, then the length of the path is the same as the length of the ground. Explain through an example.

¾ If the path is breadthwise, then the length of the path is the same as the breadth of the ground. Explain through an example.

¾ If the path is both lengthwise and breadth wise, then consider both the above points and also remember that the common area where the paths are crossing each other needs to be deducted once while adding both the paths. Give an example on the black/whiteboard to explain this concept in detail.

¾ Explain to students to find the total area


of the path or to find the area of the field through an example.

Reinforcement ¾ Ask students to do attached worksheets to

check their understanding of the concepts learnt.

¾ Ask students to measure the length and breadth of their books and notebooks using a scale and to also find the area.

ACTIVITY ¾ To find the formula for the area of a rectangle.

For this you need chart paper, pen, ruler ¾ Take a chart paper and draw a rectangle of

length 5 cm and breadth 3 cm. ¾ Now draw lines parallel to the breadth as

well as the length, at a distance of 1 cm each. ¾ Now count the number of unit squares, i.e.,

15. 15 = 5 × 3 = l × b. So the area of rectangle = l × b

5 cm

3 cm

52

Chapter Worksheet

Teacher’s signature : ____________________

Name : ____________________________ Class : _______________ Date : _______________

Teacher’s Resource Pack-5 (Term-I)

Large Numbers and Their Operations1 1

1. Fill in the blanks with the correct numerals. a. 11,11,110; 11,11,115; _______________ ; ____________________ ; ____________________ b. 4,58,50,601; 4,68,50,601; __________________ ; __________________ ; _________________ c. 58,91,24,801; 68,91,24,801; __________________ ; __________________ ; ________________

2. Draw an Indian place value chart showing the periods and places of the number 925432781.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

3. Complete the table by writing the period, place and place value of circled digit as per the Indian place value system.

Numeral Period Place Place Valuea.

b.

c.

d.

6 4,00,925

4 9 ,56,98,156

7 7,81,36,248

29, 4 3,86,100

4. Write the expanded form or short form as required.

a. 7,00,36,250 = ____________________________________________________ . b. 300000000 + 80000 + 6000 + 10 = ____________________________________________________ .

5. Write the successor of the following numbers.

a. 9,99,99,999 _______________________ b. 56,06,999 _______________________

6. Write the predecessor of the following numbers.

a. 10,00,00,000 _______________________ b. 4,84,10,000 _______________________

7. Insert commas and compare the two numbers using the symbols (>, < or =).

a. 628764 628764

b. 7862454 98624852

c. 762854311 28468275

Chapter Worksheet

53Teacher’s signature : ____________________

Name : ____________________________ Class : _______________ Date : _______________

Large Numbers and Their Operations

Large Numbers and Their Operations1 2

1. Draw an International place value chart showing the periods and places of the number 925678421.

__________________________________________________________________________________________

__________________________________________________________________________________________

2. Fill in the blanks.

a. 1 million = ________________ lakhs

b. 1 lakh = ________________ thousands

c. 1 crore = ________________ million

d. 100 million = ________________ crore

3. Write the number names of the following numbers.

a. 6,73,892,653 = _________________________________________________________________ .

b. 12,648,100 = _________________________________________________________________ .

4. Solve the following.

a. 4 2 3 4 5 6 7 8 9 3 8 5 6 4 2 6 8 5+ 1 0 6 0 6 7 0 5 3

b. 4 0 6 0 8 0 9 0 0– 2 2 3 9 8 6 9 8 7

c. 4 8 5 6× 7 2 8 6

d. 1 2 5 7 8 1 6 8 5

54

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Multiply the following numbers.

a. 75 × 8 =

b. 85 × 25 =

c. 42 × 15 =

d. 35 × 5 =

e. 33 × 13 =

2. Multiply the following numbers by using grouping properly of multiplication.

a. 4 × 1225 × 25 = b. 20 × 729 × 5 =

c. 4 × 250 × 100 = d. 15 × 120 × 6 =

3. Find the product of the following numbers by using the distributive property of multiplication over addition.

a. 25 × 150 =

b. 225 × 65 =

c. 770 × 72 =

d. 1305 × 54 =

4. Find the product of the following numbers by using the distributive property of multiplication over subtraction.

a. 158 × 95 =

b. 181 × 85 =

c. 112 × 75 =

d. 124 × 35 =

e. 162 × 45 =

Quick Multiplication2 1

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Quick Multiplication

Quick Multiplication

1. Find the product of the following numbers.

a. 4825 by 0 = _____________ b. 7818 by 1 = _____________

c. 780 by 20 = _____________ d. 9856 by 40 = _____________

e. 7285 by 50 = _____________


a. 2 × 10 = _____________ b. 32 × 1000 = _____________

c. 25 × 1000 = _____________ d. 37 × 100 = _____________

e. 63 × 100 = _____________ f. 65 × 10 = _____________

g. 4 × 100 = _____________

3. Find the product of the following numbers using quick multiplication.

a. 135 × 5 = _____________________

b. 115 × 25 = _____________________

c. 278 × 5 = _____________________

d. 128 × 50 = _____________________

e. 145 × 25 = _____________________

4. Fill in the boxes.

a. 146 × (1000 + 45) = 146 × + 146 × 45

b. 85 × 75 = × 85

c. 18 × (30 × 35) = (18 × 30) ×

d. (280 × 785) × 3 = (785 × 3) ×

2 2

56

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Factors and Multiples3 1

1. Write all the factors of the following numbers.

a. 72 _______________________________ b. 84 _______________________________

c. 71 _______________________________ d. 75 _______________________________

2. Writeallthefactorsandthenfindthecommonfactorsofthefollowingsetofnumbers.

a. 5, 10, 15 Factors of 5: _________________________ Factors of 10: _________________________ Factors of 15: _________________________ Common factors of 5, 10 and 15: _________________________ b. 9, 24, 27 Factors of 9: _________________________ Factors of 24: _________________________ Factors of 27: _________________________ Common factors of 9, 24 and 27: _________________________

3. Which of the following are prime numbers?

10, 12, 15, 17, 19, 21, 25, 33, 35, 22 _________________________

4. Which of the following are composite numbers?

14, 15, 19, 20, 24, 27, 29, 30, 32 _________________________

5. Write all the twin-prime numbers between 1 to 30.

__________________________________________________________________________________________

6. Write the smallest:

a. prime number _______________ b. composite number _______________

c. odd prime number _______________ d. even prime number _______________

7. Write the following in the exponential form.

a. 3 × 3 × 3 × 3 × 3 × 3 : ________________________________________________

b. 6 × 6 × 6 × 6 × 6 × 6 × 6 : ________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Factors and Multiples

Factors and Multiples

1. Usingdivisibilitytests,findoutwhichofthefollowingnumbersaredivisibleby11,12,15,18and25.

a. 497376 is divisible by __________________________________________________________________ .

b. 168 is divisible by __________________________________________________________________ .

c. 9930 is divisible by __________________________________________________________________ .

d. 9036 is divisible by __________________________________________________________________ .

e. 650 is divisible by __________________________________________________________________ .


a. A number that is divisible by 2 and 3 is also divisible by _______________.

b. Numbers ending in _______________ or _______________ are divisible by 5.

3. Find the H.C.F. of the following numbers.

a. 115, 145 b. 72, 192

4. Find the L.C.M. of the following numbers.

a. 2, 4, 6, 8, 10 b. 35, 38, 45

3 2

58

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Fractions4 1

1. Write if the given fractions are proper, improper or mixed fractions.

a. 7 49

= _____________

b. 96

= _____________

c. 1834

= _____________

d. 54

= _____________

e. 17

= _____________

f. 3 114

= _____________

g. 187

= _____________

2. Convert the following into improper fractions.

a. 4 25

= _____________

b. 4 79

= _____________

3. Fill in the blank boxes with correct numerals.

a. 45

= 15

b. 715

= 35

c. 924

= 3 d. 184

= 2

4. Write the following fractions into their simplest form.

a. 2535

= _____________ b. 4072

= _____________

c. 85102

= _____________ d. 36108

= _____________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Fractions

Fractions4 2


a. 1512

+ 56

= b. 2 49

+ 23

=

c. 78

– 512

= d. 3 – 65

=

e. 45

× 25 = f. 6 510

– 1812

=

2. Write the reciprocals of the following.

a. 2 = _____________ b. 12

= _____________

c. 1 23

= _____________ d. 49

= _____________

3. Divide the following.

a. 8 16

÷ 23

= _____________ b. 5 610

÷ 3 16

= _____________

60

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Perimeter and Area5 1


a. The sum of the lengths of all sides of a rectilinear figure is called its __________________________. b. Perimeter of a triangle is __________________________ of its all sides. c. Perimeter of a square = __________________________. d. Perimeter of a rectangle = __________________________.

2. Findtheperimeterofthefollowingfigures.

a. b.

__________________________ __________________________

c. d.

__________________________ __________________________

3. Lata ran 5 times around a rectangular park, whose sides are 75 m and 160 m. How much distance did she cover?

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

5 cm5 cm

5 cm

5 cm

4 cm

2 cm

2 cm

2 cm

2 cm1 cm

5 cm

5 cm

4 cm2 cm

3 cm

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Perimeter and Area

Perimeter and Area5 2

1. State which of the two objects has a larger area.

a. a postcard or a stamp _______________

b. a blackboard or a notebook _______________

c. a 5 rupee coin or 5 rupee note _______________

d. a 10 rupee note or a 100 rupee note _______________

e. a handkerchief or a bedsheet _______________


a. The standard unit of area is _______________.

b. Area of a rectangle = length × _______________.

c. The area of a square having one side equal to 1 cm is _______________.

3. Find the area of a square whose one side is

a. 25 cm = _______________

b. 18 m = _______________

c. 16 cm = _______________

4. Find the area of a rectangle whose

a. length = 100 m breadth = 25 m area = _______________

b. length = 12 cm breadth = 35 m area = _______________

c. length = 124

m breadth = 35

m area = _______________


MATHEMATICS CLASS 5 TERM 1


1. Put commas at appropriate places as per the Indian as well as the International system of numeration. (8)

a. 4985678 b. 30286423 c. 846956426 d. 86946 e. 786030 f. 98764023

2. Write the number names of the following numbers in Indian as well as International system of numeration. (8)

a. 91000000 b. 67816000 c. 50070560 d. 75755941

3. Write the following number names using the Indian system of numeration. (4)

a. Thirty-four million two hundred three thousand five hundred one b. Eighteen million nine hundred fifty thousand eight

4. Solve the following. (8)

a. 24561386 43903424+ 52026572

b.

94036821– 48127485

c. 7653 × 873

d. 46028 ÷ 84

5. Find the value of 54386291 + 109853 – 96298. (2)

6. A rocket travels 759600 km in 240 hours. How many kilometres will the rocket travel in one hour? (3)

7. Mr Abhay earns ` 19750 every month. How much will he earn in 8 years? (3)

8. A soap factory produced 26,92,645 soaps last year. This year it produced 8,67,205 more soaps than what was produced last year. How many soaps did the factory produce this year? (3)

9. Usingthedistributivepropertyofmultiplicationoveradditionorsubtraction,findtheproductofthefollowing numbers. (10)

a. 1255 × 104 b. 4625 × 105 c. 325 × 205 d. 105 × 328 e. 158 × 95

Model Question Paper

Model Question Paper 63

10. Which of the following numbers are divisible by 15. (4)

a. 8445 b. 65530

11. Fill in the missing numbers. (3)

a. 22233

72

18

1

b. 32

2

8

42

22


a. 95 ÷ 95 b. 38 × 32 × 33 ÷ 310

13. Four bells toll at intervals of 4, 7, 12 and 84 seconds. The bells toll together at 5 o’clock. When will they toll together again? (4)

14. Find the L.C.M of 384, 240, 120. (3)

15. Find the H.C.F of 875, 1000 and 1250. (3)

16. Find the greatest number that will divide 79, 117 and 59 leaving the remainders 7, 9 and 11 respectively. (4)

17. Arrange the following fractions in ascending order. (3)

1115

, 95

, 1310

, 720

18. Arrange the following fractions in descending order. (3)

2 56

, 718

, 4 14

, 109


a. 2 12

+ 1 14

+ 2 15

b. 3 45

– 2 110

c. 1 78

× 3 15

d. 5 12

÷ 1 15

20. A family consumes 2 12

litres of milk everyday. What is the total consumption of milk of the family

in the month of April? (4)

21. Thesideofasquarefieldis60m.Whatwillbethelengthofthefencearoundit? (4)

22. Two crossroads each of width 5 m run at right angles through the centre of the rectangular park of length70mandbreadth45mandparalleltoitssides.Findtheareaoftheroads.Alsofindthecostof constructing the roads at the rate of ` 105 per m2. (4)


Answers to Worksheets

1. LARGE NUMBERS AND THEIR OPERATIONSWorksheet 11. a. 11,11,120; 11,11,125; 11,11,130 b. 4,78,50,601; 4,88,50,601; 4,98,50,601 c. 78,91,24,801; 88,91,24,801; 98,91,24,8012.

Crores Lakhs Thousands OnesTC C TL L TTH TH H T O9 2 5 4 3 2 7 8 1

3.

S.No. Numeral Period Place Place Value

a. 6 4,00,925 Lakhs Ten Lakh 60 Lakhb. 4 9 , 56 , 98, 156 Crores Crore 9 Croresc. 7 7,81,36,248 Crores Ten Crores 70 Croresd. 29, 4 3,86,100 Lakhs Ten Lakh 40 Lakh

4. a. 7,00,00,000 + 30,000 + 6,000 + 200 + 50 b. 3000860105. a. 10,00,00,000 b. 56,07,0006. a. 9,99,99,999 b. 4,84,09,9997. a. = b. < c. >

Worksheet 21.

Millions Thousands OnesHM TM M HTh TTh Th H T O

9 2 5 6 7 8 4 2 1

2. a. 10 b. 100 c. 10 d. 103. a. Six hundred seventy-three million eight hundred

ninety-two thousand six hundred fifty-three b. Twelve million six hundred forty-eight thousand

one hundred4. a. 915166527 b. 182093913 c. 35380816 d. Q = 6253, R = 60

2. QUICK MULTIPLICATIONWorksheet 11. a. 600 b. 2125 c. 630 d. 175 e. 4292. a. 122500 b. 72900 c. 100000 d. 108003. a. 3750 b. 14625 c. 55440 d. 704704. a. 15010 b. 15385

c. 8400 d. 4340 e. 7290

Worksheet 21. a. 0 b. 7818 c. 15600 d. 394240 e. 3642502. a. 20 b. 32000 c. 25000 d. 3700 e. 6300 f. 650 g. 4003. a. 675 b. 2875 c. 1390 d. 6400 e. 36254. a. 1000 b. 75 c. 35 d. 280

3. FACTORS AND MULTIPLES

Worksheet 11. a. 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72 b. 1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42, 84 c. 1, 71 d. 1, 3, 5, 15, 25, 752. a. 1, 5; 1, 2, 5, 10; 1, 3, 5, 15; 5 b. 1, 3, 9; 1, 2, 3, 4, 6, 8, 12, 24; 1, 3, 9, 27; 33. 17, 19 4. 14, 15, 20, 24, 27, 30, 325. (3, 5), (5, 7), (11, 13) (17, 19)6. a. 2 b. 4 c. 3 d. 27. a. 36 b. 67

Worksheet 21. a. 11, 12, 18 b. 12 c. 15 d. 12, 18 e. 252. a. 6 b. 0; 53. a. 5 b. 244. a. 120 b. 11970

4. FRACTIONSWorksheet 11. a. Proper fractions - c, e b. Improper fractions - b, d, g c. Mixed fractions - a, f

2. a. 225 b. 43

9

3. a. 12 b. 75

c. 8 d. 9

4. a. 57 b. 5

9

65 Answers to Worksheets

c. 56 d. 1

3

Worksheet 2

1. a. 2512 b. 28

9

c. 1124 d. 9

5

e. 20 f. 5

2. a. 12 b. 2

1

c. 35 d. 9

4

3. a. 494 b. 168

95

5. PERIMETER AND AREAWorksheet 11. a. perimeter b. sum c. 4 × side d. 2 (length + breadth)2. a. 9 cm b. 15 cm c. 20 cm d. 12 cm3. 2350 m

Worksheet 21. a. a postcard b. a black/whiteboard c. a 5 rupee note d. a 100 rupee note e. a bedsheet2. a. metre square b. breadth c. 1 cm2

3. a. 625 cm2 b. 324 m2

c. 256 cm2

4. a. 2500 m2 b. 420 cm2

c. 910 m2


Answers to Model Question Paper

1.

S.No. Indian System International Systema. 49,85,678 4,985,678b. 3,02,86,423 30,286,423c. 84,69,56,426 846,956,426d. 86,946 86,946e. 7,86,030 786,030f. 9,87,64,023 98,764,023

2.

S.No. Indian System International Systema. Nine crore ten lakh Ninety-one millionb. Six crore seventy-

eight lakh sixteen thousand

Sixty-seven million eight hundred sixteen

thousandc. Five crore seventy

thousand five hundred sixty

Fifty million seventy thousand five hundred sixty

d. Seven crore fifty- seven lakh fifty-five

thousand nine hundred forty-one

Seventy-five million seven hundred fifty- five thousand nine hundred forty-one

3. a. Three crore forty-two lakh three thousand five hundred one.

b. One crore eighty-nine lakh fifty thousand eight.4. a. 120491382 b. 45909336 c. 6681069 d. Q = 547, R = 80 5. 543998466. 3165 km7. ` 18,96,0008. 3559850 soaps9. a. 130520 b. 485625 c. 66625 d. 34440 e. 15010 10. a. 11. a. 36, 9, 3 b. 16, 212. a. 1 b. 2713. 6:2414. 192015. 12516. 12

17. 720 , 11

15 , 1310 , 9

5

18. 4 14 , 2 5

6 , 109 , 7

18

19. a. 51920 b. 1 7

10

c. 6 d. 4 712

20. 75 litres21. 240 m22. 550 m2, ` 57750

Science Overall Lesson Plan 67

Term 1

Chapters

Suggest-ed Allo-cation of Periods


1.Plants and Animals

13

• Plants and Animals Need Air to Live• Plants and Animals Need Food and

Water• Plants and Animals Grow• Plants and Animals Reproduce• Plants and Animals Move on Their

Own• Plants and Animals Die

Students should be able to:know and understand the various characteristics of plants and animals; the similarities and differences between plants and animals

2.Adaptations in

Plants11 • Terrestrial Plants

• Aquatic Plants

Students should be able to:know and understand the adaptations in terrestrial and aquatic plants; understand the use and importance of adaptations in plants

3.Adaptations in

Animals11

• Terrestrial Animals• Aquatic Animals• Amphibians• Aerial Animals

Students should be able to:know and understand the adaptations in terrestrial and aquatic animals; understand the use and importance of adaptations in animals

4.Birds 12

• Kinds of Birds• Parts of the Body of a Bird• Eating Habits of Birds• Nests of Birds• How do Birds Reproduce

Students should be able to:know the different kinds of birds and various parts of their bodies; understand the eating habits of birds, i.e., how birds feed on different kinds of food; know and understand how birds make their nests; understand reproduction in birds

5.Human Body 13

• Skeletal System• Muscular System• Nervous System• Sense Organs• Exercise and Posture

Students should be able to: understand the structure and functioning of the skeletal system, muscular system and the nervous system in our body; recall the functions of sense organs; understand the importance of exercise and posture in our daily life

Science Overall Lesson Plan


Lesson Plans — Science

TERM 1

1. PLANTS AND ANIMALS

ESSENTIAL TEACHING AIDSFlashcards of different animals

CONCEPT EXPLANATION

Introduction ¾ Tell the students that they have already

learnt the characteristics of living things and they know that plants and animals are living things. Recall the characteristics of living things with reference to plants and animals, e.g., plants and animals need air to live. In the same way speak out the other characteristics.

I. Plants and Animals Need Air to Survive ¾ Tell the students that plants and animals

need air to live. Explain them the parts that are used by plants and animals to breathe.

II. Plants and Animals Need Food and Water ¾ Ask the students to recall the process of

photosynthesis, i.e., the process by which green plants prepare their own food. Then, tell them that plants prepare their own food whereas animals depend on plants and other animals for food.

III. Plants and Animals Grow ¾ Tell the students that, like us, plants and

animals grow because they also are living things. Ask them to observe a plant or an animal in their surroundings and note down their observations.

(i) Activity1: Sow a bean/gram seed in a pot. Water it daily and observe it growing day by day.

(ii) Activity2: If you have a pet at home, observe it growing; its daily activities; what it eats; how it walks, etc.

IV. Plants and Animals Reproduce ¾ Explain to the students that plants and

animals reproduce in different ways. Now, giving various examples tell them that new plants are produced from their own parts like root, stem or seeds. Introduce the terms oviparous and viviparous with suitable examples. Whereas some animals lay eggs and some others give birth to their young ones.

V. Plants and Animals can Move on their Own

¾ Show the students flashcards of different animals indicating the organs that help them in movement.

Tell them that plants do not move from one place to another, they remain fixed to the ground. Only the parts of a plant move. The shoot moves upward, while the root goes downward.

7. Plants and Animals Die ¾ Explain to the students that all living beings

have a definite lifespan. Plants and animals both grow and die after a definite period of time.

Reinforcement ¾ A quick recap of the chapter could be done

with the help of the summary at the end of the chapter. After the completing the assessment given in the coursebook, tell them to do worksheets 1 and 2. Discuss the answers in the class.

EXPLORE ¾ Encourage the students to complete the

activity given in the coursebook.

LIFE SKILLS ¾ Discuss about the questions given in this

section. Let all the students participate in this discussion Now, ask them to complete the given activity. Discuss the results.

Lesson Plans — Science 69

LET’S LOGIN ¾ Ask the students to log on to the given link

and learn more about plants and animals.

2. ADAPTATIONS IN PLANTS

ESSENTIAL TEACHING AIDSPictures of some terrestial and aquatic plants

CONCEPT EXPLANATION

Introduction ¾ A good way to start the topic is by using

the interactive warm-up exercise. Students would complete it and teachers may discuss the answers in the class.

¾ Introduction of terrestrial and aquatic plants and the term adaptation has to be explained initially. Mention that for every kind of climate, plants have their own specific way to survive. Their structure is so modified that they are able to live in extreme climates as well. Let us now study about the adaptations in different kinds of plants.

I. Terrestrial Plants ¾ Under the terrestrial plants, plants in coastal

regions, desert regions, windy regions, forests and hilly regions are to be described by giving various examples. The desert plants like cactus have adapted beautifully to its environment and this should be explained in detail. The students should be able to appreciate the beauty of nature: How it helps plants to survive in various climatic conditions. Show students the pictures of different terrestrial plants and trees growing in different climatic conditions.

II. Aquatic plants ¾ Various types of aquatic plants as floating,

fixed and underwater plants should be explained by giving examples. Tell them that each type of plant has a specific property to help adapt itself in the environment, for example floating plants have soft and spongy stem, i.e., to them float on water. Charts or pictures of different types of aquatic, insectivorous and non-green plants should be shown in the class. Ask the students to collect more pictures of plants from magazines or Internet and put them on the class notice-board.

¾ Let the students suggest various uses of plants at home, office or as medicine. This will make the students understand the importance of plants and the need to conserve them.



EXPLORE ¾ Ask the students to complete the activity

given in the coursebook. ¾ Groups of students may set up models of

different kinds of environments in sand trays using paper cutouts and plastic models.

¾ Encourage students to visit the nursery along with their elders and complete the project work.

LIFE SKILLS ¾ Discuss in the class how the government

is making efforts to conserve forests and plants. Encourage the students to answer the questions given in the section.

LET’S LOGIN ¾ Tell students to log on to the given link and

learn more about adaptations in plants.

3. ADAPTATIONS IN ANIMALS

ESSENTIAL TEACHING AIDSChart/model of the lifecycle of a butterfly, chart showing adaptations in a bird, pictures of some aquatic animals

CONCEPT EXPLANATION

Introduction ¾ Similar to the adaptations in plants, animals

too have their own ways of adapting to their surroundings. Make two groups of students. One group being group A and the other being group B. Ask group A to behave like insects. The other group can be fish, frog, snake, bird or any other mammal. Discuss the special features that help them to survive in their environment.


¾ Ask the students what they do to survive in extreme hot climate in summer season and extreme cold climate in winter season. Discuss the answers in the class.

I. Terrestrial Animals ¾ Explain to the students that terrestrial

animals have adapted their body to survive on land. Discuss about the adaptations and features developed in animals living in grass lands, polar regions and deserts.

II. Aquatic Animals ¾ Ask the students questions, e.g., how do

animals survive in water. Discuss about the features like gills in fishes help them to breathe under water, and the tentacles in jellyfish help them to move, etc. Show them the pictures of some aquatic animals and indicate the parts of the body that are adapted to survive in water.

III. Amphibians ¾ Introduce the term amphibians in class and

explain why they are called so. Discuss the features that amphibians have developed to survive both on land and in water. Encourage students to do the activity given on page 167.

¾ Show a model or a chart of the lifecycle of a butterfly and discuss about the various stages involved in its growth.

IV. Aerial Animals ¾ Display a chart showing a bird. Ask the

students to name some animals that can fly. Then introduce the term aerial animals and explain it to the students. With the help of the chart, discuss the various adaptations in birds.



EXPLORE ¾ Ask students to complete the activity given

in the coursebook. Discuss the answer in the class.

¾ Encourage the students to complete the project work given in the coursebook and

they may note down some points by the discussion with their parents or elders.

¾ A visit to the zoo would help the students to understand why animals need to be kept in a special environment.

LIFE SKILLS ¾ Tell the students to collect the information

asked in this section with the help of their parents or elders. Discuss about them in the class and encourage all the students to participate in the discussion.

LET’S LOGIN ¾ Tell the students to log on to the given

link and learn more about adaptations in different animals.

4. BIRDS

ESSENTIAL TEACHING AIDSChart/model of the parts of the body of a bird, pictures of beaks of some birds

CONCEPT EXPLANATION

Introduction ¾ Birds are one of the precious parts of our

lives. They might not be directly of any use to us, but they are an integral part of the food chain. It needs to be explained to the students that birds being a part of the food chain thus need to be taken special care of.

¾ Explain to the students that every bird might possess the same body parts such as wings, beaks, claws, tail but each of them are unique in their own way with different shapes, sizes, colours etc.

¾ Encourage the students to complete the warm up exercise given in the coursebook. Discuss the answer in the class.

I. Kinds of Birds ¾ Ask the students to name some of the birds

that they see in their surroundings. Then tell them that there are different kinds of birds as flesh eating birds, perching birds, swimming birds, climbing birds and scratching birds. Explain to them why these birds are called so, and also give various examples to make the concept clear.


II. Parts of the Body of a Bird ¾ Display a chart or a model showing the

different parts of the body of a bird. Show the students the parts of a bird and explain them the function of each part, e.g., wings help them to fly; feathers keep their body warm, etc.

III. Eating Habits of Birds ¾ Discuss with the students as to what helps

them in eating their food. The answer would be the mouth and the teeth. Tell the students that the beak of the birds is a substitute for teeth as they use it for catching as well as eating different types of food. They have different types of beaks depending on the type of food they eat.

Now, (i) help the students in listing the various

names of birds. (ii) encourage them to find out the types of

food they eat. (iii) arrange for pictures of the beaks of

different birds like sparrow, pigeon, eagle, vulture, hawk, woodpecker, duck, goose, humming bird, etc.

¾ Tell them that different birds have different types of beak to help them to eat food.

IV. Nests of Birds ¾ If possible, arrange for a visit to a nearby

bird sanctuary or a zoo. Students could be made to observe the birds making their nest by putting so much of their hard work for protecting their young ones. Ask the students why sometimes birds build their nests near our houses and even inside the cavities in ceiling fans.

¾ Help the students in appreciating the fact that like human beings birds also take care and precautions while making their nests. Arrange for various raw materials used in making their nest as leaves, straw, twigs, wool, cotton, thread etc.

¾ The various reasons for making the nests should be discussed. The nests of various birds such as tailor bird, weaver bird, woodpecker, penguins, etc, can be discussed in detail.

V. How do Birds Reproduce ¾ Tell the students that like other living

beings, birds also produce their young ones. They reproduce by laying egss. Ask them if they have ever seen eggs of birds in a nest. Tell them that as their parents love and take care of them in the same way birds also take care of their young ones. Tell them that they should not harm the eggs of birds and should not keep birds in cages.


with the help of the summary at the end of the chapter. After completing the assessment given in the coursebook, tell them to do worksheets 1 and 2. Discuss the answers in the class.


given in the coursebook. ¾ Tell the students to collect interesting

information about different types of flights, and different types of feathers of birds. Assign a bird to each student and allow them to work extensively by making a collage on it.

¾ Encourage students to complete the project work given in the coursebook.

LIFE SKILLS ¾ Tell the students to complete the exercise

given in this section. Discuss it in the class.

LET’S LOGIN ¾ Tell the students to log on to the given link and

learn more about the different characteristics of birds.

5. HUMAN BODY

ESSENTIAL TEACHING AIDSPictures of different muscles in our body, model of a brain

CONCEPT EXPLANATION

Introduction ¾ Discuss in class that our body has various

parts such as eyes, head, hands, legs, etc. All these parts of our body form organs and these organs combine to form different organ systems.


¾ Encourage them to complete the warm up exercise given in the coursebook. Discuss the answers in the class.

¾ Tell the students that now they will be taught about the various systems in our body, i.e., skeletal system, nervous system and muscular system.

I. Skeletal System ¾ Arrange a visit to the biology lab and show

the students the model of a skeletal system. Explain to them the structure of skull, spine, rib cage and joints. You can ask them to feel various bones and joints in their bodies.

II. Muscular System ¾ Explain to students the different kinds of

muscles in our body. Show them the pictures of various kinds of muscles, and discuss their functions.

III. Nervous System ¾ Ask the students how we all think; what

makes us feel pain, happiness and various other actions in our body. The answer would be the brain. Explain them the different parts of the nervous system and their functions.

IV. Sense Organs ¾ Tell the students that they have learnt about

the sense organs in the previous classes. Recall the functions of different sense organs and discuss them in the class.

V. Exercise and Posture ¾ Tell the students that exercise and posture

are very important to keep the body fit and healthy. Explain to them the importance of exercises and postures. Encourage them to exercise daily to stay fit and healthy. Call two students close to you, and ask them to sit on the chairs. Adjust their sitting posture and show that in the class. Tell the students that sitting in a correct posture is very important. Sitting in a wrong posture can cause several health problems. Observe all the students in the class and ensure that they sit in a correct posture while doing various activities as reading, writing, etc. Encourage them to follow correct postures at homes and other places.


with the help of the summary at the end of the chapter. After the completing the assessment given in the coursebook, tell them to do worksheets 1 and 2. Discuss the answers in class.


given in the coursebook. ¾ Make all the students sit in a correct posture

in the class. Show them a chart on various steps of yoga and encourage them to practise them daily at home.

¾ Encourage the students to complete the project work given in the coursebook.

LIFE SKILL ¾ Tell the students to collect information asked

in this section with the help of their parents or elders and discuss them in the class.

LET’S LOGIN ¾ Ask the students to go through the given link

to learn more about the human body; know some amazing facts about the human body and the list of bones in our body.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Plants and Animals

Plants and Animals1 1

1. Definethefollowingterms.

a. Producers : ____________________________________________________________________________

______________________________________________________________________________________

b. Chlorophyll : __________________________________________________________________________

______________________________________________________________________________________

c. Stomata : ______________________________________________________________________________

______________________________________________________________________________________

d. Reproduction : _________________________________________________________________________

______________________________________________________________________________________

e. Herbivores : ___________________________________________________________________________

______________________________________________________________________________________

f. Consumers : ___________________________________________________________________________

______________________________________________________________________________________

g. Mammals : ___________________________________________________________________________

______________________________________________________________________________________

h. Carnivores : ___________________________________________________________________________

______________________________________________________________________________________

i. Omnivores : ___________________________________________________________________________

______________________________________________________________________________________

2. Answerthefollowingquestions.

a. Name the oldest living tree on the earth. ______________________________________________________________________________________

b. Name the technique by which plants are grown in water without soil. ______________________________________________________________________________________

c. Name a carnivorous plant. ______________________________________________________________________________________

74

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Plants and Animals1 2

1. Choosethecorrectoptionsforthefollowingsentences.

a. Plants and animals are ______________ things. (i) living (ii) non-living (iii) similar

b. ______________ is the process of the exchange of gases between the atmosphere and living things.

(i) Reproduction (ii) Breathing (iii) Chlorophyll

c. Plants reproduce through ______________. (i) eggs (ii) stomata (iii) seeds

d. A sunflower bends itself towards the direction of the ______________. (i) moon (ii) earth (iii) sun.

e. Animals can feel the changes in their surroundings by ______________ organs.(i) reproductive (ii) sense (iii) breathing

2. Find out the names of the animals in the given maze and classify them as herbivores, carnivores and omnivores.

D E E R K I K H N J T U I M L

H G F D S K L D O I U Y T R E

P L C R O W B O N H J L O P O

L I O N H G T L G F H Y T U P

I O W J K H R P J U I E W R A

O P K L M N B H T T I B E A R

J K L O T Y U I W I Q W E R D

Y U I O P L K N J G H G B H I

I P R T Y U I O P E L J H G F

G I R A F F E N H R G R T I K

HERBIVORES CARNIVORES OMNIVORES

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Adaptations in Plants

1. Identify the names of the plants in these sentences.

a. These plants have a waxy coating which acts like a film and thus keeps the water inside.

b. These plants grow deep into the soil and have strong flexible stem and thick leaves with many long strips to tolerate strong wind.

c. These plants have thorns which reduce the loss of water.

d. These plants have thick and fleshy stems that store water for dry months.

e. It is a 4.5 metre long grass, and even elephants can hide in it.

f. These plants float on the surface of the water and move along the water current.

g. These plants do not move along with the flow of water but float on the surface of the water.

h. These plants grow under water.

2. Observe thepictures givenbelow.Write thenamesof theplants

Adaptations in Plants2 1

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

andtheregionswheretheyarefound.

(a) (b)

(c) (d)

76

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Adaptations in Plants


a. Submerged plants: _________________________________________________________________

__________________________________________________________________________________

b. Fixed plants: ______________________________________________________________________

__________________________________________________________________________________

c. Habitat: __________________________________________________________________________

__________________________________________________________________________________

d. Adaptation: _______________________________________________________________________

__________________________________________________________________________________

e. Terrestrial plants: __________________________________________________________________

__________________________________________________________________________________

f. Cone: ____________________________________________________________________________

__________________________________________________________________________________

2. Matchthefollowingcolumns.

Column A Column B

a. Bufallo grass (i) A hard dry fruit

b. Coast (ii) Trees which shed their leaves annually

c. Cone (iii) Exchange of gases

d. Deciduous plants (iv) The amount of water vapour in the atmosphere

e. Stomata (v) Land adjoining a sea

f. Humidity (vi) Plants in windy regions

2 2

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Adaptations in Animals

Adaptations in Animals3 1

1. Writethecorrectsequencetoshowthestagesinthelifecycleofabutterfly.

a. The caterpillar makes a cocoon around its body. _________________

b. A beautiful butterfly appears and the cycle begins all over again. _________________

c. A butterfly lays an egg. _________________

d. After a big sleep in the cocoon a butterfly emerges out from the cocoon. _________________

e. A caterpillar hatches from its egg. _________________

f. The caterpillar eats many leaves and grows. _________________

2. Tick (3) the correct statements and cross (5) the incorrect ones.

a. All animals live in different parts of the planet earth.

b. Terrestrial animals live in water.

c. Animals that live in polar regions have a thick layer of fat below their skin.

d. The hump of a camel stores water in it.

e. The padded feet of a camel helps it to run on sand.

3. Label the adaptations in a camel.

(a) ______________ ______________ ______________

(b) ______________ ______________ ______________

(c) ______________ ______________ ______________

(d) ______________ ______________ ______________

(e) ______________ ______________ ______________

(f) ______________ ______________ ______________

(g) ______________ ______________ ______________

78

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Identifythepicturesoftheanimalsgivenbelow.Writetheirnamesandtheregionstheybelongto.Also,writetheadaptedbodypartsoftheseanimals.

Name Region Adapted Body Parts

a. ______________ ______________ ______________

______________ ______________ ______________

b. ______________ ______________ ______________

______________ ______________ ______________

c. ______________ ______________ ______________

______________ ______________ ______________

d. ______________ ______________ ______________

______________ ______________ ______________

Adaptations in Animals3 2

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Birds

Birds4 1

1. Findoutthenamesofthebirdswiththehelpofthegivenclues.

a. It has two toes that point forward and backward.

b. It has strong and sharp claws.

c. It is a perching bird.

d. It has sharp claws to dig the ground.

e. It makes its nest of pebbles and stones.

f. It sews leaves to make its nest.

2. Completethefollowingsentences.

a. Swimming birds such as ducks have webbed toes to

______________________________________________________________________________________

b. Flesh eating birds use their talons during hunting because

______________________________________________________________________________________

c. Body of a bird is covered with feathers because

______________________________________________________________________________________

d. Birds have different type of beaks to

______________________________________________________________________________________

e. Birds make nests to

______________________________________________________________________________________

f. After laying the eggs, the birds sit on them to

______________________________________________________________________________________

a.

b.

c.f.

d.

e.

80

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Birds4 2

1. Observethesepictures,andwrite thenamesof thebirds.Also,writehowthesebirdsmaketheirnests.

a. _________________________________________________________

b. _________________________________________________________

c. _________________________________________________________

d. _________________________________________________________

e. _________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Human Body

Human Body5 1

1. Thinkandanswerthefollowingquestions.

a. Which bone makes the upper part of the skull?

_____________________________________________________________________________________

b. How does our body get shape and support?

_____________________________________________________________________________________

c. What are floating ribs?

_____________________________________________________________________________________

d. What is the function of the ribcage?

_____________________________________________________________________________________

e. How many muscles are there in a human body?

_____________________________________________________________________________________

f. What are tendons?

_____________________________________________________________________________________

g. What are cardiac muscles?

_____________________________________________________________________________________

h. Which bone protects the brain?

_____________________________________________________________________________________

i. What is reflex action?

_____________________________________________________________________________________

j. Name the largest organ in the human body.

_____________________________________________________________________________________

82

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Human Body5 2

1. Writeonewordforthefollowingsentances.

a. A position of a person’s body while standing or sitting ___________________________________

b. A collection of similar type of cells ___________________________________

c. The branch of medicine that deals with the skin and ___________________________________ its diseases

d. These organs help us to know the world around us. ___________________________________

e. It is the smallest part of the human brain. ___________________________________

f. We can control the movement of these muscles. ___________________________________

g. These muscles work continuously throughout the life. ___________________________________

h. These nerves carry messages from the brain to the different parts of the body. ___________________________________

i. The brain, spinal cord and nerves are the parts of it. ___________________________________

j. It keeps our body fit and healthy. ___________________________________

2. Answerthesefactsaboutthebonesinthehumanbody.

a. Total bones in the human body ___________________________________

b. Total bones in the skull ___________________________________

c. Number of vertebrae in the backbone ___________________________________

d. Number of ribs in a ribcage ___________________________________

e. Number of bones in each arm and leg ___________________________________



SCIENCE CLASS 5 TERM 1



1. Fill in the blanks. (8)

a. ______________ help the birds to keep their body warm. b. Dry and hard fruits of conifers are called ______________. c. Plants in desert regions are called ______________. d. A ______________ bird does not make its own nest. e. Birds ______________ by laying eggs. f. The ______________ protects the spinal cord. g. ______________ eat only plants. h. Plants breathe through ______________.

2. State true or false. (10)

a. Snakes give birth to their young ones. _______________

b. During breathing, plants and animals take in oxygen. _______________

c. Camels drink more water in order to survive for many days in the desert region. _______________

d. Birds have no hollow bones. _______________

e. Beaks of different birds are of the same kind. _______________

f. The weight of a bird’s feathers is more than that of its skeleton. _______________

g. Elephant grass is found in Africa. _______________

h. Coniferous trees grow in coastal areas. _______________

i. Duckweed is a floating plant. _______________

j. Submerged plants grow under water. _______________

3. Matchthefollowingcolumns. (10)

Column A Column B a. An aquatic animal (i) Vulture b. Hibernation (ii) Oviparous c. A perching bird (iii) Producers d. Green plants (iv) Lotus e. Xerophytes (v) Bones of wrist and ankle f. A flesh eating bird (vi) Winter sleep g. Animals that lay eggs (vii) Controls the body movements h. Gliding joints (viii) Crow i. Cerebrum (ix) Jellyfish j. A fixed plant (x) Cactus



4. Answerthefollowingquestionsbriefly. (20)

a. Who are dermatologists? b. How are bones linked together? c. How do amphibians breathe? d. In which places do terrestrial animals live? e. How does a cactus reduces loss of water? f. How do coniferous trees survive in cold and snow? g. What is breathing? h. What is a seedling? i. How do birds reproduce? j. What kind of beaks do humming birds have?

5. Thinkandwritethecorrectanswers. (10)

a. This bird has webbed feet to swim. _______________________

b. It makes a hole in the tree, which serves as its nest. _______________________

c. It allows all kinds of movement of head. _______________________

d. These muscles cannot be controlled. _______________________

e. The animals that give birth to their young ones _______________________

f. The animals that eat only other animals. _______________________

g. This plant floats on water. _______________________

h. A plant found in windy regions _______________________

i. It has a good sense of smell and sight. _______________________

j. An aerial animal that has a boat-shaped body and hollow bones. _______________________

6. Tick (3) the correct options. (5)

a. This bird makes its nest of stones and pebbles.

(i) Tailor bird (ii) Penguin (iii) Weaver bird

b. It has a long and pointed beak.

(i) Eagle (ii) Pigeon (iii) Crane

c. It is a green pigment present in plants and it helps in photosynthesis.

(i) Chlorophyll (ii) Stomata (iii) Leaves

d. It is an insectivorous plant.

(i) Venus flytrap (ii) Touch me not (iii) Rose

e. Plants are called as ____________________ as they prepare their own food.

(i) carnivores (ii) producers (iii) consumers

Model Question Paper 85Teacher’s signature : ____________________

7. Unscramblethefollowingwords. (5)

a. UAPNOTI b. KPAREEAT

c. DGRIEL d. EENSVR

e. NRECOMUS

8. a.Whichoneofthefollowinggirlsisstandinginthecorrectposture? (5)

(i) (ii) (iii)

b.Differentiatebetweenvoluntary,involuntaryandcardiacmuscles.Giveexamplesofeach. (6)

c.Definethefollowingterms. (6)

(i) Ribcage (ii) Perching birds (iii) Photosynthesis

9. Answerthefollowingquestions. (15)

a. Write two adaptations in the plants found in rainforests. b. Why do birds have different kinds of beaks? c. How do plants breathe? d. Why is skeletal system very important? e. Name the parts of the human nervous system.


Answers to Coursebook

1. PLANTS AND ANIMALSLet’s start: 7, 3, 7, 3, 3,A. 1. consumers 2. chlorophyll 3. viviparous animals 4. seedlingB. 1. c 2. d 3. e 4. b 5. aC. 1. False 2. True 3. True 4. FalseD. 1. Leopard, Lion 2. The process by which plants prepare their food in

the presence of sunlight using water, carbon dioxide and chlorophyll is called photosynthesis.

3. (i) Plants and animals reproduce to produce the young ones of their own kinds.

(ii) Plant and animals can feel the changes in their surroundings.

(iii) Plants and animals need food and water to survive.

4. Plants reproduce through seeds. A seed gives rise to a new plant called a seedling. Some plants reproduce through stems and roots also.

2. ADAPTATIONS IN PLANTSLet’s start: Cactus, Coconut palm, Lotus, Mango, Pine treeA. 1. a 2. b 3. c 4. bB. 1. Coconut palm 2. adaptations 3. submerged 4. Coniferous 5. desertC. 1. False 2. True 3. True 4. False 5. TrueD. 1. Coniferous trees or conifers are the trees that produce

hard dry fruits called cones instead of flowers. They are usually found in the hilly areas.

2. Cactus, Opuntia 3. a. Plants in windy regions are flat topped or umbrella

shaped. b. These plants cannot be bent or broken by strong

winds. 4. a. Plants in a desert region have spines/thorns which

reduce the loss of water. b. Roots of these plants are very long and reach deep

in the ground in search of water. These plants are able to absorb even the first drops of the rain.

3. ADAPTATIONS IN ANIMALSLet’s start: 1.c 2.d 3.a 4.bA. 1. a 2. c 3. b 4. cB. 1. Amphibians 2. gills 3. hide 4. polar 5. FlightC. 1. (a) The bodies of these animals are sleek and smooth

and are generally broad in the middle and narrow at both the ends.

(b) Some aquatic animals as fish have fins while the others have locomotive organs such as tentacles in

jellyfish and octopus; tube feet in starfish and webbed feet in platypus and ducks.

2. When water is available, camels drink a lot of water at one time. This helps it to survive in deserts for many days.

3. Arctic fox, reindeer 4. a. They have a boat-shaped body and hollow bones. b. The flight feathers and the tail feathers help them

to fly and steer respectively.4. BIRDS

Let’s start: Pigeon, Crow, Peacock, Duck, ParrotA. 1. b 2 . d 3. dB. 1. False 2. True 3. False 4. False 5. TrueC. 1. claws 2. webbed feet 3. beaks 4. duck 5. featherless and weakD. 1. Swimming birds: These birds have three toes in the

front and one at the back of their legs. The front toes are joined by a skin called web. The web help them to push the water back while swimming. e.g., a duck.

Scratching birds: Some birds scratch and dig the ground to take out insects and buried seeds. Their legs are strong. Their toes have sharp and hard claws that help them to dig. e.g., a turkey.

2. a. A parrot eats fruits and seeds. b. A eagle eats birds, mice, snakes and other small

animals. 3. All birds have a pair of wings, a beak, two legs, two

ears, two eyes and a tail. They breathe and eat with the help of their beaks. They have two tiny spots covered with a thin skin that help them to hear.

4. Birds build nests to lay their eggs and to protect themselves from enemies and bad weather. Birds keep their eggs and the young ones safe in their nests.

5. Penguins live in very cold places, it is very difficult for them to find twigs, grass and straw to build nests. So they build their nests on the ground.

E. 1. Eagle 2. Cuckoo 3. Duck/Swan/Goose 4. PeacockF. 1. Eagle– Birds, mice and snakes 2. Hen– insects and seeds 3. Sparrow– seeds 4. Crow– insects and seeds

5. HUMAN BODYLet’s start: Legs, Eye, Hands, TongueA. 1. a 2. d 3. c 4. aB. 1. tendons 2. cardiac muscles 3. cranial 4. floating 5. immovableC. 1. False 2. True 3. False 4. True 5. TrueD. 1. There are three types of muscles in our body


a. Voluntary muscles b. Involuntary muscles c. Cardiac muscles 2. Ribcage is the framework of bones in the chest which

protects our heart and lungs. 3. The brain controls all the movements of the body.

It receives information, stores it, and gives us instructions to do work.

4. Pivot joint, ball and socket joint, hinge joint and gliding joint.

5. a. We should always read in sufficient light. b. We should never rub our eyes, if something goes

into the eyes. We should wash them with clean and cold water.

LET’S REVISEA. 1. aquatic plants 2. aquatic 3. terrestrial 4. cranium 5. Flight 6. grassland 7. spiracles 8. Carnivorous 9. stomataB. 1. 3, 2. 7, 3. 3, 4. 3, 5. 3, 6. 7, 7. 7 8. 7, 9. 3, 10. 7, 11. 7,C. 1. Pivot joint 2. Skin 3. Spiracles 4. Omnivores 5. Viviparous animals 6. Amphibians 7. First aidD. 1. The animals that can survive both on land and in

water are called amphibians. Examples: Frog, toad and salamander

2. (i) Bushy eyebrows and two sets of eyelashes that prevents sand from entering its eyes.

(ii) The hump of a camel stores fat, which gets converted into energy when it does not get any food.

(iii) Its long legs keep the body away from the sand. (iv) It can close and open its nostrils. (v) The padded feet of a camel helps it to walk

easily on the sand. 3. • Bones are hard substances that help the body in

movement • They also give support and shape to the body. 4. • These animals have not only lungs but also gills. • Their lungs help them to breathe on land while,

with the help of gills and skin they can easily breathe in water.

• Frog, toad and salamander are some of the examples of amphibians.

• Amphibians have short front legs and long hind legs which help them to move easily on land and in water.

• Their skin is usually soft and moist and is covered with a slippery layer of mucus.

• Amphibians such as frogs have a third eyelid to keep their eyes moist and clean. This eyelid not

only prevents water from entering the eyes but also allows them to see underwater.

5. • They need food and water • They grow • They reproduce 6. The rib cage is the framework of bones in the chest. • It protects our heart and lungs. • It is made up of 12 pairs of bones called ribs. • The ribs are attached to the vertebra at the back. 7. We can keep our body fit and healthy by exercising

and maintaining a correct posture. Exercise keeps our body healthy. It also makes our muscles stronger.

A correct posture keeps our bones and muscles healthy. We should stand erect and sit straight. We should not bend while standing. Improper posture leads to muscular pain.

8. They lay eggs in their nests and sit on them to keep them warm till they hatch. When the babies come out from the eggs, they are featherless and weak. The eyes of the baby birds are closed. The parent birds look after their babies and protect them from enemies. They feed them till the baby birds are ready to fly on their own.

E. The eyes, nose, tongue, ears and skin are the sense organs. Our sense organs are very important for us. We must take care of them. They help us to know the world around us. The sense organs help us to see, small, hear, taste and feel.

We must keep in mind the do’s and don’ts to protect our sense organs.

Some of them are as follows. Don’ts: (i) We should never rub our eyes if something

goes into them. (ii) We should never look directly at the sun. (iii) We should not listen to very loud music. (iv) We should not put a sharp object inside our

ears. (v) We should avoid very hot food as it can burn

our tongue. (vi) We should not scratch our skin if it itches. Do’s: (i) We should always read in sufficient light. (ii) We should always clean our nose with a soft

and clean handkerchief. (iii) We should avoid very hot food as it can burn

our tongue. (iv) We should take bath everyday to keep our

body clean.



1. PLANTS AND ANIMALSWorksheet 11. a. The green plants that prepare their food themselves

by the process of photosynthesis are called producers. b. A green pigment present in leaves and helps the

plants to prepare their food by the process of photosynthesis is called chlorophyll.

c. The tiny pores present in leaves and which help in the exchange of the gases are called stomata.

d. The process by which living things produce the young ones of their own kind is called reproduction.

e. The animals that depend only on plants for food are known as herbivores.

f. Consumers are the animals that directly or indirectly depend on plants for food.

g. The animals that reproduce by giving birth to their young ones are called mammals.

h. The animals that depend on other animals for food are called carnivores.

i. Some animals that eat both plants and other animals are called omnivores.

2. a. Bristlecone pine tree b. Hydroponics c. Venus fly trapWorksheet 21. a. living b. Breathing c. seeds d. sun e. sense2. a. Herbivores: Deer, Giraffe Carnivores: Lion, Leopard Omnivores: Bear, Crow

2. ADAPTATIONS IN PLANTSWorksheet 11. a. Aloe vera b. Coconut palm c. Cactus d. Opuntia e. Elephant grass f. Duckweed g. Lotus h. Hydrilla2. a. Cactus, Desert b. Water hyacinth, Surface of water c. Coconut, Sea coast d. Buffalo grass, Windy regionsWorksheet 2 1. a. The plants that grow under water are called

submerged plants.

b. The plants that float on the surface of water, but do not move with the water current are called fixed plants.

c. A place where a plant or an animal lives is called its habitat.

d. Habit or body features of a plant or an animal that help them to survive at a particular place are called adaptations.

e. The plants that grow on land are called terrestrial plants.

f. A hard dry fruit which is produced by coniferous trees is called a cone.

2. a. (vi) b. (v) c. (i) d. (ii) e. (iii) f. (iv)

3. ADAPTATIONS IN ANIMALSWorksheet 11. c, e, f, a, d, b2. a. 3 b. 7 c. 3 d. 7 e. 7

3. (a)Large nostrils that can open

and close

(b)Thick, shaggy fur

which can be dark brown to almost white

(c)Leathery patches

on knees(d)

Two-toed feet with thick leathery pads

(e)Long eyelashes and

bushy eyebrows

(f) Fat-filled hump

(g) Tall tail

Worksheet 21. a. Cheetah, grasslands, strong legs and a good sense of

smell and sight. b. Camel, deserts, thick skin, long legs with padded

feet. c. Polar bear, polar regions, thick feet, and a thick layer

of fat below the skin d. Frog, Water and Land, Both lungs and gills present

to breathe, Third eyelid.4. BIRDS

Worksheet 11. a. PARAKEET b. VULTURE c. MYNAH d. TURKEY e. PENGUIN f. WEAVER BIRD2. a. push the water back while swimming. b. they help them to catch their prey. c. they keep the bird’s body warm.


d. feed on different kinds of food. e. lay their eggs and protect themselves from enemies. f. keep them warm till they are hatched.Worksheet 21. a. Tailor bird— It makes its nest by sewing the leaves

with its beak. b. Weaver bird— It uses leaves grasses or twigs to build

its nest: It nests look like a hanging basket. c. Wood pecker— It makes its nest by making a hole in

the bark of a tree. It pecks the wood with the help of its beak.

d. Penguin— It collects pebbles and stones to make its nest on the icy ground.

e. Crow— It uses grass, roots, feathers, leaves to make its nest.

5. HUMAN BODYWorksheet 11. a. Cranial bone makes upper part of the human skull. b. Through the skeletal system c. These are last two unjointed ribs of the breast bone. d. The ribcage protects our heart and lungs. e. More than 600 f. Tendons are attachments of the bones to the muscles g. Muscles of the heart h. Cranium i. It is an immediate action which does not wait for

signals from the brain. j. SkinWorksheet 21. a. Body posture b. Tissue c. Dermatology d. Sense organs e. Medulla oblongata f. Voluntary muscles g. Cardiac muscles h. Motor nerves i. Nervous system j. Exercise2. a. 206 b. 22 c. 33 d. 24 e. 30



1. a. Down feathers b. cones c. xerophytes d. cuckoo e. reproduce f. backbone g. Herbivores h. stomata2. a. False b. False c. True d. False e. False f. True g. True h. False i. True j. True3. a. (ix) b. (vi) c. (viii) d. (iii) e. (x) f. (i) g. (ii) h. (v) i. (vii) j. (iv)4. a. Dermatologists diagnose and treat skin diseases. b. Through joints c. Through lungs on land and through gills in water d. In polar regions, grasslands and desert regions e. Spines help to reduce the loss of water in cactus. f. Leaves of coniferous trees are thick, waxy and needle

shaped. These help them to survive in cold regions. g. Breathing is the process of exchange of gases between

animals or plants and the atmosphere. h. When a seed give rise to a new plant, it is called a

seedling. i. Birds reproduce by laying eggs. j. Long and straw-like shape.5. a. Duck/Swan b. Woodpecker c. Pivot joint d. The muscles of the kidney e. Mammals f. Carnivores g. Duckweed h. Buffalo grass i. Lion j. Sparrow6. a. (ii) b. (iii) c. (i) d. (i) e. (ii)7. a. OPUNTIA b. PARAKEET c. GIRDLE d. NERVES e. CONSUMER8. a. (ii) b. Voluntary muscles: We can control the movement

of these muscles, e.g., the muscles of our legs and arms. Involuntary muscles: We cannot control the movement

of these muscles, e.g., the muscles of kidney, lungs and blood vessels.

Cardiac muscles: These muscles work continuously through out our whole life, e.g., heart muscles.

c.(i) Ribcage is the framework of the bones in the chest called ribs. It protects the heart and the lungs.

(ii) Some birds like the sparrow, mynah and crow have three toes in the front and one at the back. They help these birds to hold on to a branch on the trees. These birds are called preching birds.

(iii) The process by which plants prepare their food in the presence of sunlight by using water, carbon dioxide and chlorophyll is called photosynthesis.

9. The adaptations of the plants in rainforests are– a. Thick growth of plants, less sunlight reaches the floor

of the forests. Most of the trees of these forests are very tall. Some plants climb on these trees to get sunlight.

b. Birds eat different kinds of food. The shape and size of a beak depend upon the type of food that a bird eats. e.g., a sparrow has a small beak; it feeds on small seeds and insects. A duck has a flat and broad beak as it eats worms and plants.

c. Plants breathe through tiny pores called stomata present on their leaves. Some plants like cactus have stomata on their stems.

d. Skeletal system provides shape and support to the body. It is very important for the body because–

(i) Bones are hard substances that help the body in movement.

(ii) They also give support and shape to the body. (iii) Bones protect various organs such as the heart,

lungs, brain and kidney. (vi) They act as the storage area for minerals such as

calcium and phosphorous. (v) They also help in producing red blood cells and

white blood cells. e. Brain, Spinal cord and Nerves.

Social Studies Overall Lesson Plan 91

Term 1



1.Globe and

Maps15

• The Globe• Parallels and Meridians• Maps and their Types• Language of Maps

Student should be able to: understand the uses of globes, know the importance of parallels and meridians; know more about maps and their types; use directions, scale, signs and symbols to locate a place

2.Weather

and Climate12

• Weather and Climate• Factors Affecting Climate of an

Area• Heat Zones• Climatic Regions• Climate Change

Students should be able to:differentiate between weather and climate; list and understand the factors which affects the climate; identify the heat zones around the world; identify the climatic zones around the world; know the different human activities which are causing climate change

3.The Tundra

Region12

• Location• Climate• Vegetation• Animals• People and their Lives

Students will be able to: know the location, climate, vegetation, animals and the lives of the people living in the tundra region

4.The

Equatorial Region

12

• Location• Climate• Vegetation• Animals• People and their Lives• Economic Importance of Rainforests

Students will be able to: know the location, climate, vegetation, animals and the lives of the people living in the equatorial region; know the economic importance of rainforests and promote their conservation

5.The

Grasslands10


Students will be able to: know the location, climate, vegetation, animals and the lives of the people living in the grassland regions

Social Studies Overall Lesson Plan


Lesson Plans — Social Studies

TERM 1

1. GlobE and Maps

EssEnTial TEaCHinG aidsA globe, a map, a physical map, a political map, a thematic map, chalk

ConCEpT ExplanaTion

Introduction ¾ Display the globe and map in the class. ¾ Ask students to explain their uses. ¾ Now, ask the students to answer the

question given in the Let’s start section of the coursebook.

i. Globe, parallels and Meridians ¾ Display the globe to the students. Ask them

about the different colours used on the globe. ¾ Now, explain to students that a globe exactly

resembles the shape of the earth. The word globe is derived from the Latin word ‘globus’ which means sphere. It shows the location of different continents and oceans on the earth.

¾ A globe is also slightly tilted on its axis just like the earth. The poles of the globe are joined together as if the axis is passing through it.

¾ Now, point out the latitudes and longitudes drawn on the surface of the globe.

¾ Explain to them that these are imaginary lines and help us to locate places.

ii. Maps and their Types ¾ Display the map in the class and ask the

students to point out the differences between a map and a globe.

¾ Explain that maps are drawn on a flat surface and they give detailed information about a place.

¾ Explain that maps are of different types. ¾ Display a physical map. Physical maps show

the location of mountains, plateaus, deserts, plains, forests, seas, oceans, etc.

¾ Display a political map and explain that a political map shows the boundaries of a country, state and their capitals.

¾ Display a thematic map. Explain to the students that a thematic map displays the information about a particular topic. For example, a thematic map explains the distribution of rainfall throughout the country, or location of wildlife sanctuaries all over the country, etc.

iii. language of Maps ¾ Point out some symbols on a map such as

direction, scale and a few other symbols. Ask the students what they know about them.

¾ Explain that these special markings help us to understand and use a map.

¾ Usually, north direction is shown in a map. With the help of this direction we can easily point out the other directions.

¾ A scale shows the distance between two places. Since it is not possible to show actual distance of kilometres on a map, therefore the distances are shrunk to fit in the paper. The scale is mentioned at a corner of the map. For example, it is mentioned that 1 cm = 100 km. This information is used to calculate the distance between two places.

¾ Signs, symbols and colours are used to show the presence of any important landmark in a place.

¾ Colours usually represent different landforms on a physical map.

Reinforcement ¾ After explaining the lesson and assessment,

please refer to worksheets 1 and 2 of this chapter. Help students to solve the questions of these worksheets.

ExploRE ¾ In the activity section, help students to mark

areas on the map of India which receive rainfall above 400 cm, 200-400 cm, 60- 100 cm and less than 20 cm. Help the students to get information through the legend given in the map.

lifE skills ¾ Read out the Life Skills question and help

the students to draw a map of their school. It will be a good idea to take a round of the school and determine the location of landmarks before making the map.

Lesson Plans — Social Studies 93

lET’s loGin ¾ Tell the students to use the Internet by taking

help of their teacher/parents and click on the given links.

¾ Ask the students to explore some fun games related to directions and maps.

2. WEaTHER and CliMaTE

EssEnTial TEaCHinG aidsPictures of cotton clothes, woollen clothes, raincoat, chalk

ConCEpT ExplanaTionIntroduction

¾ Display the pictures on the display board. Now, ask the students which clothes they wear in summer, rainy and winter seasons.

¾ Discuss and conclude that our clothes change according to the change in seasons.

¾ Now, ask the students to answer the question given in the Let’s start section.

i. Weather and Climate ¾ Explain the difference between weather and

climate. Weather is the condition of atmosphere at a place for a short period of time.

¾ Climate is the weather pattern observed in an area for a longer period of time. Give examples, for weather and climate.

ii. factors affecting the Climate of an area ¾ Explain that there are many factors which

affect the climate of an area. ¾ If a place is situated near the equator, it will

receive direct sunlight throughout the year. Hence, the climate will be hot. As we move towards the poles, the earth will receive slanting sunlight. Thus, these areas will be less hot compared to the equatorial region.

¾ If a place is situated in a coastal area, then it will have moderate climate throughout the year.

¾ Explain the terms sea breeze and land breeze with the help of the diagrams given in the coursebook.

¾ If any place is located at a higher altitude, it will be colder than the plains. At higher altitudes the air is thinner and less amount of sun’s heat is absorbed by air.

¾ The direction of wind also affects the climate of any area. When monsoon winds blow over the country, then the country experiences rainfall for a few months.

¾ If there is more humidity in the air, then it will cause discomfort due to sweating and rainfall.

iii. Heat Zones and Climatic Regions ¾ Explain to students that on the basis of

sunlight received by any area, the earth is divided into distinct heat zones. Explain the different heat zones with the help of the diagram given in the coursebook.

¾ Torrid zone is the area around the equator. It is hot throughout the year as it receives sunlight directly throughout the year.

¾ The temperate zone has a moderate temperature.

¾ Frigid zone is present around the poles and it has very low temperature throughout the year.

iV. Climatic Regions ¾ Explain to students that at present we use a

better classification system and this system divides the earth into five regions.

¾ Mention the location of the tundra region and explain that this region remains frozen for most part of the year.

¾ The equatorial or tropical region is located around the equator and receives sunlight directly for the whole year. This region has hot climate and humidity throughout the year.

¾ Temperate region has a moderate climate and it is located around the tropics.

¾ Desert region has a dry and hot climate. ¾ The area around the Mediterranean Sea has

Mediterranean climate. It has dry summers and wet winters.

iV. Climatic Change ¾ At present, due to human activity, a change

in climatic pattern has been observed all over the world. As a result, normal human life is also getting affected adversely.

¾ The major reasons for climate change are deforestation, greenhouse effect, depletion of ozone layer, etc.

¾ Explain each of these reasons with appropriate examples.

¾ Explain the effect of climate change on human life.

Reinforcement ¾ Having explained the lesson and assessment,

please refer to worksheets 1 and 2 of this


chapter. Help the students to solve the questions of the worksheets.

ExploRE ¾ In the activity section, read the question,

and in groups of 5 students proceed with the activity. Ask each group to select a location. Ask them to get information about climate conditions for the month of October for their respective locations.

¾ Now, ask them to discuss and list out the type of clothes they will pack for their journey. Ask them to give reasons for their choice.

lifE skills ¾ Read out the Life Skills questions and

encourage the students to read newspapers and note the temperature of their city for 15 days.

¾ Now, ask them to find out on which day the temperature of their city was the highest.


the help of their teacher/parents and click on the given links.

¾ Ask the students to explore more fun games about weather and climate.

3. THE TundRa REGion

EssEnTial TEaCHinG aidsPictures of ice covered land, icebergs, polar bear, penguin, world map, chalk

ConCEpT ExplanaTion

Introduction ¾ Display the pictures on the display board.

Now, ask the students to think and discuss what will be the climate of the area where these things are found.

¾ Discuss and conclude that the climate in this area will be very cold.

¾ Now, ask the students to answer the question given in the Let’s start section.

i. The Tundra Region: location, Climate and Vegetation

¾ Mention the location of the tundra region in the map of the world. Locate the areas of northern Russia, Norway, Finland, Sweden, Canada, Alaska in the USA, and Greenland.

¾ The climate of this region is very cold. The land remains frozen for most part of the year. Big chunks of ice called icebergs float in the sea which is dangerous for ships moving in this area.

¾ In polar regions the sun doesn’t rise for six months at a stretch. During the summer season the sun doesn’t set for another six months. Thus, in polar regions it is day for six months and night for another six months.

¾ This region is suitable for the growth of small plants like lichens and moss. Plants grow during the summer season when the ice melts.

¾ Explain the term permafrost. Explain that the permafrost stores methane and carbon dioxide gas in them. When permafrost melts, it releases these gases. It can cause further global warming.

ii. animals, people and their lives ¾ Animals like polar bear, seal, walrus,

caribou, arctic hare, reindeer, etc. are found here. These animals have a thick layer of fat below their skin and fur to protect them from severe cold.

¾ Birds as penguin, and arctic tern also live here. Penguins cannot fly, but they can swim well.

¾ These areas are not suitable for people to live, but some tribes live in these areas. Since they cannot grow food crops, they live as hunter-gatherers. List the names of different tribes which live in this area.

¾ Explain about Inuits as one of the important tribes living in the area. Discuss about their way of obtaining food, hunting animals, gathering tubers, berries, seaweeds, etc.

¾ They use kayaks: a special boat for hunting. They wear animal skin as clothes which are sewn together by needles made from animal bones. These clothes are called parka.

¾ Inuits live in a special house which is made from snow blocks. It is called an igloo. The igloos are kept warm with the help of a burning lamp and body heat of the people living inside it.

¾ When the Inuits came in touch with the Europeans and Americans, their lifestyle changed. They now lead a life which is surrounded with modern amenities.



refer to worksheets 1 and 2 of this chapter. Help the students to solve the questions of the worksheets.

ExploRE ¾ In the activity section, read the question

aloud, and help the students to discuss the reasons due to which the Inuits are unable to grow food and lead the life of a hunter-gatherer.

¾ Ask them to jot down the important points of their discussion.

lifE skills ¾ Read out the Life Skills question and

encourage the students to read newspapers and gather more information about climate change. Ask them to discuss and relate the effects of global warming and climate change for tundra region.

¾ Ask them to discuss and write the effects of global warming on the lives of people, plants and animals of this region.



¾ Ask the students to explore more information about the tundra region.

4. THE EquaToRial REGion

EssEnTial TEaCHinG aidsWorld map, chalk

ConCEpT ExplanaTion

Introduction ¾ Ask the students to answer the question

given in the Let’s start section. ¾ Discuss how the people feel in hot and

humid climate.

i. The Equatorial Region: location, Climate and Vegetation

¾ Mention the location of the equatorial region in the map of the world. Locate the areas of the Republic of Congo, Uganda, Kenya, Amazon basin, Indonesia, Malaysia and Papua New Guinea.

¾ The climate of this region is hot and humid. During daytime, water evaporates from water sources; and by evening due to excess humidity, it rains heavily. This rain cools

down the temperature. This cycle continues throughout the year.

¾ As this area receives heavy rainfall, deep and dense forests grow in this area. These are also called ‘evergreen forests’.

¾ The forests of this region show great diversity. The forest is divided into various layers on the basis of the trees present here. The layers are emergent, canopy, understory and forest floor layers. Explain the different types of trees that are found in each layer of the forest.

ii. animals, people and their lives ¾ Many animals live in equatorial rainforests.

Many diverse groups of animals such as mammals, reptiles, birds, fishes, insects and amphibians live in these forests. Mention some special animals which are found in these forests. e.g., sloths living on trees, cats, macaws, etc.

¾ Explain to students that the conditions of these forests do not allow people to cultivate food and live a comfortable life. Therefore, people live as hunter-gatherers. For example, pygmy tribe lives in the rainforests of Africa and they hunt animals and gather fruits and roots.

¾ Some tribes also follow the ‘slash and burn’ way of farming. In this method, the indigenous people cut plants in a small area and burn these plants to ashes. These ashes are spread in the area before the farming starts.

¾ People use boats to travel through big rivers and they are constantly on the move from one place to another.

iii. Economic importance of Rainforests ¾ Explain to the students that equatorial

rainforests are of economical importance. Plants such as cocoa, cinchona, rubber, etc. are grown in these forests. People earn money by selling these crops.

¾ Rainforests absorb a large amount of carbon dioxide gas and convert it to oxygen.

¾ Rainforests also help to cause rainfall.




ExploRE ¾ In the activity section, read out the question

and help the students to colour the areas which are parts of the equatorial region.

lifE skills ¾ Read out the Life Skills question and ask the

students to discuss what will happen if the rainforests are cut. Also, ask them to think of some ways that can reduce the damage to these rainforests.



¾ Ask the students to explore more information about rainforests.

5. THE GRasslands

EssEnTial TEaCHinG aidsWorld map, chalk

ConCEpT ExplanaTion


given in the Let’s Start section. ¾ Discuss some of the uses of grasslands.

i. The Grasslands: Types, location, Climate and Vegetation

¾ Mention the location of grasslands in the map of the world. Point out the location of tropical grasslands and temperate grasslands. Explain that grasslands are present in many parts of the world. The tropical grasslands are present in Africa, South America and Australia.

¾ Temperate grasslands are present in almost every continent and they are called by different names. List the names of each grassland out and the continents in which they are present.

¾ Grasslands have distinct dry and wet seasons. The temperate grasslands are cooler than tropical grasslands.

¾ Mainly, grass grows in these grasslands. Trees as acacia and baobab also grow here.

ii. animals, people and their lives ¾ Many diverse varieties of animals live in

grasslands. In tropical grasslands animals such as lion, cheetah, giraffe, African elephant, antelope, hyenas, leopard, etc., are found.

¾ In temperate grasslands, animals such as mountain lion, vicuna, alpaca, bison, antelope, etc. are found. In the grasslands of the Australia, sheep are reared and produce the largest quantity of wool.

¾ Tropical grasslands are thinly populated than temperate grasslands. Some tribes as Masai and Hausa live in Africa. They live a nomadic life and move with their cattle in search of water. They also grow a few crops such as maize, groundnut, banana, cotton, etc.

¾ Explain to students that temperate grasslands are used by people to grow crops and rear cattle. It is the main occupation of the people living here. Nowadays, modern machines and techniques are being used for this purpose.



ExploRE ¾ In the activity section, read out the question

and help the students to colour the areas which are a part of temperate grasslands.

lifE skills ¾ Read out the Life Skills question and ask

the students to gather information about the animals which live in tropical and temperate grasslands. Now, ask them to compare the features of these animals with those living in tundra and equatorial regions.

¾ Ask the students to jot down the points for their answers.



¾ Ask the students to explore more Information related to grasslands.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Globe and Maps

1 1Globe and

Maps

1. Draw the symbols for the following. a. Railway line

b. Airport

c. Mosque

d. Church

e. Unmetalled road

f. Bridge

g. River

h. Wall

i. Country capital

j. International Boundary

2. Writethedifferencesbetweenaglobeandamap.

Globe Map

98

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Globe andMaps1 2


a. A _______________ also rotates on its axis just like the earth.

b. The lines which run parallel to each other are called the __________________.

c. The point where the latitudes and the longitudes meet, a _________________ is formed.

d. The __________________ is the important longitude which divides the earth into eastern and western hemispheres.

e. __________________ maps show the presence of mountains, plateaus, rivers, deserts, forests, etc. in an area.

f. In map, the water bodies are shown in __________________ colour.

g. __________________ maps show the boundaries of a city, state, country and their capitals.

h. __________________ direction is always shown on the top of the map.

i. The __________________ on a map is the ratio between two points on the ground and their corresponding __________________ on a map.

j. __________________ and __________________ are important tools in finding the location of any place.

k. A ________________________ map shows the location of industries, population, transport, minerals, crops, etc., in a country.

l. A map is drawn on a __________________ surface and is __________________ to carry.

m. __________________ helps to measure the distance between two places on a map.

n. A __________________ is made on a curved surface.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Weather and Climate

2 1Weather and

Climate

Across

3. The cutting down of trees in an area is called __________________

5. __________________ cones can also be used to predict weather.

6. This region lies in the frigid zone.

8. The weather pattern observed in any area for a longer period of time.

9. The earth’s warming is also known as _________________ effect.

Down

1. The moisture present in the air is also called _____________________.

2. The condition of atmosphere at a given place for a short period of time.

4. This gas absorbs the harmful rays of the sun.

7. Areas which have high temperature and little or no moisture in air.

8. The Ozone layer is getting thin due to the excessive use of __________________ in refrigerators and air conditioners.

1. Solve the crossword with the help of the clues given below.

100

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


2 2Weather and

Climate

1. Answer the following questions.

a. Write any two effects of deforestation?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

b. Define the Mediterranean region.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

c. What is a greenhouse effect?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

d. Nowadays, the incidences of flooding have increased. Why?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

e. Explain the land breeze and sea breeze only by diagrams.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Tundra Region

3 1The Tundra

Region

1. NameanyfivecountriesoftheTundraregion.

a. _______________________________ b. _______________________________

c. _______________________________ d. _______________________________

e. _______________________________

2. Name any two plants which grow in the Tundra region.

a. _______________________________ b. _______________________________

3. Name any six animals which are found in the Tundra region.

a. _______________________________ b. _______________________________

c. _______________________________ d. _______________________________

e. _______________________________ f. _______________________________

4. Name any two birds which are found in theTundra region.

a. _______________________________ b. _______________________________

5. Name the tribes which live in the Tundra region.

a. _______________________________ b. _______________________________

c. _______________________________ d. _______________________________

e. _______________________________

6. Identify the animals shown in the following pictures and write down their names.

a. b. c. d.

102

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


3 2The Tundra

Region

Across

3. In the Southern Hemisphere _____________________________ continent is also included in the tundra climate region.

6. The garment which is prepared by sewing the pieces of animal’s skins with needles made from animals bones and sinews.

7. The state of deep sleep in which an animal enters during severe winter in the tundra region.

8. Soft snow which is used to fill the gaps in igloos that act as heat __________________.

Down

1. A special boat which is used by the Inuits for hunting.

2. Animals that live in the tundra region have a thick layer of __________________.

4. Big chunks of ice that float in sea are called __________________________.

5. These birds are found in Antarctica and walk clumsily on their feet, but they are excellent swimmers.


Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Equatorial Region

4 1The Equatorial

Region


a. The area on the earth around the ___________________ receives the maximum amount of sunlight throughout the year.

b. The ___________________ of forests consists of very tall trees that reach a height of 45-55 metres.

c. Shrubs, herbs, creepers and climbers grow well in the ___________________ layer of the forest.

d. ___________________ are very slow moving animals which live on the top of the trees and rarely come down.

e. Rainforests have ___________________ and ___________________ importance for mankind.

f. The Amazon rainforests are called as _______________________ as they convert a large amount of ______________________________ gas into ______________________________ gas.

g. ___________________ and ___________________ mines are also found in equatorial regions.

h. In Africa, the people of the ___________________ tribe have a very short height.

i. In the rivers of the rainforests, reptiles such as _________________ are found.

j. Equatorial region is present between ___________________ and ___________________.

k. In equatorial region, the temperature rises rarely above __________________ degrees.

l. The plants of the equatorial region are always covered with lush green leaves, and are called ___________________.

m. The ___________________ layer of these forests receive minimum sunlight and only the plants that require less __________________ can survive here

n. Pygmies use ___________________ to travel in rivers easily.

104

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


4 2The Equatorial

region

1. Describe the following terms.

a. ‘Slash and burn’ way of farming.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

b. The canopy layer

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

c. Pygmies

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. Write any two economic importance of rainforests.

a. ____________________________________________________________________________________

b. ____________________________________________________________________________________

3. Write a short note on the occupations of the people living in the rainforests.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Grasslands

5 1The Grasslands

Across

3. This type of tropical grassland is found in Africa.

5. This is the world’s largest bird which lives in the tropical grasslands of Africa.

7. This flightless bird is found in the grasslands of Australia.

8. This nutritious grass grows in Pampas grasslands.

Down

1. This grassland region in North America is also called ‘the wheat basket of the world’.

2. In northern hemisphere temperate grasslands are found between the Tropic of _____________ and the Arctic Circle.

4. This grassland is found in Australia.

6. This type of grassland is found on either side of the equator.


106

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


5 2The Grasslands

1. Match these columns.

Column A Column B 1. Prairies a. China and Mongolia 2. Steppes b. Australia 3. Downs c. South Africa 4. Pampas d. North America 5. Veldts e. Europe 6. Manchurian steppes f. South America

2. Name any four herbivores that live in the tropical grasslands.

a. ______________________________ b. ______________________________

c. ______________________________ d. ______________________________

3. Name four carnivores that live in the tropical grasslands.

a. ______________________________ b. ______________________________

c. ______________________________ d. ______________________________

4. Name any four animals that live in the tropical grasslands.

a. ______________________________ b. ______________________________

c. ______________________________ d. ______________________________

5. Name any three animals that live in the tropical grasslands of Australia.

a. ______________________________ b. ______________________________

c. ______________________________

107 Model Question Paper

Model Question PapersoCial sTudiEs Class 5, TERM i



a. symbol represents the ____________________. (i) port (ii) wall (iii) country capital (iv) state

b. Which of the following information is not shown in a thematic map? (i) crops (ii) state capital (iii) soil (iv) forest

c. The weather of any place does not depend on the ____________________. (i) temperature (ii) humidity (iii) wind (iv) lifestyle of people

d. Which one of the following gases absorbs the harmful rays of the sun? (i) Carbon dioxide (ii) Oxygen (iii) Nitrogen oxide (iv) Ozone

e. The Inuits use a special boat called the ____________________. (i) kayak (ii) lifeboat (iii) raft (iv) trawler

f. Big chunks of ice are called ____________________. (i) ice tray (ii) ice cubes (iii) icebergs (iv) ice table

g. This layer of the equatorial forest receives minimum sunlight ____________________. (i) the canopy layer (ii) the emergent layer (iii) the forest floor (iv) the under story layer

h. Which one of the following plants can grow in a rainforest? (i) bamboo (ii) cactus (iii) pine (iv) cocoa

i. Which one of the following trees grows in the tropical grasslands? (i) cactus (ii) pine (iii) moss and lichens (iv) baobab

j. Which of the following countries is the largest producer of wool? (i) Australia (ii) Brazil (iii) Singapore (iv) Nepal

2. Fill in these blanks. (10)

a. _____________ is a representation of the earth on a flat surface.

b. The _______________ is the important longitude which divides the earth into the eastern and western hemispheres.

c. The mass cutting down of trees in an area is called _______________. d. The ozone layer is decreasing due to the excessive use of _____________ in refrigerators and air

conditioners.

e. Birds like _______________ and _______________ are found in the tundra region. f. The Inuits use the skin of animals as clothes. It is called _________________.


g. ______________ animals are very slow moving which live on top of the trees and rarely come down.

h. In Africa, the people of ________________ tribe have a short height.

i. The rainforest ____________________ is called ‘the lungs of the earth’.

j. A nutritious grass called __________________ grows in the Pampas grasslands.

3. Write True or False. (10)

a. A map can show the details of a small area quite accurately.

b. Symbols are very useful in determining the location of any place on a map.

c. The climate of a place changes every day.

d. Delhi and Lucknow have a moderate climate.

e. The tundra region is located around 60° N and 70° N.

f. Tropical rainforests are the greatest reserves of the diverse groups of animals and birds.

g. A baobab tree stores water in its roots.

h. In the USA, prairies grasslands are called ‘the wheat basket of the world’.

i. Cougar or Puma is a mountain lion which is commonly seen in the temperate grasslands.

j. In South America, tropical grasslands are also called savannah.

4. Name the following. (10)

a. Two animals that are found in the tundra region.

________________________________ ________________________________

b. Two types of plants that are found in the tundra region.

________________________________ ________________________________

c. Two layers of the forests that are found in the equatorial region.

________________________________ ________________________________

d. Two minerals that are found in the tropical rainforests.

________________________________ ________________________________

e. Two types of grasslands found in the world.

________________________________ ________________________________

5. Match the following columns. (10)

Column A Column B

1. Baobab tree a. Largest producer of wool

2. Kayak b. Nigeria

3. Australia c. East Africa

4. Hausa tribe d. Thick bark and stores water

5. Masai tribe e. A boat which is used by Inuits

a.


Column A Column B

1. Globe a. Atlas

2. Equator b. Extremely by low temperature

3. Book of maps c. Model of the earth

4. Frigid zone d. High temperature

5. Desert e. Longest latitude

6. Writeonedifferencebetweenthefollowingterms. (10)

a. Map and globe

b. Longitude and latitude

c. Weather and climate

d. Tropical grasslands and temperate grasslands

e. Torrid zone and frigid zone

7. Answer the following questions in a few lines. (15)

a. Why do we use different colours on a map?

b. List the factors which affect the climate of an area.

c. How is an igloo made?

d. What are icebergs? Why are they considered dangerous?

e. Who are Masai and Hausa people? Describe their lifestyles.

8. Answer the following questions. (25)

a. Explain about the different types of maps and their uses.

b. How do you think human activity can change the climate? Give reasons to support your answer.

c. With the help of a diagram explain the different heat zones of the earth. What are the characteristics of each heat zone?

d. What is the importance of rainforests in regulating the climate of our planet and for other organisms?

e. What is the importance of directions, symbols and scale on a map?

b.


Answers to Coursebook1. Globe and Maps

a. 1. (a) 2. (c) 3. (a) 4. (b) 5. (d)

b. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)

C. 1. atlas 2. globe 3. physical 4. Scale

5. Equator

d. 1. Globe: A globe is a model of the earth that exactly resembles its shape.

Map: A map is a representation of the earth on a flat surface. It can show the details of a small area quite accurately.

latitudes: On a globe, the lines which run parallel to each other are called latitudes.

longitudes: On a globe, the lines which run vertically are called longitudes.

2. Globe

1. A globe is a model of the earth on a curved surface.

2. It cannot be folded, so it is not easy to carry.

3. It does not show the details of a small area accurately.

Map

1. A map is a representation of the earth on a flat surface.

2. It can easily, be rolled or folded and therefore it is easy to carry.

3. It can show the details of a small area quite accurately.

3. There are different types of maps: Physical maps, political maps and thematic maps.

physical Maps: Physical maps show the presence of mountains, plateaus, rivers, deserts, plains, forests, seas, oceans, etc. in an area. All these different landforms are depicted in different colours.

political Maps: Political maps show the boundaries of a city, state, country and their capitals. Through a political map we can know the shape and size of a state or a country.

Thematic Maps: Apart from physical and political maps, we also refer to thematic maps which show the location of industries, population, transport, minerals, crops, soil, natural resources, forests and

wildlife, rainfall, roads, etc. These maps focus only on specific information.

4. direction: Usually four cardinal directions North, South, East and West are always shown on a map. North is shown with an arrow and ‘N’. North is always at the top. If we know the north direction, then we can easily find the other directions.

scale: A map cannot show the actual distance between two places as the actual distance varies upto many kilometres.

The scale on a map is the ratio between two points on the ground and their corresponding distance on a map. Hundreds of kilometres can be represented by smaller units like centimetres.

1 cm = 100 km. According to this, if the distance between city A and city B is 6 cm, then the actual distance between these two cities will be 6 x 100 km= 600 km.

symbols: A map shows not only places and physical landforms, it also shows the presence of various man-made things such as bridges, residential areas, railway tracks, roads, places of worship etc. For this purpose various symbols are used. These symbols are very useful in determining the location of a place.

5. We use different colours to represent different landforms. It helps to identify the landforms on a map.

2. Weather and CliMate

a. 1. (a) 2. (d) 3. (b) 4. (c) 5. (a)

b. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)

C. 1. Land 2. sea 3. greenhouse

4. CFCs 5. Frigid

d. 1. Weather: The weather can be defined as the condition of atmosphere at a given place for a short period of time. It is unpredictable and it changes frequently. It changes every day.

Climate is the weather pattern observed in any area for a longer period of time; for example in months. Some places are always cold and some places are always hot.

2. The climate of an area depends on certain geographical factors.

Answers to Coursebook 111

They are as follows:

(a) Distance of the place from the equator

(b) Distance of the place from the sea

(c) Height above the sea level

(d) Direction of wind

(e) Humidity

3. Factors affecting the climate of an area: We know that our earth is tilted on its axis and it is spherical in shape. Due to these two reasons the sunlight distribution is not equal at all places. The places which receive direct sunlight have a hotter climate than the places that receive slanting sunrays. The regions of the earth around the equator receive direct sunlight throughout the year. Therefore the climate of this region is hot.

inclination of sunrays 4. heat zones: The earth is differentiated into three

distinct heat zones on the basis of the amount of sunlight that each region receives. These zones are:

torrid zone: This area is hot throughout the year because it receives direct sunlight. This zone is present around the equator and the Tropic of Cancer in the north and the Tropic of Capricorn in the south.

temperate zone: This area has moderate temperature. It is neither too hot nor too cold. This zone is present between the Tropic of Cancer and the Arctic Circle in the north and between the Tropic of Capricorn and the Antarctic Circle in the south.

Frigid zone: This area has extremely low temperature. The land is covered with a layer of ice for a larger part of a year. This zone is present between the Arctic Circle and the North Pole in the North and between the Antarctic Circle and the South Pole in the South.

heat zones 5. Human interference in nature is changing climate.

Deforestation is one of the major reasons for climate change. Due to deforestation there is less absorption of carbon dioxide. This increases the overall temperature of the area. It disturbs the water cycle also. Lack of trees do not allow the clouds to condense and thus the average rainfall in that area decreases.

3. the tundra reGiona. 1. (a) 2. (c) 3. (d) 4. (c) 5. (c)b. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)C 1. ice blocks 2. snowmobiles 3. Icebergs 4. arctic tern, snowy owl 5. Huskyd. 1. The Tundra region has an extremely cold climate.

The land is frozen for most part of the year. Winters are very long and summers are short. During winters it is very cold and dark. The sun doesn’t rise in the polar regions and it is night for 6 months at a stretch. The temperature remains below the freezing point. The area experiences snow storms during winter.

Summer is the time when the sun shines in the sky. In polar regions it is day for the next 6 months as the sun never sets. During summers, the snow melts and the land is free from ice.

2. Big chunks of ice which float in the sea are called icebergs. Only a small tip of iceberg can be seen from a distance. Icebergs are dangerous for ships as they can’t be seen during the night.

3. The ‘Inuits’ or Eskimos inhabit Greenland, Northern Canada, Russia and Alaska. The word Inuit means ‘real people’. They are traditionally hunters and hunt animals for their food, skin and fat. Most of these people survive on very limited means. They hunt animals and also gather tubers,


berries, roots, stem, grasses, and seaweeds. They usually depend on caribou and whale for their meat and fat.

Inuits use a special boat called ‘kayak’ for hunting which is used by one person at a time.

Inuits make a special kind of home from ice blocks which is called an ‘igloo’.

Igloos are kept warm with the help of a burning lamp and body heat. The floors and doors are lined with caribou skin which also keeps the igloo warm.

4. As the Inuit people came in contact with the Europeans and the Americans, their lifestyle changed a lot. Now, they live in urban areas with modern amenities. Now, they use modern weapons for hunting and snowmobiles instead of sledges. Some places are connected with airports. Inuits are being educated and trained to lead a life like their modern counterparts. They are integrated into the modern society.

5. A special kind of house, built from blocks of solid snow is called an igloo. An igloo is made by laying a circular foundation of ice blocks. Now, smaller blocks of ice are stacked together to make a dome shaped structure. Soft snow is used to fill the gaps which act also as heat insulator. The entrance is low and narrow. Igloos are kept warm with the help of a burning lamp and body heat. The floors and doors are lined with caribou skin which also keeps the igloo warm.

6. To survive in the difficult climate and region of tundra, animals have developed special adaptations. They have a thick layer of fat under their skin and fur on their skin to help them survive the harsh winters. These animals also hibernate during winters and come out in the summers when food is available in plenty.

Animals such as caribou, musk ox, polar bear, seal, walrus, arctic hare, reindeer, arctic fox, etc. are found here.

Birds such as arctic tern and snowy owl are also found here. In Antarctica penguins are found.

4. the equatorial reGion

a. 1. (d) 2. (d) 3. (c) 4. (a) 5. (d)b. 1. (e) 2. (d) 3. (a) 4. (b) 5. (c)C. 1. True 2. False 3. True 4. False 5. False d. 1. The equatorial region has a hot and humid

climate throughout the year. During daytime, water evaporates from water sources due to high temperature. By afternoon, due to excess humidity, it rains heavily. The rain lowers the temperature. This cycle continues throughout the year and the temperature rarely rises above 30°C.

2. The trees in a tropical rainforest are covered with lush green leaves and are called evergreen forests. In evergreen forests, the trees, grow thick, tall and close to each other. As a result, the sunrays cannot reach the ground easily.

3. Pygmy tribes have a short height and they live in the rainforest. The people are cut off from the mainland and do not come in contact with modern people. They live in the same way as early man used to live.

4. The importance of rainforests are as follows: • Severalmedicinalandcommerciallyimportant

trees grow here such as rubber, cinchona, cocoa, etc.

• Rainforests absorb a large amount of carbondioxide and convert it into oxygen.

• Rainforestsalsoattractrainfall. •They serve as home for various animals and

birds like monkey, sloths, cats like margay, jaguar, etc.

5. Forests in equatorial region are divided into different layers such as emergent, canopy, understory and forest floor.

emergent layer: This layer consists of very tall trees that reach a height of 45-55 metres. They can withstand hot temperatures and strong winds.

Canopy layer: This layer consists of trees which are usually 30-45 metres in height. Trees here are broad leaved and evergreen. The canopy restricts the entry of sunlight in the forest.

understory layer: Shrubs, herbs, creepers and climbers grow well in this layer. Very little sunlight reaches at this level and most of the animals live here.

Forest floor: This layer of forest receives minimum sunlight and only the plants which require less sunlight can survive here. This layer consists of dead and decaying matter which helps in the growth of other plants.

Mahogany, ebony, cinchona, rubber, rosewood, cocoa, etc., grow primarily in these areas as these plants require high temperatures and sufficient rainfall.

5. the Grasslandsa. 1. (c) 2. (d) 3. (b) 4. (b) 5. (c)b. 1.(e) 2. (d) 3. (a) 4. (c) 5. (b)C. 1. False 2. True 3. False 4. False 5. False d. 1. The climate of temperate grasslands is cooler than

that of the tropical grasslands. Here, summers are hot and humid while the winter are cool and dry. Rainfall is less to moderate in amount. During winter frost may also form.

2. Differences between temperate grasslands and tropical grasslands.

Answers to Coursebook 113

s.no. on the basis of temperate grasslands tropical grasslands

1. Location They are located between the Tropic They are located on either side of the of Cancer and the Arctic Circle in equatorial region. the north and between the Tropic of Capricorn and the Antarctic Circle in the south.2. Climate The climate of temperate The climate remains hot through out grasslands is cooler than that of the year which drops a little during tropical grasslands. Here, summers winter time. are hot and humid while winters are cool and dry.3. Vegetation Grass is shorter than the grass Grass are tall and coarse. Acacia and of tropical grasslands. Trees are Baobab trees are commonly seen here. rarely seen.4. Animals Cougar or Puma is commonly Giraffes, zebras, African elephants, seen. Animals like Vicuna, Alpaca antelopes, etc. are the commonly seen

can be seen here. Birds like condor animals. are found here. The world’s biggest bird ostrich is also found here.5. People and Red Indian tribes live in these Masai and Hausa tribes are found here.

their lives grasslands. The main occupation of These are mostly nomadic. They rear the people living here is farming and cattle and they move with their cattle. and cattle rearing.

3. Masai tribes live in East Africa and Hausa tribes live in Nigeria. The Masai tribes rear cattle and they move with their cattle in the dry season in search of water. Hausa tribes live in circular huts and grow maize, groundnut, bananas, cotton and tobacco

4. Many animals live in the tropical grasslands, especially in Savannah. Giraffes, zebras, African elephants, antelopes, okapi, Cape buffalo, etc. are commonly seen herbivores. Cheetahs, lions, hyenas, leopards, hunting dogs, vultures, etc. are also found here. There is tall grass in Savannah which serve as a camouflage for various animals and thus helps to protect them from predators. The world’s biggest bird ostrich is also found here. Apart from the mentioned animals many other majestic animals roam in this area. In Australian tropical grasslands we can find kangaroos, wallabies, dingoes and flightless birds like emus. In South American tropical grasslands we can find Orinoco crocodile which is 23 feet long, giant armadillo, giant otter, capybara and anaconda.

5. In temperate grasslands cougar or puma; a mountain lion is commonly seen. Apart from this,

vicuna, alpaca and condor (vulture) bird can also be seen here. Grazing and burrowing animals are also found here. Coyotes, bison, antelopes, prairie dogs, grasshoppers, jack rabbits, etc., are seen here. In Australia, sheep are reared to obtain wool.

let’s revise

a. 1. globus 2. physical 3. Weather

4. the tundra 5. hot, humid

b. 1. (e) 2. (a) 3. (b) 4. (c) 5. (d)

1. Thematic maps focus only on specific information such as annual rainfall, minerals, crops, etc. in a country. Political maps show the boundaries of a city, state, country and their capitals.

2. Parka, kayak and igloo are used by Inuits or Eskimos. Parka is a garment make from the skin of animals. The skin pieces are sewn together with needles made from animal bones. Kayak is a special boat used by Inuits for hunting. It is used by one person at a time. Igloo is a special home made from snow blocks. Igloos are kept warm with the help of a burning lamp and body heat.

Lifestyle of inuit people. The Inuits or Eskimos inhabit Greenland, northern Canada, Russia and


Alaska. The word Inuit means real people. They are traditionally hunters and they hunt animals for food, skin and fat. Most of these people survive on very limited means.

3. Equatorial rainforests are found in areas around the equator, in countries such as The Republic of Congo, Uganda, Kenya, Amazon basin, Indonesia and Malaysia. The climate in these areas is hot and humid throughout the year. The forests found in these areas are divided into four layers:

emergent layer: This layer consists of tall trees (45- 55 metres) which can withstand hot temperature and strong winds.

Canopy layer: This layer consists of trees which are 30-45 metres in height. They have broad leaves which restrict the entry of sunlight in the forest.

understory layer: This layer receives very less sunlight. Shrubs, herbs, creepers and climbers can grow here.

Forest floor: This layer receives minimum sunlight. A few plants can grow here. This layer consists of dead and decaying matter.

4. Tropical grasslands are present on either side of the equatorial region, i.e., from the equator to the Tropic of Cancer in the northern hemisphere; and from the equator to the Tropic of Capricorn in southern hemisphere. Temperate grasslands are present in areas between the Tropic of Cancer and the Arctic Circle in the northern hemisphere and the Tropic of Capricorn and the Antarctic Circle in the southern hemisphere.

5. The importance of rainforests are as follows: • Severalmedicinalandcommerciallyimportant

trees grow here such as rubber, cinchona, cocoa, etc.

• Rainforests absorb a large amount of carbondioxide and convert it into oxygen.

• Rainforestsalsoattractrainfall. •They serve as home for various animals and

birds like monkey, sloths, cats like margay, jaguar, etc.

d. 1. land breeze: During night time, the land cools off quickly while the sea water cools down very slowly. As a result, a high pressure area develops over land and the air travels from land towards water which has a low pressure area. This movement of air from land to sea is called land breeze.

2. sea breeze: During daytime the land heats up quickly while the sea heats up slowly. As a result, a high pressure area develops on sea, and a low pressure area develops on land. The air flows from sea to land, i.e., from a high pressure area to a low pressure area, and this is called sea breeze.

3. Greenhouse effect: Certain gases such as carbon dioxide, methane, nitrous oxide and sulphur dioxide trap the heat of the sun and lead to an increase in the temperature of the earth. An increase in the amount of these gases in our atmosphere is gradually increasing the temperature of the earth, and causing damage like flooding of dry and arid regions, melting of polar ice caps at a faster rate, increase in sea level and flooding of coastal areas, etc.

4. torrid zone: This region is present around the equator and the Tropic of Cancer in the north and the Tropic of Capricorn in the South. This region receives direct sunlight throughout the year and it has a hot climate.

5. permafrost: Due to extreme cold the soil below the surface remains permanently frozen in the tundra region. It is called permafrost. It stores carbon dioxide and methane in it.



1. GlobE and MapsWorksheet 11. a. b.

c. d.

e. f.

g. h. i. j.

Globe Map

1. A globe is a model of 1. A map is a represent- the earth. It resembles ation of the earth on the shape of earth. a flat surface. 2. It is difficult to carry 2. It can be rolled or folded as we cannot fold or and therefore it is easy roll it. to carry. 3. It cannot show 3. It can show the the details of a small details of a small area area. quite accurately.

Worksheet 21. a. globe b. latitudes c. grid d. prime meridian e. Physical f. blue g. Political h. North i. scale, distance j. Globes, maps k. Thematic l. flat, easy m. Scale n. globe

2. WEaTHER and CliMaTEWorksheet 1A.

Worksheet 21. Due to deforestation, there is less absorption of carbon

dioxide. This increases the overall temperature of the area and causes global warming.

2. The region around the Mediterranean sea is called the Mediterranean region.

3. When certain gases as carbon dioxide, methane, nitrous oxide and sulphur oxide are mixed in the atmosphere, they trap the heat of the sun and increase the temperature of the earth. It is called greenhouse effect.

4. Due to the greenhouse effect the polar ice caps are melting at a faster rate. This increases the sea level and can flood coastal areas as Mumbai and Kerala. Due to global warming the climate patterns are changing. In many places heavy rains have caused flooding.

3. THE TundRa REGionWorksheet 11. a. Russia (Siberia) b. Norway c. Finland d. Sweden e. Canada (Northern Part)2. a. Mosses b. Lichens3. a. Polar bear b. Arctic hare c. Seal d. Reindeer e. Walrus f. Musk ox4. a. Arctic tern b. Snowy owl5. a. The Inuits b. The Lapps c. The Yakuts d. The Samoyed e. The Koryaks and Chukchi6. a. Polar bear b. Reindeer c. Seal d. Husky

Worksheet 2


4. THE EquaToRial REGionWorksheet 11. a. equator b. emergent layer c. understory d. Sloths e. ecological, economic f. lungs of the earth, carbon dioxide, oxygen g. Diamond, gold h. pygmy i. crocodiles j. 5°N, 5° S k. 30 l. evergreen forests m. forest floor, sunlight n. boatsWorksheet 2

1. a. The indigenous people cut plants in a small area and burn them to ashes to clear the land for farming. They spread these ashes in the area and after some days they start farming. This method is called the ‘slash and burn’ way of farming.

b. The canopy layer: This layer consists of trees which are usually 30-45 metres in height. The trees are broad leaved and evergreen. The canopy restricts the entry of sunlight in the forest.

c. In Africa, the people of pygmy tribe have short height. These people are cut off from the mainland and do not come in contact with the modern people. They live in the same way as early man used to do.

2. a. Several varieties of trees such as rubber, cinchona, cocoa grow in these areas. Farmers get money by selling these crops which are used for making rubber products like tyres, medicines and chocolates.

b. Rainforests absorb large amounts of carbon dioxide and convert it into oxygen.

The forests of Amazon are called the ‘lungs of the earth’ as they convert a large amount of carbon dioxide into oxygen.

3. Apart from tribes, many people live in villages and cities. Fishing and farming are their main occupations. Staple crops of this region are cassava, corn, rice, sugarcane and banana. Cash crops are also an important source of income.

The equatorial region is also rich in minerals such as tin, copper, uranium, petroleum etc. Diamond and gold are also found in these regions. Hence mining is also an important occupation.

5. THE GRasslandsWorksheet 1

Worksheet 21. 1. (d) 2. (e) 3. (b) 4. (f) 5. (c) 6. (a)

2. a. Giraffe b. Zebra c. Antelope d. Okapi3. a. Cheetah b. Lion c. Hyena d. Leopard4. a. Bison b. Coyotes c. Jack rabbit d. Grasshopper5. a. Kangaroo b. Wallaby c. Dingo

117 Answers to Model Question Paper


1. a. (iii) b. (ii) c. (iv) d. (iv) e. (i)

f. (iii) g. (iii) h. (iv) i. (iv) j. (i)

2. a. Map b. prime meridian

c. deforestation d. CFC

e. Arctic tern, Snowy owl f. parka

g. Sloth h. pygmy

i. Amazon j. alfalfa

3. a. True b. True c. False d. False e. True

f. True g. False h. True i. True j. False

4. a. Polar bear Walrus

b. Mosses Lichens

c. Emergent Canopy

d. Copper Uranium

e. Tropical grasslands Temperate grasslands

5. a. 1. (d) 2. (e) 3. (a) 4. (b) 5. (c)

b. 1. (c) 2. (e) 3. (a) 4. (b) 5. (d)6. a. The map is a representation of the earth on a flat

surface. A globe is a spherical model of the earth and exactly resembles the earth in shape.

b. Longitudes are vertically drawn imaginary lines on the surface of a globe or a map.

Latitudes are the imaginary lines which are drawn horizontally.

c. Weather is the condition of the atmosphere of a place for a short period of time.

Climate is the weather pattern which is observed in an area for a longer period of time, i.e., for many years.

d. Tropical grasslands are located on either side of the equatorial region.

Temperate grasslands are located between the Tropic of Cancer and the Arctic Circle in the north and between the Tropic of Capricorn and the Antarctic Circle in the south.

e. Torrid zone is the part of the earth which receives direct sunlight and is hot throughout the year.

Frigid zone is the part of the Earth which receives less sunlight and has extremely low temperatures.

7. a. Colours are used on a map especially in a physical map to show different landforms. Blue colour represents water bodies, and brown colour represents the mountains.

b. The factors which affect the climate of any area are:

(i) Distance of the place from the equator. (ii) Distance of the place from the sea. (iii) Distance of the place above the sea level. (iv) Direction of wind. (v) Humidity. c. An igloo is a special type of house which is made

from snow blocks. It is made by laying a circular foundation of snow blocks. Further smaller blocks of snow are stacked together to build a dome shaped structure. Soft snow is used to fill the gaps. Igloo has a low and narrow entrance.

d. Big chunks of ice which float in the sea are called icebergs. Only a small tip of an iceberg can be seen from a distance and they can’t be seen at night. Therefore, they are dangerous for ships.

e. Masai and Hausa are the nomadic tribes which live in tropical grasslands. The Masai tribe rear cattle and they move with their cattle in search of water during the dry season. The Hausa tribe live in circular huts and grow maize, groundnut, banana, etc.

8. a. There are different types of maps: Physical maps, political maps and thematic maps.

physical Maps: Physical maps show the presence of mountains, plateaus, rivers, deserts, plains, forests, seas, oceans, etc., in an area. All these different landforms are depicted in different colours. Usually the waterbodies are shown in blue colour, forests and grasslands are shown in green colour, and mountains are shown in brown colour.

political Map: Political maps show the boundaries of a city, state, country and their capitals. Through political maps we know the shape and size of a state or a country.

Thematic Map: Apart from physical and political maps we also refer to thematic maps which show the location of industries, population, transport, minerals, crops, soil, natural resources, forests and wildlife, rainfall, roads, etc. These maps focus on specific information only.

b. The main reason for the change in the climate has been human interference in nature. Centuries of technical and industrial development has led to a destructive change in our climate. Some of the common reasons for this change are:

deforestation: The mass cutting down of trees in an area is called deforestation. Deforestation


is one of the major reasons for climate change. Deforestation has the following effects.

•Due to deforestation there is less absorptionof carbon dioxide. It increases the overall temperature of the area.

•Soilispronetoerosion.Thefertiletoplayerofthe soil is easily washed away by rain and wind.

•Due to deforestation the soil of the area isdirectly exposed to the harsh sunrays which evaporates the moisture. Thus the soil becomes less suitable for further growth of other plants.

•Due to deforestation the area gets hotter. Itdisturbs the natural water cycle.

•Forests are homes to many diverse groups ofanimals. Without forests these animals cannot survive. Thus their number also reduces steadily.

•Cuttingoftreesreducestheamountofoxygenwhich is vital for the survival of humans and animals.

c. The earth is differentiated into three distinct heat zones on the basis of the amount of sunlight that each region receives. These zones are:

torrid zone: This area is hot throughout the year because it receives direct sunlight. This zone is present around the equator to the Tropic of Cancer in the North and the Tropic of Capricorn in the South.

temperate zone: This area has moderate temperature. It is neither too hot nor too cold. This zone is present between the Tropic of Cancer and the Arctic Circle in the North and between the Tropic of Capricorn and the Antarctic Circle in the South.

Frigid zone: This area has an extremely low temperature. The land is covered with a layer of ice for the longer part of the year. This zone is present between the Arctic Circle and the North Pole in the North and between the Antarctic Circle and the South Pole in the South.

d. Rainforests have ecological and economic importance for mankind.

They absorb large amounts of carbon dioxide and convert it into oxygen. This oxygen is required by humans and animals for respiration. The Amazon rainforest is called the ‘lungs of the Earth’ as they convert a large amount of carbon dioxide into oxygen.

Rainforests also serve as the home for unique types of animals and birds. Without rainforests, these living beings will be wiped out from the earth.

We can find many unique and commercially useful plants in these rainforests. Some of these may also help in the treatment of diseases.

At present, the rainforests are being cut and cleared at an alarming rate to make space for farming and industries. As a result, many unique species of trees, animals, insects and birds are being lost. They also reduce the amount of oxygen and increases the amount of carbon dioxide in the atmosphere. This has intensified the situation of global warming. We need to protect our rainforests from being destroyed otherwise the future of our planet will be at stake.

e. direction: This is one of the most important components of a map. Usually four cardinal directions North, South, East and West are always shown on a map. North is shown with an arrow and ‘N’. North is always on the top. If we know the north direction, then we can easily find the other directions.

scale: A map cannot show the actual distance between two places as the actual distance varies by many kilometres. Therefore, distances are shrunk to fit on a paper. The scale on a map is the ratio between two points on the ground and their corresponding distance on a map. Hundreds of kilometres can be represented by smaller units like centimetres. 1 cm = 100 km. According to this if the distance between city A and city B is 6 cm, then the actual distance between these two places will be 6 × 100 km = 600 km.

signs and symbols: A map does not only show places and physical landforms, but it also shows the presence of various man-made things such as bridges, residential areas, railway tracks, roads, places of worship, etc. For this purpose various symbols are used. These symbols are very useful in determining the location of any place.

TERM

2


English Overall Lesson Plan

Term 2Unit Contents Expected Learning Outcomes

1. Damon and Pythias

A story from Greek mythology

Let’s learn words• Describing words (adjectives)• Words that describe the people around us

Let’s listen• Listening to a story

Let’s learn grammar• Pronouns

Let’s speak• Preparing a short speech

Think and Write• Acrostic poem

Life Skills• Types of situations in life

Students learn the importance of trust and loyalty in a true friendship.Students learn about describing words (adjectives).Students learn about the variety of people who are around us and what work they do for us.Students listen to a story read by their teacher. They also learn to punctuate the writt en text of the story.Students learn about pronouns and when they are used in sentences.Students learn how to prepare a short speech on their best friend and speak about that person.Students learn about an acrostic poem and write such a poem to their friends.

Students learn about the various types of situations they can face in their life and how they can try to overcome them.

2. A Tribute to Food

A poem writt en in praise of food

Let’s enjoy• Interviewing students

Let’s do• Celebrating ‘Food week’

Life Skills• Educating children to avoid wastage of

food

Students learn about diff erent types of food they eat and why food is important to them.Students are interviewed about their favourite food and why they consider them so.Students learn about a variety of food of a particular colour. This may include fruits, vegetables and dishes in a specifi ed colour.

Students learn about wastage of food, and what they can tell their parents about it. They learn about some of the healthy food they can bring in their school lunch boxes.

Teacher’s Resource Pack-5 (Term-II) 122

3. Zen Tales

Chinise Folk tales on perfection and good nature

Let’s learn words• Bite/sting of animals

• Sounds produced by animals

Let’s listen• Listening to a story

Let’s learn grammar• Adjectives

Let’s speak• Lesson learnt from these Zen tales

Think and write• Imagining a situation writing a dairy

Life Skills• Evaluating the talents

Students learn moral values from these Zen tales; these tales refl ect the character of people.Students learn about some of the animals (which include insects) that bite and some that sting.Students learn about the sounds produced by animals.Students listen to a story read by their teacher and try to answer the questions asked by the teacher.Students learn to identify and underline the adjectives in the given sentences.

Students learn to arrange the adjectives in the appropriate columns.

Students learn some lessons from these Zen tales.

Students imagine an encounter and the conversation that takes place.Students are taught how to write a diary on an incident.Students learn to make a list of talents found in their teammates. They learn to write about their qualities.

4. A Song From the

Suds.

A poem about working hard with passion

Let’s enjoy• Locating the lines in the poem

Life Skills• Benefi ts of being passionate about one’s

work

Students learn to locate important lines (from the poem) which tell us about some activities done in it.Students learn about the benefi ts of being passionate about one’s work.

5. Tornado

The story of a sportswoman with a disability

Let’s think and answer• Drawing inspiration

Let’s learn words• Matching sports terms to their descriptionsLet’s listen• Drawing inspiration from Jesse Owens

Let’s learn grammar• Adverbs

Think and Write• Writing a few lines

Life Skills• Qualities of a good sportsman

Students learn about a sportswoman (an athlete) who overcame her physical disability and achieved fame.Students learn to draw inspiration from diff erently abled persons.Students learn about the terms used in sports and their descriptions.Students learn to draw inspiration from the life story of Jesse Owens, the famous athlete.

Students learn about adverbs and their types.

Students learn to write a few lines about famous Indian sports stars.

Students learn to make a plan of action for making a career in sports.



1. DAMON AND PYTHIASThings you will need:

Textbook and a notebook Picture of Lord Krishna and his friend

Sudama A Smart Class or access to a multimedia

computer

INTRODUCTION

• Show students a picture of Lord Krishna and Sudama meeting each other in Lord Krishna’s palace. Now ask the students to say something about their relationship. Make the students familiar with the true friendship that existed between them.

• Tell students that they are going to read an interesting short story from Greek mythology, about two friends named Damon and Pythias.


• Ask students to look at the ‘Let’s start’ activity and att empt it.

The lesson

• Read page 9 aloud at a slow pace; tell the class to be att entive. Then ask a few questions from this text, e.g.,

Name the island mentioned in the opening lines.

What was the nature of the king of Syracuse? Whose friendship did the king want to test? Whom were the friends discussing about?

• Draw the att ention of class to the highlighted words and their meanings. Use the words in making new sentences and encourage students to try to make more sentences.

• Discuss the snippets “Let’s learn” and “Let’s think and answer” given in the lesson.

• Do all the above activities for the remaining pages 10-12 also.

• Get students to work in pairs and frame two questions each on the text from the remaining pages. Ask other students to answer those questions in complete sentences. Students can be trained in giving answers orally before they write them in their notebooks. The teacher shall correct or improve it.

• You can ask a few students to enact this story by playing the characters of the two friends, the king and the executioner. This will be a fun-learning exercise for the whole class.

EXERCISES

Let’s understand

• Ask students to att empt activity A individually by ticking the correct options. Discuss the right answers, by giving explanations for them.

• For activity B, ask students to come forth for answering orally. Tell the rest of students to locate the answers in their textbooks. It will serve as a reading activity as well.

• Get a few students to repeat the answers. Students can be trained to give the answers orally before they write it in their notebooks.

• The teacher can correct or improve the language of the answers given by the students.

Let’s learn words

• Tell students that each word expresses something, e.g., the word ‘harsh’ means something rough but not smooth.

• Divide the class into four groups and ask each of the groups to try both the activities 1 and 2 given here.


• Make students familiar with the ‘ch’ sound even if the word ends with the lett ers ‘ch’ or ‘tch’. Tell them that it is silent like in ‘watch’. Now ask the students to att empt it.



• Explain to students the concept of pronouns by giving some suitable examples. Now ask them to rewrite the given sentences by using suitable pronouns in their notebooks.

• Once they complete this exercise, discuss these sentences in the class by giving suitable explanations.

Let’s speak

• Tell students to read the questions given here. Now ask the class to prepare a short speech. Call a few students to come forth for delivering the speech. Correct the language of the students if they were to fumble while speaking.

Think and write

• Explain to students, the concept of an acrostic poem, taking the example of ‘ARVIND’ given here. Now divide the class into groups of six students each and ask each group to write an acrostic poem on a friend.

• Encourage them to work on other themes for fun – SCHOOL, CRICKET, TELEVISION.

Let’s learn more

• Ask students to explore the given website either in the computer lab of the school or at their home PC to know more about the friends Damon and Pythias.

Life Skills

• This is a critical thinking exercise. Explain to students the three situations given in the three questions. Ask students to think what they would do if they were in that situation. Make this activity an open group discussion session. Use this also to discuss value based issues.

• Encourage more and more students to participate in this activity by telling them to share their thoughts with the class.

2. A TRIBUTE TO FOODThings you will need:

Textbook and a notebook

A Smart Class or access to a multimedia computer

Pictures of some snacks, fruits and vegetables

INTRODUCTION

• Ask students whether they watch Master Chef on TV? Do they like it? Do they cook? Talk about the diff erent cuisines that know about – Chinese, Indian, Punjabi, Italian, Continental, etc.

• Show pictures of samosa, burger, chapatt i and curry, sandwich, green salad, apple, etc.

• Now ask students which eatable out of these, they like the most.

• Ask them which fruit is considered the best in nutrition and is recommended by doctors for eating daily.

• Tell students that this short and simple poem is about the diff erent types of foods eaten in diff erent countries.


• Ask students to look at the ‘Let’s start’ activity and complete it.

The poem

• Play the poem. Ask students to close their books and listen to the poem att entively. You could also read it aloud if you do not have an audio equipment in the class.

• Play or read the poem a second time. This time tell them to follow it with their textbooks. Play only the fi rst stanza of the poem.

• Ask a few questions from this stanza, e.g., Whom is the poet addressing in this poem? Who is considered the most powerful of all? By what name is one who loves tasty fast

food called? Which food items are considered good for

health?• Focus on the words highlighted in the poem

and their meanings given in the box. Encourage students to form new sentences using these words.

• Discuss junk food and the side eff ects of eating them. Encourage them to develop the habit of eating fruits and salads.


• Now do the same activities with other stanzas also, to complete reading the poem.

EXERCISES

Let’s understand

• For activity A, ask students to att empt these questions individually. The answers have already been discussed in the course of learning the poem.

• For activity B, divide the class into fi ve groups and allot one question each to every group. Give them three minutes time to think and then orally answer it in the class. It would become an open session. Once the answers are discussed in the class, tell them to write the appropriate answers, as suggested by you, in their notebooks.

Let’s enjoy

• Take a one question interview by asking any ten students from the class what their favourite food is and why it is so.

Let’s do

• Ask students to celebrate Food Week with a colour theme in their lunch food for each day.

Life Skills

• Conduct a group discussion on the topic—‘Wastage of Food’ in the class. Put before the class a few questions given here. You can divide the class into four groups and organise a debate too.

3. ZEN TALESThings you will need:

Textbook and a notebook A picture of a Buddhist monk A Smart Class or access to a computer

INTRODUCTION

• Show the class a picture of a Buddhist monk, and ask them to identify the person. Tell students that Zen tales are Chinese folk tales

based on moral values taught in Buddhism, and have been spread far and wide by Buddhist monks.

• Tell them that this lesson consists of two short stories based on the goodness of human nature.


• Ask students to share a few stories in the class. Tell them about the hidden morals and values in those stories.

The lesson

• Ask students to look at the illustrations given on page 20 and talk about them. Ask a few questions, e.g.,

What is the diff erence between the two pots shown in the fi rst picture?

What is the diff erence between the two sides of the lane shown in the second picture?

• Read the text on page 20 aloud at a slow pace. Tell the class to be att entive while you read it out to them.

• Now ask a few questions from the text, e.g., What did the Chinese man carry in the two

pots which he had hung from a pole? Why did one of the pots deliver only half the

quantity of water it could hold? Why was the cracked pot ashamed of itself?

• Draw the att ention of class to the highlighted words and their meanings. Encourage students to make new sentences using these words.

• Discuss the snippets ‘Let’s learn’ given in the lesson for providing extra information to students in order to build their general knowledge.

• Do all the above activities given in the texts of pages 21 and 22 in the class.

• Ask students to work in pairs and frame two questions each on the text from the remaining pages 21 and 22. Ask other students to answer those questions in complete sentences. Students can be trained to give the answers orally. The teacher can correct or improve their sentences wherever he/she fi nds some scope for improvement.


EXERCISES

Let’s understand

• You can get students in pairs, or small groups and get the activity done.

Let’s learn words

• For activity A, explain to students that some animals bite and some sting their enemy in defence. Now, ask the class to try this activity, explaining the fact which they might not be aware of, e.g., a jellyfi sh stings very painfully.

• There are some activities performed by a few animals given in the two columns in activity B. Ask the class to att empt it. Give them hints to make the right match.


• Make students become familiar with similar sounding words, e.g., bus–buzz, lace–laze. Ask them to make sentences using the pairs of similar sounding words in this section.

Let’s listen

• Read out the story, given on page 43 of the textbook aloud and at a slow pace to the students. Tell them to listen att entively and not to read it out from the book.

• Read the story again, and ask the class to answer the questions given there.


• Explain to students the use of adjectives in giving information about a noun, e.g., a largebox, small ant, hot tea, harsh sound, etc.

• Now divide the class into four groups and ask each group to try both the activities A and B. Check their responses, discuss the corrections in the class and declare the group which has given the maximum number of correct responses within fi ve minutes as the winner.

Let’s speak

• Divide the class into groups of fi ve students. Now tell all the groups to discuss among

themselves the given question. Ask one representative from each group to speak out the views of his group.

Think and write

• Ask students to read this activity and write a diary entry on the event mentioned here (The scorpion story).

Let’s learn more

• Tell students that they can read some more Zen stories at home by visiting the given websites on the internet in their home PCs.

Life Skills

• Ask students to read the activity and att empt it.• Tell students to talk to every member of the

group. They can give them a talent of theirs, and in turn write a talent of their friend in their books. Encourage them to recognize their strengths and capabilities, e.g., I make friends easily, I sing, I draw, I swim, I like to help others, I help my mother in the kitchen, etc.

4. A SONG FROM THE SUDSThings you will need:

Textbook and a notebook Pictures of a carpenter, cobbler, plumber,

tailor, mechanic doing their job by using their hands

A Smart Class or access to a multimedia computer

INTRODUCTION

• Ask students how they feel when they run very fast and when they study their lesson at home. Tell the diff erence in both the activities; the former requires physical eff ort and the latt er requires mental eff ort to perform respective tasks.

• Tell them that physical work keeps our body fi t and mind healthy. Tell them also that this is a poem about the benefi ts of doing hard work.

• Show the pictures of various professionals doing their tasks. Ask the students what is common among their jobs—use of hands and stamina.



• Ask students to look at the ‘Let’s start’ activity and work in pairs to att empt it.

The poem

• At fi rst, play the fi rst two stanzas of the poem. Ask students to close their textbooks and listen to the poem att entively. You could also read it aloud if you do not have an audio equipment in the class.

• Play or read the poem a second time. This time tell them to follow it in their textbooks.

• Now ask a few questions from the two stanzas, e.g.,

Who is the queen of tub who merrily sings? What stains did the poet want to wash away

from the hearts? What things by their magic make us pure as

they are?• Focus on the words highlighted in the poem

and their meanings given in the box. Encourage students to make new sentences using these words.

• Discuss with them the process of washing dirty clothes.

• Now tell students to read the next two stanzas line by line in a chorus at a moderate pace. Now do the same activities with these stanzas also.

EXERCISES

Let’s understand

• Ask students to att empt these questions individually. The answers have already been discussed in the course of learning the poem.

Think and write

• Explain to the class the three questions given here. Now tell them to think of the answers and write them in their notebooks. You can also discuss the answers with them.

Let’s enjoy

• Ask students to do this activity individually in the class by marking the lines with a pencil. It is a good reading exercise.

Life Skills

• Tell students what ‘passion’ means and why we should be passionate in whatever work we do. Give them a few examples of being passionate in one’s work. Now tell them to write three sentences about the benefi ts of being passionate in one’s work.

5. THE TORNADOThings you will need:

Textbook and a notebook Pictures of P.T. Usha, Milkha Singh A Smart Class or access to a computer

INTRODUCTION

• Show to the class the pictures mentioned above. Ask them if they can identify these sports’ personalities. Tell them that they are star Indian athletes who had won laurels at Asian Games.

• Tell the students that they are going to read a short biography of the fastest woman athlete of USA, Wilma Glodean Rudolf who was also known by the title of “Tornado”.


• Ask students to form pairs and do the activity given here. Tell them to use diff erent adjectives, e.g., fascinating, beautiful, etc.

The lesson

• Read the text on page 28 aloud at a slow pace. Ask a few questions from the text, e.g.,

With which disease was Wilma affl icted at the age of four?

What impact did this disease have on Wilma’s health?

What did Wilma use on her leg to walk?• Draw the att ention of the class to complete

meanings of the highlighted words. Ask them to frame new sentences using these words.

• Get students to work in pairs and frame one question each on the remaining text of the page.

• Ask other students to answer them in complete sentences. The idea is to encourage them to use English language which can be achieved through practice only.


• Do all the above activities for the texts of page 29-31 too.

• ‘Discuss the snippet ‘Let’s learn’ and ‘Let’s think and answer’ given in the lesson. This will be an added learning for the students.

• FACT FILE: Ask students to work in groups and write a fact fi le on Wilma Rudolf. Tell them to write all the dates they can fi nd in the lesson and the events that happened on those dates. They can arrange it in chronological order, e.g., June 23, 1940—birth of Wilma Rudolf.

EXERCISES

Let’s understand

• Ask students to att empt activity A in their textbooks. Once they have done it, discuss the correct answers.

• Now, it would be much easier for them to att empt activity B. Get students to answer in complete sentences. Get a few students to repeat the answers. Students can be trained to give the answers orally before they write it in their notebooks.

• Answers can be writt en either in the class or at home. The class can be divided into fi ve groups and each group can write the answers to any one question. The teacher will correct or improve it and this can be shared with the class.

Let’s learn words

• Tell students that some sports’ related words are given and their meanings are given on the right. Tell them to try to match those words with their meanings.


• Explain to students that there are a few pairs of words that sound the same like hire- tyre; cry fry.

• Read out the given pairs aloud and tell the students to pronounce them aft er you. Also ask them to make a list of fi ve similar sounding pairs of words.

Let’s listen

• Read out the story of Jesse Owens given on page 43-44 of the textbook.

• Instruct students to listen att entively and note down the keypoints. Don’t give them a dictation. Tell them that you will read it aloud a second time also.


• Read the given lines in bold and explain to students the use of ‘adverbs of manner’. Also, tell them the ‘adverbs of time and place’, by giving a few examples.

• Now ask students to do activity A,B and C in groups. Once they have done it, discuss their responses in the class, correcting the wrong ones, explaining the reasons for doing so.

Let’s speak

• Ask a few students to form pairs, and then tell them to ask a few questions to their partner who is acting as a sports star.

Think and write

• Ask students to write a paragraph on P.T. Usha and Milkha Singh.

Let’s learn more

• Tell students to visit the given links on the internet to know more about Wilma Rudolph. They can access it in their computer lab or at their home PC.

Life Skills

• Divide the class into four groups. Ask each of the groups to do all the activities given here. (good sportperson qualities)




I. Who said these words and to whom? (10) 1. “I am willing to get crucifi ed, but I have a request to make.” 2. “You have to live for your family.” 3. “Due to my fl aws, you do not get the full value of your eff orts.” 4. “Why don’t you give up and just let it drown?” 5. “I want to be the fastest woman on the track on earth.”

II. Answer the following questions briefl y. (10) 1. What did Pythias tell Damon about king Dionysius? 2. Why did the cracked pot feel miserable? 3. How did the monk try to save the scorpion from drowning? 4. What does the poet say about a task given to her? 5. What did Wilma Rudolf’s family do for her to treat her twisted leg?

III. Read the sentences given below and write one more word that means the same as the underlined words. (10)

1. The king should look aft er his subjects but Dionysius does not do so. 2. Besides I have to fi nd a suitable groom for my sister and get her married. 3. Damon and Pythias hug each other and sob with relief. 4. Food portrays culture. 5. All of us would have clapped our hands in glee. 6. But the poor pot was ashamed of its own imperfection. 7. That’s because I have always known about your fl aw and I took advantage of it. 8. Queen of my tub, I merrily sing. 9. She was the twentieth of twenty-two siblings. 10. By the time she was sixteen, she earned a berth on the U.S. Olympic Track and Field team.

IV. Fill in the blanks with the correct pronouns. (10)

1. I could hardly believe ................. I saw. (what/that/which) 2. She pointed out the way ................. led to the room. (that/which/who) 3. The bees ................. were buzzing outside the window rushed inside the room. (which/that/whom) 4. ................. followed next surprised Asha and me. (What/Which, That) 5. Some friends ................. I loved dearly have left the school. (who/whom/that) 6. Listen to ................. I say. (that/what/which) 7. A young man ................. lived in our neighbourhood came to our help. (who/whom/that) 8. The sun ................. rays give us heat and light is oft en worshipped as a god. (who/whose/whom) 9. A young lady ................. I knew came to Rajan’s help. (who/whom/that) 10. God helps those ................. help themselves. (who/that/whom)

ENGLISH CLASS 5 TERM 2

130 Teacher’s Resource Pack-5 (Term-II)

V. Fill in the blanks with appropriate adverbs from the brackets. (10) 1. The trader walked ............................. . (slow, briskly, completely) 2. He faced the interview ............................. confi dently. (quite/all/a lot) 3. The boy ............................. got lost in the crowd. (nearly/near/somewhat) 4. These fl owers smell ............................ . (sweet/sweetly/totally) 5. The young child cried ............................ . (bitt er/bitt erly/sweetly)

VI. Form adverbs from the adjectives given below: (10) 1. quick ................................ 6. active ................................ 2. lazy ................................ 7. merry ................................ 3. beautiful ................................ 8. simple ................................ 4. easy ................................ 9. angry ................................ 5. careless ................................ 10. greedy ................................

VII. Insert the adverbs given in the brackets in the appropriate place. (10) 1. She was in time for the quiz show. (just) 2. The policewoman ran fast to overtake the thief. (enough) 3. The boy can speak Hindi. (fl uently) 4. A Russian visited our school. (yesterday) 5. Though she is very young, she sang well. (fairly)

VIII. Make adjectives from the words given below. (10) Word Adjective Word Adjective 1. beauty .............................. 2. science .............................. 3. child .............................. 4. use .............................. 5. month .............................. 6. love .............................. 7. hunger ............................. 8. wood .............................. 9. hill .............................. 10. west ..............................

IX. Fill in the blanks with the adjectives some or any suitably. (5) 1. There is not ....................... tea left in the cup. 2. May I have ....................... hot milk, please? 3. I need ....................... fi ve-rupee notes. Do you have ......................? 4. We have ....................... pencils, but we do not have ....................... pens. 5. Can you give me ....................... sheets of paper? I do not have ....................... with me.

X. Fill in the blanks with the correct degree of adjectives given in the brackets. (10) 1. Ashok was a very .................. man. (wise) 2. The pen is .................. than the sword. (mighty) 3. His .................. sister got married recently. (old) 4. Varanasi is one of the .................. cities of India. (holy) 5. Vĳ ay is the .................. of the two brothers. (old) 6. A wise enemy is .................. than a foolish friend. (good) 7. Asha is the .................. member of the family. (young) 8. Very few people have been as .................. as Rahul. (lucky) 9. .................. boys were present today than yesterday. (Few) 10. No other metal is as .................... as iron. (useful)


1. DAMON AND PYTHIAS


Answers may differ. Please accept suitable responses from students.


Some of the thoughts that could have entered Damon’s mind are:(a) Pythias has betrayed me. He made a promise

to me, yet he failed to arrive at the right time to save me from being crucifi ed.

(b) Pythias cannot be trusted. He has stabbed me by not coming at the opportune time. I curse him for having let me down at the last moment.

What the people would have thought about Pythias and Damon are as follows:What a betrayal by a friend! Why did Pythias ditch Damon by not appearing on time at the time of execution of Damon? Can one trust such friends who back out at the hour of test?

EXERCISES


A. 1. (c) 2. (a) 3. (a)B. 1. The king punished Pythias as his informers

had heard Pythias using unkind words to describe him in public.

2. The king laughed as he did not trust that Pythias would return. He told Pythias that he knew that he was making an excuse to escape. He said that he was not a fool to let him go home. He further added that he wanted to fl ee and not return to get the punishment.

3. On his way back to the kingdom, Pythias had to face lots of diffi culties. He was surrounded by thieves and was tied to a tree. All his belongings were stolen by them. He escaped from their clutches, only to come across a fl ooded river. The river was in full spate. The boat he took to cross it got washed away by the swirling waters. When he swam to the river bank, the scorching sun made it

diffi cult for him to cross the hot sands. He prayed to God all the way so that he could reach the kingdom.

4. Damon proved that he was Pythias’ true friend. He was willing to be crucifi ed if Pythias failed to return as promised.

Even when Pythias returned at the critical moment, Damon told him to go away and that he be allowed to die instead of him (Pythias) as he has to live for his (Pythias) family.

5. The king was speechless when he saw the way the two friends had behaved with each other. He said that he had never seen such a friendship in his life. He said that the two men before him are symbols of friendship, faith, trust and everything that he needed in his court. So he let them go free.


A. 1. sound – thin smooth 2. light – lean weak thin 3. colour – heavy tough fl at 4. music – happy angry bad 5. story – picturesque narrowB. (a) friend : a person who helps us in

need (b) foe : a person who is our enemy (c) well-wisher : a person who wants good

things to happen to us (d) detractor : a person who tries to make

something seems less good by criticizing it.

(e) supporter : a person who supports us (f) fan : a person who admires us


batch, thatch, swatch, latch, catch, snatch, scratch


Rusty, the fox cub and Croony, the crane became friends. Rusty invited Croony for dinner. Croony accepted the invitation. Rusty asked his mother



what he should off er Croony for dinner. Rusty’s mom suggested fi sh curry, so he went to Goblin’s fi sh mart. He bought the best fi sh and prepared a nice fi sh curry for his friend. Croony also went around the jungle and collected grape juice in the beaker for Rusty. Rusty decorated his house to welcome Croony. He placed a table in the centre of the room and covered it with a new sheet. He brought out a sparkling silver tray and waited for his friend. Croony arrived. Rusty warmly welcomed Croony. Both of them sat and spoke for a while. As the clock struck eight, Rusty warmed up the fi sh curry and served it on the silver tray. Croony served the grape juice for Rusty in another glass. Both Croony and Rusty loved what was served but could not enjoy it.


1. Pritam is a good singer. He gives many stage shows in a month. Many of his songs have topped the musical charts. Ravi has known him since he was seven years old.

2. Neena loves cooking. She works in a fi ve star hotel. Her family is very proud of her.

3. Neena and Pritam travel by car. Her children and his children go to the same school.


For self att empt by the students. Please accept suitable responses.





2. A TRIBUTE TO FOOD


Answers may vary. Please accept suitable responses from students.

EXERCISES


1. Doctors recommend a diet consisting of green leafy vegetables like lett uce, spinach, gourd and fruits like apples, etc.

2. Parents want their children to eat vegetables and fruits everyday.

3. The foods preferred by glutt ons are burgers, pizzas, French fries, noodles, etc.

4. The poet has associated food with two things, i.e.,

(a) They determine a person’s att itude. (b) They portray culture.


1. A rich man’s food consists of a variety of dishes both vegetarian and non-vegetarian, and they are laced with lots of fats, cheese etc.

2. A poor man’s food consists of home-made wheat fl our bread (chapati) or rice with a thin broth of boiled lentils or vegetables (dal/sabji) with very litt le fat/cheese etc. There could also be a small piece of sweet (a rarity).

3. The disadvantages of a rich man’s food are that: (a) They contain lots of fats like butt er, ghee,

cheese, which are not good, i.e., they cause heart diseases, obesity, etc.

(b) They contain lots of proteins like dals, cheese, etc. Too much of proteins is also not good for a person’s health.

(c) They contain less of fi bre. Fibre aids in digestion of food.

(d) They contain a lot of spices. Excess of spices lead to acidity in the stomach.

(e) They contain lots of carbohydrates and starches. These things can be fatt ening and lead to obesity.

4. A poor man’s food is very much defi cient in proteins, fats, vitamins, minerals, carbohydrates, fi bres, etc. This diet hardly fulfi lls his minimum daily calorie requirements.

5. What is good about a poor man’s food is that it is simple, easy to digest, non-spicy and has lots of water, fi bre and carbohydrates in it.



For self att empt by the students. Answers may vary. Accept suitable responses from them.


1. Children and parents oft en exhibit greed in taking food items served before them. They take in their plate much more than what they can eat. The result is that a large part of the food in their plate is not eaten by them and is thrown away in the dustbin.

2. Children can tell their parents a lot about food. They can tell them not to load their plate with lots of food. They can tell their parents to stay away from foods like fast food, fat rich food, protein rich food, carbohydrate rich food. These foods cause a variety of ailments related to heart etc.

3. Food should not be wasted. There are millions in the country who get food only once in a day. Sometimes they live without food for two or three days in a month.

4. Some of the healthy foods that children could bring for lunch to school are:

vegetable sandwiches rice, chapati upma, idli porridge mixed vegetable curry seasonal fruits fruit salad sprouted and cooked lentils fresh fruit juices

Some of the unhealthy foods are: burgers laced with lots of cheese, fats, etc paranthas laced with butt er and cheese chowmein fried in fat fried rice bread pakoras saturated with oil patt ies laced with cheese/oil fi zzy beverages like soft drinks processed fruit juices, energy drinks which

contain lots of caff eine

3. ZEN TALES

EXERCISES


A. 1. (d) 2. (b) 3. (b)B. 1. The diff erence in the quantity of water

delivered by the two pots was that the perfect pot always delivered a full quantity of water at the end of the long walk from the stream to the master’s house, whereas the cracked pot delivered only half the quantity of water.

2. The cracked pot felt ashamed of its own imperfection and felt miserable as it was able to accomplish only half of what it had told to do.

3. The crack led the pot to deliver only half the load of water to its master’s house, as it caused the water to leak out on the way.

4. The water bearer took advantage of the fl aw in the pot by planting fl ower seeds on the pot’s side of the path. Every time they walked back from the stream, the pot had watered them. For two years the water bearer had been able to pick those beautiful fl owers so that he could decorate his master’s table.

5. The monk tried to save the scorpion as it had fallen into the water and was struggling to come out of it. If he had not tried to save it, it would have got drowned.

6. The scorpion stung the monk every time he lift ed it out of the water and was about to set it down gently on the land.

7. The monk threw the scorpion back into the water because his hand convulsed in pain from each fresh sting of the creature. The pain made him throw the scorpion back into the water due to refl ex action.

8. The disciple noticed that the scorpion continued to sting the monk each and every time he tried to carry it to safety from being drowned in the water.


A. bites stings snake, ant, spider, scorpion, bee, jellyfi sh, monkey, cat, dog, stingray, wasp mosquito


B. 1. The hippopotamus wallowed in the muddy water.

2. The squirrel climbed up the tree. 3. The owl hooted in the night. 4. The rabbit thumped the ground with its hind

legs. 5. The elephant trumpeted loudly to its herd.

Let’s pronounce (Page 24)

For self att empt by the students. Answers may vary. Please accept suitable answers.


1. Aft er the boys had complained about the boy who stole things, the teacher did not take any action against him.

2. Yes, the boy repeated the mistake. He was caught stealing again.

3. No, the teacher did not take any action against the boy.

4. When the teacher did not take any action against that boy, the other boys got angry with him (teacher) and they put up a petition to him asking for dismissal of the thief (the boy) from the school.


A. 1. expensive 2. red 3. furry 4. hungry 5. shiny 6. very diffi cult

B. touch size taste sound silky, soft , jumbo, short, sour, bitt er loud, sticky, dry, giant, huge, tangy, salty musical, wet tiny harsh, clear treble


Answers may vary. Accept suitable responses from students.


Student can begin the diary entry like this:TuesdayNovember 12, 20XX10 p.m.

Dear Diary,Today, I had been to the bank of a river in my village. I saw a monk going for a dip in the river...................Please note that students may give a variety of responses. Please accept suitable answers.


Answers from students may vary. Please accept suitable responses from them.

4. A SONG FROM THE SUDS


walking – B praying – M yoga – B,Mplaying – B silence – M running – B

EXERCISES


1. rinse, wring, wash, fasten2. The busy mind has no time to think of sorrow,

care, gloom.3. One’s labour brings to one health, strength and

hope.


1. We can keep sad thoughts away from our mind by keeping ourselves busy in our work.

2. To have a healthy life: (a) We should sweep away all anxious thoughts. (b) We should work hard and keep ourselves

busy.3. Answers from students can vary. Please accept

suitable responses.


(a) Washing of clothes was not done in a washing machine—“queen of my tub.”

(b) Clothes are drying in the sun—“Then out in the free fresh air they swing under the sunny sky.”

(c) We have done wrong deeds during the week—“The stains of the week away.”


(d) We can keep our mind busy by doing physical work—“As we busily wield a broom.”

(e) Physical work keeps you fi t in body and mind. —“To labour at day by day for it brings me

health, strength and hope.”


Answers from students may vary. Please accept suitable responses.

5. THE TORNADO


Answers from students may vary. Please accept suitable responses.


A. 1. (a) 2. (b) 3. (b) 4. (c)B. 1. When Wilma was an infant, she contracted,

infantile paralysis caused by polio-virus. 2. When she was twelve years old, she was

paralysed due to her fi ght with pneumonia and scarlet fever. She continued wearing the brace and the doctor said that she would never be able to put her foot on the ground and would never be able to walk without her brace.

3. At the 1960 Olympics in Rome, Wilma became the fi rst American to win three gold medals in the Track and Field events.

4. Wilma dedicated her victory to Jesse Owens, the celebrated American athlete who had been her inspiration, and also the star of the 1936 Summer Olympics, held in Berlin, Germany.

5. Wilma was honoured with many titles, e.g., “Tornado”, “the fastest woman on the earth”. The Italian nicknamed her ‘La Gazzella Negra’ (“The Black Gazelle”). The French called her “Perle Noire” (“The Black Pearl”)


A. 1. (c) 2. (f) 3. (b) 4. (e) 5. (d) 6. (a)


1. bus – buzz 3. grace – graze pus – does brace – craze prays – praise2. laze – mace 4. price – prize glaze – face vice – cries blaze – vase lice – dries mice – fries


1. Jesse Owens was born on September 12, 1913.2. When Jesse Owens was a young child, he was

expected to work, e.g., picking upto 100 pounds of cott on a day to help his family to meet their food expenses.

3. When Jesse Owens was nine years old, his family moved to Cleveland, Ohio.

4. The other name given to Jesse Owens was “Buckeye Bullet.”

5. He created the following world records: (a) in the 100-yard dash. (b) a long-jump record of 26–8½ seconds. (c) in the 220-yard dash. (d) in the 220-yard low hurdles.


A. 1. carefully 2. quickly 3. quietly 4. loudly 5. calmlyB. 1. tomorrow 2. already 3. last week 4. next year 2. an hourC. 1. everywhere 2. upstairs 3. nearby 4. all over 2. here


Answers may diff er. Please accept suitable responses from students.






A. 1. (e) 2. (a) 3. (d) 4. (c) 5. (b)B. 1. (F) 2. (F) 3. (T) 4. (T) 5. (F)C. 1. The king said this to his soldiers. 2. The monk said this to his disciple. 3. The waterbearer said this to the cracked pot. 4. Wilma Rudolf said this to Ed Temple, her coach. 5. Ed Temple said this to Wilma Rudolf.D. 1. The king let the two young men go free as

he had never seen such a friendship in his life. He viewed them as symbols of faith, friendship, trust and everything that he needed in his court.

2. The disadvantages of a rich man’s food are that they are loaded with lots of fats, (butt er, ghee, cheese, animal/vegetable oils) proteins, refi ned fl ours/starches/carbohydrates. Excessof these items in a diet causes disorders like obesity, hypertension, blockage of arteries, high cholesterol etc.

3. The cracked pot told the waterbearer that it was ashamed of itself as it had been able to deliver only half its load in the last two years, as the crack in its side caused the water to leak out all the way back to the water bearer’s master’s house. It also added miserably that due to its fl aws, the waterbearer didn’t get the full value of his eff orts.

4. To be healthy and fi t one should put in a lot of labour everyday, and exercise regularly.

5. Wilma was running the 4 × 100metre relay race against Jutt a Heine. When it came to her turn, she dropped the baton. But Wilma saw Jutt a shoot up at the other end; she picked the baton, ran like a machine, beat Jutt a the third time and won her third gold medal.

E. 1. (c) 2. (d) 3. (b) 4. (e) 5. (a)F. 1. her 2. her 3. His 4. It 5. TheyG. 1. red 2. good 3. black 4. ugly 5. cute, lastH. 1. The loaf of bread is kept in the fridge . 2. I like to eat butt er. 3. I have coff ee every morning. 4. Teachers help us in building our future. 5. My mother bakes cakes at home.

LET’S REVISE



1. DAMON AND PYTHIASWorksheet 1A. 1. (c) 2. (a) 3. (b) 4. (e) 5. (d)B. Joseph loves to sing. Jenni and Kiran enjoy listening

to his song. He says he loves classical songs.

Worksheet 2A. 1. my 2. our 3. her 4. their 5. yourB. 1. mine 2. hers 3. ours 4. his 5. his 6. yoursC. 1. mine 2. mine 3. ours 4. hers 5. theirs

Worksheet 3A. 1. herself 2. ourselves 3. himself 4. himself 5. himself/herself 6. herself 7. himself

B. 1. whose 2. who 3. who 4. whose 5. who 6. which

3. ZEN TALESWorksheet 1

A. Adjectives Opposites ugly beautiful brave cowardly small big short tall thin thick old young strong weak

B. 1. foreign 2. amazing 3. heavy 4. huge 5. adorable 6. valuableC. 2. weird A. strange B. great C. unhealthy D. typical 3. similar A. correct B. diff erent C. alike D. unequal 4. hated A. happy B. loved C. angry D. disliked 5. active A. dull B. energetic C. intelligent D. presentable

Worksheet 2A. 1. two 2. Two 3. three 4. two 5. six

B. I. 1. milk (u) 2. honey (u) 3. tea, co� ee (u) 4. glass (c) cupboard (c) 5. mother (c) butter (u) cakes (c) II. Students’ answers may vary. Please accept suitable

responses.

Worksheet 3A. 1. bigger 2. more beautiful 3. most interesting 4. longer 5. most poisonous 6. betterB. 1. some 2. the 3. an 4. many/any 5. any 6. this/that/the

5. THE TORNADOWorksheet 1 2. oft en – adverb of frequency 3. outside – adverb of place 4. quietly – adverb of manner 5. Tomorrow – adverb of time 6. seldom – adverb of frequency 7. hard – adverb of manner 8. sometimes – adverb of frequencyB. 1. last night 2. a few day’s time 3. as soon as 4. next year 5. this morning, today

C. 1. hard 2. swi� ly 3. patiently 4. eagerly 5. fast

Worksheet 2A. 1. sad 2. serious 3. easily 4. quickly 5. so� ly 6. fasterB. 1. hardly 2. nearly 3. short 4. late 5. shortly 6. hard 7. near 8. lately 9. nearly 10. short



Answers to Model Question Paper I. 1. Pythias said to King Dionysius. 2. Damon said to Pythias 3. � e cracked pot said to the water bearer. 4. � e disciple said to the monk. 5. Wilma Rudolf said to her mother. II. 1. Pythias told Damon that Dionysius, the tyrant

king was very cruel. He said that a king should look a� er his subjects but he does not do so. He suggested to Damon that they must reason with the king.

2. � e cracked pot felt miserable as it was able to accomplish only half of what it had been told to do.

3. � e monk tried to save the scorpion from drowning by carefully picking it and li� ing it out of the water in order to set it down gently on the land.

4. � e poet says that a task given to her to work on everyday brings her health, strength and hope.

5. Wilma Rudolf ’s family travelled regularly to Fisk University’s black medical college hospital in Nashville, Tennessee for treatment of her twisted leg.

III. 1. people 2. husband 3. embrace 4. shows 5. happiness 6. defect 7. defect 8. happily 9. brothers and sisters 10. place IV. 1. what 2. that 3. which 4. What 5. whom 6. what 7. who 8. whose 9. whom 10. who V. 1. briskly 2. quite 3. nearly 4. sweet 5. bitterly VI. 1. quickly 2. lazily 3. beautifully 4. easily 5. carelessly 6. actively 7. merrily 8. simply 9. angrily 10. greedily VII. 1. She was just in time for the quiz show. 2. � e policewoman ran fast enough to overtake

the thief. 3. � e boy can speakly Hindi � uently. 4. A Russian visited our school yesterday. 5. � ough she is very young, she sang fairly well.

VIII. 1. beautiful 2. scienti� c 3. childish 4. useful 5. monthly 6. lovely 7. hungry 8. wooden 9. hilly 10. western IX. 1. any 2. some 3. some, any 4. some, any 5. some, any

X. 1. wise 2. mightier 3. elder 4. holiest 5. oldest 6. better 7. youngest 8. lucky 9. Fewer 10. useful


24. Howmanylinesofsymmetrycanthefollowingfigureshave? (3)

a. b. c.

25. Completethefollowingpattern. (5)

a.

________________ ________________

b. 5, 11, 17, 23, ________________, ________________, ________________

26. Fillintheblanks: (4)

a. Whenashapeorafigurecanbedividedintotwopartsofequalsizeandshapeortwoidenticalpartswecalltheshapeorfigureas________________.

b. Thelinethatdividestheshapeorfigureintotwoequalpartsiscalledthe________________.

Science Overall Lesson Plan 169

Term 2



1.Food and

Health17

• Carbohydrates• Proteins• Fats• Vitamins• Minerals• Water• Roughage• Balanced Diet• Malnutrition• DeficiencyDiseases

Students should be able to:understand the importance of nutrients in food such as carbohydrates, proteins, fats, vitamins and minerals; know the importance of roughage in our diet; understand what is a balanced diet; know the causes andeffectsofmalnutritionandthedeficiencydiseases

2.Safety and First

Aid12

• Essential Contents of a First-aid Kit• Fire Accidents• Burns• Fractures• Bites and Stings• Minor Cuts• Bleeding Nose• How to Avoid Injuries and

Accidents

Students should be able to:know the essential components of afirst-aidkit;knowthestepstobetakenatthetimeoffireaccidents,burns, fractures, bites, stings, minor cuts and bleeding nose; understand how to avoid injuries and accidents

3.Diseases—

Communicable and Non-

communicable

9

• How Diseases are Caused• Communicable Diseases• Non-communicable Diseases• Air-borne and Water-borne

Diseases• Diseases that Spread through

Animals or Insects• Diseases that Spread through Direct

Contact• Childhood Diseases• Prevention of Diseases• Health Programmes Launched by

the Government

Students should be able to:know how diseases are caused; understand various communicable and non-communicable diseases; know some air-borne diseases, water-borne diseases, diseases that spread through animals, insects, direct contact with infected person; understand childhood diseases and how we can prevent them; know about the health programmes launched by the government for the prevention of diseases



4.Waste

Management11

• Household Waste• Agricultural and Industrial Waste• Pollution• Ways to Keep the Environment

Clean• Biodegradable and Non-

biodegradable Waste• Segregation of Waste• Recycling of Plastics

Students should be able to:know what is done to the household agricultural and industrial waste; understand pollution and its types; learn the ways to keep the environment clean; understand biodegradable and non-biodegradable waste and how the waste should be segregated; understand the importance of recycling of plastic

5.Soil 11

• Formation of Soil• Layers of Soil• Soil Erosion• Soil Conservation

Students should be able to:understand the process of formation of soil; know the differentlayersofsoil;understandtheprocess,causesandeffectsof soil erosion; know the various methods of soil conservation

171 Lesson Plans — Science


TERM 2

1. FOOD AND HEALTH

ESSENTIAL TEACHING AIDSChartshowingdifferentfooditemslikeeggs,milk,chapati, pulses etc.; chart showing diseases caused duetodeficiencyofminerals

CONCEPT EXPLANATIONIntroduction

¾ Teachers play an important role in helping children develop good eating habits which willinfluencetheirhealthinfuture.Aclassdiscussion can be initiated after completing the warm up exercise given on page 112 of the book.

¾ Students should be told that as petrol is to a car, so is food to our body. It is the fuel which gives energy to our body and keeps us warm. At the same time, food keeps us healthy and helps in growth of our body. Discuss one of the components of food- carbohydrates in this period. Give various examples, let the students identify the food items containing carbohydrates.

I. Proteins ¾ The importance of proteins in our diet should

be discussed along with the examples of various food items which contain proteins. Also,findoutfromthestudentswhatwouldhappen if we do not include protein in our diet and also tell them when there is excess of it in the diet, it causes indigestion.

II. Fats ¾ Discuss the food items that contain fats and

also discuss the importance of fats in our diet. Also, tell them what will happen if excess of fat gets stored in our body.

III. Vitamins ¾ The importance of vitamins in our diet

should be discussed along with the examples

of various food items that contain them. Find out from the students what would happen if we do not include vitamins in our diet and also when there is excess of it in the diet. Examples of fat soluble and water soluble vitamins along with their examples should be discussed.

IV. Minerals ¾ Similarly, discuss the importance of minerals

in our diet along with examples of various food items which contain them. Also, findout from students what would happen if we do not include minerals in our diet. Discuss some minerals that our body needs.

V. Water ¾ Discuss the importance of water in our diet,

the presence of water in our body as well as some food products containing water like fruits and vegetables.

VI. Roughage ¾ Tell students that fibres do not provide

nutrients to our body but they still play a vital role in our diet. Examples of soluble and insolublefibresneed tobementioned.Discussthefooditemscontainingfibresthatwe eat in our daily life.

VII. Balanced Diet ¾ Students should be familiar with the term

balanced diet. Discuss with them how they should take a balanceddiet to stay fit andhealthy.

¾ Ask the students to select the food they like and prepare a balanced diet they would like to eat.

¾ Show them a chart containing some food items that contain the nutrients needed by our body. Discuss about each of them.

VIII.Malnutrition and Deficiency Diseases ¾ Explain to students that deficiencydiseases

are not communicable. Ask them to name


anyfivefoodstuffsthatshouldbe includedin the diet of a person suffering from thedeficiency of carbohydrates. Discuss theanswers in the class.

(i) Deficiency of Proteins• Discuss the symptoms, causes

and various steps taken to prevent diseases like Kwashiorkar and Marasmus that are caused due to deficiencyofproteinsinourbody.

(ii) Deficiency of Vitamins• Discuss the diseases caused due to theirdeficiencyandtheirsymptoms.Arrange an activity or a game so that students should be able to identify a disease based on its symptoms and causes. Write the names of some diseases on some paper chits. Give them to the students randomly. Now, ask the students to stand and open his/her chit and tell the symptoms and causes of the diseases. This can be repeated with rest of the students.

(iii) Deficiency of Minerals• Similarly, discuss the different

types of diseases caused due to their deficiency. Display a chartshowing the diseases caused due to deficiencyofmineralsinourbody.



EXPLORE ¾ Ask the students to complete the activity given,i.e.,tofindoutthedifferentkindsoffood which contain carbohydrates, proteins, fats, vitamins and minerals and people who would need more of each of them.

¾ Encourage children to complete the project work given in the coursebook.

LIFE SKILLS ¾ Tell students to collect the information given

in this section with the help of their parents or elders. Discuss it in the class.

2. SAFETY AND FIRST AID

ESSENTIAL TEACHING AIDSAnoldx-rayfilm,flashcardsshowingtheitemsinafirst-aidkit


¾ To start the topic, ask students if someone in their neighbourhood has suffered fromany injury and howhe/shewas given firstaid. Now, ask them to think about the consequences of being careless at various places. Discuss them in the class.

¾ Encourage the students to complete the warm-up exercise given in the coursebook. Discuss the answers in the class.

I. Essential Contents of a First Aid Kit ¾ Show students the flashcards of the itmeslikebandages,cottonballs,antisepticcream/lotion and a pair of scissors. Tell them that these are the contents of a first-aid kit.Discuss how these can be used at the time of injury due to an accident.

II. Fire Accidents ¾ Discuss the causes and preventive methods offirehazardsandencouragethestudentstogive their suggestions. Also, tell them that the firecausedbyelectricityandpetrolshouldnotbe put out by water but with sand.

III. First Aid for Burns, Fractures, Animal Bites and Poisoning

¾ Tell students about the first-aid treatmentsthat should be given immediately at the time of burns, fractures, animal bites and poisoning. Students could also be shown an x-rayfilmofafractureandexplainwhythefractured part is not to be moved. Students can be helped in preparing a first-aid box.Tell them that being alert and keeping calm at the time of any mishap should be emphasizedupontoreducepanic.

IV. Minor Cuts and Bleeding Nose ¾ Explain to the students the reasons for

bleeding nose and the precautions that should be taken to avoid it. Discuss the steps to be taken at the time of cuts and nose bleeding. Refer to page 122 of the coursebook.


V. How to Avoid Injuries and Accidents ¾ Discuss about the points that should be kept in

mind to avoid accidents and injuries. Refer to page 123 of the coursebook. Ask the students questions like what precautions we should take in our daily lives to be safe. Encourage the students to share their own views.



EXPLORE ¾ Ask the students to complete the given

activity, i.e., to gather information about some more some situations. Where we need firstaidandthestepstoprovidefirstaid.

¾ Encourage the children to prepare the poster given in the project work and display in the class.

LIFE SKILLS ¾ Tell children to complete the information

given in this section with the help of their parents or elders.

LET’S LOGIN ¾ Ask children to log on to the given link here

and read more about road safety.

3. DISEASES—COMMUNICABLE AND NON-COMMUNICABLE

ESSENTIAL TEACHING AIDSFlashcards of some animals or insects, chart showing some childhood diseases, newspaper or magazine cuttings of polio, hepatitis and otherhealth programmes


¾ Discuss in the class about the importance of good eating habits, proper rest, exercise, hygiene and correct posture.

¾ Encourage the students to complete the warm up exercise given in the coursebook. Discuss the answers in the class.

I. How Diseases are Caused ¾ Explain to students the various reasons due

to which diseases are caused. Encourage them to listen to these reasons clearly and apply them in their daily life to prevent diseases. Tell them about micro-organisms and how they cause diseases.

II. Communicable Diseases ¾ Explain to students that diseases which

spread from one person to another are called communicable diseases. Discuss how they spread and also give some examples to make the concept more clear.

III. Non-Communicable Diseases ¾ Explain to students that these diseases do

not spread from one person to another. Discuss some examples of non-communi-cable diseases. Students should be able to differentiate between communicable andnon-communicable diseases with examples.

IV. Air-borne and Water-borne Diseases ¾ Explain to students with the help of some

examples about various airborne and waterborne diseases. Discuss how these diseases are caused and also the precautions we must take to prevent these diseases.

V. Diseases that Spread through Animals or Insects

¾ Discuss with the students some of the diseases that spread through the bite of an animal or an insect like rabies, malaria etc. Give students flashcards of some animalsor insects and ask them about the diseases caused by them.

VI. Diseases that Spread through Direct Contact

¾ Tell students that there are some diseases that spread through contact of an infected personatthetimeofcoughing,sneezingorsharing food and water. Discuss how we can prevent the spread of these diseases.

VII. Childhood Diseases ¾ Introduce the term vaccination to the

students by asking them if they have a small baby in their family who has been given vaccination. Discuss the importance of vaccination. Tell them about some childhood diseases, how they are caused


and how we can prevent them. You can display a chart of some childhood diseases and discuss about them.

VIII.Prevention of Diseases ¾ Discuss about the steps we must take to

prevent diseases. Refer to page 130 of the book.

IX. Health Programmes Launched by the Government

¾ Discuss about the steps taken by the gover-nment to protect children from diseases. Showthemnewspaperormagazinecuttingsof health programmes launched by the government to spread awareness among the people.



EXPLORE ¾ Ask students to prepare a list of communicable

diseases and the programmes launched by the government to prevent them as given in the activity in the coursebook.

LIFE SKILLS ¾ Tell children to complete the information


LETS LOGIN ¾ Tell students to log on to the given link and

learn more about diseases.

4. WASTE MANAGEMENT

ESSENTIAL TEACHING AIDSSome biodegradable and non-biodegradable waste products, two empty boxes, pictures of some agricultural and industrial waste, newspaper, a small rope, fevicol, scissors


¾ Inquire from the students what happens to the waste generated from their house (waste, from kitchen, from the entire house) on a daily

basis and on a monthly basis (old newspapers, notebooks,magazines,bottles).Isitnecessaryto get rid of them? How do they get rid of them? Do they feel that kabariwallahs and sweepers who collect the daily garbage from houses play a very important role in managing the garbage?Askthemtofindoutfromasweeperwherehefinallycarriesthegarbageto.

I. Household Wastes ¾ Ask students what is done to the waste in

their houses and their surroundings. Discuss the steps taken by the government to ensure proper disposal of waste.

II. Agricultural and Industrial Wastes ¾ Tell students that agricultural practices and

industries produce a lot of waste. Discuss how this waste should be disposed and how it is harmful for us. Show pictures of some agricultural and industrial waste.

III. Pollution ¾ Explain to the children what is pollution. Howitiscaused.Whatarethedifferentkindsof pollution— air, water, land and noise. Explaineachofthembrieflyandcausesandmethods of prevention. Discuss the steps that we should take to prevent pollution.

IV. Ways to Keep the Environment Clean ¾ Discuss about the ways by which we can

keep our environment neat and clean. (i) Biodegradable Wastes

• Explain the importance of micro-organisms like bacteria, fungi and worms in producing nutrient rich manure. Tell them about the precautions like avoiding animal productsoroilysubstancesputtinginthe dustbin.

(ii) Non-biodegradable Wastes• Introduce the three R’s in the class.

Explain the terms Reduce, Reuse and Recycle giving various examples in our daily lives to help students understand their importance. Various activities can be held on making the best out of waste materials. Help the students in making paper bags from old newspapers, making


telephone diaries and notepads using rough paper.

(iii) Segregation of Waste• Arrange for various biodegradable

and non-biodegradable products and also arrange for two boxes with green and blue colour. Introduce the above terms and let the students segregate the products into two boxes.

(iv) Recycling of Plastics• Explain to students the harmful effects of using plastics. Discuss itsadverseeffectslikereleaseofharmfulgases and being non-biodegradable. Various ways of reducing the use of plastic should be discussed and emphasized. Involve the studentstospreadawarenesse.g.puttingupa notice at shops to use paper bags or charge extra for the plastic bags. Discuss the various ways of recycling paper. Conduct an activity given on page 137 to prepare a paper bag from a newspaper.




given in the coursebook. Discuss in the class. ¾ Encourage children to complete the project

work given in this section. Also encourage them to keep their house and neighbourhood neat and clean.

LIFE SKILLS ¾ Tell students to collect the information asked

in this section with the help of their parents or elders. Discuss them in the class.

LET’S LOGIN ¾ Ask students to go to the given link to learn

more facts and tips for management of waste.

5. SOIL

ESSENTIAL TEACHING AIDS3 bottles, 3 funnels, 3 types of soil samples,pictures of some agricultural and industrial waste, newspaper, a small rope, fevicol, scissors


¾ To start with, ask the students to collect soil fromdifferentplaceslikeschoolgarden,fromanew building site from the roadside etc. Spread it on a white paper and let the students observe itthroughmagnifyingglassesanddifferentiateon the basis of colour, texture–smooth or rough, sticky or powdery, dry or moist, what does it contain–small or big stones, twigs, fresh or dry leaves, any living organisms etc. Ask them to note down their observations.

¾ Encourage students to complete the warm-up exercise given in the coursebook. Discuss the answers in the class.

I. Formation of Soil ¾ Explain the process of formation of soil, its importance in our lives and the differenttypes of soil. Discuss the terms gravel, sand, clay, humus and loam.

¾ Tounderstandtheflowofwaterthroughthedifferenttypesofsoil,asmallactivitycanbeconducted

(i) Activity:Takethreebottles,threefunnelsand three types of soil. Pass equal amount of water through each of the soil and note the water level collected in each bottledepending on which soil retains more water. Show the students that more water is collected through sand, less through loam and lesser through clay.

II. Layers of Soil ¾ Discuss in class the various layers of soil and

the importance of each layer. Conduct an experiment in the class.

(i) Activity: Fill some soil and water in a jar. Mix itwell and let it settledown.Nowshowthedifferentlayersofsoil.


III. Soil Erosion ¾ The terms topsoil, fertile, soil erosion are

new to the students, introduce the terms anddiscussabouttheharmfuleffectsofsoilerosion and how we can prevent it. Explain to them how we can take special care of the soil. Refer to pages 143 and 145 of the book. Conduct the activity given on page 145 of the coursebook to show that plants help to prevent soil erosion.

IV. Soil Conservation ¾ Tell children why is conservation of soil

important. What will happen if there will be no soil; what we should do to save the soil. Discuss variousmethods like afforestation,terrace farming, crop rotation, etc., to explain how soil can be conserved.

Reinforcement ¾ A quick recap of the chapter could be

done with the help of the summary at the completion of the chapter. Discuss the exercises at the end of the chapter.

¾ Ask them to do worksheets 1 and 2. Discuss the answers in the class.

EXPLORE ¾ Ask children to complete the activity given

in this section. Discuss in the class. ¾ Ask children to complete the project work

given and prepare the poster and bring it to the class.

LIFE SKILL ¾ Discuss the question given in this section.

Encourage all the students to participate and motivate them to speak and share their views.

LET’S LOGIN ¾ Ask students to log on to the given link to

know more about soil erosion and methods and ways to protect it.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Food and Health

Food and Health1 1

1. Fill in the correct options.

a. Food containing minerals are called ______________.

(i) energy giving food (ii) protective food (iii) body building food

b. ____________ are called energy giving food.

(i) Fats (ii) Proteins (iii) Minerals

c. Sunlight is the main source of Vitamin ______________.

(i) A (ii) B (iii) D

d. An anaemic person should take food rich in ______________.

(i) iron (ii) proteins (iii) carbohydrates

e. DeficiencyofVitaminAcauses______________.

(i) rickets (ii) scurvy (iii) night blindness

f. Invasion of micro-organisms in our body tissues can cause _____________.

(i) infection (ii)deficiency (iii) nutrients

2. Name some food items that contain the following vitamins:

a. Vitamin A ___________________________________________________________________________

__________________________________________________________________________.

b. Vitamin B ___________________________________________________________________________

__________________________________________________________________________.

c. Vitamin C ___________________________________________________________________________

__________________________________________________________________________.

d. Vitamin D ___________________________________________________________________________

__________________________________________________________________________.

178

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Teacher’s Resource Pack-5 (Term-II)

Food and Health1 2

1. Colour the names of the food items in the given maze.

C A R R O T P P W A

H J U I O P G A J L

E N B U G W F P R M

E L K J H H F A V O

S O Y A B E N Y O N

E G G D F A H A Y D

T Y H M M T N B V C

Y I E E P J Z S S F

B R E A D T Y U O H

L E T T I U M I L K

2. Think and answer the following questions.

a. If a person is not exposed to sunlight, what will be its impact on his body?

______________________________________________________________________________________

b. Ifwedonottakefibreinourfood,whatwillhappen?

______________________________________________________________________________________

c. Apersoneatsburger,butter,pizza,andcheeseinhis/herdailydiet,whatwillbeitseffectonhis/her body?

______________________________________________________________________________________

d. Achildtakesinsufficientproteins,vitaminsandminerals.Willhe/shebecomehealthy?

______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Safety and First Aid

1. Observe the pictures given below. Write a few lines on them.

a.

b.

c.

d.

Safety and First Aid2 1

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

180

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Safety and First Aid

1. Answer in one word.

a. A piece of fabric used to cushion a wound.

b. A local swelling of the skin caused by burning, infection andirritationthatcontainssomewateryfluid.

c. A hypersensitivity to a substance.

d. Apersonwhohasbeenaffectedinanaccident.

e. A metal container containing some chemicals which are usedtoputoutfire.

2 2

2. What first-aid treatment should be given to the victim in the following accidents.

a. Burn: _____________________________________________________________________________

_____________________________________________________________________________

b. Bite: _____________________________________________________________________________

_____________________________________________________________________________

c. Bleeding nose: _______________________________________________________________________

_____________________________________________________________________________

d. Minor cut: __________________________________________________________________________

_____________________________________________________________________________

3. Match the following.

a. Antiseptics (i) Fire accidents

b. Bleeding nose (ii) Breaking of bones

c. Fracture (iii) Inhibit the growth of micro-organisms

d. Bite of a monkey (iv) Rabies infection

e. Bursting of crackers (v) Nasal haemorrhage

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Diseases– Communicable and Non-communicable

Diseases– Communicable and Non-communicable3 1

1. Place these diseases under the correct categories. Tuberculosis, Dengue, Pneumonia, Plague, Chicken pox, Flu, Malaria, Measles, Rabies, Common Cold,

Mumps, Diphtheria, Cholera, Yellow fever, Hepatitis, Cough, Typhoid, Dysentery

Airborne Diseases Waterborne Diseases Diseases that SpreadThrough Animals Childhood Diseases

2. Write a short note on the following.

a. Health programmes launched by the government

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

b. Need for vaccination

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

182

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Diseases– Communicable and Non-communicable

1. Find out the words with the help of the given clues.

a. It causes typhoid.

b. A microorganism that causes a disease.

c. It causes smallpox.

d. This disease commonly spreads in rainy season.

e. This disease spreads through direct contact.

f. Thisvaccinefightsagainstmeaslesandmumps.

g. India launched this programme in 1995 as a result of WHO Global Polio Eradication Initiative.

h. Theabilityofanorganismtoresistaparticularinfectionbytheinjectionofspecificantibodies.

3 2

B

A

V

G

IP

D

M

a.

e.

b.

c.

g.

f.

h.

d.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Waste Management

Waste Management4 1

1. Write down the causes of the following types of pollution.

a. Air pollution: ____________________________________________________________________

____________________________________________________________________________________

b. Water pollution: ____________________________________________________________________

____________________________________________________________________________________

c. Land pollution: ____________________________________________________________________

____________________________________________________________________________________

d. Noise pollution: ____________________________________________________________________

____________________________________________________________________________________

2. Define the following terms.

a. Biodegradable waste: ________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

b. Composting: ________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

c. Biogas: _____________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

d. Pesticide: ___________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

184

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Waste Management4 2

1. Unscramble the correct words and write it in the given blanks.

a. ________________ pollution causes respiratory diseases. (adln/etwra/ira).

b. Some people throw the ________________ on the roadside. (aggearb/etwra/olis)

c. Factories emit harmful ________________ which pollute the air. (tusd/sgase/dcias)

d. Rivers should not be used for washing ________________ (thcleso/losdis/lfeus)

e. Playing ________________ music causes noise pollution. (stwae/oswl/uldo)

2. Give a one line answer for the following questions.

a. Why should we throw wastes in dustbins?

______________________________________________________________________________________

b. How does the acid rain cause water pollution?

______________________________________________________________________________________

c. Which diseases are caused due to water pollution?

______________________________________________________________________________________

d. How does the environment get polluted?

______________________________________________________________________________________

e. Why should we use paper bags?

______________________________________________________________________________________

f. Which things should be recycled to reduce land pollution?

______________________________________________________________________________________

g. Name some biodegradable wastes.

______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Soil

Soil5 1

1. Give one word for the following statements.

a. Farmers grow crops alternatively to prevent soil from erosion.

b. This is an annual tree planting festival started by the government of India.

c. Farmers erect barriers on open farms to reduce soil erosion.

d. Excessivecuttingdownofforestortrees.

e. This is the topmost layer of the soil.

2. Match the following.

a. Topsoil (i) Planting of more trees

b. Dams (ii) capable of producing good crops

c. Fertile (iii) makes the soil infertile

d. Afforestation (iv) are built along the banks of rivers

e. Erosion (v) Topmost layer of the soil

3. Think and write a short note on the following.

a. Need for constructing dams

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

b. The farmers cultivate beans and grams to restore the fertility of soil.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

186

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Soil5 2

1. Label the different layers of soil.

2. Observe the pictures given below. What do they show?

a. ______________________________________________________________

______________________________________________________________

______________________________________________________________

b. ______________________________________________________________

______________________________________________________________

______________________________________________________________

c. ______________________________________________________________

______________________________________________________________

______________________________________________________________

a.b.

c.

d.






1. Fill in the correct options. (5) a. Goitreiscausedduetothedeficiencyof______________. (i) protein (ii) iodine (iii) carbohydrate (iv) vitamin B b. A substance used to kill insects is called an ______________. (i) insecticide (ii) gas (iii) paper (iv) none of these c. Air-borne diseases spread through ______________. (i) water (ii) mosquitoes (iii) animal bite (iv) air d. ______________ is the smallest and lightest bone of the human body. (i) Bone of Arm (ii) Bone of Leg (iii) Bone of Neck (iv) Stapes e. The process of weakening and breakdown of rocks is called ______________. (i) subsoil (ii) weathering (iii) erosion (iv) conservation

2. Fill in the blanks suitably. (10) a. Crop rotation helps the soil to regain its lost ______________. b. When the topsoil is blown by wind and washed by water, it is called ______________. c. Breaking of bones is called a ______________. d. A hypersensitivity to a substance is called ______________. e. Waterborne disease are generally caused by drinking ______________ water. f. Food and water should be kept ______________ and ______________. g. ______________ are important for growth, development, maintenance and repair of our body. h. ______________ are called protective food as they protect our body from various diseases. i. ______________ is an indication of the presence of a disease.

3. Define the following terms. (15) a. Vaccine b. Malnutrition c. Nasal haemorrhage d. Biogas e. Afforestation

4. Answer the following questions briefly. (10) a. Which diseases are caused by drinking contaminated water? b. What is MMR vaccine? c. What do you mean by conservation?


d. Which layer of the soil is fertile? e. What is recycling? f. What are non-biodegradable wastes? g. WhichdiseasesiscausedduetothedeficiencyofVitaminA? h. Which food items are called body building food? i. Whataretheessentialcontentsofafirstaidkit? j. Whenshouldwegivefirstaidtothevictim?

5. Differentiate between the following terms. (20) a. Simple fracture and Compound fracture b. Balanced diet and Malnutrition c. Communicable disease and Non-communicable disease d. Biodegradable waste and Non-biodegradable waste e. Soil erosion and Soil conservation

6. Write the category to which each of the following belong. (10)

a. Humus, Topsoil, Subsoil, Regolith ________________________

b. Cottonballs,Bandages,Antisepticream ________________________

c. Proteins, Vitamins, Minerals ________________________

d. Sunlight, Cod Fish, Egg Yolk ________________________

e. Pneumonia, Tuberculosis, Flu ________________________

f. Chicken pox, Mumps, Measles ________________________

g. Afforestation,VanMahotsav,CropRotation ________________________

h. Plastic, Glass, Metals ________________________

i. Smoke, Dust, Toxic Gases, Asthma ________________________

j. Rice, Wheat, Sugar, Bread ________________________

7. State True or False. (10)

a. The broken bone should be allowed to move. ____________

b. Gascylinderleakeagecancausefireaccident. ____________

c. People living in colder regions require more fat. ____________

d. Water is not essential for us. ____________

e. Ourbodypreparesantibodiestofightagainstgerms. ____________

f. Cancer is a communicable disease. ____________

g. Breathing in polluted air causes asthma. ____________

h. We should throw garbage into the water bodies. ____________

i. Plants help to prevent the soil from erosion by the wind. ____________

j. Soil is made up of two types of layers. ____________


8. Match the following. (10)

a. Proteins (i) Ghee

b. Iodine (ii) Wheat

c. Fats (iii) Night blindness

d. Carbohydrates (iv) Goitre

e. Vitamin A (v) Beri Beri

f. Vitamin B (vi) Body building food

g. Vitamin C (vii) Almond

h. Vitamin D (viii) Olive oil

i. Vitamin E (ix) Rickets

j. Vitamin F (x) Scurvy

9. a. Think and write what will happen if there will be a lot of waste and dirt in our surroundings. (5)

b. What steps should be taken to reduce waste and prevent pollution? Give your own views. (5)


Answers to Coursebook 1. FOOD AND HEALTH

Let’s start: Milk, Spinach, AppleA. 1. Water 2. energy giving 3. night blindness 4. Goitre 5. RoughageB. 1. False 2. False 3. True 4. True 5. FalseC. 1. Food items that contains minerals are called

protective foods as they protect our body from various diseases and help in healthy growth and development of our body.

2. Water comprises almost two-thirds of our body weight. Not only nutrients but sufficient amount of water is required for a healthy body. Water replenishes our body and it is also useful in removal of wastes from our body.

3. Wheat, rice and pulses 4. Kwashiorkor and Marasmus 5. A diet that contains all the vital nutrients, water and

roughage in the right proportion is called a balanced diet.

D. 1.

Nutrient DeficiencyDisease

Sources

Proteins Kwashiorkor,Marasmus

wheat, rice,pulses

Vitamin D Rickets sunlight, cod fish,egg yolk

Vitamin A Night-blindness papaya, pumpkinVitamin B Beri-Beri spinach, soyabean,

egg yolk

2. SAFETY AND FIRST AIDLet’s start: 3, 3, 3, 3, 3A. 1. first aid 2. fire extinguishers 3. bone 4. x-ray 5. hospitalB. 1. True 2. True 3. False 4. False 5. False 6. TrueC. 1. Essential contents of a first-aid kit are: (i) Few sterile cotton balls (ii) A pack of sterile bandages (iii) Antiseptic cream and lotion (iv) A pair of scissors 2. When there is a fire due to cooking gas leakage,

an adult should turn off the cooking gas. All the doors and windows should be opened. The fire department and the gas agency should be informed immediately.

3. If a person is stung by an insect, follow the steps given below as first aid:

(i) Pull the sting out if the insect has left its sting behind in the skin.

(ii) Wash the affected area with a soap and water. (iii) Apply ice or cold water to the spot to reduce the

swelling and pain. (iv) Call a doctor immediately after the first aid.4. In case of fracture in arm or leg, we should take the

following steps– (i) The broken bone should not be allowed to move. (ii) If an arm is injured, then a sling should be tied to

prevent its movement. (iii) In case of a fractured leg, some padding can be

put between the legs. Make the person sit down and place a pillow under the affected leg.

(iv) Apply an ice-pack around the injured area to reduce the pain and swelling.

(v) The victim should be taken to a hospital immediately after first aid is given.

5. Fire accidents, fractures, bites and stings, minor cuts and bleeding nose.

3. DISEASES— COMMUNICABLE AND NON-COMMUNICABLE

Let’s start:• Prevention from polio disease spread by virus• Prevention from malaria disease spread by mosquitoes.A. 1. communicable 2. communicable 3. symptom 4. germs 5. vaccinated 6. non-communicableB. 1. True 2. False 3. False 4. True 5. True 6. TrueC. 1. A disease is a condition where the proper functioning

of the body or one of its parts get affected. Examples of communicable disease are: a. Cholera b. Typhoid c. Malaria d. Flu e. Tuberculosis 2. We should follow these steps to prevent us from

diseases like malaria and dengue— (i) Stagnant water should be drained off to prevent

the breeding of mosquitoes. (ii) Doors and windows should have thin wire nets

to prevent mosquitoes and flies from entering the room.

3. Diseases which do not spread from a sick person to a healthy person are called non-communicable diseases, e.g., diabetes, kwashiorkor, night-blindness etc.


4. Cholera, dysentery, hepatitis, typhoid, diarrhoea. 5. Some diseases such as chicken pox, mumps, measles

and diphtheria normally occur during childhood. The body develops natural immunity against such diseases.

4. WASTE MANAGEMENTLet’s start: 1, 3A. 1. houses, industries 2. Pollution 3. biodegradable 4. Composting 5. methaneB. 1. True 2. False 3. True 4. True 5. False 6. TrueC. 1. Unwanted and unusable materials are called wastes.

Wastes are generally generated in houses like polythene bags, vegetable skins, broken glass, used water from washing clothes and utensils and in industries such as chemicals.

2. Pollution is the process of making the air, water and soil dirty. Pollution is classified as follows:

• Air pollution • Water pollution • Land pollution • Noise pollution 3. Water pollution can be reduced by the following

ways— (i) Factories can reduce water pollution by

installing waste water treatment plants and by recycling the waste water.

(ii) We should never throw wastes into water bodies.

(iii) Rivers should not be used for bathing animals and for washing clothes.

(iv) Pesticides should not be sprayed on the crops that are near the river banks.

(v) Organic wastes should not be thrown into water bodies.

4. Composting is a method of recycling plant and animal wastes. Wastes like animal dung, leaves and grass can be used to obtain compost or manure. A layer of compost is buried deep in the soil and left undisturbed for couple of months. Microbes present in the soil convert it into compost which can then be used as manure.

5. We can keep our environment clean by the following ways.

(i) Wastes can be reduced by preventing food from spoiling.

(ii) Minimal use of things can reduce wastes such as carrying cloth bag instead of a polythene bag to carry food items.

(iii) Household waste contains things that can be reused.

(iv) Water should be disposed off in a proper manner.

(v) Using biogas can help us to keep our environ-ment clean.

5. SOILLet’s start: • A farmer ploughing a field• Making claypots on a potter’s wheel.• Rabbit digging the soil.• Soil erosion.A. 1. True 2. False 3. True 4. False 5. TrueB. 1. soil erosion 2. Bunds 3. regolith 4. Van MahotsavC. 1. When the topsoil is blown away by wind or washed

away by water it is known as soil erosion. 2. Wind: When strong winds blow, the topsoil along

with the organic matter is carried away by the wind. Water: When it rains in the hilly areas, the soil is

washed away towards the plains. From the plains it is carried to the rivers and seas.

3. Deforestation: Excessive cutting down of trees is known as deforestation. The roots of the trees hold the soil thus preventing the soil from erosion. When large areas of the forest are cleared, the topsoil gets eroded by wind and flowing water.

4. Terrace farming and crop rotation

LET’S REVISEA. 1. Overgrazing 2. shelter belts 3. non-communicable 4. soil erosionB. 1. 3 2. 3 3. 7 4. 3 5. 7C. 1. c 2. d 3. e 4. a 5. bD. 1. The topsoil, blown away by wind or washed away

by water, is called soil erosion. Terrace farming and crop rotation help reduce soil erosion.

2. Soil should be conserved to prevent it from erosion. Bunds are small walls constructed with stones and

rocks. These are built along the banks of the river. They prevent the fertile soil from being washed away. Van Mahotsava is another government initiative.

3. A diet that contains all the vital nutrients, water and roughage in the right proportion is called a balanced diet.

However, people suffering from an illness or a deficiency may need to take a larger quantity of a specific food item. For example, an anaemic person would require a food rich in iron like spinach.

4. Water comprises of almost two-thirds of our body weight. Not only nutrients but a sufficient amount of water is required for a healthy body. Water replenishes our body and it is also useful in removal of wastes from our body.

Roughage is the fibrous part of cereals, fruits and vegetables that provides no energy and calories but, helps in improving our digestion.


5. The diseases that spread from one person to another are called communicable diseases. These disease are caused by micro-organisms.

(i) Food and water should be kept clean and covered.

(ii) Water gets contaminated very easily. Make sure to drink boiled and filtered water.

(iii) If a person is infected with a communicable disease, he/she should be kept isolated till he/she gets completely cured.

6. Government of India has launched many health programmes to protect new-born babies and children from diseases such as polio, hepatitis and chicken pox.

The government is also taking steps to make sure that the mosquitoes do not breed near houses. They regularly spray insecticides to eradicate them.

7. Waste that gets easily decomposed by microorganisms such as bacteria and fungi are called biodegradable waste. We can reduce such wastes by buying less and consuming less of plant and animal products (which are biodegradable).

8. Non-biodegradable wastes cannot be decomposed or broken down. So they cause pollution which is harmful for our health.

E. Recycling means to convert waste into reusable products. Recycling helps to keep the environment clean because due to recycling waste is reduced.

Example: Plastic and Paper


Answers to Worksheets1. Food and Health

Worksheet 11. a. (ii) b. (i) c. (iii) d. (i) e. (iii) f. (i)2. a. Carrot, apricot, papaya, mango, pumpkin b. Whole grains, spinach, soyabean, egg yolk c. Cauliflower, strawberry, pineapple, citrus fruit d. Cod fish liver oil, egg yolk, milkWorksheet 21. CARROT, CHEESE, GHEE, BREAD, WHEAT,

PAPAYA, ALMOND, MILK, MEAT, SOYA2. a. The person will have deficiency of vitamin D in his

body which can further causes rickets. b. The food will not get digested properly. c. The person can become obese. d. No, he/she will not become healthy.

2. Safety and First AidWorksheet 11. a. This picture shows an electric switch board. We

should never touch them with wet hands. It may cause an electric shock to us.

b. This is an x-ray of a broken bone. Breaking of bones is called a fracture. It is caused when one falls with a force.

c. This is the picture of an animal bite. When an animal bites, it causes severe pain and swelling. Bite of a dog and a monkey can cause rabies.

d. This is a picture of a minor cut. A minor cut can be caused by a knife, blade or any other sharp object.

Worksheet 2 1. a. Gauze pad b. Blisters c. Allergy d. Victim e. Fire extinguisher2. a. 1. In case of minor burn, hold the affected area of the

skin under running water. 2. In case of severe burn, consult a doctor

immediately. b. 1. In case of animal bite clean the area with soap and

water. 2. Rush that person to a hospital and follow the

doctor’s suggestion. c. 1. During nose bleeding pour cold water on the

head. 2. Make the person sit with his head tilted backwards. d. 1. Apply an antiseptic cream on the wound. 2. Cover the wound with a loose bandage to stop

bleeding.3. a. (iii) b. (v) c. (ii) d. (iv) e. (i)

3. Diseases— Communicable and Non-Communicable

Worksheet 11.

Air-borne

diseases

Water- borne

diseases

Diseasesthat

spread through animals

Childhood diseases

PneumoniaTuberculosisFluCommon cold

CholeraDysenteryHepatitisTyphoid

PlagueRabies

Chicken poxMeaslesDiphtheria

2. a. Government launched the Pulse Polio Immunization Programme in 1995. Under this programme, all children under the age of five are given two doses of oral polio vaccine (OPV) twice in a year (December and January).

b. To prevent children from getting infected with dangerous diseases such as smallpox and measles they should be vaccinated to improve their immunity to such diseases.

Worksheet 21. a. BACTERIA b. GERM c. VIRUS d. DYSENTERY e. AIDS f. MMR g. PULSE POLIO h. IMMUNITY

4. Waste ManagementWorksheet 11. a. Smoke from bikes, cars, factorie’s chimneys; forest

fire; dust, toxic gases, etc. b. Industrial wastes in rivers, lakes and seas; acid rain;

pesticides from the farms, washing in rivers. c. Waste from factories; insecticides and pesticides

used by farmers etc; throwing garbage on roadside. d. Loud music; loud voice of loudspeakers; bursting of

fire crakers.2. a. Waste that gets easily decomposed or broken down

by micro-organisms such as bacteria and fungi is called biodegradable waste.

b. Composting is a method of recycling plant and animal wastes. Wastes like animal dung, leaves and grass can be used to obtain compost or manure.


c. The gas produced from decomposition of plant and animal wastes in the absence of oxygen is known as biogas. This gas is used as a fuel.

d. Pesticide is a substance which is used for destroying insects or other organisms which are harmful for cultivation of plants.

Worksheet 21. a. Air b. garbage c. gases d. clothes e. loud2. a. We should throw wastes in a dustbin to reduce

pollution. b. Harmful gases in the air get mixed with rain water to

form acids. This acid rain causes pollution in water. c. Cholera, Typhoid. d. Environment gets polluted by dust, wastes, toxic

gases, toxic chemicals etc. e. Paper bags are biodegradable and these are not

harmful to our environment. f. Plastics, paper, glass and certain metals like

aluminium. g. Crop waste, fallen leaves, animal dung, food waste

are some of the biodegradable wastes.

5. SoilWorksheet 11. a. Crop rotation b. Van mahotsav c. Shelter belts d. Deforestation e. Humus2. a. (v) b. (iv) c. (ii) d. (i) e. (iii)3. a. Dams prevent floods. They not only prevent the

crops from getting damaged by the floods but also prevent the topsoil from getting washed away by floods.

b. Farmers cultivate beans and grams to restore the fertility of soil and to provide nitrogen to the soil for rice crop cultivation.

Worksheet 21. a. Humus b. Topsoil c. Subsoil d. Regolith2. a. Van Mahotsav b. Shelter belts c. A dam



1. a. (ii) b. (i) c. (iv) d. (iv) e. (ii)2. a. minerals b. soil erosion c. fracture d. allergy e. contaminated f. clean, covered g. Nutrients h. Minerals i. Symptom3. a. Vaccine: A medicine or a substance that provides

immunity against diseases is called a vaccine. b. Malnutrition: The poor condition of a health caused

due to lack of one or more nutrients in the diet is called malnutrition.

c. Nasal Haemorrhage: Bleeding from the nose is known as a nasal haemorrhage.

d. Biogas: A gas produced by the decomposition of organic wastes is known as biogas.

e. Afforestation: Planting of trees to create a forest is known as afforestation.

4. a. Cholera, dysentery, hepatitis and typhoid. b. MMR is a vaccine used for treatment of diseases

such as mumps, measles and rubella. c. It is the utilization of a natural resource in order to

prevent depletion. d. Top soil is the fertile layer of the soil. e. Recycling is the process of converting wastes into

reusable materials. f. Wastes that cannot be decomposed or broken down

by microorganisms are called non-biodegradale wastes.

g. Deficiency of vitamin A causes night blindness. h. The food items that contain proteins are called body

building food. i. Cotton balls, sterile bandages, antiseptic cream and a

pair of scissors. j. First aid should be given to the victim immediately

before taking him to a hospital.5. a. Simple fracture– The bone breaks and the

surrounding muscles and tissues are not affected. Compound fracture– The bone breaks and the

muscles and tissues that surround the bone also get damaged.

b. Balanced diet– The diet that contains all the nutrients required by our body is called a balanced diet. Malnutrition– Malnutrition refers to the poor condition of health caused by lack of one or more nutrients in the diet.

c. Non communicable diseases are the diseases which do not spread from a sick person to a healthy person.

Communicable or infectious diseases are diseases that spread from one person to another.

d. Biodegradable waste– Waste that gets easily decomposed or broken down by microorganisms such as bacteria and fungi is called biodegradable waste.

Non-biodegradable waste– Waste that do not get decomposed is called non-biodegradable waste.

e. Soil erosion– It is erosion of topsoil through wind and water due to which soil becomes less fertile.

Soil conservation– It is the protection of soil from erosion. It makes soil fertile through various methods.

6. a. Layers of soil b. Items in a first-aid kit c. Nutrients d. Vitamin D sources e. Air-borne diseases f. Childhood diseases g. Soil conservation h. Non-biodegradable waste i. Air pollution j. Carbohydrate sources7. a. False b. True c. True d. False e. True f. False g. True h. False i. True j. False8. a. (vi) b. (iv) c. (i) d. (ii) e. (iii) f. (v) g. (x) h. (ix) i. (vii) j. (viii)9. a. If there will be a lot of waste and dirt in surrounding. (i) Our surroundings will get polluted. (ii) Germs and mosquitoes will breed. (iii) Diseases will spread. (iv) Food and water will get contaminated. b. To reduce waste and prevent pollution we must (i) dispose the waste properly in the dustbins. (ii) clean our house and surroundings regularly. (iv) get the leaking drains repaired. (v) not throwing garbage into water bodies. (vi) recycle materials such as paper, glass and plastic.


Term 2



1.The Desert

Region10


Students will be able to: know about the location, climate, vegetation, animals and the lives of the people living in the desert region

2.The

Explorers 10

• Christopher Columbus• Bartholomew Diaz• Ferdinand Magellan• Vasco da Gama• Marco Polo

Students should be able to:identify important European explorers and the areas they discovered during their voyages; understand the impact of voyages in development of trade and business

3.The Arrival

of British10

• Entry of Foreign Traders• Starting Business in India• Trade Monopoly• Military Expansion• Effect of East India Company’s Rule

Students should be able to: understand how British traders colonised India; know their policies and military expansion methods which helped British traders to establish their rule

4.The British Raj and the Revolt of

1857

10

• From Traders to Rulers• Effects of the British Rule• The Revolt of 1857- The First War of

Independence

Students should be able to: know that the British traders gradually became rulers; know the effects of British rule; know the conditions which led to the revolt of 1857 and the reasons why the revolt was not successful

5.The

Freedom Struggle

10

• The Indian National Congress• The Partition of Bengal• The Swadeshi Movement• World War I• Jallianwala Bagh, Non-Cooperation

Movement and Quit India Movement

Students should be able to: understand the organised efforts made by Indians to achieve freedom after 1857 revolt and formation of the Indian National Congress; the massacre of Jallianwala Bagh and its effects on the freedom movement; list the various movements started by Mahatma Gandhi and achievement of independence


197 Lesson Plans — Social Studies


TERM II

1. ThE DEsERT REgIon

EssEnTIal TEaChIng aIDsA world map, chalk

ConCEpT ExplanaTIon

Introduction ¾ Ask students to answer the question given in

the Let’s Start section of the textbook. ¾ Ask students if anyone has visited a desert

area. Discuss the features of this place.

I. location, Types of deserts and Climate ¾ On the world map, point out the location of

different deserts. ¾ Explain that deserts are areas made of sand

dunes. Here the climate is dry and hot. ¾ Deserts are of two types: hot deserts and

cold deserts. In hot deserts, the temperature is high and moisture evaporates quickly. In cold deserts, due to low temperature, moisture condenses into ice.

¾ Give a few examples of hot deserts and cold deserts around the world.

II. Vegetation, animals, people and their lives

¾ Explain that usually fewer plants grow in desert due to absence of water.

¾ Plants like cactus, acacia and baobab can grow in this area.

¾ In deserts, animals such as camel, kangaroo rat, bactrian camels, scorpion, etc., are found. Both, animals and plants have special body adaptations to survive in the hot and dry climate of deserts.

¾ These deserts are thinly populated as water is scarcely found here. Mostly nomads live in these deserts and they are continuously on the move from one place to another. These tribes also keep cattle with them to obtain their milk and meat products.

¾ Indian nomads living in the Thar Desert, in Rajasthan are excellent folk singers and dancers.

¾ Deserts are also a good source of mineral. Middle East countries have rich deposits of petroleum. These countries sell petroleum and thus earn huge profits. Deserts in USA and Australia have gold reserves.



ExploRE ¾ In the activity section, help students to colour

the areas in the world map that have deserts.

lIfE skIlls ¾ Read out the Life Skills question and help

students to gather information about the different protective measures people take when the climate is hot.

lET’s logIn ¾ Tell the students to use the Internet by taking


¾ Ask students to explore more information about deserts.

2. ThE ExploRERs

EssEnTIal TEaChIng aIDsPictures of a few explorers, a world map, chalk

ConCEpT ExplanaTIon

Introduction ¾ Ask students if any one of them has travelled

to a new place. What difficulties do they face when they move out of their home?

¾ Discuss with them that some explorers ventured faraway to different parts of the world and discovered new countries and


continents. Later, these journeys also led to increase in trade and business activities.

I. Christopher Columbus ¾ Display the picture of Christopher Columbus

to the students. Tell them that he discovered the sea routes from Europe to Caribbean islands and South America.

¾ Explain about the voyages of Columbus. ¾ Point out the countries and routes discovered

by him. ¾ Explain to them that he wanted to discover

the route to India, but he instead discovered South America.

II. Bartholomew Diaz, ferdinand Magellan, Vasco da gama and Marco polo

¾ Explain to them that like Columbus, many other explorers tried to discover the trade route to India from Europe.

¾ Explain to them that Bartholomew Diaz attempted to discover the sea route from Portugal to India. But he could travel only till the Cape of Good Hope. Though he had to return, but it was an important discovery.

¾ Ferdinand Magellan wanted to discover the trade route from Portugal to Spice Islands in Asia. He travelled and discovered the route, but unfortunately he was killed in a battle. His crew decided to return to Portugal and in this attempt, they travelled around the whole world. Through this journey, it was concluded that the earth is round in shape.

¾ Vasco da Gama was a Portuguese explorer. He was able to find a sea route from Portugal to India. He sailed beyond the Cape of Good Hope and reached Calicut, in Kerala. This opened trade routes between India and Portugal. This also made Portugal a rich country.

¾ Explain the importance of Vasco da Gama’s journey to students. Explain to them that through this route many traders from different European countries arrived and they eventually started trading with India.

¾ Explain to students about the life of Marco Polo. Explain to them that he stayed in the court of Kublai Khan for 24 years and gave a detailed account of the life during that time in

a book. Through his book, Europeans came to know about China and other countries.



ExploRE ¾ In the activity section, help students to draw

the routes that were taken by Christopher Columbus, Bartholomew Diaz and Vasco da Gama. Ask students to use different colours for each route.

¾ Ask them to identify the countries where these explorers finally reached.


students to gather information about the lives of sailors. Ask them to find out what problems did they face in their voyages. How did they get nutritious food? How did sailors protect themselves from the deficiency diseases?

lET’s logIn ¾ Tell the students to use the Internet with the

help of their teacher/parents and click on the given links.

¾ Ask students to explore more information about these explorers.

3. ThE aRRIVal of BRITIsh

EssEnTIal TEaChIng aIDsPictures of a few British rulers, a world map

ConCEpT ExplanaTIon

Introduction ¾ Show the pictures of some British rulers. Ask

students to guess their country of origin. ¾ Ask students whether these people are still

controlling or ruling our country? ¾ Conclude that the foreigners are not ruling

our country now, but long back they were the rulers of our country.

I. Entry of foreign Traders ¾ Explain to students that after the arrival of

Vasco da Gama in India, trade links among two countries were established. As Indian


goods were in high demand in European countries, Portugal became a rich country. This prompted other countries to send their merchants to India and establish trade links.

¾ Gradually, merchants from other countries such as Britain, France, Holland, Denmark, etc., entered India and started trading with India.

II. starting Business, Trade Monopoly and Military Expansion

¾ After arriving in India, British traders took permission from the Mughal emperor Jahangir to set up their own trading posts and factories. In a timespan of a few decades, the number of trading posts grew and they employed many people.

¾ To establish their monopoly on trade activities and areas, British traders such as the East India Company fought wars with the French, Dutch and Portuguese traders. Over time, the British East India Company controlled large parts of the country compared to the traders from other countries.

¾ Gradually, with the passage of time, the East India Company started collecting revenues from the local people. As a result, it faced opposition from the rulers and the people.

¾ The East India Company had to fight a war against Nawab Siraj-ud-Daulah of Bengal in the year 1757. It is known as the Battle of Plassey. The Nawab lost the battle and the area of Bengal came under the control of the British traders.

¾ Similar wars were fought in Seringapatnam and Tipu Sultan was defeated in this war.

¾ Thus, through military expansion, many parts of India were brought under the control of the East India Company.

¾ The East India Company’s main aim was to earn profit, not to look after the welfare of the people. Therefore they forced local farmers to grow indigo dye. They also forced other farmers and artists to sell their products at a very low price to them.



ExploRE ¾ In the activity section, help students to

locate any two places where the East India Company established their factories. Ask students to take help from the coursebook.


students to gather information about the rule of the East India Company in other countries.



¾ Ask students to explore more information about the East India Company’s rule in our country.

4. ThE BRITIsh Raj anD ThE REVolT of 1857

EssEnTIal TEaChIng aIDsA map of India during the British Rule, pictures of few revolutionaries, chalk

ConCEpT ExplanaTIon

Introduction ¾ Display the map of India and point out the

areas which were ruled by the British. ¾ Ask students to discuss and decide how

much area of our country was controlled by the East India Company?

¾ Ask them to answer the questions of Let’s Start section.

I. from Traders to Rulers and the Effects of the British Rule

¾ Explain to the students that after the battle of Plassey and Seringapatnam, the British traders gradually became the rulers of the country. They established their own legal system and educational policies.

¾ Explain to them that the East India Company used to protect a native Indian ruler by providing them its army. In return, the Company was allowed to collect taxes from the people. Till 1857, major parts of our country came under the control of the Company.


¾ Tell students that there were some positive and negative effects of the British rule in India.

¾ The development of railways, telegraph, postal department and formal education system took place during the rule of the British East India Company.

¾ There were some disadvantages as well. Indians were exploited. People were forced to sell their products at a low price to the British which caused further poverty. Many skilled artists lost their livelihood.

¾ Explain to them that not only common people, even rulers were also dissatisfied under the British rule because they followed the Doctrine of Lapse which stated that if any Indian ruler dies without a natural heir, then the state which is protected by the British will be taken over by them. Due to this, many Indian rulers lost control over their state.

II. The Revolt of 1857 ¾ Explain to them that due to continuous

exploitation of people, there was anger among the Indians.

¾ The British East India Company introduced new Enfield rifles for the soldiers. Its cartridges could be opened by tearing the cover with teeth. The news spread that these cartridges were heavily greased with pig and cow fat. It was against the religious sentiments of the Hindu and the Muslim soldiers.

¾ Mangal Pandey was an Indian soldier who refused to use the cartridge and opened fire on his senior officer in Barrackpore. He was arrested, tried and executed. Other soldiers then broke out in revolt against the British.

¾ Many prominent Indian rulers led the movement and attacked British soldiers at different locations.

¾ Show the pictures of the revolutionaries and help students to identify them. List some of the important leaders of the 1857 revolt.

¾ Explain the reasons due to which the revolt failed to achieve its purpose.



ExploRE ¾ In the activity section, ask students to paste

pictures of prominent leaders of the Revolt of 1857. Also, ask them to gather information about these leaders and write five points about their role in the revolt.


students to discuss and understand the importance of freedom. Ask them to express their views on the effects of the British rule if it had continued till now.



¾ Ask students to explore more information about the Revolt of 1857.

5. ThE fREEDoM sTRugglE

EssEnTIal TEaChIng aIDsPictures of a few revolutionaries, pictures of eminent leaders of freedom movement, chalk

ConCEpT ExplanaTIon

Introduction ¾ Display the pictures of leaders of the freedom

movement. Ask students to identity them. ¾ Ask students to answer the questions of Let’s

Start section.

I. The Indian national Congress, the partition of Bengal and the swadeshi Movement

¾ Explain to students that after the revolt of 1857, the British East India Company stopped ruling India. After 1857, the country was ruled directly by the British Empire.

¾ As a result of the revolt, Indians realised that the British rulers just wanted to earn profit. They were not concerned about the welfare of the citizens.

¾ In the year 1885, A.O. Hume, who was a British Officer helped Indian in the formation of Indian National Congress along with few other Indians. The main aim of this organisation was to strive for the freedom of India. The prominent leaders of the Indian National Congress were Dadabhai Naoroji,


Gopal Krishna Gokhale, Womesh Chandra Banerjee. They were referred to as moderates.

¾ Explain to the students about extremist leaders. These people were not happy about the soft approach taken by the Congress leaders. The notable extremist leaders were Bal Gangadhar Tilak, Bipin Chandra Pal and Lala Lajpat Rai.

¾ In 1905, Viceroy Curzon allowed the partition of the state of Bengal into two parts; one for Hindus and another for Muslims. This partition angered the Indians, and they voiced their feelings. The British had to cancel their decision in 1911.

¾ The anger of people during the Partition of Bengal lead to the beginning of the Swadeshi Movement. British made goods were burnt on bonfires. People were encouraged to use more of Indian goods.

II. Important Movements and freedom ¾ Though the Swadeshi movement was

stopped by the British, it encouraged Indians to voice their dissent more strongly.

¾ Explain to them that under the leadership of Mahatma Gandhi Indians united to fight for freedom of India.

¾ Under the leadership of Mahatma Gandhi important movements were launched. List the important movements like the Non-Cooperation Movement, the Quit India movement, etc.

¾ Explain the important points of these movements.

¾ Tell students that India attained freedom on 15th August 1947. Along with freedom, partition of India also took place. Pakistan and Bangladesh were carved out of India.



ExploRE ¾ In the activity section, help the students to

paste pictures of prominent leaders of the Indian National Congress. Ask them to write a short note about these leaders.


students to discuss and understand that now-a-days, our markets are filled with foreign-made goods. Ask them to discuss the good and bad effects of these foreign- made goods.

lET’s logIn ¾ Tell the students to use the Internet taking


¾ Ask students to explore more information about the Indian freedom movement.

202

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1 1

1. Answer the following questions. a. Why are deserts thinly populated?

________________________________________________________________________________________

b. What are sand dunes?

________________________________________________________________________________________

c. Why are sandstorms harmful for travellers?

________________________________________________________________________________________

d. Why do desert plants have long roots ?

________________________________________________________________________________________

e. What are oases?

________________________________________________________________________________________

f. Name some animals that can live in deserts.

________________________________________________________________________________________

g. Why are camels called ‘ship of the desert’?

________________________________________________________________________________________

h. Name a desert that is rich in petroleum reserves.

________________________________________________________________________________________

2. Match the columns.

Column A Column B

1. Sahara desert a. South America 2. Thar desert b. South Africa 3. Arabian desert c. North Africa 4. Mojave desert d. Central Asia 5. Kalahari desert e. India 6. Atacama desert f. North America 7. Gobi desert g. Australia 8. The Great Australian desert h. Middle East Asia

The Desert Region

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Desert Region

The Desert Region1 2

Across:

2. The desert which is located in India.

3. The desert tribes in Rajasthan are excellent folk singers and dancers. They are called _________________

5. These deserts have copper and diamond reserves.

6. A cold desert which is located in Central Asia.

8. The deserts in Mexico have ___________________ reserves.

9. The deserts of USA and Australia have reserves of this mineral.

10. The green stem of this plant stores water and food for the plant.

Down:

1. The countries of UAE, Iran and Middle East have rich deposits of this mineral in their deserts.

2. The tribes which live in Sahara deserts.

4. The desert which is located in North Africa.

7. This plant is found in Australian and Kalahari deserts.


204

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


2 1The Explorers


a. ___________________ was a Portuguese explorer who successfully discovered the sea route from Europe to India.

b. _______________________ found a narrow sea passage at the southern tip of South America which is named as Straits of Magellan.

c. Marco Polo was a ________________________ traveller from the Republic of ________________ .

d. __________________________ was an Italian explorer who was born in Genoa, Italy in 1451.

e. ___________________________ discovered the Cape of Good hope.

f. Christopher Columbus spotted land on his voyage and named it ______________________ which is at present a part of the Bahamas Islands.

g. Vasco da Gama’s discovery of sea route to India led the other European countries such as _______________, _______________, _______________, etc. to come to India as _______________ and establish their _______________.

h. Christopher Columbus started his second voyage from the port of _______________ in the year _______________ and reached _______________.

i. In his third Voyage in 1498, Columbus reached _______________ and the island of _______________.

j. Columbus believed that he has discovered a route from Europe to India, but in reality he had discovered parts of _______________ which was a part of the New _______________.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Explorers

2 2The Explorers

1. Write true or false.

a. Christopher Columbus completed two voyages across the Atlantic Ocean and

discovered many islands around America. ___________

b. Bartholomew Diaz was a knight in the court of King John-II of Portugal. ___________

c. Ferdinand Magellan was a Portuguese explorer who successfully discovered

the sea route from Europe to India. ___________

d. Vasco da Gama started his voyage on 8th July, 1497 from the port of

Lisbon in Portugal. ___________

e. Vasco da Gama traded with King Ferdinand II who was a local ruler in India. ___________

f. Marco Polo was a merchant traveller from the Republic of Venice. ___________

g. Marco Polo documented the adventures of his journey in his book titled

‘The Experiences of Marco Polo’ ___________

h. Christopher Columbus started his first voyage on August 3, 1492 from

the port of Palos in Spain. ___________

i. Ferdinand Magellan kept sailing westwards and reached Antarctic ocean. ___________

j. All crew members of Ferdinand Magellan were killed by the natives of Spice Island. ___________

k. Bartholomew Diaz reached till the farthest point of Africa in 1488 and

returned back. ___________

l. Vasco da Gama established a trade route with India and traded spices and

other valuable items with India. ___________

206

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


3 1The Arrival

of British

Across:

4. This game was introduced in India by the officers of the East India Company.

5. In the Battle of Plassey the British forces were led by Robert ________________.

6. This Mughal emperor gave permission to British traders to establish a trading post.

Down:

1. India was famous for ________________ all over the world.

2. He was the first European to discover a sea route from Europe to India.

3. The American city where the revolutionaries threw a large quantity of tea boxes into the ocean.

1. solve the crossword with the help of the given clues.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Arrival of British

3 2


a. European explorers made brave and adventurous journeys to discover new trade routes. ________

b. The trade with India made Portugal a poor country. ________

c. Except East India Company, no other foreign trader entered India. ________

d. The East India Company lost the battle with the foreign traders. ________

e. Nawab Siraj-ud-Daulah was defeated by the East India Company. ________

f. The game of cricket was introduced in India by the officers of the East India Company. ________

g. The East India Company had established their presence quite strongly in India by 1557. ________

h. The East India Company collected revenue from the peasants and landowners. ________

i. The Portuguese were eager to do more business and commercial activities with India. ________

j. French merchants arrived in India and established their colony in northern India. ________

k. With the support of the Mughal emperor, the number of factories continued to increase and the East India Company earned profit from it. ________

l. Farmers were forced to grow food crops in their fields. ________

The Arrival of British

208

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


4 1The British Raj and the Revolt of 1857


a. The East India Company entered our country as _____________________.

b. There was no _______________________ among the kings and princes of our country.

c. The _________________ and the _________________ system were started by the British.

d. The British rule affected the lives of _________, _________, _________, _________, and the common man.

e. Most Indians were __________________ under the rule of British.

f. The main reason behind the revolt was the introduction of _____________________ by the British.

g. The cartridges that were used in rifles were heavily greased with ______________ obtained from _______________ and ______________.

h. At Kanpur, _________________ and ___________________ led the revolt.

i. Even though many prominent leaders took part in the revolt, the leaders lacked ______________ and ______________________.

j. A non-commissioned army officer of a rank above that of a corporal is called a __________________.

k. The British also introduced a uniform system of _____________ and _____________ in India.

l. On 29th March 1857, a young Indian soldier named _______________________ refused to use the cartridge.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The British Raj and the Revolt of 1857

The British Raj and the Revolt of 18574 2


a. The Indian farmers were forced to grow crops such as tea and coffee and sell them to the British at a very high price. ________________

b. Most Indians were satisfied under the British rule. ________________

c. The British introduced formal education and schooling system in India. ________________

d. The East India company promised to protect a state and its ruler by the help of its army and better ammunition. ________________

e. The East India Company entered India as its rulers. ________________

f. After some time, the East India Company directly collected taxes from the local people and established their own legal and education system. ________________

g. Indian princely states were always at war with each other. ________________

h. The cartridges used for the Enfield rifles were greased with the animal fat obtained from fish and dog. ________________

i. Even though the British brought many positive changes, they used various unfair means and treated Indians very badly. ________________

j. The British rule did not affect the lives of kings, nawabs, weavers, farmers and the common man. ________________

k. The British laid the foundation of the railways in India. ________________

l. By the year 1857, the British had established political and economic control all over India. ________________

m. The revolt aroused a feeling of nationalism and showed the way to attain freedom. ________________

210

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


5 1The Freedom

Struggle


a. Indian National Congress was formed in the year __________________.

b. The first session of the Indian National Congress was held in __________________.

c. Those leaders who wanted self-rule for Indians were called __________________.

d. Gopal Krishna Gokhale was a _________________ leader of the congress.

e. The partition of Bengal was ordered by __________________.

f. British goods were boycotted and burnt in bonfires and _________________ made goods were used.

g. The partition of Bengal triggered the _________________ movement.

h. ________________________ returned to India when the World War -I was going on.

i. On 13th April 1919, a public protest meeting was held at the ______________________________.

j. The Non-Cooperation Movement was called off due to the violent killing of policemen at __________________.

k. The final movement called _____________________ was launched by Mahatma Gandhi to achieve independence.

2. Identify these leaders of the freedom struggle and write their names.

a. b. c.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Freedom Struggle

5 2

1. Answer the following questions.

a. Who were referred to as moderates?

______________________________________________________________________________________

b. Who were referred to as extremists?

______________________________________________________________________________________

c. Who ordered the partition of Bengal?

______________________________________________________________________________________

d. Why did Indians help the British during the World War-I?

______________________________________________________________________________________

e. When did Mahatma Gandhi returned to India?

______________________________________________________________________________________

f. Who were popularly known as ‘Lal, Bal, Pal”?

______________________________________________________________________________________

g. Name the newspaper that was started by Bal Gangadhar Tilak?

______________________________________________________________________________________

h. Which movement boycotted the use of British made goods and supported the use of Indian goods?

______________________________________________________________________________________

i. Name some leaders who participated in the Non-Cooperation Movement?

______________________________________________________________________________________

j. What did the British government promise during the World War-II?

______________________________________________________________________________________

k. Name two countries which were a part of India before independence.

______________________________________________________________________________________

l. Why did Mahatma Gandhi call off the Non-cooperation Movement?

______________________________________________________________________________________

The Freedom Struggle


soCIal sTuDIEs Class 5 TERM 2



a. The Gobi desert is located in _________________. (i) Africa (ii) Antarctica (iii) Asia (iv) Australia

b. Which of the following tribes inhabit hot deserts? (i) Eskimos (ii) Pygmies (iii) Masai (iv) Bedouins

c. Where did Vasco da Gama land first in India ? (i) Surat (ii) Pondicherry (iii) Calicut (iv) Calcutta

d. In 16th century, India was famous for __________________. (i) coal (ii) petroleum (iii) spices (iv) electronics

e. The anger of people due to the partition of Bengal gave rise to the __________________. (i) Quit India movement (ii) Dandi March (iii) Swadeshi movement (iv) Non-Cooperation movement

2. Write true or false. (10)

a. Kangaroo rats and camels can live in deserts because they need less water to survive. _________

b. Deserts are thickly populated places. _________

c. The British introduced a uniform system of laws and courts in India. _________

d. The East India Company promised to protect a state and its ruler by the help of its army and better ammunition. _________

e. People in deserts mostly lead a nomadic life and are usually settled around oases. _________

f. The stem of cactus is hard and brown in colour. _________

g. The British East India Company did not establish a trade monopoly in India. _________

h. The first session of the Indian National Congress was held at Bangalore. _________

i. Lala Lajpat Rai started a newspaper called ‘The Times of India’. _________

j. Indians did not support the British during World War-I. _________


a. Cold deserts are very dry and the moisture changes into ___________________. b. In deserts, the plants have leaves reduced into spines because it prevents water loss due to

__________________________. c. The deserts of USA and Australia have _________________ reserves.



d. __________________ stayed in the court of Kublai Khan for 24 years.

e. The trade with India made _____________________ a rich country.

f. The British rulers forced the farmers to grow ___________________ in their fields.

g. The British passed laws to abolish social taboos such as the _____________________.

h. _____________________________ was a Portuguese sailor who named the Pacific Ocean.

i. On 29th March 1857, a young Indian soldier name ___________________________, refused to use the cartridge.

j. Lack of _______________________ was the main reason for the failure of 1857 revolt.

4. Definethefollowingterms. (10)

a. Oases b. Cold desert c. New World

d. Colony e. Extremists


a. Two animals which live in hot deserts.

(i) __________________________________ (ii) __________________________________

b. Two animals which live in cold deserts.

(i) __________________________________ (ii) __________________________________

c. Two things for which India was famous in 16th century.

(i) __________________________________ (ii) __________________________________

d. Two female leaders who took part in the revolt of 1857.

(i) __________________________________ (ii) __________________________________

e. Two male leaders who took part in the revolt of 1857.

(i) __________________________________ (ii) __________________________________

f. Two battles which were fought between the East India Company and the Indian rulers.

(i) __________________________________ (ii) __________________________________

g. Two Portuguese explorers.

(i) __________________________________ (ii) __________________________________

h. Two moderate leaders of Indian National Congress.

(i) __________________________________ (ii) __________________________________

i. Two extremist leaders of Indian National Congress.

(i) __________________________________ (ii) __________________________________

j. Two countries which were created out of India after independence.

(i) __________________________________ (ii) __________________________________


6. Match the columns. (10)

Column A Column B

1. Atacama desert a. Kalahari desert

2. Sahara desert b. Maluku islands in Indonesia

3. Bushmen tribes c. Womesh Chandra Banerjee

4. Aboriginal tribes d. Viceroy Curzon

5. Spice Island e. South America

6. Moderate leader f. General Dyer

7. Extremist leader g. Australian deserts

8. Partition of Bengal h. North Africa

9. Jallianwala Bagh massacre i. Bal Gangadhar Tilak

10. Kesari newspaper j. Bipin Chandra Pal


a. What are sand dunes ? How can these cause harm to the travellers?

b. Write a short note on the life of people who live in desert.

c. What was the effect of voyages made by the explorers on trade and business? Explain in your own words.

d. Describe the journey and the route discovered by Vasco da Gama.

e. How did British East India Company became the only foreign trader to do business in the country?

8. Answer the following questions in detail. (20)

a. Write the advantages and disadvantages of the British rule in India.

b. Give differences between hot and cold deserts.

c. What do you understand by the terms ‘Old World’ and ‘New Wold’?

d. Who established the first colony in India? How do you think it attracted other European countries to do business with India?

e. Who were moderate and extremist leaders of the Indian National Congress?


Answers to Coursebook1. ThE DEsERT REgIon

A. 1. (a) 2. (a) 3. (c) 4. (b) 5. (d)B. 1. (e) 2. (d) 3. (b) 4. (c) 5. (a)C. 1. False 2. True 3. True 4. False 5. TrueD. 1. The climate of desert is dry and hot. The landscape

consists of sand. Sand dunes are small hillocks of sand piled up in a place. The wind blowing in the desert shifts the position of sand dunes. In cold deserts the climate remains dry and there is almost no drinking water. Rainfall is less than 25 cm in a year.

2. In hot deserts the temperature is high during the daytime and cold during the night time. There is no moisture in the air and thus it rarely rains in these areas. Due to lack of moisture, there is no vegetation in the area.

Cold deserts are very dry and the moisture changes into snow. Antarctica is a cold desert where there is no moisture, but snow all around. Similarly, Gobi and Atacama are cold deserts where there has been no rainfall for many years, even though the temperature there reaches below the freezing point.

3. Bedouins and Bushmen are tribes that live in deserts. These tribes live near oases and keep herds of cattle. They use their cattle to obtain their meat, milk and wool. Some of these tribes also trade in goods with the nearby towns. The tribes have distinct cultures. For example, some desert tribes in Rajasthan are excellent folk singers and dancers and they are called Kalbelias.

Many of these nomads are gradually moving to cities in search of a better future. Nowadays, most of them have adapted to the city life.

4. The animals in the desert have developed special adaptations which help them to survive in this climate. Camels are specially adapted to live and travel in the desert. They are called the ship of the desert. Many reptiles and lizards live in this area. Kangaroo rats can live without water for a long time. Most of the animals hide in burrows during the hot day and come out at night. Animals such as scorpions and spiders have a thick outer covering to prevent water loss.

In cold deserts like Antartica we can find penguins and seals, Bactrian camels are found in the Gobi desert. Llamas, lizards and foxes are found in the Atacama desert.

5. Since the climate is very hot and dry, few plants can survive here. Cactus, date palm and Acacia plants grow if little moisture is available in the region. These plants have long roots that go deep in search of water. These plants also have leaves reduced into spines. This prevents water loss due to transpiration. The stem of the cactus is soft and green and it stores water and food for the plant.

2. ThE ExploRERs

A. 1. (b) 2. (a) 3. (c) 4. (b) 5. (c)B. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)C. 1. True 2. False 3. False 4. False 5. TrueD. 1. Christopher Columbus started his first voyage on

August 3, 1492 from the port of Palos in Spain. After a few months of travelling in the ocean, he spotted land. He named it ‘San Salvador’. At present, it is a part of the Bahamas islands.

2. Bartholomew Diaz led an expedition in the year 1487 to sail around the southern tip of Africa to find a trade route to India. He sailed along the west coast of Africa. He reached the farthest point in 1488 and turned back. On his return journey he discovered the Cape of Good Hope. He had originally named it the Cape of Storms.

3. Vasco da Gama was a Portuguese explorer who successfully discovered the sea route from Europe to India.

To establish a secure trade route with India, Vasco da Gama started his voyage on 8th July 1497 from the port of Lisbon in Portugal. He sailed along the coast of Africa and travelled along the Cape of Good Hope. He continued to move eastward and reached Calicut (present day Kozhikode) in Kerala on May 20, 1498.

Vasco da Gama’s discovery of a sea route to India led the other European countries such as France, Portugal, Britain, etc., to enter India and start trading with India.

4. Ferdinand Magellan was a Portuguese sailor. He wanted to find a trade route to the Spice Islands


(present day Maluku Islands in Indonesia). He sailed across the Atlantic Ocean through Brazil and reached South America. He found a narrow sea passage at the southern tip of South America, which is named as Straits of Magellan. He kept sailing westwards and reached Pacific Ocean.

After many weeks, they reached Phillipines. He was killed by natives of the island.

After the death of Magellan, the remaining crew members returned back in one ship. They sailed back to Portugal. In this attempt, the ship actually travelled around the whole world. This proved that the shape of earth is round as the ship reached the same place from where they had started. Many new countries were known to the Europeans through this voyage.

5. The voyages made by European explorers opened the avenues for new trade links. Gradually, the Europeans established their colonies in these continents and established their rule. As a result, European countries grew richer and introduced their new technology and inventions in these countries. For example, Vasco da Gama discovered the sea route from Portugal to India. Through this route British traders came to our country and eventually ruled the country for two centuries.

3. ThE aRRIVal of BRITIsh

A. 1. (d) 2. (c) 3. (c)B. 1. (d) 2. (c) 3. (a) 4. (b)C. 1. True 2. False 3. False 4. True 5. FalseD. 1. In the 16th century, India was famous for spices, fine

handicrafts, clothes, gems, jewellery, etc. These items were in huge demand in the European countries Therefore, the Europeans were interested in finding a sea route to India.

2. The British East India Company wanted to establish a trade monopoly. Therefore, they engaged in wars with the Portuguese, the Dutch and the French companies. The East India Company emerged as a winner. They ensured that there were no more competitors for them.

3. Though, the East India Company progressed in its trading activities, it also faced resistance from local people and the state rulers. It used force to collect revenues from the people. In 1757, the East India

Company’s forces were led by Robert Clive. The forces were engaged in a war with Nawab Siraj-ud-Daulah in the Battle of Plassey. Nawab Siraj-ud-Daulah was defeated and the area of Bengal was captured by the East India Company.

Similar battles took place in Buxar and Seringapatnam. After winning these battles, the Company controlled a major portion of India and collected revenue from these areas.

4. The East India Company collected taxes from the local people because its aim was to earn money and send it to Britain. They also collected taxes to establish their army and protect the factories.


A. 1. (c) 2. (c) 3. (a)B. 1. True 2. False 3. False 4. True 5. FalseC. 1. Vasco da Gama 2. Plassey 3. Mangal Pandey 4. British Crown 5. Doctrine of LapseD. 1. Portugal, Holland and France started trading with

India. 2. The British laid the foundation of the railways

in India. The first train ran from Bombay (now Mumbai) to Thane on 16th April, 1853.

• Thetelegraphandthepostalsystemwerestartedby the British.

• They also introduced formal education andschooling system in India.

3. The British came to India as traders and gradually became its rulers. The main reason for this was the Indian princely states who were always at war with each other. They had no unity among them. The British promised to protect a princely state with their army and ammunition. In return the British East India Company was allowed to collect taxes from the people. Through their policies and wars, the British were able to bring the states of India under its control one by one and they did not face any opposition in the country.

4. The main reason behind the revolt was the introduction of new Enfield rifles by the British. It was believed that the cartridges that were used in these rifles were heavily greased with fat obtained from pigs and cows. These cartridges had to be bitten off with teeth before they were loaded into


the rifles. This was against the religious sentiments of both Hindu and the Muslim soldiers.

5. The British were able to crush the revolt of 1857 due to the following reasons.

• There was lack of unity among the Indians.Many Indian rulers supported the British and thus the revolution failed.

• The Indian mutineers had less advancedweapons and lacked modern war techniques.

• Therewas a lackof organisation andplanningamong the leaders of the revolt.

5. ThE fREEDoM sTRugglEA. 1. True 2. True 3. False 4. False 5. TrueB. 1. A.O. Hume 2. moderates, extremists 3. General Dyer 4. Swadeshi 5. Chauri ChauraC. 1. Dadabhai Naoroji, Gopal Krishna Gokhale and

Womesh Chandra Banerjee were called the moderate leaders in congress.

2. A million Indian soldiers fought for the British during the First World War. However, the expectations of the Indians were shattered. After the war, heavy taxation was imposed to recover the losses suffered in the war increased the suffering of the Indians. During the war Mahatma Gandhi returned to India and launched movements to attain freedom.

3. The agitation to show hatred for the British legislation reached its height at a public protest meeting that was attended by 10,000 people, on 13th April 1919, at Jallianwala Bagh in Amritsar. General Dyer along with his troops closed the only entrance of the Bagh (park) and opened fire on the gathering without any warning. The firing lasted for 10 minutes, killing almost 1000 people.

4. Mahatma Gandhi started the Non-cooperation Movement in response to the Jallianwala Bagh massacre. He toured all over India and urged people not to cooperate with the British. Many Indians working with the British resigned, lawyers boycotted the courts and students were withdrawn from schools. People broke laws and refused to pay taxes.

In 1922, the Non-cooperation Movement at Chauri Chaura in Uttar Pradesh turned violent, when a mob set a police station on fire, killing 22 policemen. After this incident the Non-cooperation Movement was called off by Mahatma Gandhi.

5. The anger of the people due to the partition of Bengal gave rise to the Swadeshi Movement. The use of Indian-made goods and the boycott of British goods was the main motto of the Swadeshi Movement. British made goods were destroyed on bonfires lit all over the country. This movement soon spread all over India.

lET’s REVIsE

A. 1. Sahara 2. Gobi 3. Italian 4. Old 5. SuratB. 1. (e) 2. (d) 3. (a) 4. (b) 5. (c)C. 1. Advantages of British Rule: • TheBritishlaidthefoundationforrailwaysand

telegraph in India. • Theyalsointroducedtheformaleducationand

schooling system. • They also passed laws to abolish social taboos

such as Sati. Disadvantages of British Rule: • The factory produced goods from Britain

damaged the economy and livelihood of skilled craftsmen in India.

• Thefarmerswereforcedtogrowcropssuchasindigo and cotton and were forced to sell them to the British at a very low price.

• TheBritishtradersusedthelawsfortheirownbenefit.

2. Some prominent leaders of the Indian National Congress demanded the British government to bring reforms so that Indians could lead a better life. They were called the moderates. Dadabhai Naoroji, Gopal Krishna Gokhale and Womesh Chandra Banerjee were such leaders. Some other leaders of the Indian National Congress were against the soft approach taken by the moderates and wanted self rule for Indians. They were called the extremists. Lala Lajpat Rai, Bal Gangadhar Tilak and Bipin Chandra Pal were such leaders.

3. Swadeshi Movement: The partition of Bengal led to the beginning of the Swadeshi movement. The British factory made goods were burnt in bonfires and people boycotted their use.

Non-Cooperation Movement: In response to the Jallianwala Bagh massacre, Mahatma Gandhi started the Non-cooperation Movement. He toured across the country and urged people not to cooperate with the British government. Many people who were working with the British government resigned from their jobs, others broke laws and refused to pay their taxes.


Quit India Movement: During the World War II, the British government assured Indians that after the war is over, their demands will be taken care of. But Indians were not ready to believe the promises made by them. Mahatma Gandhi launched a final movement to achieve independence. There were widespread protests all over the country. Many people were arrested and jailed. Finally the British government had to accept all demands of Indians and grant the freedom.

4. Christopher Columbus was an Italian explorer. He started his first voyage on August 3, 1492 from the port of Palos in Spain. After travelling in the ocean for a few months, he spotted land. He named it San Salvador. At present, San Salvador is a part of the Bahamas island.

5. Animals living in deserts have developed special adaptations which help them to survive in the dry and arid climate. Animals such as camels and kangaroo rats can live without water for a long time. Most of the animals hide during the hot day and come out at night. Scorpions and spiders have a thick outer covering to prevent water loss.

1. Doctrine of Lapse: This law was followed by the East India Company. It stated that if any Indian ruler, whose state is protected by the British, dies without a natural heir, his state will be taken over by the British.

2. Indian National Congress: As educated Indians became more dissatisfied with the British rule, they organised and united themselves to form an organisation. They were helped by A.O. Hume and Indian National Congress was formed in 1885.

3. Cold deserts are very dry and the moisture changes into snow. Gobi and Atacama are cold are cold deserts. Here the temperature reaches below the freezing point and there has been no rainfall for many years.

E. Students will locate the route by themselves. Ask them to refer to the coursebook help.



1. ThE DEsERT REgIon

Worksheet 11 a. Deserts are thinly populated places due to harsh

living conditions such as scarcity of water, lack of fertile land, etc.

b. Sand dunes are small hillocks of sand piled up in a place.

c. Sandstorms decreases the visibility. Therefore, it may be harmful for travellers.

d. The plants that grow in deserts have long roots so that they can go deep in search of water.

e. In the middle of the desert, there are some areas where the underground water comes to the surface. These places are called oases.

f. Camel, kangaroo rat, scorpion, lizards, and foxes can live in deserts easily.

g. Camels are specially adopted to live and travel in the deserts easily. So they are called the ship of the desert.

h. Arabian desert2. 1. (c) 2. (e) 3. (h) 4. (f) 5. (b) 6. (a) 7. (d) 8. (g)

Worksheet 2

2. ThE ExploRERsWorksheet 11. a. Vasco da Gama b. Ferdinand Magellan c. merchant, Venice d. Christopher Columbus e. Bartholomew Diaz f. San Salvador g. France, Portugal, Britain, traders, colonies,

h. Cadiz, 1493, Hispaniola i. Venezuela, Trinidad j. America, Continent

Worksheet 21. a. True b. True c. False d. True e. False f. True g. False h. True i. False j. False k. True l. True

3. ThE aRRIVal of BRITIshWorksheet 1

Worksheet 21. a. True b. False c. False d. False e. True f. True g. False h. True i. True j. False k. True l. False


Worksheet 11. a. traders b. unity c. telegraph, postal d. kings, nawabs, weavers, farmers e. dissatisfied f. Enfield rifles g. animal fat, pigs, cows h. Nana Sahib, Tantia Tope i. organisation, planning j. sergeant k. laws, courts l. Mangal Pandey

Worksheet 21. a. False b. False c. True d. True e. False f. True g. True h. False


i. True j. False k. True l. True m. True

5. ThE fREEDoM sTRugglEWorksheet 11. a. 1855 b. Mumbai c. extremists d. moderates e. Viceroy Curzon f. India g. Swadeshi h. Mahatma Gandhi i. Jallianwala Bagh j. Chauri-Chaura k. Quit India Movement2. a. Gopal Krishna Gokhale b. Lala Lajpat Rai c. Bipin Chandra Pal

Worksheet 21. a. Dadabhai Naoroji, Gopal Krishna Gokhale and

Womesh Chandra Banerjee were referred to as moderates.

b. Bal Gangadhar Tilak, Bipin Chandra Pal and Lala Lajpat Rai were referred to as extremists.

c. Viceroy Curzon ordered the partition of Bengal into two parts.

d. Many Indians helped the British during the World War I as they thought that helping the British would make them sympathetic towards the Indians.

e. Mahatma Gandhi returned to India when the First World War was still going on. He saw the sufferings of Indians and poverty in India.

f. Lala Lajpat Rai, Bal Gangadhar Tilak and Bipin Chandra Pal were popularly called as “Lal Bal Pal”.

g. Kesari h. Swadeshi Movement i. Many young leaders such as Jawahar Lal Nehru,

Subhash Chandra Bose and Maulana Abdul Kalam Azad participated in the Non-cooperation Movement.

j. During the World War-II the British government promised that after the war gets over, the demands of Indian would be taken care of.

k. Pakistan and Bangladesh. l. In 1922, the Non-cooperation Movement at Chauri

Chaura in Uttar Pradesh turned violent, when a mob set a police station on fire, killing 22 policemen. After this incident, the Non-cooperation Movement was called off by Gandhiji.


1. a. (iii) b. (iv) c. (iii) d. (iii) e. (iii)2. a. True b. False c. True d. True e. True f. False g. False h. False i. False j. False3. a. snow b. transpiration c. gold d. Marco Polo e. Portugal f. indigo g. Sati h. Ferdinand Magellan i. Mangal Pandey j. unity4. a. Oases: Those areas in the middle of the desert

where underground water comes to the surface is called an oasis. Plants like date palm, wheat, barley can grow here.

b. Cold desert: Cold deserts are very cold and dry areas where moisture changes into snow. Gobi, Antarctica and Atacama are examples of cold deserts.

c. New World: The continents of North America, South America and Australia were unknown to the geographers. After their discovery they were known as ‘New World’.

d. Colony: When a distant area is controlled by another nation, it is called a colony of the controlling nation.

e. Extremists: Some leaders of the Indian National Congress were not in favour of a soft approach taken by the moderate leaders and wanted self-rule for Indians. They were called the extremists. Bal Gangadhar Tilak, Bipin Chandra Pal and Lala Lajpat Rai were important leaders of this group.

5. a. (i) camels (ii) kangaroo rats b. (i) Penguins (ii) seals c. (i) spices (ii) gems d. (i) Rani Lakshmi Bai (ii) Begum Hazrat Mahal e. (i) Mangal Pandey (ii) Liaquat Ali f. (i) Battle of Buxar (ii) Battle of Plassey g. (i) Vasco da Gama (ii) Bartholomew Diaz h. (i) Gopal Krishna Gokhale (ii) Dadabhai Naoroji i. (i) Lala Lajpat Rai (ii) Bal Gangadhar Tilak


j. (i) Pakistan (ii) Bangladesh6. 1. (e) 2. (h) 3. (a) 4. (g) 5. (b) 6. (c) 7. (j) 8. (d) 9. (f) 10. (i)7. a. Sand dunes are small hillocks of sand piled up

in a place. When wind blows in deserts it causes sandstorms and shifts the position of sand dunes. These sandstorms decrease the visibility and can be dangerous for travellers.

b. Deserts are thinly populated places due to the harsh living conditions. Scarcity of water and lack of fertile land force people to move to better areas. People lead a nomadic life and move from one place to another with the change in weather.

Some tribes live near oases and keep herds of cattle. They use the cattle to obtain their meat, milk and wool. Some of these tribes also trade in goods with the nearby towns. The tribes have distinct cultures and beliefs. For example some desert tribes in Rajasthan are excellent folk singers and dancers and they are called Kalbelias.

Many of these nomads are gradually moving to cities in search of better future. Nowadays, most of them have adapted to the city life.

c. The voyages made by European travellers led to discover of new continents. People came in contact with new crops, precious metals, gems, crops, etc. Europeans also discovered new trade routes and new territories to rule and form their colonies. Thus the European countries grew richer. For example, through the sea route discovered by Vasco-Da-Gama British traders entered India and ruled for about 200 years.

d. Vasco da Gama was a Portuguese explorer who successfully discovered the sea route from Europe to India. To establish a secure trade route with India, he started his voyage on 8th July 1497, from the port of Lisbon in Portugal. He sailed along the coast of Africa and travelled around the Cape of Good Hope. He continued to move eastward and reached Calicut (present day Kozhikode) in Kerala on May 20, 1498. He traded with the local ruler of Calicut named Zamorin.

e. The British East India Company wanted to establish a trade monopoly. For that, they engaged in a war with the Portuguese, the Dutch and the French companies. The East India Company


emerged as the winner. This ensured that there was no more competition for them. Gradually, important places of India such as Mumbai, Kolkata, Chennai had factories established by the East India Company and within a few decades, many people were employed by the Company. For protecting their factories, they also had their own army which also helped them during the wars.

With the support of the British government, the Company grew stronger and the revenues increased. To benefit the Company in the long run, the East India Company also started to capture many areas and rule over them.

8. a. The British extended their rule all over India. They brought many changes in India.

Advantages of the British Rule: 1. The British laid the foundation of railways in

India. The first train ran from Bombay (now Mumbai) to Thane on 16th April 1853.

2. The telegraph and the postal system were started by the British.

3. They also introduced formal education and schooling system.

4. They passed on the laws to abolish social taboos such as the sati.

5. They brought modern technology for farming and protection of ancient monuments. They built modern cities and canals during their rule in India.

6. The British also introduced a uniform system of laws and courts in India.

Disadvantages of the British Rule in India: Even though the British brought many positive changes, they used various unfair means and treated the Indians very badly. The British rule affected the lives of kings, nawabs, weavers, farmers and the common man.

1. The farmers were forced to grow crops such as cotton and indigo and sell them to the British at a very low price.

2. The British sold their factory-made clothes at a very low price with which the Indian weaver could not compete. Due to this, many skilled weavers and artists lost their livelihood.

3. Even though the laws and courts were introduced by the British, they used it for extending their control over India. For example, the Doctrine of Lapse law stated that if any Indian ruler, whose state is protected by the British, dies without a

natural heir, his state would be taken over by the British.

b. In hot deserts the temperature is high during the daytime and cold during the night time. There is no moisture in the air and thus it rarely rains in these areas. Due to lack of moisture, there is no vegetation in these areas.

Cold deserts are very dry and the moisture changes into snow. Antarctica is a cold desert where there is no moisture but snow all around. Similarly Gobi and Atacama are cold deserts where there has been no rainfall for many years even though the temperature there reaches below the freezing point.

c. The continents of Asia, Africa and Europe were known to the geographers since the ancient times. Hence they were called the Old World. The continents of North America, South America and Australia were unknown to them. Hence they were called the “New World”.

d. After the discovery of trade route from Portugal to India, Portugal was able to establish its first colony in India. The trade with India made Portugal a rich country. This attracted other European countries and in due course of time they arrived in India to start trade.

e. The prominent moderate leaders of the Indian National Congress were Dadabhai Naoroji, Gopal Krishna Gokhale and Womesh Chandra Banerjee. Their main demand was to bring reforms so that Indians could lead a free and better life.

Some leaders of the Indian National Congress were not in favour of the soft approach taken by the moderates and wanted self-rule for the Indians. They were called the extremists. Bal Gangadhar Tilak, Bipin Chandra Pal and Lala Lajpat Rai were noted extremist leaders.

TERM

3


English Overall Lesson PlanTerm 3

Unit Contents Expected Learning Outcomes

1. Ozone

An interesting play on ultraviolet rays, ozone and global warmingLet’s start• Steps to minimise global warming

Let’s learn words• Words/phrases that mean the same Let’s listen• Listening to a passage

Let’s learn grammar• Matching to form sentences

• Underlining the preposition

• Making sentences

Let’s speak• Preparing a dialogue

Let’s learn more• Visiting a website on Ozone

Think and write• Writing a paragraph


Life Skills• Reducing global warming.

Students learn interesting facts about ultraviolet rays ozone and global warming.Students learn about how to minimise global warming.

Students learn about words which may represent another word/phrase.Students listen to a passage read out their teacher and answer the questions asked thereupon.Students learn to match two phrases suitably to form sentences.Students learn to underline prepositions in sentences.Students learn to make sentences using the given phrases.

Students learn to prepare a dialogue discussing the play.

Students visit a website on ozone and play a game based on it.

Students learn to write a paragraph on reducing our excessive dependence on fossil fuels and going in for solar/wind energy an alternative.

Students learn to make a list of things in their daily lives to reduce global warming.

Students learn to make a list of things in their daily lives to reduce global warming.

2. Paper Boats

A poem about a child’s experience

Life Skills• Benefi ts of craft

The student learns about a child’s experience of fl oating paper boats down the stream of water.Students learn about the benefi ts of craft .

3. Tsunami Survivors

A real life story

Let’s learn words• Natural disastersLet’s listen• Listening to a passage on a earthquake.

A real life story of four children who lost their near and clear in the deadly tsunami that struck parts of south-east Asia in the year 2004.Students learn about some of the names of natural disasters and their descriptions.Students listen to a passage on earthquake; form pairs and ask each other some questions.

Teacher’s Resource Pack-5 (Term-III) 226

3. Tsunami Survivors

Let’s learn grammar• Conjunctions

Let’s speak• Providing assistance to survivors.



Life Skills• Relief-supplies—contents of emergency

kit collecting relief from people.

Students learn about conjunctions, form sentences using them.

Students learn about the types of assistance one can provides to the survivors of terrible natural disasters.Students learn to write a paragraph on what happened aft er a tsunami had struck.

Students visit a website on disaster survival stories.Students learn about the relief materials that can be provided to the disaster victims; about the contents of an emergency kit; about collecting relief material from people.

4. Write-a-rap rap

A poem about writing a rap song

Let’s enjoy• Basic steps to write a rap song

Let’s do• Preparing a rap song

Life Skills• Group discussion

Students learn about writing a rap song—a song with a diff erence.Students learn about the basic steps for writing a rap song.Students learn to prepare their rap songs and put them on the school notice board.

Students discuss about rap songs and evaluate them.

5. Whitewashing

the fence

An amusing story

Let’s learn words• Words of good and bad moods• British English and American English

Let’s pronounce words• Tongue twistersLet’s spell well• Spellings in British English and

American EnglishLet’s learn grammar• Kinds of sentences prepositions adverbs

Let’s speak• Speaking on a topic, giving reasons.

Think and write• Imaginative writing


Life skills• Working with a partner

Students read an amusing story on children’s cleverness and presence of mind.Students learn about words of good mood and bad mood.Students learn about some of the words in British English and American English.Students learn to read aloud some tongue twisters.Students learn the diff erence in spellings of some words in British English and in American English.Students learn about the four main kinds of sentences; prepositions of place and time; adverbs of place, time and manner from the lesson.Students speak on how to help their parents at home, giving reasons.

Students learn to imagine a situation and write a short paragraph in fi rst person.

Students click on the website to know more about the pictures of Tom sawyer painting the fence.Students work with their partner to think of an imaginary situation in which he/she does not like doing something.



1. OZONEThings you will need:

Textbook and a notebook A Smart Class or an access to a computer

INTRODUCTION

• Before starting the lesson, explain to the students a few important terms like Ozone, CFC, UV rays, radiation, etc.

• Since this lesson is scientifi c in nature, these terms will help the students comprehend the lesson easily and quickly.

• Before telling the meanings of these terms you can ask about these words to the class.

• Explain to them the concept of global warming.


• As the activity given here is a litt le diffi cult for the students to answer, give them an overview of global warming, its causes and its impact on planet earth. Assist them in answering the question.

The lesson

• Read the text of page 9 aloud and ask a few questions from it to the students, e.g.,

Who was Googlu Global? At what location on the globe did the

scientists fi nd a huge hole? What is ozone layer?

• Draw the att ention of the class to the highlighted words and their meanings given in the box. Use these words to make more sentences. Encourage the students to come forward with their responses.

• Discuss with the students the snippet ‘Let’s think and answer’.

• Now, read the text of page 10. Get some of the students to work in pairs and frame two

questions each on the text. Ask the other students to answer them in complete sentences.

• Discuss the ‘Let’s learn’ snippet given in the lesson.

• Activity Time: Organize a quiz by framing a few multiple choice questions, and ask the students to answer them. This will help students to grasp important facts of the lesson and learn them easily.

EXERCISES

Let’s understand

• Discuss the answers to the fi ve questions in the class. The answers have already been discussed in the introduction and in the course of learning the lesson.

Let’s learn words

• Tell the students to fi ll in the gaps with the words similar in meaning to the given words, by searching them from the lesson. For example. 1. It puts out fi re/Fire extinguisher.


• Explain to the students, how to pronounce the words given in the lesson. Read them aloud and ask the students to pronounce those words aft er you have read them.

Let’s listen

• Read out the text given on page 45 of Colors termbook. Tell the students that you will read out the story aloud two times, at a moderate pace.

• Now, divide the class into four groups and ask each group to write the answer to one question each. The teacher will correct or improve it and these answers can be discussed in an open session.



• Explain to the class the concept of prepositions with special reference to “in, at, on, it”., giving a few sentences using these prepositions. Also explain prepositions of place: under, above, at, on, in.

• Now ask the students to att empt activities A, B and C.

Let’s speak

• Ask students to enact the story in the form of a play. Tell them to make their own dialogues, by speaking extempore.

Let’s learn more

• Tell students that they can visit the website given here, on their home PC and can play a game on ozone. It is a fun-fi lled activity for them.

Think and write

• Ask the students to think about the benefi ts of renewable sources of energy—sun and wind, and tell them to write a paragraph on it.

Life Skills

• Ask the students to think of the ways in which we can save fuel and energy to save our environment.

2. PAPER BOATSThings you will need:

Textbook and a notebook Craft paper, a picture of Rabindranath Tagore A Smart Class or access to a computer

INTRODUCTION

• Introduce the students to the art of “Origami”—the Japanese art of representing objects by folding paper. Ask the students if they know about this art. Tell them to make some objects using craft paper.

• Show them the picture of Rabindranath Tagore and ask them about this great literary personality.

• Tell them that this poem has been taken from “The Crescent Moon”, a collection of poems writt en by Rabindranath Tagore.


• Talk about Rabindranath Tagore, his life and works in the fi eld of art and literature. Tell them to write fi ve sentences about this poet.

The poem

• Ask students to look at the illustration given on page 17. Ask them what they have observed in the picture. Encourage the students to speak freely about their views on the picture.

• Play the poem. Ask the students to close their books and listen att entively to the poem. You could also read it aloud if you do not have an audio equipment in the class.

• Play or read the poem a second time. This time tell them to follow it in their books. Now ask a few questions, e.g.,

What did the poet write on the paper boat that he had made?

What things did the poet load his paper boat with?

What things came from the sky to race with the poet’s paper boat?

• Encourage students to frame more questions from the poem and answer them orally in complete sentences.

• Draw their att ention to the highlighted words and their meanings given in the box. Ask them to use these words in making new sentences.

• Discuss with the class ‘Let’s think and answer’ and ‘Let’s learn’ snippets given in the poem.

EXERCISES

Let’s understand

• Ask students to try to answer the three questions given here. The answers have already been discussed in the introduction part and also in the course of learning the poem.


Think and write

• Ask students to think of the situation given in the three questions and answer them by writing it in their notebooks.

• Before they write them, you can discuss these questions in the class, sharing the views of many students with the class.

Life Skills

• Explain to students the importance of craft and its benefi ts. Tell them to make some objects from the waste material which they can get from their homes.

3. TSUNAMI SURVIVORSThings you will need:

Textbook and a notebook Pictures of volcano, cyclone, fl ood, earthquake

and tsunami. A Smart Class or access to a computer

INTRODUCTION

• Discuss natural disasters. Ask them if they have learnt about this in their EVS. Let them talk about it.

• Show students the pictures of various calamities caused by some natural phenomena like volcanic eruption, cyclone, fl ood, earthquake, tsunami, etc.

• Show one picture at a time and tell the students about it, with reference to the cause and eff ect.

• Tell the class that this is a real life story of four young survivors who got badly aff ected by the tsunami that struck many parts of South-east Asia on December 2004.


• Ask the students to look at the ‘Let’s start’ activity and discuss it.

The lesson

• Ask the students to look at the illustration given on page19. Talk about it with them. Ask a few questions, e.g.,

Do you see the huge sea waves? Comment. What is the weather shown in the picture?

Read aloud the text of page 19 and ask a few questions from the text, e.g.,

Where was the Sri Lankan Airlines’ fl ight at Colombo airport destined for?

What destroyed the holiday resort where the Forkan family was staying?

How many people were killed in this Asian tsunami?

• Draw the att ention of the class to the highlighted words and the given meanings in the box. Encourage the students to make new sentences using these words.

• Discuss the ‘Let’s learn’ and ‘Let’s think and answer’ snippets, given in the lesson, with the students. This will be a value-added learning for them.

• Do all the above activities with the texts of pages 20-23 also. Get students to work in pairs and frame two questions each on the text.

• Story narration—Ask the class to narrate the story by contributing one line each. Alternatively, few students can also enact this story.

EXERCISES

Let’s understand

• For activity A, ask students to try the given MCQs individually in their textbooks. Once they have done it, discuss these questions in the class.

• For activity B, give the students adequate time to think and try answering the questions given here. Most of the questions had already been discussed in the course of learning this lesson.

• Students can be trained in answering these questions orally before they write them in their notebooks. The teacher will correct or improve their answers and this can be shared in the class.

Let’s learn words

• This is a ‘Match the column’ activity containing the names of some natural disasters and their descriptions. Make it an open-class quiz in which the students are asked to raise their


hands whether they know the descriptions of the given names. Discuss each one briefl y. This exercise will enable the class to become familiar with all the ten natural disasters.


• Say the words aloud diff erentiating between the ‘s’, ‘z’ and ‘sh’ sounds. Ask the students to pronounce more of such words.

• Now ask them to do the activity given in this section.

Let’s listen

• Read out the passage given in page 45 of the textbook aloud at a moderate pace. Ask the students to be att entive while listening to the text. Now, tell the students to form pairs and ask each other as many questions as they can.


• Explain to the students the use of conjunctions by giving some examples. Now ask students to att empt both the activities A and B given here.

Let’s speak

• Ask students to express their opinion orally before the class—what they can do for the survivors of the terrible natural disasters.

Think and write

• Explain the given situation to the class. Give them some clues and ask them to write a paragraph on it.

Let’s learn more

• If you can manage time, visit the students when they are in the computer lab and give them access to the given websites on the internet. If you have a ‘Smart Class’, this should be done in the class. They can also watch it on their home PC.

Life Skills

• Explain to students that one should empathise with the victims of any kind of disaster, and should help them in all possible ways.

• Now ask the students to go through the given questions and discuss their responses in the class.

4. WRITE—A—RAP RAPThings you will need:

Textbook and a notebook A Smart Class or an access to a multimedia

computer Picture of Honey Singh, the famous singer.

INTRODUCTION

• Introduce students to diff erent forms of music or songs like classical, instrumental, folk, etc. Ask students if they can name a few of the songs they know.

• Show students the picture of the singer, Honey Singh and ask them if they have heard of him. Ask them about the kind of songs he sings—Rap.


• Ask students to look at the ‘Let’s start’ activity and complete it.

• Ask students to arrange themselves into groups of four each and tell them to att empt it.

• Check which group has done this exercise correctly.

The poem

• Play the poem. Ask students to close their books and listen to the poem. You could also read it aloud if you do not have an audio equipment in the class.

• Play or read the poem a second time. This time tell the students to follow it in their books. Ask a few questions on it, e.g.,

What thing is required in a rap song to clap? What other thing apart from rhythm is

required in a rap? What thing keeps the rap on a regular beat?

• Encourage students to frame more questions from the poem and answer them orally.

• Explain some rhythmic phrases in the poem.


EXERCISES

Let’s understand

• Ask the students to try to answer the questions given here. The answers have already been discussed in the introduction part and also in the course of learning the poem.

Let’s learn words

• Explain to students the questions given in this section. Now ask the students to form groups of six students each, and try to answer these questions.

• Once they have att empted it, check their responses and make corrections wherever required.

Let’s enjoy

• Explain to students the given steps for writing a rap. Help them write a rap song by giving them a few subjects like—fun, food, etc.

• Tell them to read aloud the sample of a rap song given here in unison.

Let’s do

• Ask students to make a rap song and put it on the noticeboard of the class.

Life Skills

• Organise a group discussion in the class, giving one question at a time. Encourage students to speak before the class, and express their thoughts.

5. WHITEWASHING THE FENCEThings you will need:

Textbook and a notebook Pictures of a fox, an artist, a happy boy A Smart Class or an access to a computer

INTRODUCTION

• Show the students a picture of a fox and ask them the quality for which a fox is known—cunningness and cleverness.

• Now show them the picture of an artist painting on a canvas and tell them that just as a fox is clever and cunning, a painter is skilful in making beautiful paintings.

• This time put before them a picture of a happy boy and ask them what they feel about the boy in the picture. Tell them that the boy is looking cheerful.

• Tell the class that this is a story about Tom Sawyer, a litt le boy who is clever, skilful and cheerful in his manners. Ask them to read, ‘ The Adventures of Tom Sawyer’ writt en by Mark Twain, at home or in the school library, to know more about Tom Sawyer.


• Ask students to look at the ‘Let’s start’ activity and complete it. Help them to make sentences using the given words.

The lesson

• Ask students to look at the illustrations given on page 30 and 31 and tell the diff erences. Ask a few questions, e.g.,

What is the boy in the red cap doing in the two pictures?

What is the boy in the blue shirt doing in the two pictures?

• Read aloud the text on page 30 at a moderate pace and ask a few questions like:

What was Tom carrying in his hands while standing on the sidewalk?

What thing made Tom feel sad and gloomy? Who came skipping at the gate with a tin

pail?• Ask the students to come forth for giving

answers. Tell them to give answers, in complete sentences. Help them if they were to fumble in their replies.

• Draw the att ention of students to the highlighted words and their meanings given in the box. Encourage them to make new sentences using these words.

• Read aloud the text of the remaining pages. Get students to work in pairs and frame two


questions each on the text from the lesson. Ask other students to answer these questions orally.

• Discuss ‘Let’s learn’ and ‘Let think and answer’ snippets given in the lesson for students’ value addition to their study.

EXERCISES

Let’s understand

• For activity A, ask students to search for the lines given here and complete the sentences. This will be a reading exercise for them.

• For activity B, give students adequate time to think and try to answer the questions given here. Most of the questions had already been discussed in the course of learning the lesson.

• Students can be trained in answering these questions orally before they write it in their notebooks. The teacher will correct or improve their answers, and this can be shared with the class.

Let’s learn words

• For activity A, explain to the students the diff erent moods of a person, e.g.,—sad, cheerful, surprised, shocked, alarmed. Some moods are good like cheerful and some are bad like sad, angry. Now ask the students to att empt this activity.

• For activity B, ask the students to take a good dictionary, e.g., Oxford Learner’s Dictionary. Now check that a word can have a synonym, but the two words belong to two diff erent languages—British English and American English. For example, ‘apartment’ is an American English word which is also called by the name of ‘fl at’ which is a British English word. Now using a dictionary, do the activity B given in this section.


• For activity A, read the pair of words aloud. Tell them that the two words have a similar sound but are spelt diff erently. They are called homophones. Now, ask them to read the words aloud in unison.

• For activity B, tell students that the six given sentences are tongue-twisters, which are a litt le diffi cult to read if att empted quickly. Ask them to read them aloud one by one and in unison.

Let’s listen

• Read aloud the passage given on page 46 of the textbook at a moderate pace. Ask the students to listen att entively. Now tell the students to make pairs, and explain what they have understood, to their partner.

Let’s spell well

• Explain to the students that a word can be spelt diff erently in two diff erent languages. For example, ‘colour’ is a British English word and ‘color’ is an American English word, but both have the same meaning.

• Now tell them to do this activity using a standard dictionary.


• Give a quick brief about the types of sentences, prepositions and adverbs using a few examples.

• Now ask students to att empt all the activities given in this section.

• The students can either do it individually or in groups.

Let’s speak

• Put before the class the three questions, one at a time. Now ask the students to come out with their views on it by speaking before the class what they think about household chores.

• Encourage students to participate and try to speak in public. Help them in completing the sentences if they were to fumble.

Think and write

• Ask the students to narrate the story of Tom in their own words, addressing in fi rst person. The opening lines are given to help students think of the plot and write on it.


Let’s learn more

• Tell students to visit the given website on their home PC in their free time.

Life Skills

• Get the class to form pairs. Ask one student in the pair to think of a situation or task he wants his partner to do. The second partner does’t like to do it. The second partner has to make a smart excuse for avoiding that task.

• Now, reverse the role of both the partners. Motivate them to do this activity as an exercise in negotiation.

234 Teacher’s Resource Pack-5 (Term-III)



I. Read the following passage taken from the lesson and answer the questions given below. (10) No, there’s nothing dangerous about the things that use liquids like CFCs. These liquids become harmful

only when they escape into the air. They escape from the leaks in air conditioners or refrigerators, or when someone throws away a used spray can which has some CFCs. Once CFCs escape, they can fl oat around in the atmosphere for many years. Finally, they reach the upper layers of the atmosphere, and that’s where they start damaging the ozone layer.

1. Who is talking to whom in the above passage? 2. What is the full form of CFCs? 3. How do CFCs escape into the air? 4. What happens when once CFCs escape into the air? 5. Where do CFCs cause damage to the ozone layer?

II. Read the sentences given below and write one or more word that means the same as the (10) underlined word.

1. There could be a huge disaster. I want you to get this story. 2. If usage of CFCs is causing these awful problems, do we really need them? 3. I launch my paper boats and look up into the sky and see the litt le clouds sett ing their white bulging

sails. 4. The kids vividly remember her saying that. 5. It was the most memorable holiday the family had. 6. Half an hour or later the sea had receded. 7. He surveyed the fence, and a deep melancholy sett led down upon his spirit. 8. He put down his pail with absorbing interest while the bandage was being unwound. 9. He took up his brush and went tranquilly to work. 10. We have gadget that captures cooling liquids like CFCs.

III. Change these statements into exclamatory sentences. (10)

1. You have a lovely face. 2. She has a terrible headache. 3. Asha’s brother is no more. 4. We won the game. 5. He has made a mess.

IV. Fill in the right prepositions from the box. (10)

at, beside, since, to, over, for, on for, by, of 1. She came home ........................ midnight. 2. The bride sat ........................ the bridegroom. 3. He has been waiting here ........................ a long time. 4. It has been raining ........................ morning. 5. He did not listen ........................ my advice.

ENGLISH CLASS 5 TERM 3


6. Ashoka ruled ........................ a vast empire. 7. It’s half past four ........................ my watch. 8. He took pity ........................ the poor beggar. 9. She is no match ........................ Asha. 10. He is always in need ........................ money.

V. Fill in the most appropriate preposition from the brackets. (10)The camel is the oldest (a) ....................... (for/of/at/in) domestic animals. It has been used (b) ....................... (at/for/from/since) thousands of years by the desert people of Africa and Asia to supply many (c) ....................... (with/from/by/of) their needs. Camels help in agriculture and carry goods (d) ....................... (in/at/to/by) market. The camel has broad soft feet (e) ....................... (to/by/for/at) a steady grip in the sand.

VI. Fill in the blanks using appropriate conjunctions. (10)

1. Walk quickly ...................... you will miss the train. 2. She was angry ...................... she kept quiet. 3. I waited ...................... she came to the theatre. 4. I take ...................... tea ...................... coff ee. 5. ...................... you ...................... your brother has broken the window. 6. He went to bed early ...................... he was tired. 7. ...................... you sow ...................... shall you reap. 8. He was so weak ...................... he couldn’t walk. 9. We eat ...................... we may live. 10. I didn’t go to school ...................... it was raining.

VII. Join the following pairs of sentences using the conjunction given in the brackets. (10)

1. There was pin-drop silence. (use ‘as’) He began speaking. 2. He sold his bicycle. (use ‘because’) It had become very old. 3. He came running. (use ‘when’) He saw a child on the road. 4. He kept on working. (use ‘until’) It grew dark. 5. I did not have enough money. (use ‘as’) I could not buy the car.

VIII. Write true (T) or false (F) for the following sentences. (10)

1. Too much of UV rays can cause mild sunburn. ( ) 2. CFCs are volatile chemicals which can catch fi re quickly. ( ) 3. Life can be safe on our planet if we do not damage the ozone layer in the atmosphere. ( ) 4. Rob and Rosie shared a room in a holiday resort. ( ) 5. The four children who turned up at Colombo airport were bound for Galle in south-west ( ) SriLanka.


6. The poet loaded his litt le boats with shiuli fl owers from his neighbour’s garden. ( ) 7. There are rules for making a rap song. ( ) 8. The trees were in bloom and the fragrance of the blossoms fi lled the air. ( ) 9. Jim came skipping out at the gate with a copper pail. ( ) 10. Tom surveyed his last touch with the eye of an artist. ( )

IX. Fill in the blanks with appropriate adverbs. (5)

1. She is .................. absent from the school. (oft en/just/quite) 2. We were .................. in time for the lecture. (sometime/heavily/just) 3. The postman has .................. delivered the mail (slowly/just/fast) 4. We should .................. disobey the rules. (never/always/lately) 5. The artist played her part .................. . (well/fast/late)

X. Fill in the blanks with positive, comparative or superlative degree of the adverbs given (10) in the brackets.

1. Only those who work .................. succeed in life. (hard) 2. Asha worked .................. than Mohan had expected. (hard) 3. Our house is .................. the market. (near) 4. He who works the .................. will get the maximum reward. (hard) 5. The young rider rode .................. than anybody else. (swift ) 6. Which of these boys live .................. to the college? (near) 7. He spoke so .................. that everyone was taken aback. (angrily) 8. You should have talked to him .................. than she did. (gently) 9. Of all the Rajput chiefs, Rana Pratap was the ................. . (brave) 10. I could depend ................. on my friends’ help. (litt le)

XI. Fill in the blanks with appropriate adverbs from the brackets. (5)

1. The plane did not fl y very ................. . (high, highly) 2. Why should I pay them? They ................. worked for me. (hard, hardly) 3. The boy ................. got lost in the fair. (near, nearly) 4. Ronnie fl ew ................. to London. (direct, directly) 5. Your story does not sound ................ . (true, truly)


1. OZONE


A. Causes of global warming are: excessive burning of fossil based fuels like petrol, diesel, coal, wood, gas (CNG, LPG, PNG)

B. Steps one can take to minimise global warming are as follows:

1. Reduce our dependence on fossil fuels (for energy requirements)

2. Switch to renewable sources of energy that produce no carbon dioxide, e.g., solar power, wind, etc.

3. Use energy effi cient devices that consume less fuel.

4. Switch from thermal power plants to hydro-electric based, wind based, or nuclear fuel based power plants.


UV rays are stronger in areas close to the equator because the sun is directly over the equator; These rays only travel a short distance through the atmosphere to reach these areas. UV radiation is also the strongest near the equator because ozone in these areas is naturally thinner, so there is less ozone to absorb the UV rays.Some of the gases used in refrigerators and airconditioners are:1. Chlorofl uorocarbon (CFC)2. Hydrochlorofl uorocarbon (HCFC)3. Hydrofl uorocarbon (HFC)These gases are compressed (with the help of a compressor) in refrigerators, freezers, air conditioners under pressure to chill the air inside the above machines/inside the room.

EXERCISES


A. 1. () 2. () 3. () 4. () 5. ()B. 1. the newspaper editor, a scientist, a doctor

and a talking globe named Googlu Global.

2. some chemicals like the chlorofl uorocarbons (CFCs)

3. refrigerators, freezers and air conditioners, etc. 4. protects us from the harmful ultraviolet rays of

the sun.C. 1. The big news was that some scientists had

found a huge hole over the South Pole. They were saying that the ozone layer is being destroyed by some chemicals that people make on earth.

2. When the ozone layer becomes thinner, plants would get too much of UV rays. This would slow down the growth of plants, leading to lesser production of food. So, people would get lesser food to eat.

3. To much of UV rays can cause severe sunburns, early ageing, wrinkling of the skin, and skin cancer in human beings.

4. CFCs escape due to leaks in airconditioners or refrigerators, or when someone throws a used spray can which has some CFCs in it.

Once CFCs escape, they can fl oat around in the atmosphere for many years. Finally, they reach the upper layers of the atmosphere and there they start damaging the ozone layer.

5. If we take care not to further damage the ozone layer in the atmosphere (by not using CFCs in products), the ozone layer could gradually reach its initial density (as new ozone is always being produced by nature).


1. fi re extinguishers 4. protect2. cans 5. recycle3. get rid of 6. technicians


1. Some countries like Egypt, the Netherlands, or Bangladesh could face fl oods in their low-lying coastal areas and cities due to the rise in the sea level.

2. Due to global warming, many changes will take place in the weather patt ern.



Many areas of the world would experience increased hurricanes, fl oods and unusual weather phenomena.

3. Global warming would adversely aff ect animals and plants. Fishes could be aff ected, while some insects, which spread diseases might increase in numbers excessively. Floods could destroy trees and plants in the low-lying areas.

4. Two things that we can do to reduce global warming are:

(a) By reducing the production of carbon dioxide, by switching from fossil fuels like mineral oil, coal and gas to renewable energy sources like wind, sun, etc.

(b) By planting a large number of trees because trees absorb carbon dioxide and give out oxygen.

(c) By using less energy and recycling more products.


PrepositionsA. 1. (d) 2. (a) 3. (b) 4. (e) 5. (c)B. 1. above 2. over 3. under 4. aft er 5. in, ofC. For self att empt by the students. Answers may

vary. Please accept suitable responses from the students.




Answers may vary slightly from student to student. Please accept suitable responses.


Answers may vary from student to student. Please accept suitable responses.

2. PAPER BOATS


Shiuli is the offi cial fl ower of the state of West Bengal, hence it is greatly admired by the people there.

EXERCISES


A. 1. The poet writes his name on his paper boats so that when the boats reach some strange land, someone there would fi nd them and know who sent them.

2. The poet places Shiuli fl owers on his paper boats in the hope that these fl owers (the blooms of the dawn) would be carried safely to land in the night.

3. When it is night time the poet buries his face in his arms and dreams that his paper boats fl oat on and on under the midnight stars.


Answers to these three questions may vary from student to student. Please accept suitable responses.

3. TSUNAMI SURVIVORS


Consequences of these natural disasters are: large scale devastation in the form of

damaged buildings, bridges, houses, ships, uprooted/damaged trees

large scale loss of human lives extensive damage to crops contamination of freshwater sources like

lakes, rivers, reservoirs, ponds large scale dumping of materials like

volcanic ash, sea water, waste on land


If you see the sea waves going backwards fast and emptying the shore, it is a sure indication that a tsunami is going to strike the land with a massive force and cause large scale devastation.So to prevent yourselves from being carried away by the tsunami wave, you should head towards a higher level ground.

EXERCISES


A. 1. (b) 2. (b) 3. (d) 4. (a)


B. 1. The core value of the Forkan family was adventure. They owned no television. Their parents gift ed their children items like tennis racquet, football, cricket bat or stumps. One year they got a group Christmas present; it was a tree house. Their mother even made a tennis court using a garden roller, two wooden posts and some fi shing nets.

2. On Boxing Day when the Forkan family was holidaying, Rob was lying in bed when he heard screams outside. Then he saw water trickling under the door. Seconds later the fi rst wave came in. It took out the door, windows, basin and bed and everything was smashed. The water rose upto the ceiling as the boys tried to get out.

3. Aft er the sea had receded, Rob and Matt y remembered chaos, panic and fear. They remembered looking for their parents, but it was not easy. Everytime there was a noise or just the break of a wave, everyone stampeded, started running, thinking the tsunami was coming again. They were yelling, calling, looking at the people walking, hoping that the bodies they saw were not going to be their relatives.

4. The Forkan children were briefl y separated from the others because all of them belonged to the same family.

5. Aft er Rob was relieved of his responsibility, he collapsed on his bed. He slept for practically a week. He was exhausted as he had been staying awake all night, in case something were to happen, always watching. He was referred for hypno-therapy to a trauma therapist for a week or two.


1. (i) 2. (g) 3. (e) 4. (f) 5. (c) 6. (d) 7. (b) 8. (a) 9. (h) 10. (j)




A. 1. and 2. but 3. or 4. so 5. andB. 1. For self att empt by the students. Answers

may vary. Accept suitable answers.


As global citizens we can provide various types of assistance to the survivors of such terrible disasters. Given below is a list of things we can give to help them:

blankets, warm clothes, mosquito nets, potable water bott les, medicines, fi rst-aid kits, portable tents, bedlinen, slippers, food packets with longer shelf life (like biscuits, cookies, juices) rice, wheat fl our, lentils, etc.

The students can also give in their own suggestions. Please accept suitable responses accordingly.


Answers may vary. Please accept suitable answers from students.


1. The relief supplies which can be provided to the victims of an earthquake; tsunami or fl ood can be as follows:

Warm blankets, tents, clothing, water purifi cation/fi lteration equipment, portable cabins, fi rst-aid kits, emergency medicines, food packets consisting of wheat fl our, rice, cooking oil, biscuits, etc.

2. An emergency kit would contain a torch, cells, a fi rst-aid kit containing essential medicines like an antiseptic lotion, sterile blades, painkillers, sterile gauze, bandages, syringes, bott le of purifi ed water.

3. We can collect relief materials from people through the following methods:

(a) putt ing up a request on the noticeboard in the school or on the noticeboard of the resident welfare association offi ce.

(b) sending a pamphlet to the residents/selected people.

(c) putt ing in an advertisement in a newspaper. (d) sending in requests through e-mail, SMS,

Whats ap, Facebook, Twitt er, etc.

4. WRITE–A–RAP RAP


A. 1. There aren’t any rules for writing a rap. You


can rap about anything, be it a king, a chewed piece of string, a ceiling, a fl oor, things that are mean or pleasant, the list is endless.

2. When you cannot think of any thing to rap, you can wrap it up and put it away.


1. Things I would like to rap about can be as follows: eating my favourite dish, playing cricket, talking to my friend........ the list is endless. (students’ responses can vary. Please accept suitable responses)

2. 1. because a rap needs a rhythm and a good strong rhyme.

2. fi rst there’s a rhythm, you will need to clap.3. rap, clap; place, race; beat, neat; shout, about;

king, string, anything; fl oor, door; pleasant, present; box, socks; gone, on; say, away.

4. The lines beginning from “You can rap about a robber............ till............ you can rap about something that’s going on and on” tell us about what we can rap about.

5. When there is nothing left to rap, you can wrap it up and put it away as it is simply a rap.

Let’s do (Page 29)

Students’ songs can vary in their style and taste. Accept suitable responses from them.


Students’ responses to these three questions would vary. Please accept responses suitably.

5. WHITEWASHING THE FENCE


One cannot avoid hard work and still make progress in life. Hard work, dedication and perseverance are a must for progress in all the fi elds. Neither can one be able to fool others all the time. You can fool others once or twice but not all the time, because sooner or later, the truth will come out and the wrongdoer will be exposed.

EXERCISES


A. 1. all gladness left him and a deep melancholy sett led down upon his spirit.

2. took the white alley, and bent over the toe with absorbing interest while the bandage was being unwound.

3. presently–the very boy, of all boys, whose—ridicule he had been dreading.

4. a dead rat and a string to swing it with. 5. he would have bankrupted every boy in the

village.B. 1. The very thought of whitewashing thirty

yards of board fence nine feet high made Tom unhappy on a Saturday morning.

2. The thought that he could not have the fun he had planned for that day, and that soon the three boys would come tripping along on all sorts of expeditions, and they would make fun of him for having to work—made him burn like fi re.

3. When Ben worked hard on the fence, Tom sat on a barrel in the shade close by, dangled his legs, munched his apple, and planned the capture of more innocents.

4. Tom told Ben that Aunt Polly was particular about that fence they were looking at and that it had to be done very carefully. He also added that Aunt Polly would not have allowed Tim and Sid to whitewash the fence.

5. Tom was really wealthy in the end. He had twelve marbles, a piece of blue bott le-glass to look through, a key, a fragment of chalk, a tin soldier, a couple of tadpoles, six fi re-crackers, a kitt en with only one eye, a brass door-knob, a dog-collar, the handle of a knife, and four pieces of orange peel.


A. Words of good mood bright, fresh, brimming with life, cheer in every

face, gladnessWords of bad mood

melancholy, sighing, hateful, sorrows multiplied, burnt him like fi re, ridicule, dreading, criticized


B. American English British English 1. apartment fl at 2. windscreen windshield 3. gasoline petrol 4. cookie biscuit 5. drugstore chemist


For self att empt by the students. Accept suitable answers.


A. British English labour centre dialogue defence recogniseB. For self att empt by students


A. One example of the following is given below: Statement : There was cheer on every face

and a spring in every step. Interrogative : What do you call work? Exclamatory : “Of course you would!” Imperative : There are no imperative sentences

in the lesson. The students can give out more examples of the

above sentences on their own.B. Prepositions of place — along, at, out, there,

off , upon Prepositions of time — during, in, on, at, withinC. Adverbs of place — down the street, close by Adverbs of time — everyday Adverbs of manner — generally, tranquilly,

presently, carelessly, daintily


Answers to these questions may vary from student to student. Please accept suitable responses from the students.


Answers may vary slightly from student to student. Please accept suitable responses.


Answers may vary from student to student. Accept suitable answers from students.


A. 1. (f) 2. (d) 3. (a) 4. (b) 5. (c) 6. (e)B. 1. Dev 2. Rob 3. Tom 4. Ben 5. DevC. 1. (b) 2. (a) 3. (b) 4. (b)D. 1. Dev’s headaches started when the round

litt le guy, Googlu Global was telling him about the eff ects that destruction of the ozone layer can have on their life.

2. If we slow down the damage to ozone layer by not using CFCs in products like fridges, air conditioners, etc. then the ozone layer in the atmosphere could gradually reach its initial density.

3. When the poet loads his litt le boats with shiuli fl owers, he hopes that they will be carried safely to land in the night.

4. The Forkan family decided to head south and spend their Christmas by the Indian Ocean.

5. One can rap about anything as there aren’t any rules for what a rap’s about. One can rap about almost anything, or about something that’s going on and on and on.

E. 1. from 2. in between 3. by/near 4. into 5. off

F. 1. or 2. but 3. since 4. As/Since 5. asG. 1. lately 2. just 3. carefully 4. swift ly

5. yetH. 1. Imperative 4. Interrogatory 2. Statement 5. Statement 3. Exclamatory

LET’S REVISE



1. OZONEWorksheet 11. 1. across 2. in 3. before 4. near 5. while

2. 1. in front of 2. on top of 3. beside 4. at 5. inside

3. 1. in 2. to 3. near 4. inside 5. in

Worksheet 24. 1. at 2. by 3. during/before/a� er 4. during 5. in5. 1. in, on, at 2. in, during 3. at 4. during 5. in

3. TSUNAMI SURVIVORS

Worksheet 11. 1. so that 2. whether 3. nor 4. but 5. though2. 1. so 2. because 3. because 4. and 5. because 6. so 7. so 8. although

Worksheet 2

A. 1. (e) 2. (a) 3. (f) 4. (b) 5. (d) 6. (c)B. 1. (e) yet 2. (d) because 3. (b) but 4. (a) as 5. (c) and

5. WHITEWASHING THE FENCE

Worksheet 1Students’ responses may vary. Please accept appropriate responses.

Worksheet 2Students’ responses to the fi ve diaries in page 41, 42 may vary. Please accept appropriate responses.



Answers to Model Question Paper I. 1. � e scientist is talking to Dev in the passage. 2. � e full form of CFCs is Chloro� uorocarbons. 3. CFCs escape into the air due to leaks in

air conditioners or refrigerators. 4. Once CFCs escape into air, they can � oat around

in the atmosphere for many years. 5. CFCs can cause damage to the ozone layer in the

upper layers of the atmosphere. II. 1. calamity/catastrophe 2. terrible 3. set in motion 4. clearly 5. worth remembering 6. withdrawn from that area 7. sadness 8. deep 9. peacefully/calmly 10. equipment III. 1. Oh!, What a lovely face you have. 2. Oh! What a terrible headache she has. 3. Alas! Asha’s brother is no more. 4. Hurrah! We won the game. 5. Oh! What a mess he has made. IV. 1. at 2. beside 3. for 4. since 5. to 6. over 7. by 8. on 9. for 10. of V. (a) of (b) since (c) of (d) to (e) for

VI. 1. otherwise 2. but 3. till 4. neither, nor 5. Either, or 6. as 7. As, so 8. that 9. so that 10. as VII. 1. � ere was pin-drop silence as he began speaking. 2. He sold his bicycle because it had become very

old. 3. He came running when he saw a child on the

road. 4. He kept on working until it grew dark. 5. I could not buy the car as I did not have enough

money. VIII. 1. (F) 2. (F) 3. (T) 4. (F) 5. (F) 6. (F) 7. (F) 8. (T) 9. (F) 10. (T) IX. 1. o� en 2. just 3. just 4. never 5. well

X. 1. hard 2. harder 3. near 4. hardest 5. swi� er 6. near 7. angrily 8. more gently 9. bravest 10. littleXI. 1. high 2. hardly 3. nearly 4. direct

5. true

245 Mathematics Overall Lesson Plan

Term 3



1.Simple Interest

• Simple Interest • Calculating the Principal, Time

and Rate of Interest• Word Problems

Students should be able to:know the meaning of simple interest; calculate simple interest on the given principal and time; calculate amount after a given time; calculate principal, time and rate of interest; understand word problems and solve them easily

2.Time

• BC and AD• Calculating the Number of Years

Between Two Given Dates• Different Units of Time• Different Time Formats• Conversion of Units in Time• Finding the Number of Days

from One Date to Another• Understanding a Calender Sheet• Four Operations Involving Time

Students should be able to:understand BC and AD; calculate the number of years between two given dates; understand different time units and their conversions; understand a.m. and p.m.; know 12 and 24 hour clock time format and uses of 24 hour clock time format; conversion of 24 hour clock time into 12 hour clock time and vice-versa; read information to solve the problems based on basic operations

3.Geometry:

Circles

• Circles• Parts of a Circle• Construction of a Circle using

a Compass• Concentric Circles• Interior and Exterior of a Circle

Students should be able to:recognize circle and draw a circle with the help of a circular object; understand different parts of a circle; construct a circle by using a compass and ruler; understand concentric circles; recognize the exterior and interior points of a circle and also recognize the points on the circle

4.Geometry:

Angles

• Angles• Measuring Angles• Types of Angles• Construction of Angles

Students should be able to:know angles; measure different angles by using a protractor; understand and recognize different types of angles; construct an angle by using a protractor and by using ruler and compass

5.Graphs

• Pictographs• Bar Graphs

Students should be able to:read and interpret a pictograph; draw a pictograph by using appropriate symbols for the given data; understand bar graph; draw a bar graph for the given data and find the answers of questions related to a given bargraph

6.Unitary Method

• Unitary Method

Students should be able to:understand unitary method; find the value of one unit of an item by using given information and find the value of desired quantity of the same item

Mathematics Overall Lesson Plan


Lesson Plans — Mathematics

TERM 3

1. SIMPLE INTERESTESSENTIAL TEACHING AIDS

• Rough sheets of paper

CONCEPT EXPLANATION

Recapitulation ¾ Students are not familiar with the concept of

simple interest as it is a new topic for them. So first you have to tell them what is simple interest.

¾ It is very important that the students understand the meaning and importance of ‘interest’. A detailed discussion with them about banks and interest rates will be useful.

¾ Ask students about the ways they know to make money other than by work, allowance, or gifts. Explain that banks and other financial institutions pay interest on certain accounts as an incentive to attract people to deposit their money with them. They then use this money to give loans to companies and individuals. Banks make money from the interest they charge on the loans.

¾ Take a brainstorming session with the students to list the professions in which they might use the concept of interest. Write them on the black/whiteboard.

I. Simple Interest ¾ First of all equip them with the basic

terminology, e.g., The principal, the rate of interest and time with the help of some easy examples.

Tell them, suppose they want to get a loan to buy a car. What would they want to know about the loan? Would they want to know the amount of their monthly instalments? Would they want to know how much they would have to repay including the interest? For knowing the answer to all these questions they have to calculate the simple interest.

¾ Now explain simple interest with some examples.

¾ Tell them the interest charged by the bank (in case the simple interest remains fixed for all the years).

¾ Explain the formulae for simple interest and the amount as given below.

Interest = (Principal × Time × Rate) / 100 Amount = Principal + Simple Interest

¾ Show students how to calculate simple interest using the formula: I = PRT / 100. Explain that “P” is the Principal (the amount that is borrowed); “R” is the Rate of interest in per cent; “T” is the Time period in years.

¾ Discuss various problems with students using various interest rates and time periods.

II. Calculating the Principal, Time and Rate of Interest

¾ Explain them that they can calculate the principal, time or rate of interest easily by using the simple interest formula.

¾ Take some examples and solve them on black/whiteboard because this will help them to understand how calculations ought to be done.

Reinforcement ¾ Assign the worksheets and check them.

III. Word Problems ¾ Word problems often create difficulties for

students, so guide them to read and under-stand the questions well. You may give some hint like they can see the units of the numbers. % is for rate, ‘years’ is for time and borrowed, invested, deposited—these words are for principal which help them to recognize the rate of interest, time, principal etc.

2. TIME

ESSENTIAL TEACHING AIDS:• Model of a clock, calendar


¾ As the students are already familiar how to


read the time in a clock so start the lesson by asking the students to identify the words that are used to indicate time. Write them on the blackboard. Students might mention such words as day, second, month, year, hour, minute, decade, century etc.

¾ Tell them they are going to know how to calculate the number of years between two given periods.

I. BC and AD and Calculating Number of years between Two Given Dates

¾ By taking the examples of the dates of birth or the death dates of some popular personalities such as scientists, explorers, etc., explain the abbreviations AD and BC.

¾ Ask them to search and write any four events that occurred in BC and AD in their notebooks using the internet.

¾ Explain to them counting in BC and AD one by one with the help of some examples given in the coursebook.

¾ Ask them to search the dates of birth of two mathematicians and find the difference in their number of years.

Reinforcement ¾ Ask students to do the worksheets to

reinforce the concept learnt.

II. Different Units of Time ¾ Write the different units of time such as hour,

second, minute, leap year, decade, century, millennium, etc. on the black/whiteboard.

¾ Explain all the above units and tell them the relation between them, e.g.

1 decade = 10 years 1 century = 10 decades = 100 years

(i) Leap Year• Make students aware that the earth is

revolving around the sun and takes 365 days 5 hrs 48 minutes 48 seconds to complete one round. This duration of time is termed as 1 year. The leap year which occurs every fourth year has 366 days (29 days in February).

This is caused due to the extra time taken in hours, minutes and seconds beyond 365 days by the earth in completing one revolution.

• Also explain them that how they can find which year is a leap year.

(ii) Months and Days• Explain to students about the

number of months in a year, the names of months and the number of days in every month. Explain them also that all months do not have the same number of days.

• Tell them there are seven days in a week and 52 weeks in a year.

(iii) Century and Millennium• Explain to the students that 100 years

make a century and 10 centuries make a millennium.

III. Different Time Formats (i) a.m. and p.m.

• Introduce the terms a.m. and p.m. and discuss the difference between the two concepts. Discuss some brainstorming activities for each.

ACTIVITY ¾ Give to each student two index cards, with

a.m. written on one, and p.m. written on the other. Tell students to hold up the card that shows the most appropriate part of the day.

(a) The morning paper is delivered at __________

(b) The grocery store opens at __________ (c) You take dinner at __________ (d) You go to play in the park at __________ (e) You brush your teeth at __________ (f) You take breakfast at __________

¾ Ask them to list any four tasks that they do in the a.m. and in p.m. hours each.

(ii) 12 hour and 24 hour time format• Before teaching the 24-hour clock,

make it clear to them why the army, airlines, railways, etc. use this system.

• Introduce the concept of time in 12 hour time format and 24 hour time format and explain the relation between the 24-hour and the 12-hour


time format with the help of the table that are already given in the textbook.

Reinforcement ¾ Real life situations such as the following may

be presented before the students to reinforce the concept they have learnt.

The given table shows the departure time of some buses from Delhi and the arrival time at Agra.

Buses Ist IInd IIIrd IVth Vth

Departure Delhi

9:15 a.m.

9:45 a.m.

12:00 noon

1:45 p.m.

10:30 p.m.

Arrival Agra

3:30 p.m.

4:12 p.m.

7:25 p.m.

8:10 p.m.

4:40 p.m. (next day)

¾ Questions of the following types can be asked:

(a) Find the time taken by each bus. (b) Which bus plies at night?

IV. Conversion of Units in Time ¾ Make them understand the conversion of

the bigger units into smaller units and the smaller units into bigger units of time with the help of some examples.

V. Finding the Number of Days from One Date to Another

¾ Take an example and explain how to calculate the number of days from one date to another.

Reinforcement ¾ Ask them to solve some problems related

with real life situations such as:• A school got closed for summer vacations

on May 20 and reopened on July 5. For how many days did the school remain closed?

• Riya and Manya went to Shimla in the summer vacations. Riya stayed there for 5 weeks 3 days and Manya for 6 weeks 2 days. Who stayed for more days in Shimla and by how many days?

VI. Understanding a Calendar Sheet ¾ Bring a calendar in the class and discuss

each and every detail that is present in

the calender such as month, week, date, year etc.

ACTIVITY ¾ Divide the class into groups. Provide one

calendar to each group and ask them to answer the following questions:

How many Mondays are in the month of May? __________

What day of the week is March 6? ____________

How many Saturdays are there in June? ____________

Which month has more Fridays: July or August? __________

What day of the week is July 4? __________

How many Wednesdays are there in February? __________

What day of the week is the first day of December? __________

What day of the week is the last day of December? __________

Christmas is on December 25, what day of the week will that be? __________

New Year’s day is January 1, what day of the week is it? __________

The first day of the spring season is March 21, what day of the week is it? __________

The first day of the winter season is December 21, what day is it? __________

Now change the calendar to next year and ask them to answer the questions again.

VII. Four Operations Involving Time ¾ Students know about how to perform

the basic operations but sometimes word problems create difficulties for them. They do not understand that which operation is required. So guide them to read and understand the word problems. You can give the hints of some difficult problems and ask them to solve them at home.

Reinforcement ¾ Ask them to do the attached worksheets

based on time.


3. GEOMETRY: CIRCLES

ESSENTIAL TEACHING AIDS:• Lids, coins, circular wall clock, plate, bowl,

bangle, compass, scale, chart papers, thread, glue


¾ In the earlier classes, students have studied about circle, so you should begin with recapitulation of what has been done in the earlier classes.

¾ You may also demonstrate the circle using wheel, coin and bangle.

I. Circles ¾ Draw a circle on the blackboard and show

them that how they can draw a circle with the help of circular objects like bangle, bowl etc.

¾ Now ask them to draw a circle with the help of given circular objects like lid, coin, in their notebooks.

¾ Importance of circular shapes may be emphasised by giving examples of circular wheel, dial of a circular clock, bangle etc.

¾ Explain all the characteristics of a circle e.g., a circle has no corner, it is a flat shape etc.

II. Parts of a Circle ¾ Tell them the names of all parts of a circle.

(i) Circumference• Point out the boundary of circle

which is already drawn on the black/whiteboard and tell them that is circumference. The difference between a circle and its circumference should be thoroughly explained.

ACTIVITY ¾ The given activity will help the students to

measure the circumference of a lid.• Divide the class into groups. • Provide some thread, a lid and a glue

tube to each group.• Ask them to mark the starting point on

the lid and fix the thread on that point by applying some glue on it.

• Now place the thread along the circum-ference of the lid.

• Mark the point on the thread when it has reached the starting point again.

• Measure the length of the thread by a scale between the attached end and the marked end (present on the thread).

• Explain to them that the length of the thread is the circumference of the lid.

(ii) Centre• By taking an example of a circular

clock you can explain that the point at which hands of a clock are attached, is the centre of the clock.

(iii) Radius and Diameter• Show them the radius and diameter

on the circle and explain both the terms one by one. Also tell them their relation, i.e., Radius =

Diameter2

¾ Distribute circular cutouts in the class, to each student.

¾ Ask them to fold it from the middle and unfold. Tell them that the impression formed on the circular cardboard is the diameter.

¾ Ask them to fold the circular cardboard as before and fold it once again and unfold it. Explain to them that the small line from the intersection point to the boundary is the radius.

(iv) ChordExplain the ‘chord of a circle’ by folding a circular cutout anywhere. Also explain to them how the diameter is the longest chord. (you can show it by measuring the different chords of a circle including the diameter).

(v) SemicircleExplain to them that a diameter divides the circle into two parts and each half including the diameter is called a semicircle.

(vi) ArcTake a plastic bangle and break it into 2-3 parts in the class. Explain to them each piece of the bangle is an arc. Join


them all to make a circle, so that the students can understand that an arc is a part of the circle.

III. Construction of a Circle using a Compass ¾ Start the topic by asking them whether they

have a geometry box? Do they recognize a compass? Tell that it is used to draw a circle.

¾ Divide the class into groups and call the groups one by one and demonstrate how to draw a circle on a paper with a compass.

¾ Explain them also what precautions should be taken to draw a circle with a compass i.e.• Hold the compass from the top.• The needle of the compass should not move.• Tighten the pencil in the holder so that it

does not slip. ¾ Now ask them to draw a circle and its parts,

then label the parts. Observe the students during the task, identify the mistakes if any, and correct them wherever required.

IV. Concetric Circles ¾ Explain to them that circles with the same

centre and different radii are called concentric circles.

ACTIVITY ¾ To demonstrate the concentric circles, take

the students to the swimming pool in the school or to a nearby pond. Throw a stone in the pool and ask the students to observe the movement in the water which is in the form of circles of different radii. But these all circles have the same centre where the stone touched the water.

V. Interior and Exterior of a Circle ¾ Explain to them that the centre is the interior

point as it is present inside the circle. Put some points outside the circle and show them that these are exterior points as these are present outside the circle.

¾ The teacher can draw some points inside and some points outside the circle and then ask the students to name the exterior and interior points of the circle.

¾ On the Circle: Put some points on the boundary of the circle and tell them these points are on the circle.

Reinforcement ¾ Ask the students to do the attached

worksheets for reinforcement.

4. GEOMETRY: ANGLES

ESSENTIAL TEACHING AIDS:• Clock, stapler, scissors, geo strips, protractor,

rough sheets of paper


¾ Students are familiar with the concept of angles. So you have to begin the class with recapitulation of what has been done in the previous class.

¾ Start the class by asking the students what an angle is. Give some examples of angles which are present in the classroom.

I. Angles ¾ The topic can be continued by giving some

examples from the environment to recall the angles such as angles formed at the corner of a room, at the table top, angles formed by the two blades (arms) of the scissors, angles formed at the joints of different parts of our body, angles formed by the two hands of a clock etc. Explain to them the parts of an angle with the help of a diagram.

II. Measuring Angles ¾ Start the topic by asking: Does any one know

which unit is used to measure angles? How many degrees are there in a full circle? How many degrees are there in a semi circle?

(i) Protractor and Steps to Measure an Angle using a protractor

• Now show them a protractor and explain how it should be placed on the given angle and how to take a reading with it. Explain to them also for mea-suring an angle which opens to their right, they should use the inner scale and if the angle opens to their left, then they should use the outer scale.


ACTIVITY ¾ Give the photocopies of the following figures

to each of the students and ask them the following questions:

VL

M O

NT

U SR

PQ

• Measure all the angles independently. Write the measurement of all the angles in your notebook.

• Name the largest angle.• Name the smallest angle.• During the activity the teacher should

walk around to see what students are doing. Are they placing the protractor in the right position for measuring the angles or not. Help them if required.

III. Types of Angles ¾ Explain to them that angles are classified

according to their measurement. (i) Zero Angle

• Show them a clock in which the time is 12:00 or a closed knife and explain the zero angle.

(ii) Acute Angle• Draw an acute angle on the black/

whiteboard and explain. (iii) Right Angle

• To demonstrate the right angle you can give the examples of the angle between the door and the floor, angle between the pillar and the floor etc.

ACTIVITY ¾ Take circular shaped cutouts of different

sizes and give one to each student. ¾ Ask each student to fold the circle from the

middle two times as shown below.

¾ Now ask the students to open the cutout and observe the creases formed. Explain to them that the angles formed inside the circle are all right-angles. Ask them to mark the angles in their cutout with a coloured pen.

(iv) Obtuse Angle• Draw a obtuse angle on the black/

whiteboard and explain that an angle whose measure is greater than 90° but less than 180° is called an obtuse angle.

• Show them a football and discuss the angles between the patches. They are

all obtuse angles .

(v) Straight Angle• Explain them that a straight line

forms a straight angle.• Ask them ‘When do the clock hands

make a straight angle?’ (180°). (vi) ReflexAngle

• Draw a reflex angle on the black/whiteboard and explain that the angle whose measure is in between 180° to 360°, is called a reflex angle.

• Demonstrate a reflex angle by opening the book.

(vii) Complete Angle• Show the clock’s minute hand and

explain that when it starts from 12 and after one hour when it again comes on 12, it makes a complete angle, i.e., 360°.

ACTIVITY ¾ Divide the class into 6 or 7 groups. Provide

two geo strips to each group and tell them that group-1 will make an acute angle, group-2 will make an obtuse angle, group-3 will make a right angle and so on with the help of these geo strips. Reinforce the concept. Check the task done by all the groups and guide them if they get confused.

¾ Take the class in the playground and ask them to stand in 3 or 4 rows. Now tell row-1 to turn 90° right, row-2 to turn 180°, row-3 to turn 360° and so on. Check all the students, if any student does not understand the task then help him/her.


IV. Complementary Angles and Supplementary Angles

¾ Draw two angles whose sum is equal to 90° on the black/whiteboard and explain complementary angles. Explain to them that (60°, 30°), (45°, 45°), (35°, 55°) are pairs of complementary angles.

¾ Draw supplementary angles on the black/whiteboard and explain when the sum of two angles is equal to 180°, they are called supplementary angles. For example (160°, 20°), (100°, 80°) and (120°, 60°) are the pairs of supplementary angles.

Reinforcement ¾ Ask the students to draw different kinds

of angles and name them and observe the students to assess which student is drawing accurate angles.

V. Construction of Angles (i) Construction of Angles using a Protractor

• Demonstrate the construction of acute and obtuse angles on the black/whiteboard and explain step by step.

• Tell the students, how they should place the protractor on the line, read the measure and make a mark.

• Ask them to draw some angles in their notebooks. Walk around to see what the students are doing. Some students may have difficulty either in holding the protractor or in marking the point; guide them.

(ii) Construction of Angles using a Ruler and a Compass

• To construct an angle of 60°, 120° and 90°. Divide the class into 7-8 groups. Call the group one by one and demonstrate how to draw the angles of 60°, 120° and 90°.

• Tell them to hold the compass tightly. Students may get confused where they should put the compass needle. Guide them and tell them to practice these angles in their rough notebook.

Reinforcement ¾ Ask them to solve the worksheets for

reinforcement.

5. GRAPHS

ESSENTIAL TEACHING AIDS:• Graph paper, pencil, ruler, notebook, textbook,

eraser


¾ Students are already familiar with the picture symbols and pictographs. In the earlier classes, they have learnt to represent the given data pictorially. They have also learnt to interpret a pictograph and find the required information.

I. Pictograph ¾ Recall the concept of pictograph by taking an

example related to real life. The students must be able to interpret the information given in the table in the pictorial representation.

¾ Ask them to use relevant pictures or symbols for depicting particular information. For example, if the information regarding the number of doctors clinics in a city or state is to be represented, the related symbol of a ‘+’ sign is more appropriate than a flower or star.

ACTIVITY ¾ To reinforce the concept ask them to find out

the number of students who like watching the given cartoons on T.V. Make a pictograph to represent the data.

• Doraemon • Chotta Bheem • Tom & Jerry • Pokemon • Shinchan

¾ After the students have made the pictograph. You can ask them questions like:

(a) Which is the most popular show? (b) Which show is least liked by the

students? (c) Which is more popular Chotta Bheem or

Doraemon? (d) Is Pokemon more popular than Shinchan?

¾ Students will give the answer one by one.

II. Bar Graphs ¾ Explain to them that a bar graph is another

method of representing data pictorially.


¾ Explain to them it takes less time in comparison to pictograph, so it is a better way to represent the data.

¾ Explain to students that they will be learning about a bar graph in the given activity. Tell students that a bar graph is used to display and compare information. Explain that the height of each bar is proportional to the value that a bar represents. The higher the bar the larger the value.

ACTIVITY ¾ Draw an x-axis (horizontal) and y-axis

(vertical) on the black/whiteboard and label each axis. On the x-axis write the different months of the year and on the y-axis a sequence of numbers from 0-35 at intervals of 5. Record the number of students born in each month of the year. Use this data to create an example of a bar graph. For example, 3 students were born in January, 7 in February and so on.

¾ Explain to them that on the axis of the graph, the grouped data (months) is represented while on the other axis the frequency of each group is represented.

¾ While making a bar graph create an appropriate interval scale. This scale helps the students to visualize and understand the data. (Point out the interval scale of the bar graph that you have created).

Reinforcement ¾ Let them practise making and interpreting

bar graphs using the attached worksheets.

6. UNITARY METHOD

ESSENTIAL TEACHING AIDS:• 1 bundle of 3 bars of soap, wrappers of biscuits

of different companies.


¾ Students are not familiar with this topic as it is a new topic for them.

¾ Start the class by asking the questions such as:

• What will they do if they are given the

cost of 15 items and they have to find out the cost of one item?

• What is the unit price of an article?• Can they name the operation required

if they are given the cost of 1 article and they have to find the cost of 18 articles.

• Can they name the operation required if they are given the cost of 19 articles and they have to find the cost of 1 article?

I. Unit Rate ¾ Explain to the students by taking an example

related to their real life how to find out the unit rate of an article. Show them a bundle of 3 bars of soap and tell the cost of it is ` 48. Then the cost of one bar is 48 ÷ 3 = ` 16.

¾ Explain to them the cost of 1 bar is the unit rate of that soap bar.

¾ Explain to them that, to find the cost of one article they have to divide the total cost of the articles by the number of articles. This is also called the unit rate.

ACTIVITY ¾ Collect wrappers of biscuits of different

companies and different weights. Make a comparison table and write which biscuit is cheaper using the unitary nethod.

II. Unitary Method ¾ Explain the unitary method with the help of

an easy example such as: If six coins weigh 66 g. What would be the weight of seventeen such coins?

¾ Explain them to consider the weight of one coin first. To know the weight of one coin they have to divide the total weight of coins by the number of coins, so 1 coin weighs 11 g (66 ÷ 6)

¾ Now it is easy to calculate the cost of seventeen coins. To know the weight of seventeen coins they have to multiply the weight of one coins’ by 17. So, 17 coins’ weight is 187 g (11 × 17).

¾ Discuss the given problems in the class to make the concept more clear.

• If 8 kg of sugar costs ` 84, what will 24 kg of sugar cost?


• A car travels 108 km in 9 litres of petrol. How many km will it travel in 21 litres?

• Railways charge ` 150 to carry 25 tonnes of weight. What will they charge to carry 15 tonnes?

• Which is a better buy— 12 kg tomatoes for ` 132 or 16 kg tomatoes for ` 168?

Reinforcement ¾ Ask students to do the worksheets to

reinforce the concept learnt.

ACTIVITY ¾ Ask the students to write the word

‘mathematics’ in their rough notebook as many times as they can, in 3 minutes.

¾ Then, ask the students to count how many times they wrote word ‘Mathematics’.

¾ Now, use the unitary method to find how many times they will write the word in 7 seconds.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Simple Interest

Simple Interest 1 1


a. _________________ is the money borrowed or lent.

b. _________________ is the rate at which the interest is calculated on ` 100 for one year.

c. _________________ is the period for which the money is borrowed or given.

d. The total money paid back on borrowed money or received on the deposited money is called _________________.

2. Complete the table by calculating the simple interest.

Principal Rate of Interest Time Simple Interest

a. ` 400 5% 1 year

b. ` 4,500 12% 2 years

c. ` 650 4% 1 12

years

d. ` 1,500 6% 3 years

e. ` 800 4 12

% 2 12

years

3. Ruchi deposited ` 5,000 in a bank and got back an amount of `7,000afteroneyear.Findthesimpleinterest she received.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

256

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Teacher’s Resource Pack-5 (Term-III)

Simple Interest 1 2

1. Find the amount and complete the table.

Principal Interest Amount

a. ` 1,200 ` 150 –b. ` 750 ` 70 –c. ` 1,500 ` 980 –d. ` 4500 ` 215 –

2. Complete the following table.

Principal Rate Time Interest Amount

a. ` 4,000 9 % — ` 1,080 ` 5,080

b. ` 900 — 112

years ` 247.5 ` 1147.50

c. — — 72

years ` 840 ` 3840

3. How many years does Kamini need to invest her ` 6000 at 5% to earn ` 1000 as simple interest?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Time

1. Calculate the number of years.

a. From 36 AD to 475 AD

b. From 420 BC to 588 BC

c. From 83 BC to 33 AD

2. Write the following time in a 24 hour fromat.

a. 3 : 45 p.m.

b. 9 : 20 a.m.

c. 7 : 35 p.m.

d. 9 : 55 p.m.

e. 4 : 30 a.m.


a. 1 year = months

b. 1 year = weeks

c. 1 year = days

d. 1 leap year = days

e. 1 decade = years

f. 1 century = years

g. 1 millennium = years

Time2 1

258

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Time

1. Change the following as directed.

a. Change 3 hrs 10 min 20 sec into seconds.

b. Change 7200 h to a higher unit.

c. Change 98 days to higher unit.


(a) Weeks Days Hours 4 8 7 6 3 2 + 6 8 7

(b) Hours Minutes Seconds 12 37 49 – 6 43 51

3. Multiply the following.

a. 5 weeks 5 days 7 hours by 5.

_____________________________________________________________________________________

b. 3 weeks 2 days 2 hours by 9.

_____________________________________________________________________________________

4. Divide the following.

a. 30 weeks 10 days by 2.

_____________________________________________________________________________________

b. 18 weeks 30 days 6 hours by 6.

_____________________________________________________________________________________

2 2

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Geometry: Circles

Geometry: Circles 3 1

1. Whichofthefollowingfigureslookcircularinshape?

a. b. c. d.


a. A circle is a completely _______________ and _______________ shape. It is a _______________ figure with _______________ corners.

b. The length of the boundary or the curve line of a circle is called the _______________ of a circle.

c. Each half including the diameter is called the _______________.

3. If the diameter of three different circles are 4 cm, 6 cm, 9 cm respectively, find the lengths of their radii.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

260

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Geometry: Circles

1. Using a compass draw the circles of the radii given below.

a. 4 cm b. 2.5 cm

2. The radius of a circle is 10 cm. If P is the centre of the circle and PB is: (a) 6 cm, (b) 9 cm, (c) 7 cm, (d) 10 cm and (e) 12 cm. State the position B in the context of the circle?

a. ____________________ b ____________________ c. ____________________

d. ____________________ e. ____________________

3 2

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Geometry: Angles

Geometry: Angles4 1


a. Two rays which start from a common point and move in different directions form an _______________ at the common point.

b. The common point where two rays meet is called the _______________ and two rays are called the _______________ of the angles.

c. The inner and outer scale of a protractor read the same measurement at _______________.

2. Measure the following angles using a protractor and write the names of their arms and vertex.

a. b. c.

Angle = _____________ Angle = _____________ Angle = _____________

Arms = _____________ Arms = _____________ Arms = _____________

Vertex = _____________ Vertex = _____________ Vertex = _____________


a. An angle whose measure is ____________ than 90° but less than 180° is called an obtuse angle.

b. Sum of two complementary angles is ____________ .

c. A ____________ angle measures 0°.

d. A 360° angle is called a ____________ angle.

A

P

C R BO

A

QB

262

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Geometry: Angles4 2

1. Name the following angles.

a. b. c.

_______________________ ________________________ ______________________

2. Tick () the pairs of complementary angles.

a. 70° and 20° b. 65° and 30°

c. 40° and 30° d. 75° and 15°

3. Tick () the pairs of supplementary angles.

a. 130° and 50° b. 150° and 20°

c. 115° and 60° d. 125° and 55°

4. Write the type of the given angles.

a. b. c.

_______________________ ________________________ ______________________

A

B C

S

T U

A

O C

P

50°120°

90°

Q R

P

Q R

V

W X

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Graphs

Graphs5 1

1. Study the given pictograph and answer the following questions.

Month Number of rainy days in Chennai

May

June

July

August

September

[Scale: 1 cloud = 4 days]

a. What information does the above pictograph show?

______________________________________________________________________________________

b. Which month had the maximum rainfall?

______________________________________________________________________________________

c. Which month had the minimum rainfall?

______________________________________________________________________________________

d. For how many days did it rain in June?

______________________________________________________________________________________

e. For how many days did it rain in July?

______________________________________________________________________________________

f. For how many days did it rain in the five months?

______________________________________________________________________________________

264

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Graphs5 2

1. Thefollowingtableshowsthedifferentcolouredbagsthatstudentshaveinaclass.

Black bag Blue bag Red bag Grey bag

Number of students

10 5 7 4

Represent the above data through a bar graph. Give a suitable scale for it.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Unitary Method

Unitary Method6 1

1. The cost of a CD is ` 250. Find the cost of 3 such CDs.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2. The cost of a toy train is ` 25. Find the cost of 7 such toy trains.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

3. A novel has 232 pages. What would be the number of pages in 12 such novels?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

266

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Unitary Method6 2

1. 4 boats can carry 40 men. How many men can 1 boat carry?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2. The cost of 7 pens is ` 280. How much does one pen cost?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

3. The length of 8 rolls of wire is 640 metres. What is the length of wire in each roll?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


MATHEMATICS CLASS 5 TERM 3


1. Find the simple interest if P = 5000, T = 4 years and R = 5%. (5)

2. Aman deposited a certain amount of money and got back an amount of ` 7,500. If the bank paid an interest of ` 500,findtheamountAmaninvested. (5)

3. At what rate percent will ` 3000 earn an interest of ` 1000 in 4 years? (5)

4. In how many years will ` 2500 amount to ` 3000 at 5% per annum? (5)

5. Calculate the number of years. (2)

a. From 1526 BC to 725 AD b. From 324 BC to 125 BC


a. There are _______________ days in an ordinary year. b. There are _______________ days in a week. c. There are _______________ hours in a day. d. A leap year comes after every _______________ year.

7. To which century do the following years belong? (4)

a. 375 b. 1345 c. 1580 d. 1997

8. How many centuries make one millennium? (2)

9. Write (a) and (b) in a 24 hour format and (c) and (d) in a 12 hour format. (4)

a. 3 : 45 p.m. b. 9 : 25 a.m. c. 0640 hours d. 2210 hours

10. Solve the following: (8)

a. Add: 3 weeks 8 days, 7 weeks 6 days, 4 weeks 3 days and 1 week 4 days. b. Subtract: 8 weeks 12 days 10 hours from 12 weeks 10 days 20 hours. c. Multiply: 7 weeks 5 days 2 hours by 3. d. Divide: 34 weeks 5 days 8 hours by 8.


a. Diameter is the _______________ chord of a circle. b. Length of the minor arc is always _______________ than half of the circumference of the circle. c. Diameter of the circle is _______________ of the radius. d. A line segment joining two points on the circumference of the same circle is called _______________

of the circle.



12. Lookatthefigurecarefullyandnamethefollowing. (5)

a. Diameter ____________ b. Major arc ____________

Radii ____________ Minor arc ____________

Chords ____________

13. Find the radius of a circle whose diameter is 18 cm. (2)

14. Using a compass draw: (4)

a. a circle of radius 3.5 cm. b. two concentric circles with radius 2 cm and 3 cm.

15. The radius of a circle with centre C is 3.2 cm. State the position of a point P whether it lies in the exterior or interior or on the given circle, if: (3)

a. CP = 3 cm b. CP = 3.2 cm c. CD= 4 cm

16. Write the type of the given angles. (4)

a. A

O C

b. A O C

c. A

O C

d. A

O C


a. An angle whose measure is _______________ than 90° but less than 180° is called an obtuse angle. b. The two lines or line segments or rays that form a right angle are said to be _______________. c. The sum of two complementary angles is _______________. d. The sum of two _______________ angles is 180°. e. A _______________ angle measures 0°. f. A 360° angle is called a _______________ angle. g. The angles from _______________ to _______________ are measures of acute angles. h. The angle from 91° to 179° is a measure of _______________.

BA

CD

O

M

LY

X

K

J

180°

150°

90°

45°


18. Draw the following angles using a ruler and a compass. (8)

a. 60° b. 90°

19. The following pictograph shows the favourite cartoon watched by the students of class V. (5)

Cartoon Number of Students

Mickey Mouse

Scooby Doo

Pokemon

Tom and Jerry

Chota Bheem

represents 4 students

represents 2 students

Based on the above pictograph, answer the following questions:

a. Most students like watching _______________. b. _______________ students watch Chota Bheem. c. How many students watch Pokemon? d. 16 students watch _______________. e. How many students like to watch Mickey Mouse?

20. The following table shows information about various snacks liked by the students of a class. (5)

Types of snacks Number of students

Cutlets 5

Kathi rolls 10

French fries 20

Burger 20

Sandwich 40

Represent the data using a bar graph. (Scale : 1 unit = 5 students)

21. Whichisabetterpurchase? (4)

a. (A) 3 kg tea for ` 240 (B) 10 kg tea of ` 750 b. (A) 8 kg rice for ` 280 (B) 6 kg rice for ` 480

22. A factory produces 285 toys in 3 days. How many toys will be produced in 25 days? (3)

23. 6bottlesofshampoocontain540mlofshampoo.Howmuchshampooisthereineachbottle? (3)



1. SIMPLE INTERESTWorksheet 11. a. Principal b. Rate of interest c. Time d. Amount2. a. ` 20 b. ` 1080 c. ` 39 d. ` 270 e. ` 903. ` 2000Worksheet 21. a. ` 1350 b. ` 820 c. ` 2480 d. ` 47152. a. 3 years b. 5% c. ` 3000; 8%3. 3 1

3 years

2. TIMEWorksheet 11. a. 439 years b. 168 years c. 116 years2. a. 1545 hours b. 0920 hours c. 1935 hours d. 2155 hours e. 0430 hours3. a. 12 b. 52 c. 365 d. 366 e. 10 f. 100 g. 1000Worksheet 21. a. 11420 seconds b. 300 days c. 14 weeks2. a. 18 weeks 5 days 16 hours b. 5 hours 53 minutes 58 seconds3. a. 25 weeks 26 days 11 hours b. 27 weeks 18 days 18 hours4. a. 15 weeks 5 days b. 3 weeks 5 days 1 hour

3. GEOMETRY: CIRCLE

Worksheet 11. (a); (c)2. a. round; flat; closed; no b. circumference c. semi-circle3. 2 cm, 3 cm, 4.5 cmWorksheet 22. a. Interior b. Interior c. Interior d. On circle e. Exterior

4. GEOMETRY: ANGLEWorksheet 11. a. angle b. vertex; arms c. 90°2. a. Angle = 35° Arms = BA, BC Vertex = B b. Angle = 65° Arms = QP, QR Vertex = Q

c. Angle = 105° Arms = OA, OB Vertex = O3. a. more b. 90° c. zero d. completeWorksheet 21. a. ∠AOC b. ∠ABC c. ∠PQR2. a and d3. a and d4. a. Acute b. Obtuse c. Right

5. GRAPH

Worksheet 11. a. The pictograph shows rainy days in Chennai in a year. b. September c. May d. 12 days e. 16 days f. 80 days2.

123456789

1011

Blac

k

Blue

Red

Gre

y

6. UNITARY METHODWorksheet 11. a. ` 750 b. ` 175 c. 2784 pagesWorksheet 21. 10 men 2. ̀ 40 3. 80 metres

Colours of Bag

Num

bers

of S

tude

nts



1. ` 1000 2. ` 7000 3. 8 1

3%

4. 4 years 5. a. 2251 years b. 199 years 6. a. 365 b. 7 c. 24 d. 4th 7. a. 4th century b. 14th century c. 16th century d. 20th century 8. 10 centuries 9. a. 1545 hours b. 0925 hours c. 6:40 a.m. d. 10:10 p.m. 10. a. 18 weeks b. 3 weeks 5 days 10 hours c. 23 weeks 1 day 6 hours d. 4 weeks 2 days 10 hours 11. a. longest b. less c. twice d. cord 12. a. AB, OA and OB; AB and CD b. JYK, JXK 13. 9 cm 15. a. Interior b. On circle c. Exterior 16. a. Acute angle b. Straight angle c. Right angle d. Obtuse angle 17. a. more b. perpendicular c. 90° d. supplementary e. zero f. complete g. 1°, 89° h. obtuse angle 19. a. Mickey Mouse b. Least c. 18 d. Scooby Doo e. 28 20.

510152025303540455055

Cutle

t

kath

i rol

l Fren

ch fr

ies

Burg

er

Sand

wic

h

Types of snacks

21. a. B b. A 22. 2375 toys 23. 90 ml

Num

ber o

f stu

dent

s


Term 3



1.Air and Its Importance

15

• Composition of Air• Oxygen• Nitrogen• Carbon dioxide• Water Vapour• Properties of Air• Importance of Air• The Ozone Layer

Students should be able to:know the composition of air; understand the importance of oxygen, carbon dioxide, water vapour; know the properties and importance of air; know and learn about the ozone layer

2.Our Natural

Resources14

• Renewable Resources• Non-renewable Resources• Importance of Natural Resources• Conservation of Natural Resources

Students should be able to: understand about the renewable and non-renewable resources; know the properties and importance of natural resources; know how natural resources can be conserved

3.Natural

Disasters and Calamities

11

• Earthquake• EffectsofanEarthquake• Tsunami• EffectsofTsunami• Volcanoes• EffectsofVolcanoes• Cyclone, Flood and Drought• Role of Government in Times of

Natural Disaster

Students should be able to: know and understand the terms earthquake, tsunami and volcanoesandtheireffectsonour lives; understand the causes andeffectsofcyclones,floodanddrought;knowtheeffortsmadeby government during the times of the natural disasters

4.Force and

Simple Machines

10• EffectsofForce• Types of Forces• Simple Machines

Students should be able to: know and understand the types offorcesandtheireffects;knowandlearnaboutdifferentkindsofsimple machines that we use in our daily lives

5.Light and Shadow

10

• Transparent, Translucent and Opaque Objects

• Shadows• Eclipses

Students should be able to: understand the various kinds of transparent, translucent and opaqueobjectsandthedifferencebetween them; understand the formation of shadows and eclipses


273 Lesson Plans — Science


TERM 3

1. AIR AND ITS IMPORTANCE

ESSENTIAL TEACHING AIDSChart or a model of composition of air


¾ Prepare a paper boat, an aeroplane and a pin wheel and if possible conduct this session outside the classroom, where students could feel the air and also observe these objects moving with the air. Introduce the topic air by questioning them – how a person is able to smell the perfume used by another person. Probable answer would be with the help of air. Discuss some more examples where the air is used.


I. Composition of Air ¾ Display a model or a chart showing the

composition of air. Tell them about the constituents that are present in air and the importance of each of these constituents.

¾ List down the various constituents of air specifying the ones which take up most of the air, i.e., nitrogen and oxygen. Their properties should also be discussed, e.g., air supports burning.

II. Oxygen ¾ Explain to students that oxygen is very

essential for our life. Discuss the uses and importance of oxygen for plants and animals.

III. Nitrogen ¾ Discuss in class the uses and importance

of nitrogen in our life. Tell students that it is the most abundant gas present in the atmosphere.

IV. Carbon Dioxide ¾ Emphasize on the difference between

respiration and photosynthesis in plants in terms of the gases taken in and given out. In the case of respiration as in animals, oxygen is taken in and carbon dioxide is given out, whereas in plants carbon dioxide is taken in and oxygen is given out.

V. Water Vapour ¾ Let the students recall the water cycle learnt

in the previous chapter to understand the sources of water vapour in the air. Various other instances where water gets evaporated could be discussed e.g., drying of clothes etc.

VI. Importance of Air ¾ Students are well aware of the fact that all

the living organisms, be it a plant, an animal or a human being, need air to breathe, only the organs and mechanism of respiration are different.Alsodiscusstheotherusesofair,e.g.,airisusedtoflyaircrafts,itprotectstheearth from extreme heat or cold etc. Refer to the coursebook at page 109.

VII. Properties of Air ¾ Discuss the various properties of air, i.e.,

it occupies space, has weight and exerts pressure. Give some examples to explain these properties in the class.

VIII. The Ozone Layer ¾ Introduce the term ozone layer in the class

by asking questions like— why do we feel hot? What happens when we stay in the sun for a longer period of time? Discuss about the importance of this layer and how the ozonelayerisgettingdepletedslowly.




EXPLORE ¾ Collect information given in the activity on

the role of plants in maintaining the amount of oxygen in the air.

¾ Encourage students to complete the project work given in the coursebook.

LIFE SKILLS ¾ Tell students to complete the information

given in this section with the help of their parents or elders. Discuss about them in class.

LET’S LOGIN ¾ Ask students to log on to the given links to

learn more facts about air.

2. OUR NATURAL RESOURCES

ESSENTIAL TEACHING AIDSClassroom things such as book, table, chair, pen, water etc.



¾ With the help of some daily life examples; introduce the terms renewable and non-renewable resources.

¾ Discuss the importance of natural resources and how and where do these resources occur.

¾ Show the students various things in the classroom like table, tubelight, pencil, book, chair, water, etc., and tell whether they are obtained from renewable or non-renewable resource of energy.

I. Renewable Resources ¾ Explain to the students what are renewable

resources and why they are the called so. Discuss the importance of such resources and give some examples to make the concept more clear.

II. Non-renewable Resources ¾ Now, explain the non-renewable resources.

Give examples of such type of resources. Discuss the differences between renewableand non-renewable resources.

III. Importance of Natural Resources ¾ Explain to the students that natural resources

are very important and valuable to us. Tell them what will happen if natural resources get depleted. Explain to them about the importance and uses of natural resources. Refer to pages 115 and 116.

¾ Discuss how plants, animals, air, water, rocks and minerals are useful to us. Tell students that these are useful natural resources.

¾ Uses of rocks and minerals as building material, useful metals, fuel, gemstones, and manure should be discussed with various examples. Students should be able to relate various daily used things like rock salt, talcum powder, and chalk as the product of rocks. Various pictures of jewellery using gemstones could be shown. Discuss the uses of rocks in fuels as coal and petroleum could be integrated with its judicious use to prevent their exhaustion in nature.

IV. Conservation of Natural Resources ¾ Discuss the steps given on page 117 to

conserve and protect our natural resources. You can ask each child to read out each point loudly in the class.

¾ Conduct the activity given on pg 118 in the classroom. Discuss the importance and use of wind gauge.


with the help of the summary at the end of the chapter. After completing the assessment given in the coursebook, tell them to do the worksheets 1 and 2. Discuss the answers in the class.

EXPLORE ¾ Ask the students to collect the information

required in the activity given in the coursebook. Discuss it in the class.

¾ Discuss in the class the purpose of giving this topic in project work. Encourage students to complete the project work and discuss the importance of recycling.

LIFE SKILLS ¾ Encourage the students to discuss the

question given in this section with the help


of their parents or elders. Ask them to give their own views and note them in their notebook.

LET’S LOGIN ¾ Ask students to log on to the given link to

learn more about natural resources.

3. NATURAL DISASTERS AND CALAMITIES

ESSENTIAL TEACHING AIDSCharts/ videos on volcano and earthquake


¾ Find out from the students if they are aware of the term ‘natural disaster’. This could be explained as the word ‘natural’ means ‘by nature’ and disaster means ‘damage and, loss of life and property. Explain in brief the terms earthquake, volcano, tsunami, cyclone and drought.

I. Earthquake ¾ The entire functioning of the earthquake

could be explained with the help of a video, introducing the terms like shockwaves, focus, epicenter, and aftershocks.

(i) Measuring an EarthquakeA visit to the Science museum would help students to observe the seismograph and understand the Richter Scale.

II. Effects of an Earthquake ¾ Discusstheeffectsofanearthquakeandtell

some places where it took place.

III. Tsunami ¾ Explain to the students what a tsunami is.

Discuss the impact of tsunami by giving someexamplesoftsunamiattacks.

IV. Effects of Tsunami ¾ Discussinclasstheeffectsandconsequences

of a tsunami and also how it has harmed the peopleoftheaffectedplacesintheworld.

V. Volcanoes ¾ The entire functioning of the volcano could

be explained with the help of a video,

introducing the terms like magma, vent, crater, lava. Students should understand that the pressure from within the earth pushes up the molten rock.

VI. Effects of Volcanoes ¾ Discuss in class the effects of volcanic

eruptions. Give some examples to make the concept clear.

VII. Cyclone, Flood and Drought ¾ Discusstheoccurrenceandeffectsofcyclone,floodanddroughtintheclass.Tellstudentswhat happens during these disasters. Give examples of their occurrence in our country. Also discuss the results of these natural disasters.

VIII.Role of Government in Times of Natural Disaster

¾ Discuss the steps that are being taken by our government in times of natural disasters. Discuss each child’s viewpoints that what other steps should be taken in such situations.


with the help of the summary at the end of the chapter. After completing the assessment given in the coursebook, tell them to do worksheets 1 and 2. Discuss the answers in class.

EXPLORE ¾ Ask the students to collect information

about the natural disasters as asked in the coursebook.

¾ Find out more about the earthquakes (when/ where did they occur)

¾ Encourage the students to complete the project work, they can take help from their parents/elders/teachers. Discuss the answers in the class.

LIFE SKILLS ¾ Encourage the students to discuss about

disaster management in the classroom and the school. Emphasize on the disasters at home, school and on the road.

LETS LOGIN ¾ Ask students to log on to the given link to

learn more about natural disasters.


4. FORCE AND SIMPLE MACHINES

ESSENTIAL TEACHING AIDSFlashcards of simple machines like screw, knife, hammer, scissor, magnets, iron pins, comb etc.


¾ Ask the students to observe the illustration given on page 127. It would be a great way to start the topic. The terms like force and workcannotbeseenbuttheireffectscouldbe noticed. Therefore, it is important to provide numerous examples to the students from their day to day experiences.

¾ Ask the students to complete the warm up exercise given in the coursebook. Discuss the answer in class.

¾ Encourage the students to give various examples of push and pull where the object isseenmoving.Pushingapram,hittingtheball with a bat, pushing a bicycle, opening or closing a door, pulling or pushing a chair, etc.

¾ Discussandfindoutfromthestudentsiftheforce always moves an object, e.g., pushing a wall.

I. Effects of Force ¾ Discuss the various effects of force, such as

force changes the direction of the object, it can change shape and size of the object, etc. Explain the effects of force giving variousexamples given in the book at page 128.

II. Types of Forces (i) Gravitational force

• Ask the students what would happen, when you throw a ball upwards. Ask them why did this happen. What pulled it down? Did they see something pulling it down? Then introduce the term ‘force of gravity’. Let the students give more examples from their observations like falling of leaves and fruits on to the ground, their clothes falling down from the balcony. Discuss the reason behind the object coming down always. This would help them

understand that the gravitational force pulls every object towards itself.

(ii) Mechanical Force• Explain to the students what is

mechanical force and what are its effects. Give examples of somemechanical force. Tell them that a mechanical force can beat, cut, break or compress any object.

(iii) Frictional Force• Ask students what happens when

we walk on a slippery surface and when we walk on a rough surface. Tell them why do we slip on a smooth surface and how the frictional force is related to it.

(iv) Muscular Force• Ask students how we can lift heavy

objects; which part of our body help us to lift things. Discuss with various examples how the muscular force is producedanditseffects.

(v) Magnetic force• Arrange for a magnet and few

iron pins from the physics lab and demonstrate to the students how a magnet pulls pins towards itself. Various other examples of magnet could be given as seen in daily life, e.g., magnetic door locks, bag locks, magnetic stickers on refrigerators, etc.

(vi) Electrostatic Force• Demonstrate to the students the

charging of a comb by passing it through dry hair and then picking bits of paper in order to explain the electrostatic force.

III. Simple Machines ¾ Discuss the importance of machines in our

lives. We tend to depend so much on them. Let the students name various machines being used by them at home and school and show them flashcards of some simplemachines.

(i) Lever• Explain to the students what is a

lever. A lever can be shown in the class. Take a pair of scissors and


demonstrate it to the students. Withthehelpofitdefinethefulcrum,load, effort and point out thatfulcrum is in the centre. Also mention the purpose of using this as a simple machine. Encourage the students to get more examples of levers. Take them to the playground and let them observe the functioning of the see-saw to understand the lever.

(ii) Pulley• Discuss in class some examples of

pulley and their use and importance in our daily life. One of the pulleys could be arranged from the physics lab to demonstrate it to the students. Examples like to lift bucket from the well would help students understand a pulley.

(iii) Wheel and Axle• Arrange for a screw driver to demonstrate the axle fixed to awheel. Door knob in the classroom is another example.

(iv) Inclined Plane• Discuss the examples of inclined

plane being used at car parking areas, in hospitals, in schools, in trucks to load the luggage and to facilitate the movement of vehicles and people. Place a ruler at an angle and let the duster slide on it. This would show that duster can be easily moved with the help of inclined plane, which is simply a slope.

• Discuss some examples of screw in class. Arrange for a screw. Let the students observe the coils on it. Point out more examples like screw jack in the car is used to lift the car oracoverofthebottle.

(v) Screw and Wedge• Explain to the students that a wedge

has two inclined planes that join at one point. Give example such as axe and knife and also their uses.

Reinforcement ¾ A quick recap of the chapter could be

done with the help of the summary at the

completion of the chapter. ¾ Discuss the exercises at the end of the

chapter. Collect the worksheets.

EXPLORE ¾ Ask students to complete the activity given

in the coursebook. Discuss the answers in class.

¾ Find out various objects which cause less friction and objects that cause more friction.

¾ Collect more examples of wheel, axle and pulley.

LIFE SKILLS ¾ Tell students to collect the information asked

in this section with the help of their parents or elders.

LET’S LOGIN ¾ Ask students to log on to the given link

to learn more about force through some activities.

5. LIGHT AND SHADOW

ESSENTIAL TEACHING AIDSObjects like pencil, pen, book, bag, bulb, torch, glass, water, cellophane paper, butter paper,oilsheet, smoked glass, wood, mirror, etc.


¾ Discuss in class why do we sleep at night and do our regular activities during the day. Tell the students that things are more clearly visible during the daytime. This would initiate the discussion on light. Introduce the terms luminous and non-luminous objects. Demonstrate objects like pencil, pen, book, bag, light bulb and question the students which one of these would emit light of its own.

I. Transparent, Translucent and Opaque Objects

¾ Arrange for materials like clear glass, clean water, cellophane paper, butter paper,sheet of paper smeared with oil, smoked glass, wood, mirror, book, bag etc. Let them see through these objects and now ask them to tell the difference between them.Now, introduce the terms like transparent,


translucent and opaque stating their property that how much light passes through each of these objects.

II. Shadows ¾ The conditions required for the formation

of shadows need to be discussed. Also, it need to be mentioned that the absence of any one of these conditions would not allow the formation of a shadow. Apart from the conditions, discuss the characteristics of a shadow. All these can be later demonstrated with the help of an activity. Students can be shown how shadows resembling shapes of animals and birds could be formed using hands. Let them also try it out.

¾ Conduct an activity given on page 135 to obtain a shadow and study its characteristics.

III. Eclipses ¾ The demonstration of eclipse could be done

using charts and also by placing two balls of different sizes in line with a source oflight. This would help in the formation of a shadow.


with the help of the summary at the end of the chapter. After completing the assessment given in the coursebook, tell them to do worksheets 1 and 2. Discuss the answers in class.

EXPLORE ¾ Collect some transparent, translucent and

opaque objects from home. ¾ Encourage students to gather information

asked in the project work and make a note of it.

LIFE SKILL ¾ Tell students to complete the information


LET’S LOGIN ¾ Ask students to log to the given links to

know more about light and shadow.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Air and its Importance

Air and its Importance1 1

1. Think and answer the following questions.

a. Land animals cannot breathe in water but aquatic animals can. Why?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

b. Why is nitrogen important for all living beings?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

c. Can we hear sound in vacuum? Give reasons for your answer.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

d. When we cover a burning candle by a glass jar, it stops burning. Why?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

e. How does the sun keep the earth warm?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

280

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Air and its Importance1 2

1. Complete the following sentences.

a. Living things need nitrogen because _____________________________________________________

______________________________________________________________________________________

b. Plants need carbon dioxide because ______________________________________________________

______________________________________________________________________________________

c. Ozone layer is useful for us because ______________________________________________________

______________________________________________________________________________________

2. Fill in the correct options in the blanks.

(Methane/Ozone) ________________ is a natural gas present in the atmosphere. This gas is formed of

________________ (nitrogen/oxygen) which is produced naturally in the atmosphere. The ozone layer

is very ________________ (important/waste) as it protects life on the ________________ (earth/space) by

absorbing the ultraviolet rays of the ________________ (sun/moon). These rays are ________________

(harmful/useful) for plants and animals. It can cause ________________ (skin/bone) cancer.


a. Atmosphere: ______________________________________________________________________

______________________________________________________________________________________

b. Photosynthesis: ______________________________________________________________________

______________________________________________________________________________________

c. Stomata: ______________________________________________________________________

______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Our Natural Resources

Our Natural Resources2 1

1. Give one word for the following sentences.

a. These are obtained from dead remains of plants and animals and are non-renewable resources of energy.

b. These rocks are the solid form of molten lava which are used to form granite.

c. These rocks are formed due to extreme heat or pressure.Marbleandquartzaretheexamplesoftheserocks.

d. Water is conserved by this method.

e. Limestone and sandstone are the examples of this type of rock.

2. Unscramble the given words. Also, write if it is a renewable resource or a non-renewable resource.

a. TLPRMEEOU ______________________ ______________________

b. OLCA ______________________ ______________________

c. TLNAARU SGA ______________________ ______________________

d. ASROL GYNERE ______________________ ______________________

e. DWIN EGYNRE ______________________ ______________________

282

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Our Natural Resources2 2

1. Choose and write the correct names for the pictures given below from the box.

Petrol,Afforestation,Utensils,Jewellery,Windenergy,Coal

a. b. c.

d. e. f.

2. Answer the following questions in one sentence.

a. What are natural resources?

_____________________________________________________________________________________

b. How do animals maintain ecological balance?

_____________________________________________________________________________________

c. What is conservation?

_____________________________________________________________________________________

d. Why are trees called the greatest natural resource on the earth?

_____________________________________________________________________________________

e. How is wind energy produced?

_____________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Natural Disasters and Calamities

3 1

1. Writedownthecausesandeffectsofthegivennaturaldisastersinthespaceprovided.

Natural Disasters Causes Effects

Earthquake

Tsunami

Cyclone

Drought

Natural Disasters and Calamities

a.

b.

c.

d.

284

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Write the names of the natural disasters with the help of clues given below.

3 2Natural Disasters

and Calamities

2. Choose the correct options.

a. This earthquake in Bihar is considered to be the worst ever earthquake that occurred in India. It took place in the year.

(i) 1938 (ii) 1945 (iii) 1934 (iv) 1999

b. In 1970, which disaster struck Bangladesh and West Bengal?

(i) Bhola cyclone (ii) Drought (iii) Earthquake (iv) Hurricane

c. A sudden slip along a crack is called a __________________.

(i) focus (ii) epicentre (iii) fault (iv) wave

d. __________________isthemoltenrockswithintheearth’scrustthatflowsoutoftheearththrougha vent.

(i) Magma (ii) Lava (iii) Ash (iv) Gases

a. It is caused due to a crack in the earth’s crust which allows hot magma,ashandgasestoflowout.

b. Lands become dry, crops wilt and die due to shortage of water.

c. It is caused due to heavy rain, cyclones and hurricane.

d. It is associated with earthquakes in oceanic and coastal regions.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Force and Simple Machines

Force and Simple Machines4 1

1. State true or false.

a. When force is applied, the object does not change its direction. ____________________________

b. Mechanical force bends, cuts, breaks or compresses the objects. ____________________________

c. Friction is the force exerted by the earth ____________________________

d. Muscular force is produced by muscles. ____________________________

e. Lever is a simple machine made up of a straight bar. ____________________________

f. Screw is used to move a heavy object to a higher elevation. ____________________________

g. A pulley is a set of wheels over which a rope or chain is pulled to lift a heavy object. ____________________________

h. Energy, force and work are inter-connected. ____________________________

i. Axe, knife and razor blade are examples of a pulley. ____________________________

j. Apotter’swheelisanexampleofamechanicalforce. ____________________________

2. Choosethecorrectoptionstofillintheblanks.

a. When a force is applied to a ________________ (standing/moving) object, the object moves

________________ (slowly/faster).

b. A tennis player applies force to the ball to change its ________________ (direction/ speed).

c. Magnets exerts a force on the ________________ (plastic/iron) nails due to which they move towards the magnet.

d. After rubbing the comb over our hair, it attracts pieces of paper. That is an example of________________ (magnetic/electrostatic) force.

e. A machine is a tool that makes our work ________________ (harder/easier).

286

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Force and Simple Machines4 2

1. Observe the pictures given below. Write about these pictures in the space provided.

Name of the Simple Machine Description

a. ____________________________ ____________________________

____________________________ ____________________________

____________________________

____________________________

b. ____________________________ ____________________________

____________________________ ____________________________

____________________________

____________________________

c. ____________________________ ____________________________

____________________________ ____________________________

____________________________

____________________________

d. ____________________________ ____________________________

____________________________ ____________________________

____________________________

____________________________

e. ____________________________ ____________________________

____________________________ ____________________________

____________________________

____________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Light and Shadow

Light and Shadow5 1

1. Give reasons for the following.

a. We can see through a transparent object.

______________________________________________________________________________________

______________________________________________________________________________________

b. Translucent objects form faint shadows.

______________________________________________________________________________________

______________________________________________________________________________________

c. We cannot see through an opaque object.

______________________________________________________________________________________

______________________________________________________________________________________

d. Objects are visible only in light.

______________________________________________________________________________________

______________________________________________________________________________________

2. Complete the following sentences.

a. A shadow is formed when

______________________________________________________________________________________

b. Eclipses are formed when

______________________________________________________________________________________

c. Shadows change their size if

______________________________________________________________________________________

d. Shadows are bigger if

______________________________________________________________________________________

288

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Light and Shadow5 2

1. Describe the activities given below.

a.

Candle Glass paneNo shadow

______________________________________

______________________________________

______________________________________

b.

Candle Translucentobject

Faint shadow

______________________________________

______________________________________

______________________________________

c.

Candle Opaqueobject

Clear shadow

______________________________________

______________________________________

______________________________________

d.

moon

earthsun

______________________________________

______________________________________

______________________________________





1. Tick (3) the correct and cross (7) the incorrect statement. (5)

a. The friction between our legs and the ground enables us to walk.

b. Potter’swheelisanexampleofanelectrostaticforce.

c. Trees are natural resources of the earth.

d. Water can be conserved by building reservoirs.

e. Living things do not need nitrogen.

f. Ozonelayerisgettingdepletedslowly.

g. The point where an earthquake begins is called the epicentre.

h. A volcano is an opening or crack in the earth’s crust.

i. Glass and water do not allow light to pass through them.

j. We can look at a solar eclipse with our naked eyes.


a. ______________ force helps the earth and other planets to ______________ around the sun. b. A ______________ is used to hold object together tightly. c. A layer of air that surrounds the earth is called ______________. d. The ______________ layer protects the earth from the harmful ______________ rays of the sun. e. The ______________ rocks are a solid form of molten lava. f. Marbleandquartzareexamplesof______________rocks. g. The sun, moon and the earth are ______________ bodies. h. We cannot see through the ______________ object clearly. i. In the southern hemisphere, the tropical storms are called ______________. j. ______________ occur due to water shortage or no rainfall.


a. How do plants take in oxygen? b. What are sedimentary rocks? c. How does a government help at the times of natural disaster? d. What is a lunar eclipse? e. What are simple machines? Give some examples.


4. Give one word for the following. (10)

a. Magnet exerts a force on the nail due to which iron nails moves towards it. b. It is a set of wheels, over which a rope or chain is pulled to lift a heavy object. c. Thisgasisusedtoputoutfires. d. It is a complex process by which plants make food with the help of water, sunlight,

chlorophyll and carbon dioxide. e. It is formed when the shadow of one celestial body falls on another celestial body. f. We cannot see through these objects clearly. g. This disaster is caused by the shaking and trembling in the surface of the earth. h. It is caused due to heavy rain, cyclones, hurricanes etc. i. These are the longest living and earth’s greatest natural resource. j. These are obtained from the dead remains of plants and animals.

5. Match the following. (10)

a. Nitrogen gas (i) fossil fuel b. Typhoons (ii) change from liquid to gas c. Muscular force (iii) the force from scissors to cut a piece of paper d. Conservation (iv) axe e. Evaporation (v) an alloy of iron f. Mechanical force (vi) shortage of water g. Steel (vii) cyclones h. Wedge (viii) living things need it to make proteins i. Drought (ix) Potter’swheel j. Petroleum (x) rainwater harvesting

6. Differentiatebetweenthefollowing. (15)

a. Magnetic force and Muscular force b. Renewable resources and Non-renewable resources c. Earthquake and Volcano d. Lunar eclipse and Solar eclipse e. Transparent objects and Opaque objects

7. Answerthefollowingquestionsinfourorfivesentences. (20)

a. What is a natural disaster? b. How are our natural resources used? c. What is an eclipse? When do lunar and solar eclipses occur? d. Writefoureffectsofforce.

8. Draw a wedge and a lever. (10)

9. Definethefollowingterms. (10) a. Fossil fuel b. Natural disaster c. Gravitational force d. Shadow e. Tsunami



1. AIR AND ITS IMPORTANCELet’s start:• A boy is blowing air in a balloon• A candle is burning in the presence of air• A sea diver is breathing through an oxygen cylinder• A windmill moving due to airA. 1. Oxygen 2. wind 3. gases 4. Ozone 5. water vapourB. 1. c 2. d 3. a 4. bC. 1. False 2. False 3. False 4. False 5. TrueD. 1. A layer of air that surrounds the earth is called

atmosphere. 2. Nitrogen, oxygen and carbon dioxide 3. (i) All living organism need air to live. (ii) Moving air helps in dispersal of seeds and to

move the blades of a windmill. (iii) Sound travel through air. In the absence of air,

we will not able to hear anything. 4. Ozone layer protects life on the earth. It absorbs

some of the ultravoilet rays of the sun. These rays are harmful for plants and animals.

5. (i) Air occupies space: The size of a balloon increases when we blow air into it. This is because air occupies space.

(ii) Air has weight: Weigh a deflated football first. Then blow air into it then weigh it again. You will notice a slight change in its weight. The football with air filled in it weighs more.This shows that air has weight.

(iii) Air exerts pressure: When air is compressed and filled into tyre tubes, it exerts pressure and thus can bear the weight of a car.

2. OUR NATURAL RESOURCESLet’s start: WATER FALL, FOREST, WILD ANIMALS,

PETROL PUMPA. 1. c 2. a 3. d 4. cB. 1. renewable 2. Plants 3. rain water 4. fossil fuelsC. 1. False 2. False 3. False 4. True 5. TrueD. 1. Renewable natural resources are those resources that

can be replenished or renewed naturally over time. Solar energy and wind energy are abundant in nature and can be replenished at a faster rate.

The renewable natural resources like wind and sunlight are used to produce electricity. Wind energy is also used to draw water from under the ground.

2. Fuels that are obtained from dead remains of plants and animals are called fossil fuels, e.g., coal and petroleum.

3. (i) Igneous rock – Granite (ii) Sedimentary rocks – Limestone and Sandstone. (iii) Metamorphic rocks – Marble and Quartz. 4. (i) Coal and petroleum which are also called fossil

fuels can be conserved by avoiding their wastage. (ii) Preference should be given to using renewable

natural resources such as sun and the wind. Windmills use wind energy to produce electricity. The solar energy is used to heat water. cook food and to generate electricity.

(iii) Water can be conserved by building reservoirs. Rainwater harvesting can be adopted to conserve water.

(iv) Conservation of soil can be done by preventing deforestation, using terrace farming and other soil conservation methods.

(v) Plants and trees can be conserved by planting more trees.

3. NATURAL DISASTERS AND CALAMITIESA. 1. Tsunami 2. Richter scale 3. fault 4. lava 5. hurricanesB. 1. False 2. True 3. False 4. TrueC. 1. We can help people affected by the natural disasters

in the following ways— (i) We can arrange medical help and first aid for the

affected people. (ii) In case of floods, we can set up relief camps for

the affected people. (iii) We can supply food and water to the drought

affected areas. (iv) If there is an epidemic of a disease, we can send

the affected people to another place till the situation becomes normal.

(v) We can advise the affected people to drink boiled water.

2. Richter scale is used to measure the intensity of an earthquake.

3. (i) Strong earthquake cause damage to life and property.

(ii) It can also cause an outbreak of diseases. 4. Cyclones are large revolving tropical storms caused

by wind blowing around a central area of low atmospheric pressure.

Cyclones can uproot trees, disrupt rail, road and air services.


5. A volcano is an opening or crack in the earth crust which allows hot magma, ash and gases to escape from below the surface of the earth.

4. FORCE AND SIMPLE MACHINESLet’s start: Scissors, Needle, Axe, Hammer, ScrewA. 1. a 2. a 3. d 4. cB. 1. Energy 2. Gravitational 3. magnet 4. muscular 5. wedgeC. 1. (i) Force changes the shape and size of an object. (ii) When force is applied to a moving object in the

direction of the movement, the object moves faster.

2. (i) We cannot walk if there is friction between our legs and ground.

(ii) Friction helps a bicycle to slow down when brakes are applied to it.

3. (i) When we rub a comb on dry hair and bring it near the pieces of paper, the paper pieces get attracted towards it.

(ii) Rub a balloon on hand and bring it near to the pieces of paper, the paper pieces get attracted towards it.

4. A lever is used to lift heavy objects. It has two parts— the bar and the fulcrum. When force is applied on one end of the bar, it moves the object kept on the other end, e.g., scissors and seesaw

5. LIGHT AND SHADOWLet’s start: SHADOW, EARTH, LIGHT, MOONA. 1. Light 2. opposite 3. solar 4. Lunar 5. straightB. 1. True 2. False 3. False 4. True 5. TrueC. 1. Sun, Tubelight. 2. When an opaque object is placed in the path of light,

it forms a shadow. 3.

Transparent Objects Translucent ObjectsObjects that allow light to pass through them completely, e.g., glass

Objects that allow only some amount of light to pass through them, e.g., plastic

4. When the moon comes in between the sun and the earth, it blocks the rays of the sun and casts its shadow on the earth, a solar eclipse is formed.

LET’S REVISEA. 1. (b) 2. (c) 3. (a) 4. (a) 5. (b)B. 1. machine 2. Light 3. moon 4. lunar 5. floodC. 1. False 2. True 3. False 4. True 5. True

D. 1. Transparent object 2. Lunar eclipse 3. Natural Resources 4. Renewable Resources 5. Inclined planeE. 1. Coal, Petroleum, Natural Gas 2.

Solar eclipse Lunar eclipse1. When the moon comes

in betweeen the sun and the earth, it blocks the rays of the sun and casts its shadow on the earth.

1. When the earth comes in between the sun and the moon, the shadow of the earth falls on the moon.

2. It occurs on a new moon day.

2. It occurs on a full moon night.

3. We should not look at a solar eclipse with our naked eyes.

3. We can look at the lunar eclipse with our naked eyes.

3. (i) Water can be conserved by building reservoirs. Rainwater harvesting can also be undertaken to conserve water.

(ii) Conservation of soil can be done by preventing deforestation, using terrace farming and other soil conservation methods.

(iii) Plants and trees can be conserved by planting more trees.

4. Rainwater harvesting is an economical method of storing run-off water such as rainwater. The rain water is stored while it is raining. It increases the groundwater level. Rainwater can also be collected in tanks on the roof tops. This water can be used for activities like cleaning, watering plants, washing etc. It is an ecofriendly method.

5. Some materials such as glass and water allow light to pass through them completely. Such objects are called transparent objects.

There are some objects which allow only some amount of light to pass through them. Such objects are called translucent objects.

The objects which do not let light to pass through them are called opaque objects.

6. Mass destruction which is casued due to a natural phenomenon is called a natural disaster.

A natural disaster not only causes loss of life and property but also brings changes in the environment.

7. During an earthquake we can safeguard ourselves by the following ways.

1. Choose a place where nothing can fall on us. 2. Stay away from electric poles or trees. 8. In the event of a natural disaster, the government

plays an important role.


1. The government issues warnings and provides forecasts about any further natural disaster like cyclones and floods.

2. They help the victims by providing them with food, water, shelter, medicines and clothing.

3. They provide rescue and relief services. 4. Many volunteer and NGOs also come forward to

help the victims of natural disaster. 9. A machine is a tool that makes our work easier. We

use different types of tools in our daily life for e.g. axe, hammer, screw, wedge. These tools are simple machines.

Lever: A lever is a simple machine made up of a straight bar that moves on a point known as fulcrum. A lever is used to lift heavy objects. It has two parts–the bar and the fulcrum. When force is applied on one end of the bar, it moves the object kept on the other end.

Pulley: A pulley consists of a wheel or a set of wheels, over which a rope or chain is pulled to lift a heavy object. The force is applied to the rope or chain at one end. On the other end a bucket is attached to pull water from a well.

10. A pulley consists of a wheel or a set of wheels, over which a rope or chain is pulled to lift a heavy object. The force is applied to the rope or chain at one end. On the other end a bucket is attached to pull water from a well.

F. Natural resources are valuble and essential for us. There are different types of natural resources available

on the earth which are as follows— 1. Plants– They provide us food, that’s why plants are

called producers. They prepare their food by the process of photosynthesis. When plants die, they decay and form organic matter which is good for the soil.

2. Animals– They maintain ecological balance. They provide us various products such as milk, eggs, meat, wool etc. Their dung is a good manure for the soil.

3. Air– Living organisms breathe in air. Oxygen present in air helps to burn things. Carbon dioxide is also necessary for the plants.

4. Water– Living organisms need water to live. It is also used for other activities like cooking, cleaning, washing, bathing, drinking.

5. Rocks and minerals– Rocks produce different kinds of products which are used by us, e.g., igneous rocks forms granite which is used in making floors. Lime stone, sandstone are formed by sedimentary rocks which are used in construction of buildings. Marble and quartz are formed by metamorphic rocks.

Minerals like petroleum and coal are used in homes and factories as fuel.

Renewable resources are different from non-renewable resources in the following ways:

Renewable resources Non-renewableresources

• These resources can be renewed naturally over time.

• These are abundant in nature and can be replenished at a faster rate

e.g. solar energy, wind energy

• These resources cannot be renewed in a short duration.

• These are limited in nature and we have to conserve them.

e.g. coal, petroleum, natural gas



1. AIR AND ITS IMPORTANCEWorksheet 11. a. Land animals breathe through lungs and aquatic

animals breathe through gills. The gills help aquatic animals to take in oxygen from the water. So land animals cannot breathe in water.

b. Protein is a body building material and nitrogen helps the living beings to make proteins, so nitrogen is important for living beings.

c. Sound travels through air. In a closed vacuum air cannot travel, so we cannot hear sound.

d. A candle burns in open due to the presence of oxygen in the air. When the burning candle is covered by a glass jar, then it stops burning due to the stoppage of oxygen.

e. The sun makes the atmosphere warm due to the heat in its rays.

Worksheet 21. a. nitrogen helps in formation of proteins in their

body. b. it is needed by them for the preparation of food. c. it protects us from the ultraviolet rays of the sun.2. Ozone, oxygen, important, earth, sun, harmful, skin.3. a. The gaseous layer that surrounds the earth is called

the atmosphere. b. The process by which plants make food with the

help of water, sunlight, chlorophyll and carbon dioxide is called photosynthesis.

c. Tiny pores present on the leaves that help in exchange of gases are called stomata.

2. OUR NATURAL RESOURCESWorksheet 11. a. Coal and petroleum b. Igneous rocks c. Metamorphic rocks d. Water harvesting e. Sedimentary rocks2. a. PETROLEUM, Non-renewable resource b. COAL, Non-renewable resource c. NATURAL GAS, Non-renewable resource d. SOLAR ENERGY– Renewable resource e. WIND ENERGY– Renewable resourceWorksheet 2 1. a. Utensils b. Jewellery c. Afforestation d. Petroleum e. Solar panels f. Coal2. a. The resources or things that occur in nature are

called natural resources. b. Animals produce carbon natural that is used by

plants and animal dung is used as manure to make the soil fertile.

c. Conservation is the protection of natural bodies to maintain the ecological balance.

d. Because trees are the longest living organisms on the earth.

e. Wind energy is produced by fast movement of wind and its effect on windmill turbines.

3. NATURAL DISASTERS AND CALAMITIESWorksheet 11. a. Earthquake Causes– It is caused by a sudden slip along a crack

in the crust of the earth. Stress built up in the rocks suddenly is released as energy in the form of shock waves. These waves make the earth to shake.

Effects– Strong earthquakes cause damage to life and property. It can also lead to tsunamis, fires and landslides.

b. Tsunami Causes– Tsunamis are generated in a waterbody

(like ocean and seas) by sudden disturbance that displaces the water.

Effects– Tsunamis submerge dry land in water. destroy crops, buildings and even human lives.

c. Cyclone Causes– These are caused by wind blowing around a

central area of low atmospheric pressure. Effects– They cause heavy floods; uproot trees,

electric poles and telecommunication services and make water unfit for drinking.

d. Drought Causes– It is caused due to water shortage because of

little or no rainfall. Effects– The lands get dried, wells dry up and crops

wilt and die.

Worksheet 21. a. Volcano b. Drought c. Flood d. Tsunami2. a. (iii) b. (i) c. (iii) d. (i)

4. FORCE AND SIMPLE MACHINESWorksheet 11. a. False b. True c. False d. True e. True f. False g. True h. True i. False j. False2. a. moving, faster b. direction c. iron d. electrostatic e. easier


Worksheet 21. a. Pulley– It is a set of wheels, over which a rope or

chain is pulled to lift a heavy object. b. Lever– It is a simple machine made up of a straight

bar that moves on a central point known as fulcrum. c. Screw– It is an inclined plane wrapped around a

cone in the form of a spiral. It has a thread cut into its surface.

d. Wedge– It is two inclined planes that meet at a sharp edge.

e. Wheel and axle– The wheels are connected to an axle at both the ends. When the axle turns, it makes the wheels to move.

5. LIGHT AND SHADOWWorksheet 11. a. This is because light can pass through it completely,

so transparent objects do not form a shadow. b. This is because only some amount of light can pass

through it, so we cannot see clearly from translucent objects.

c. This is because light cannot pass through it, so opaque object forms a shadow on the opposite side of the source of light.

d. This is because an opaque object is placed in the path of the light.

2. a. an opaque object is placed in the path of the light b. the shadow of one celestial body falls on another

celestial body c. the object is kept far away or near to the source of

light. d. the object is placed far away from the light source.Worksheet 21. a. When a burning candle is placed in front of a

transparent object, the light of the candle passes through the object completely and does not form any shadow.

b. When a burning candle is placed in front of a translucent object (plastic or frosted glass), only some amount of light can pass through it and a faint shadow is formed.

c. The opaque objects (wood, metals) do not let light to pass through it, so the light of a burning candle can form a shadow on the opposite side of the opaque object.

d. During the lunar eclipse, the earth comes in between the sun and the moon and the shadow of the earth falls on the moon.



1. a. 3 b. 7 c. 3 d. 3 e. 7 f. 3 g. 7 h. 3 i. 7 j. 72. a. Gravitational, revolve b. screw c. atmosphere d. ozone, ultraviolet e. igneous f. metamorphic g. celestial h. translucent i. cyclones j. Drought3. a. Plants take in oxygen through the pores on their

leaves called stomata. b. Sedimentary rocks are formed by repeated

deposition of layers of sand and clay which are washed down from the mountains by wind and water.

c. 1. The government helps the victims by providing them food, water, shelter and clothing.

2. They provide them rescue and relief services. d. When the earth comes in between the sun and the

moon, the shadow of the earth falls on the moon. This is called a lunar eclipse.

e. We use different types of tools which are called simple machines, e.g., hammer, screw, wedge.

4. a. Magnetic force b. Pulley c. Carbon dioxide d. Photosynthesis e. Eclipse f. Translucent objects g. Earthquake h. Flood i. Trees j. Fossil fuels5. a. (viii) b. (vii) c. (ix) d. (x) e. (ii) f. (iii) g. (v) h. (iv) i. (vi) j. (i)

6.

Magnetic forceThe force of magnets thatattracts ironnailsdue to which these nails move towards them.

Muscular forceThe force produced by muscles to push or pull the things.

Renewable resourcesResources that can be replenished naturally over time, e.g., solar and wind energy.

Non-renewable resources

Resources that are available to us but they cannot be renewed or replenished in a short duration, e.g., petrol, coal and natural gas

EarthquakeIt is caused by a sudden slip along a crack in the crust of the earth, which build up stress in the form of shock waves. These waves shake the ground.

Volcanic eruptionIt is an opening or crack in the earth crust which allows hot magma, ash and gases to escape from below the surface of the earth in the form of lava.

Lunar eclipseWhen the earth comes in between the sun and the moon, the shadow of the earth falls on the moon.

Solar eclipseWhen the moon comes in between the sun and the earth, it blocks the rays of the sun and casts its shadow on the earth. This is called solar eclipse.

Transparent objects1. Light can pass through them completely.2. These objects do not form a shadow.

Opaque objects1. Light cannot pass through them.2. They form a shadow of the object on the other side.

7. a. Many lives are lost due to hurricanes, cyclones earthquakes and many other disasters which cannot be controlled by human beings. This mass destruction which is caused due to natural phenomenon is called a natural disaster.

b. • Natural resources are important and valuable to us. Our natural resources are used in the following ways.

• Plants give us oxygen which is essential for us. When plants die, they decay and form organic matter for the soil.

• Animals provide us milk, egg, meat, wool and their dung is a good manure for the soil.

• Air burns things; water vapour present in the air help in formation of cloud and rain.

• Water is used in cooking, cleaning, washing, bathing, drinking and for growing crops.

c. The earth and the moon continuously revolve around the sun. There comes a time when all these three celestial bodies are in a straight path.

a.

b.

c.

d.

e.


d. • When force is applied to a moving object in the direction of the movement, the object moves faster. When the boy pushes the moving toy car, it moves faster.

• When force is applied on an object in the opposite direction of its movement, the moving object either slows down or stops.

• Where force is applied, the object changes its direction.

8.

Lever

Fulcrum

Wedges

AxeKnife

9. a. Fuels that are obtained by decomposition of dead remains of plants and animals are called fossil fuels.

b. The mass destruction caused due to a natural phenomenon is called a natural disaster.

c. Earth exerts a force when an object is throw up in air and it falls down due to that force. This is called the gravitational force of the earth.

d. A shadow is formed when an opaque object is placed in the path of light. It is similar to the shape of that object.

e. Tsunami is the series of huge waves which are generated in the water bodies by a sudden disturbance.


Term 3



1.Important Leaders of the

Freedom Struggle

10

• Lokmanya Bal Gangadhar Tilak• Mahatma Gandhi• Pandit Jawaharlal Nehru• Netaji Subhash Chandra Bose• Sardar Vallabhbhai Patel• V.O. Chidambaram Pillai• Annie Besant• Badruddin Tyabji• Maulana Abul Kalam Azad

Students should be able to:know and appreciate the contribution of prominent leaders of Indian freedom struggle

2.Living with

Dignity10

• Origin of Human Rights• Important Human Rights Agencies• Amnesty International • UNCHR, NHRC and NCW

Students should be able to:define human rights; know the importance and origin of human rights; know the roles played by different human rights agencies around the world

3.The United

Nations10

• Formation of United Nations Organisation

• Principal Organs of the UN- General Assembly, Security Council, The Economic and Social Council, International Court of justice, Trusteeship Council, The Secretariat,

• Different agencies of UN- UNESCO, ILO, WHO, UNICEF, FAO

• Achievements of UNO and role of India in UNO

Students should be able to:know the history of the United Nations Organisation; know the important organs of the UN and the role played by them to maintain peace around the world; know the function of different agencies of the UNO; know the achievements of the UNO and India’s role in the UNO

4.Being a

Responsible Citizen

10

• Taking Care of Public Property- Parks, Historical Monuments and Museums, Public libraries, Public Transport

• Being a Good Citizen and Useful to Our Community

Students should be able to:understand the importance of public property and ways to maintain it; know the importance of being a good and responsible citizen and be an important member of the community

5.Great

Inventions10

• Printing Machine• Steam Engine• Aeroplane• Radio• Telephone• Television• Computer• Rockets

Students should be able to:know the history, significance and the inventors of the important inventions which have made our lives easier


299 Lesson Plans — Social Studies


TERM 3

1. IMpoRTanT LEadERs of ThE fREEdoM sTRuggLE

EssEnTIaL TEaChIng aIdsChalk

ConCEpT ExpLanaTIon

Introduction ¾ Ask the students to answer the question given

in the Let’s Start section of the coursebook. ¾ Ask the students if they know about any of

these leaders.

I. Important Leaders of the freedom struggle

¾ Describe the life of each important leader of the freedom struggle as has been mentioned in the coursebook.

¾ Bal Gangadhar Tilak was popularly known as ‘Lokmanya Tilak’. He started the daily newspaper Kesari and weekly Maratha. He also organised Ganapati festival to spread nationalist feelings among Indians. He was exiled to Mandalay in Burma where he died.

¾ Mahatma Gandhi was an important leader of our freedom struggle. He used satyagraha and non-violence to fight against the policies of the British. He fought not only against the British policies but also worked to eradicate social evils such as untouchability, communalism, etc. He was also called Bapu.

¾ Pandit Jawaharlal Nehru was another important leader of the freedom struggle. He was the son of Pt. Motilal Nehru who was a famous barrister. He joined Mahatma Gandhi and was actively involved in the freedom struggle. He became the first Prime Minister of India.

¾ Netaji Subhash Chandra Bose was born in Cuttack. He was elected as the President of the Indian National Congress. He also organised Azad Hind Fauj and the All India

Forward Bloc. He fought against the allied forces in Burma.

¾ Sardar Vallabhbhai Patel was also an important leader of the freedom struggle. He led movements with Gandhiji and was given the title of Sardar. He played an important role in uniting the princely states into Indian dominion. He is also known as the ‘Iron Man of India’.

¾ V.O.Chidambaram Pillai played an important role in boycotting British goods and establishing cooperative weaving mills, warehouses and shipping companies and he thus saved many illiterate Indians from exploitation by the British.

¾ Annie Besant was an Irish lady who established the Home Rule of India. She spoke against the British rule in India and supported the Indian freedom movement.

¾ Badruddin Tyabji was an eminent lawyer. He became the Chief Justice of Bombay High Court. He also worked for social and national causes.

¾ Maulana Abul Kalam Azad was an eminent scholar and a nationalist leader. He took a leading part in all the movements. He was the Minister of Education in the Indian government.


refer to the worksheets 1 and 2 of this chapter. Help students to solve the questions of the worksheets.

ExpLoRE ¾ In the activity section, help the students

to know about some more leaders of the freedom struggle and ask them to make a collage.

LIfE skILLs ¾ Read out the Life Skills question and help

students to gather information about Jawaharlal Nehru. Ask them to discuss why he is called the architect of modern India.


LET’s LogIn ¾ Use the Internet with the help of the teacher

or parents and click on the links given at the end of the chapter.

¾ Ask the students to explore more information about the freedom fighters of India.

2. LIvIng wITh dIgnITy


ConCEpT ExpLanaTIon

Introduction ¾ Ask the students to answer the question given

in the Let’s Start section of the coursebook. ¾ Ask the students to talk about their

experiences. If anyone has faced bullying, take special care to help him.

I. origin of human Rights ¾ Human rights are the set of rights which are

given to every human being in this world. It helps every person to live with respect and dignity.

¾ The idea of human rights was developed during the French Revolution. Many philosophers and thinkers thought that every human being is equal and there should be no discrimination on the basis of gender, caste, creed, race, religion, etc.

¾ During the Second World War many people suffered and lost their lives. After the war ended, United Nations was formed whose aim was to maintain peace, avoid conflicts and protect human rights around the world.

¾ List the human rights which are granted to every person in the world.

II. human Rights agencies ¾ Explain about Amnesty International, its

headquarters and its work. ¾ Explain about the United Nations

Commission on Human Rights. Discuss about its history, location of its headquarters and functional areas.

¾ Explain about the role of the National Human Rights Commission of India in protecting the human rights of the people of India.

¾ Explain about the crucial role of the National Commission for Women in India. Explain

that they protect the rights of the women in India.


refer to the worksheets 1 and 2 of this chapter. Help the students to solve the questions of the worksheets.

ExpLoRE ¾ In the activity section help the students

to make a poster about the different human rights agencies they have learnt in the chapter. Ask them to make the chart informative.


the students to be sensitized towards the ill treatment of other people, children, elderly, etc., in their surroundings. Ask them to recall any incident where they have witnessed such incidents. Ask them to discuss what they can do in case they witness any incident of human rights violation.



¾ Ask the students to explore more information about the human rights agencies around the world.

3. ThE unITEd naTIons


ConCEpT ExpLanaTIon

Introduction ¾ Tell the students to read the question given

in the Let’s Start section of the coursebook. Ask them, what they know about World War-I and II. Ask them about the Japanese cities Hiroshima and Nagasaki which were bombed by nuclear bombs. Explain to students about the extent of damage caused to human lives in those wars.

I. formation of the united nations organisation

¾ Explain to the students that after the


World War-I some countries formed an organisation called the ‘League of Nations’. Its purpose was to prevent further wars. But this organisation failed in its role and the Second World War started.

¾ After the Second World War, the United Nations Organisation was formed which replaced the ‘League of Nations.

¾ The UNO came into effect from 24th October 1945. Its headquarters is situated in New York.

II. principal organs of uno ¾ List the principal organs of the UNO,

i.e., the General Assembly, the Security Council, the Economic and Social Council, the International Court of Justice, the Trusteeship Council and the Secretariat.

¾ Explain their functions in detail.

III. agencies of the uno ¾ Explain to the students that apart from

principal organs of the UNO, there are other agencies which work for the welfare of the people all over the world.

¾ List the different agencies of the UNO such as the UNESCO, ILO, WHO, UNICEF and FAO.

¾ Explain the achievements of the UNO to the students.

¾ Explain to the students about the role played by India to maintain world peace along with the UNO.


refer to the worksheets l and 2 of this chapter. Help the students to solve the questions of the worksheets.

ExpLoRE ¾ In the activity section ask the students to

observe the logo of the UN and identify it. Then ask them to gather information about the logo. Ask them to find out when was this logo adopted and what is the significance of the olive branches shown in this logo.

LIfE skILLs ¾ Read out the Life Skills question and ask

the students to find out and name all the

Secretary-Generals of the UN and fill the details given in the table.



¾ Ask the student to explore more information about the UNO.

4. BEIng a REsponsIBLE CITIzEn


ConCEpT ExpLanaTIon

Introduction ¾ Ask the students to have a look around the

classroom. Then ask them to list the items which are provided by the school and are important for their education.

¾ Students will list the things such as blackboard, classroom, furniture, display boards, fan and light, etc.

¾ Then ask them, if it has ever happened that due to their negligence any of these items was damaged.

¾ Ask them if these items are damaged, then who gets them repaired and do they experience any problem in the absence of those things. Ask them to answer the questions given in the Let’s start section of the coursebook.

¾ Then, explain them that in our daily lives also we use many facilities provided by the government. These are called public services or public utilities.

I. different public properties and Their protection

¾ List some public properties which we use in our daily lives and explain their importance.

¾ Public parks are maintained by the local government and they are used by people for walks and for spending some good time and to relax. We should follow the rules of a park. We should not pluck flowers, damage the swings and other facilities. We should not throw litter in the park. By following some simple rules we can keep the park in a better condition.


¾ Historical monuments and buildings are a part of our heritage. Therefore, we should not deface monuments by throwing litter around them or inscribing names on the walls of monuments. While visiting a monument we should ensure that the rare and important artifact shouldn’t be damaged due to our actions.

¾ A public library is a place where people go to read books. While reading the books in a public library, we should maintain silence and ensure that the books are not torn or damaged by us.

¾ Public buses, trains, metro services, etc. are maintained and operated by the government. If they do not work properly, then our daily schedules will be disturbed. Some people make these services dirty, tear the seats and damage the important signs. These activities should be avoided as it’s our money which is used by the government to do the repair work.

¾ Apart from taking care of the public utilities, it is our behaviour in the community that helps us to become a responsible citizen. Respecting our elders, our neighbours, playing music at a lower volume, participating in community activities makes us a responsible citizen.



ExpLoRE ¾ In the activity section ask the students

to make informative posters about fun activities which can be done in a park. It can be done as a group activity. In the poster also mention the steps which people can follow to keep their park clean.


the students to remember and discuss an instance where their neighbour’s behaviour was a source of trouble for them. Then ask them to recall an incident where their behaviour may have caused trouble for their neighbours. Try to keep the session as interactive as possible.



¾ Ask the students to explore more information about how to be a good citizen in their community and country.

5. gREaT InvEnTIons


ConCEpT ExpLanaTIon


given in the Let’s Start section. ¾ Then explain to them that in our daily life

we use various gadgets or machines which make our lives easier.

¾ Ask the students to list some commonly used gadgets. Check if they know the names of the inventors of those gadgets.

I. Important Inventions ¾ Explain to students that some important

inventions have caused a dramatic change in our life. Due to those inventions our life have became much easier and better.

¾ Ask the students to observe their coursebooks. Ask them how the letters are written on the coursebook.

¾ The students may answer that the letters are printed. Ask them if they know the name of the inventor of the printing press.

¾ Explain to them that before the year 1440, books were written by hand. It took a long time to write a book. To make copies of the same book it had to be written by hand. This made the process very difficult and expensive. As a result education was costly and only a few rich people could educate themselves.

¾ A German monk named Johannes Gutenberg invented the printing press and thus it could make many copies of a book in a short time. Due to this invention now books are available to many people at a low cost.

¾ Steam engine was another important invention which reduced the time and labour used in transportation.


¾ The first steam engine was built by Thomas Savery to pump out water from coalfields. This crude engine was improved by Thomas Newcomen. The efficiency of the engine was improved by James Watt.

¾ George Stephenson further improved the design of the engine made by James Watt and used it to pull eight wagons of coal and transport passengers as well. The railways were developed which revolutionized the transportation of goods and people.

¾ Explain to students that aeroplanes have also reformed the scene of transportation. It is the fastest means of transportation. Though many early inventors tried to design and attempt flying yet none of them could be successful. The first successful flight was made by the Wright brothers. Though the flight lasted for only 12 seconds, further improvements in design led to development of better aircraft.

¾ Radio, telephone and television are some of the important inventions which have changed our ways of communication. Radio was invented by Guglielmo Marconi. Radio transmits communication through radio waves. It helped to transmit messages without using wires. Thus messages could be sent to long distances.

¾ Telephone was invented by Alexander Graham Bell. This device transferred sound through electrical signals. It was used chiefly for personal communication. Discuss some of the benefits of telephone.

¾ Television could transmit sound and live images. It was invented by John Logie Baird. Discuss the benefits of a television over a radio.

¾ Computer is a device which can be instructed to perform a series of complex mathematical tasks. It was invented by Charles Babbage. Initially the computers were so big that they used to occupy a room, but now they are quite handy and portable. Discuss some of the benefits of computers in our lives.

¾ Rocket was invented by Dr. Robert Goddard. Rocket is a flying device where the burning fuel produces a powerful thrust of gas backwards. This thrust forces the rocket to go forward at a great speed. The rockets

were developed further and now they are used mainly for space explorations. Our country has also launched many satellites with the help of these rockets.



ExpLoRE ¾ In the activity section ask the students to list

the inventions and their inventors discussed in the chapter. Then, help them to gather more information about those inventions by taking help of other books or the Internet. Encourage them to write the process of inventions in their own words. Ask them to stick pictures as well.

LIfE skILLs ¾ Read out the Life Skills question. Explain

to students that people who made such important discoveries were just common people as we are. They encountered problems in their daily lives and provided a solution for it. Then ask students to work in groups of five students each and identify the problem which constantly troubles them. Ask them to find solutions for that problem. When the group discusses the solution, point out the practical problems which can be encountered while implementing the solution. Help them to think and discuss alternative solutions. Other students groups can also add suggestions.



¾ Ask the students to explore more information about many other inventions and their inventors.

304

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________


1 1

1. Match these columns.

Column A Column B

1. Bal Gangadhar Tilak a. Dandi March

2. Mahatma Gandhi b. Azad Hind Fauj

3. Pandit Jawaharlal Nehru c. Supporter of Swadeshi Movement

4. Subhash Chandra Bose d. Home Minister of independent India

5. Annie Besant e. 3rd President of Indian National Congress

6. V.O. Chidambaram Pillai f. 23rd July 1856

7. Sardar Vallabhbhai Patel g. Bharat Ratna in 1992

8. Badruddin Tyabji h. Theosophical Society

9. Maulana Abul Kalam Azad i. 1930

10. Salt Satyagraha j. First Prime Minister of free India

2. Name the following.

a. The newspapers started by Lokmanya Tilak.

(i) ____________________________________ (ii) _________________________________

b. The clubs organised by Lokmanya Tilak.

(i) ____________________________________ (ii) _________________________________

c. Any two famous books written by Jawaharlal Nehru.

(i) ____________________________________ (ii) _________________________________

d. Two movements led by Mahatma Gandhi.

(i) ____________________________________ (ii) _________________________________

Important Leaders of The Freedom Struggle

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________


1 2


a. Lokmanya Tilak founded the _____________________________ with the purpose of imparting quality education among the Indian youth.

b. Mahatma Gandhi fought against social evils as __________________ and _________________.

c. ____________________________________ scored the highest marks in civil services exam and joined the Indian Civil Service.

d. The title of Sardar was given to Sardar Vallabhbhai Patel by ___________________________.

e. ___________________ criticized British policies in her newspaper ‘New Indian’ and was jailed for it.

f. Sardar Vallabhbhai Patel is also known as the _______________________________________.

g. Chidambaram Pillai was born in _____________________ in Tirunelveli district of ________________ in 1872.

h. ____________________ was the first Indian to hold the post of Chief Justice of High Court in Bombay.

i. _____________________________________ started a weekly journal named Al-Hilal.

j. Annie Besant was an ___________________ woman. She was born in _____________________.

k. Annie Besant launched the ___________________________________ in 1916 and hoped India to attain freedom.

l. _________________________ became the first Indian barrister in Bombay.

2. Write the slogan given by Lokmanya Bal Gangadhar Tilak. __________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________


306

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________


2 1Living with

Dignity


a. _____________________ is celebrated as Human Rights Day all over the world.

b. The __________________________________________ was formed on 12th October 1993.

c. To address the problems of women, National Commission for Women was established in ___________________ by the ___________________________________.

d. Every human being likes to be treated with ___________________.

e. _____________________________ are not limited to any one country.

f. After the French Revolution many ________________ declared that all human beings are equal.

g. The NHRC’s chairperson and members are appointed by the ___________________________.

h. In ancient times ___________________ or ___________________ system was strongly prevalent among people.

i. _____________________________ is a non profit, non-government, international organisation which works all over the world to provide legal help to people.

j. The United Nations Commission on Human Rights was established in ________________ which worked as a part of the ____________________________________________________.

k. In 2006, the United Nations Commission on Human Rights was replaced by the ___________________

_______________________________.

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________

Living with Dignity

2 2

1. Solve the crossword with the help of the given clues.

Across 2. This United Nations Commission formulates policies to protect human rights of people around the

world. 4. This organisation protects and grants basic human rights to all people around the world. 6. After this revolution, all philosophers declared that all human beings are equal.

Down 1. This non-profit organisation provides legal help to the people whose rights are violated. 3. The rules that protect people from abuse, neglect and discrimination. 5. This human rights commission protects the people of India from abuse and neglect.

Living with Dignity

308

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________


3 1The United

Nations

1. Write the names of the six principal organs of the United Nations in the chart given below.

Principal Organs of the UN

The GeneralAssembly

2. Write the full forms of the following.

a. UNESCO _____________________________

b. UNICEF _____________________________

c. FAO _____________________________

d. UNO _____________________________

e. ILO _____________________________

f. WHO _____________________________

3. WriteanyfourofficiallanguagesoftheUN.

a. _______________________________ b. _______________________________

c. _______________________________ d. _______________________________

a. b.c.

d.e.

f.

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________

The United Nations

3 2


a. The _____________________ Council is not active any more.

b. The headquarters of the ILO are located in _____________________, _____________________.

c. The Secretary General of the UNO is elected for a period of _____________________.

d. UNESCO was established on _____________________.

e. The UN has acted as a safeguard for protection of _____________________ and has played a major role in social _____________________ of world through its agencies.

f. The _________________________ is the main organ of the UN.

g. The _________________________ is the head of the Secretariat.

h. ________________ has always supported the anti-apartheid and anti-colonialism efforts of the UN.

i. The UN has not been able to totally eradicate deadly arms and ____________________ weapons.

j. WHO programmes have been able to eradicate deadly diseases such as _____________________.

k. The _____________________ hears about the accusations between the countries and resolves them.

l. The _____________________ is like the Parliament of Nations.

m. Resolutions in the of UN are passed by the General Assembly through a __________________ simple majority.

n. The General Assembly holds its regular annual session from _____________________ to _____________________.

The United Nations

310

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________


4 1Being A

Responsible Citizen

1. Explain the importance of the following.

a. Public properties _______________________________________________________________________

______________________________________________________________________________________

b. Public library ________________________________________________________________________

______________________________________________________________________________________

c. Historical monuments __________________________________________________________________

______________________________________________________________________________________

d. Public transport _______________________________________________________________________

______________________________________________________________________________________

2. Write True or False.

a. It is not our responsibility to take care of the public facilities. _____________

b. Students should not use the parks for playing because these are maintained by the government. _____________

c. We should protect public property from being damaged. _____________

d. The ASI identifies historical monuments, excavates and maintains them. _____________

e. We can talk in the reading room. _____________

f. If we see any damage being done to the plants, benches, paved paths, etc, we should not inform anybody because it is not our property. _____________

g. A clean and well maintained park is a good place to spend one’s time. _____________

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________

Being A Responsible Citizen

4 2

1. Give one method by which we can take care of each of following places.

a. Park __________________________________________________________________________________

______________________________________________________________________________________

b. Market ________________________________________________________________________________

______________________________________________________________________________________

c. Public transport ________________________________________________________________________

______________________________________________________________________________________

d. Public library _________________________________________________________________________

______________________________________________________________________________________

e. Historical monument ___________________________________________________________________

______________________________________________________________________________________

f. School ________________________________________________________________________________

______________________________________________________________________________________

g. Hospital ______________________________________________________________________________

______________________________________________________________________________________

h. Bank _________________________________________________________________________________

______________________________________________________________________________________

Being A Responsible Citizen

312

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________


5 1Great

Inventions


a. The first book which was printed by Gutenberg was the ______________ in the year ___________.

b. The invention of printing press made books available _______________and at a _______________.

c. _________________ improved the design of James Watt’s engine and made the steam engine which could pull eight wagons of coal up a hill.

d. ______________________ tried to make some designs of primitive flying machines, but they were never actually used to make a flying machine.

e. In telephone, a person speaks into the __________________ and the voice is heard by the other person through the ________________.

f. Other inventors such as Philo Farnworth and Vladinir Zworykin were also working to develop television but _______________ design proved better than others.

g. __________________ is a great medium for entertainment and to get information through audio-visual programmes.

h. The first computer algorithm or program was developed by __________________ who worked with _____________________.

i. The early computers were _______________ and occupied a __________________________.

j. _______________________ is a flying device which uses ______________ for burning thereby producing a powerful _________________________ backwards.

k. ______________________________ is regarded as the father of modern rocketry .

l. The _________________________ is a huge storehouse of information which is available to people all over the __________________.

m. ENIAC stands for _________________________________________________

Chapter worksheet


Name : ____________________________ Class : _______________ Date : _______________

Great Inventions

5 2

1. Identify the things and their inventors, and write their names.

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

a.

c.

e.

g.

b.

d.

f.

h.

Great Inventions



soCIaL sTudIEs CLass 5 TERM III



1. Choose the correct options. (10)

a. Who said “Swaraj is my birthright and I shall have it”? (i) Lokmanya Bal Gangadhar Tilak (ii) Mahatma Gandhi (iii) Pandit Jawaharlal Nehru (iv) Netaji Subhash Chandra Bose

b. Who was awarded the Bharat Ratna in 1992? (i) Badruddin Tyabji (ii) Maulana Abul Kalam Azad (iii) Annie Besant (iv) V.O. Chidambaram Pillai

c. Whichofthefollowingisanon-profit,non-government,internationalorganisationwhichworksall over the world to provide legal help to people whose rights are violated?

(i) National Human Rights Commission of India (ii) National Commission for Women (iii) Amnesty International (iv) United Nations Human Rights Council

d. When is Human Rights Days celebrated all over the world? (i) 2nd October (ii) 10th January (iii) 26th February (iv) 10th December

e. The headquarters of International Labour Organisation is situated in. (i) Germany (ii) Rome (iii) Geneva (iv) Libya

f. The main organ of the United Nations is the ___________________________. (i) General Assembly (ii) Security Council (iii) Economic and Social Council (iv) The Secretariat

g. Which of the following is not a public service? (i) hospital (ii) bank (iii) post office (iv) car

h. Which government agency looks after the historical monuments in India? (i) ASI (ii) DTC (iii) BSNL (iv) CBI

i. Thefirststeamenginewasbuiltby____________________________. (i) Johannes Gutenberg (ii) Thomas Savery (iii) Wilbur Wright (iv) Thomas Newcomen

j. Who is regarded as the father of modern rocketry? (i) Dr. Robert Goddard (ii) Charles Babbage (iii) Ada Lovelace (iv) Philo Farnworth



a. Mahatma Gandhi fought against the social discrimination using non-violent means such as ___________________________________.

b. ________________________ was popularly known as Netaji. c. Maulana Abul Kalam Azad started a weekly journal named ______________________________. d. In 2006, The United Nations Commission on Human Rights was replaced by the _________________ ___________________________________________________________________________. e. The International Court of Justice has ___________________________________ judges. f. The _____________________________ is the highest official of the UN. g. A ________________________ displays artefacts and other important items which are historically

and culturally important. h. A ________________ can be used by every citizen of the country. i. The invention of _________________________ made books easily available, and at a low cost. j. A ___________________________ is a flying device which uses fuel for burning, thereby producing a

powerful jet of gas backwards.


a. The movement launched by Mahatma Gandhi which forced the British to leave India. b. A book which was written by Pandit Jawaharlal Nehru. c. He served as the third President of the Indian National Congress. d. He organised the ‘Azad Hind Fauj’. e. The eighth Secretary General of the UN. f. The first book which was printed by Gutenberg. g. He is regarded as the Father of railways. h. The country where rockets were first used for the first time. i. The organisation which works towards the removal of hunger from the world. j. A set of rules which protects the citizens of a country from abuse, neglect and discrimination

irrespective of their nationality, gender, religion, etc.

4. Write True or False. (10)

a. Mahatma Gandhi started the daily newspaper Kesari and the weekly newspaper Maratha.

b. Jawaharlal Nehru is also known as the architect of modern India.

c. Sardar Vallabhbhai Patel is also known as ‘Iron Man of India’.

d. Every human being likes to be treated with respect.

e. Human rights are limited to only one country.

f. The Economic and Social Council of the UN has 80 members.

g. The Trusteeship Council is not active any more.

h. Parks are public places which have trees and flowering plants.

i. The first steam engine was built by George Stephenson.

j. The telephone was invented by Alexander Graham Bell in the year 1879.


5. Match the following columns. (10)

Column A Column B

1. Bal Gangadhar Tilak a. Salt Satyagraha

2. Gandhiji b. Theosophical Society

3. V.O. Chidambram Pillai c. Home Minister of Independent India

4. Annie Besant d. Akharas and lathi clubs

5. Sardar Vallabhbhai Patel e. Cooperative weaving mills

Column A Column B

1. General Assembly a. looks after the day-to-day working

2. Security Council b. legal wing of the UN

3. Economic and Social Council c. enforcement wing of the UN

4. International Court of Justice d. parliament of nations

5. The Secretariat e. economic, social and health problems

6. Nameanyfiveinventorsandtheirinventions. (10)

Inventors Inventions

a. _________________________________ _________________________________

b. _________________________________ _________________________________

c. _________________________________ _________________________________

d. _________________________________ _________________________________

e. _________________________________ _________________________________

7. Answer the following questions in a few lines. (15)

a. What are the main objectives of the UN? b. What do you understand by public property? Name any five. c. Do you have a television set at your home? What is its importance for you? d. What is the function of a telephone? Who invented it? e. What is the importance of public library and a park?

8. Answer the following questions in detail. (25)

a. Maulana Azad is considered as a true nationalist. Why? b. What do you understand by human rights? List some important human rights. c. Discuss the relationship between India and the UN. d. Why does the government provides public utilities to its citizens? What will happen to citizens if

these utilities do not work properly? e. Explain how was steam engine invented? How did it impact our lives?

a.

b.



1. IMpoRTanT LEadERs of ThEfREEdoM sTRuggLE

A. 1. (c) 2. (b) 3. (d) 4. (c) 5. (d)B. 1. (c) 2. (d) 3. (a) 4. (e) 5. (b)C. 1. Pandit Jawaharlal Nehru 2. V.O.Chidambaram Pillai 3. Kesari 4. The Quit India Movement 5. Sardar Vallabhbhai PatelD. 1. Gandhiji fought against social discrimination

and the British through Satyagraha using non-violence.

He joined the Indian National Congress. Soon he led the peasants movement in Champaran, Bihar (1917), Ahmedabad textile workers movement (1918) and raised his voice against the Rowlatt Act. Apart from this, he launched the Non-cooperation Movement (1921), Civil Disobedience Movement and led the Salt Satyagraha in 1930, popularly known as the Dandi March and the Quit India Movement (1942) to force the British to leave India. He fought against social evils as untouchability, communalism, etc.

2. Pandit Jawaharlal Nehru was born on 14th November 1889 in Allahabad. He was the son of Pandit Motilal Nehru, a famous barrister. He went to England for higher studies and passed the law exam.

He supported Gandhiji’s Non-cooperation Move-ment and Civil Disobedience Movement. He was jailed many times. He became the first Prime Minister of free India and remained the Prime Minister for seventeen years. He was referred to as ‘Chacha Nehru’ because of his love for children.

He is also known as the Architect of Modern India because of his far-sighted ideas. He died in 1964.

3. Subhash Chandra Bose left Indian National Congress due to ideological differences with Mahatma Gandhi and established his own political party— the All India Forward Bloc.

4. Sardar Vallabhbhai Patel played a vital role in the Quit India Movement when India became independent in 1947. He was appointed as the Home Minister of independent India. He played an important role in integrating the princely states into the Indian dominion. His service to

the nation will always be remembered. He is also known as the ‘Iron Man of India’.

5. V. O. Chidambaram Pillai established the Swadeshi Steam Navigation Company, after he had noticed exploitation of illiterate Indian workers at the hands of the British shipping companies.

6. Maulana Abul Kalam Azad was one of the foremost leaders of the Indian freedom struggle and a renowned scholar who was well-versed in many languages. He was a true nationalist because he opposed the partition of India. In 1912, he started a weekly journal called Al-Hilal. Al-Hilal played an important role in Hindu- Muslim unity.


A. 1. (b) 2. (a)B. 1. True 2. False 3. True 4. TrueD. 1. Human rights are the set of rules which protects

the citizens of a country and the world from abuse, neglect and discrimination irrespective of their nationality, gender, religion, etc. Human rights are followed all over the world as all human beings deserve to be given equal rights.

•Everyhumanbeinghasarighttoleadadignifiedlife with equal opportunities for growth and development.

•Nooneshouldbetorturedandtreatedbrutally. •Nooneshouldforceanotherpersonintoslavery. •Everyonehasaright togetanopportunity for

fair trial and legal help. •Thereshouldbenorestrictionontheexpression

of thoughts. •Everyone is free to follow their religion, and

have a nationality. •Everyoneisfreetomovewithintheircountry. •Everyoneisequalbeforethelawandcannotbe

discriminated on the basis of gender, caste, etc. 3. Amnesty International works all over the world to

provide legal help to the people whose rights are violated. This organisation takes action through legal ways to provide justice to the affected people. Many representatives work together around the world to provide justice to people.

4. National Commission for Women helps by voicing their common problems in a society such as dowry, discrimination, safety, equal wages in jobs, etc. The NCW strives to help women in times of crisis as well.


5. The United Nations Commission on Human Rights which work as a part of the United Nations Organisation was established in 1946. It formulates policies to protect human rights of the people all over the world. Representatives from 53 member countries meet annually in Geneva, Switzerland to review human rights cases and make recommendations to governments to provide justice.


A. 1. (c) 2. (d) 3. (c) 4. (b) 5. (c)B. 1. (c) 2. (d) 3. (e) 4. (b) 5. (a)C. 1. Objectives of the UN are: •Tomaintaininternalpeaceandsecurity. •To develop the spirit of cooperation and

friendliness. •Promote and encourage respect for human

rights and individual freedom. •To solve international problems of economic,

social and cultural character. 2. General Assembly: It is the main organ of the

United Nations. It comprises of all member states. It holds its regular annual session from September to December to discuss the important issues around the world. The General Assembly is like the parliament of nations. Each member has one vote. Resolution is passed by the assembly through a two-third simple majority.

Security Council: The Security council is mainly responsible for maintaining peace and security among the member nations. It is the enforcement wing of the UN. There are fifteen members in the Security Council. Out of them, fifteen members, are permanent members, i.e., USA, Britain, France, Russia and China. They have veto power. The rest ten members are non-permanent members of the council, who are elected for a period of two years. Its meetings take place normally once in a month.

3. United Nation Educational Scientific and Cultural Organisation (UNESCO): It contributes to world peace and security by promoting education, science and culture. It creates awareness for justice, rule of law, human rights and fundamental freedom.

World Health Organisation (WHO): It co-ordinates the issues relating to international public health. The WHO contributes towards monitoring and treatment of infectious diseases as malaria, polio, AIDS, etc. It sponsors programmes to organise public health campaigns. Its programmes

have been able to eradicate deadly diseases as smallpox from the world.

4. Achievements of the UN: The UN has been very successful in maintaining world peace, order and solving many humanitarian problems.

•Ithasplayedamajorrole intheeliminationofcolonial imperialism and apartheid.

5. India and the UN: India is one of the founding members of the UN. It has always supported the activities and programmes of the UN in general.

• India has always been a front runner insupporting anti-colonialism efforts of the UN in countries such as Angola, Libya, Algeria, etc.

• India has supported the anti-apartheidresolutions of the UN.

• India has sent its armed forces as a part ofthe UN Peace Keeping Operations in many countries such as Congo, Sudan, etc.

• Indiahasplayedanactiveroleinthefunctioningof the UN agencies and indirectly has also been benefited from these roles.

D. 1. 1939-1945 2. 193 3. English, French 4. 5, 10 5. Rome


A. 1. (a) 2. (a) 3. (d)B. 1. False 2. True 3. False 4. TrueC. 1. Public properties are used by many people and

they are maintained by the government through the taxes paid by us. Roads, parks railway stations, buses, etc., are some of the public properties.

The things that are owned by us are called individual private properties such as house, vehicle, scooter, car, etc.

2. The government works to make our lives better. So, it provides some public utilities to us. If these utilities do not function properly, then our lives would come to a standstill.

3. Parks are public spaces which have trees and flowering plants. Children use these parks for playing, elders use it for a walk and exercise. A clean park is a good place to spend one’s time.

Public library is an important place for people to enrich their knowledge. Important books are kept here safely and people are allowed to read and get the books issued.

Public transport such as railways, buses, trams, local trains, etc., are run by the government. These services work every day at scheduled intervals


to help us travel to our workplaces, schools and colleges. If due to any reason these services are disturbed then there would be complete chaos around us.

4. Yes, I think, I am a useful member of my community. I never hesitate in initiating good changes in the community. Being a part of the community, I can spread awareness about different issues in the society. I also plant trees, take care of my surroundings and help the children who are unable to go to school.

5. gREaT InvEnTIons

A. 1. (d) 2. (c) 3. (a)B. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)C. 1. False 2. True 3. False 4. FalseD. 1. The first steam engine was built by an English

military engineer, Thomas Savery in 1698. He made this steam engine to pump water out from coal mines. It was crude and not very successful, but it gave an idea to other inventors to improve it further.

A second attempt was made by Thomas Newcomen who tried to improve that steam engine. He was an English blacksmith who made the engine on the principle of atmospheric pressure.

James Watt was a Scottish inventor who improved the design and functioning of the steam engine made by Thomas Newcomen. He made the steam engine efficient and useful.

George Stephenson improved the design of James Watt’s engine and made the first steam engine which could pull eight wagons of coal up a hill.

Usage of steam engines for railways had a huge impact on the life and economy of people. Now, many people could move from one place to another. Goods can also be transported to different parts of the country. This boosted the trade and business.

2. The first electro-mechanical computer was invented by Charles Babbage in the early 19th century. It was called ENIAC (Electronic Numerical Integrater and Computer). The first computer algorithm or program was developed by Ada Lovelace who worked with Charles Babbage. The early computers were huge and occupied a large room.

Since then, many designs and innovations have helped to make computers work faster. Their sizes have also been reduced a lot. In 1972, the microprocessor was invented and this led to the development of personal computers.

Computers were able to do quick calculations. At present, computers are also used to play multimedia games, music, videos, etc. To send and receive e-mails a computer is required to connect to the Internet. The Internet is a huge storehouse of information which is available to people all over the world.

3. The telephone was invented by Alexander Graham Bell in the year 1876. It was the first device which converted the human voice into electrical signals which could be transmitted to a long distance through cables. A person speaks into the microphone and the voice is heard by another person through the receiver. Gradually, the telephone was improved and at present it is also used to provide even Internet services.

4. Yes, television is a great medium of entertainment and information through audio-video programmes. We can enjoy any event which is taking place in another part of the world at the same time.

LET’s REvIsE

A. 1. Johannes Gutenberg 2. public 3. human rights 4. The World War I 5. New YorkB. 1. (e) 2. (d) 3. (a) 4. (b) 5. (c)C. 1. Though, League of Nations was established after

World War I, it proved to be ineffective as it was not able to implement its decisions and prevent the World War II. After the World War II the United Nations Organisation was formed.

2. The objectives of the UNO are as follows: •To maintain the internal peace and security

around the world. •To develop the spirit of cooperation and

friendliness. •Topromote and encourage respect for human

rights and individual freedom. •To solve international problems of economic,

social and cultural characters. 3. Some human rights which are guaranteed to every

human being are: •Everyone has the right to lead a dignified

life with equal opportunities for growth and development.

•Nooneshouldbetreatedbrutally. •Nooneshouldbeforcedintoslavery.


•Everyoneshouldgetanopportunityforfairtrialand legal help.

•Everyoneisfreetomovewithintheircountry. d. Before the invention of the steam engine, people

harnessed the muscular strength of animals such as bullocks, horses and mules. These animals used to get tired after some time and the speed of work was also reduced. After the invention of steam engine by Thomas Savery and further improvement in design by James Watt, the steam engine was used to speed up the industrial revolution. Then, machines worked using the power of steam engine. George Stephenson further improved the design of steam engine and used it to run railway coaches to transport goods and people.

5. a. Mahatma Gandhi: Mahatma Gandhi’s childhood name was Mohandas Karamchand Gandhi. He was born on 2nd October 1869 at Porbandar in Gujarat. He went to South Africa to fight legal cases. There, he came across the discrimination cases. against African and Indian people by the British Government. Mahatma Gandhi led a movement against the government. His movement was based on the principles of satyagraha and ahimsa. Having returned to India, he joined the Indian National Congress and spearheded the Indian freedom movement through various important movements such as Non-cooperation Movement, Dandi March, Quit India Movement, etc. Finally, the British government had to leave India. He is remembered as the ‘Father of the Nation’.

b. Pandit Jawaharlal Nehru: Jawaharlal Nehru was born on 14th November 1889 at Allahabad. He was the son of Pt. Motilal Nehru, a famous barrister. Jawaharlal Nehru went to England for higher studies. Having returned to India, he started practicing law. He came under the influence of Mahatma Gandhi and joined the freedom struggle. He supported the movements led by Mahatma Gandhi, and was jailed many times. After independence he became the first prime minister of India. After Independence, he led India to the path of progress.

c. Annie Besant: Annie Besant was an Irish lady, and an eminent member of the Theosophical Society. She propagated Vedic philosophy but got involved in India’s national movement. She joined the Indian National Congress and later became its president in 1917. She also launched the Home Rule League to help India attain freedom. She

was critical of the British government’s policies in her newspaper ‘New Indian’ and was jailed. She continued her struggle for freedom of India till the end of her life.

D. 1. FAO: The Food and Agriculture Organisation was established in October 1945. Its headquarters is in Rome. This agency works for the removal of hunger from the world and plays an important role during famines.

b. UNICEF: The United Nations International Children’s Emergency Fund was established in December 1946. Its headquarters is in New York. It focuses on children’s survival, development, basic education, gender equality, children’s rights, etc.

c. Security Council: The Security Council of the UNO is responsible for maintaining peace and security among the member nations. It is the enforcement wing of the UNO. There are fifteen members in the Security Council. Out of them, five are permanent members. They are the USA, Britain, France, Russia and China. The permanent members have veto power and the rest ten members are elected for a period of two years.

d. Public property: Any government owned property which is used by the public at large is called public property. Parks, public transport such as railways, roads, post offices, public libraries, etc., are examples of public property.



1. IMpoRTanT LEadERs of ThE fREEdoM sTRuggLE

Worksheet 11. 1. (f) 2. (a) 3. (j) 4. (b) 5. (h) 6. (c) 7. (d) 8. (e) 9. (g) 10. (i)2. a. (i) Kesari (ii) Maratha b. (i) Akharas (ii) Lathi c. (i) Discovery of India (ii) Glimpses of World History d. (i) Non-cooperation Movement (ii) Quit India movement

Worksheet 21. a. Deccan Education Society b. untouchability, communalism c. Netaji Subash Chandra Bose d. Gandhiji e. Annie Besant f. Iron Man of India g. Ottapidaram, Tamil Nadu h. Badruddin Tyabji i. Maulana Abul Kalam Azad j. Irish, Britain k. Home Rule League l. Badruddin Tyabji2. a. “Swaraj is my birthright and I shall have it”


Worksheet 11. a. 10th December b. National Human Rights Commission c. 1992, Government of India d. respect e. Human Rights f. philosophers g. President of India h. caste, class i. Amnesty International j. 1946, United Nation Organisation k. United Nations Human Rights Council

Worksheet 1


Worksheet 11. a. The General Assembly b. The Security Council c. The Economic and Social Council d. The Trusteeship Council e. The International Court of Justice f. The Secretariat2. a. United Nation Educational Scientific and Cultural

Organisation b. United Nations International Children’s Emergency

Fund c. Food and Agricultural Organisation d. United Nations Organisations e. International Labour Organisation f. World Health Organisation3. a. English b. French c. Chinese d. Russian

Worksheet 21 a. Trusteeship b. Geneva, Switzerland c. five years d. 4th November 1946


e. human rights, transformation f. General Assembly g. Secretary-General h. India i. nuclear proliferation j. small pox k. International Court of Justice l. General Assembly m. two-third n. September, December


Worksheet 11. a. Public properties are used by many people and

maintained by the government through the taxes paid by us. Public property can be used by every citizen of the country.

b. Public libraries are present usually in every town and city across the country. A public library is an important place for people to enrich their knowledge. A public library is maintained by the government through our taxes.

c. Historical monuments are important buildings which are a part of our heritage. These are the places where important historical events have taken place in the past. Most of these buildings are protected by the Archaeological Survey of India (ASI) which works under the Ministry of Culture.

d. Railways, buses, trams, local trains, etc. are run by the government. These services work every day at scheduled intervals to help us travel to our workplaces, schools and colleges.

2. a. False b. False c. True d. True e. False f. False g. TrueWorksheet 21. a. Do not pluck flowers or leaves; and do not throw

litter in the park. b. Do not throw litter on the road. Use a dustbin for

this purpose. c. Never tear seats, break windows and throw litter in

buses. d. Never tear pages from a book; maintain silence in

the reading room. e. Do not etch/write names on the walls of monuments.

Throw litter in dustbins. f. Do not break chairs and benches and do not throw

chalks and other things here and there.

g. Take care of instruments/machines and don’t throw litter.

h. Do not tear the notices and do not throw litter.5. gREaT InvEnTIons

Worksheet 11. a. Bible, 1455 b. easily, low cost c. George Stephenson d. Leonardo da Vinci e. microphone, receiver f. J.L.Baird’s g. Television h. Ada Lovelace, Charles Babbage i. huge, large room j. Rocket, fuels, jet of gas k. Dr. Robert Goddard l. Internet, world m. Electronic Numerical Integrator and Computer

Worksheet 21. a. Printing Machine, Johannes Gutenberg b. Steam Engine, James Watt, George Stephenson. c. Telephone, Alexander Graham Bell d. Computer, Charles Babbage e. Aeroplane, Orville Wright and Willbur Wright f. Radio, Gulielmo Marconi g. Rocket, Dr. Robert Goddard h. Television, J.L.Baird



1. a. (i) b. (ii) c. (iii) d. (iv) e. (iii)

f. (i) g. (iv) h. (i) i. (ii) j. (i)2. a. satyagraha b. Subhash Chandra Bose c. Al-Hilal d. United Nation Human Rights Council e. fifteen f. Secretary-General g. Museum h. public property i. printing press j. rocket

3. a. Quit India Movement

b. Discovery of India

c. Badruddin Tyabji

d. Netaji Subhash Chandra Bose

e. Mr. Ban-ki Moon

f. The Bible

g. George Stephenson

h. China

i. The Food and Agricultural Organisation (FAO)

j. Human rights

4. a. False b. True c. True d. True e. False

f. False g. True h. True i. False e. True

5. a. 1. (d) 2. (a) 3. (e) 4. (b) 5. (c)

b. 1. (d) 2. (c) 3. (e) 4. (b) 5. (a)

6. a. Johannes Gutenberg Printing press

b. Guglielmo Marconi Radio

c. Alexander Graham Bell Telephone

d. John Logie Baird Television

e. Charles Babbage Computer7. a. The main objectives of the UN are: • Tomaintaininternalpeaceandsecurity. • To develop the spirit of cooperation and

friendliness. • To promote and encourage respect for human

rights and individual freedom.

• To solve international problems of economic,social and cultural character.

b. The facilities which we use daily for our conveniences but do not own them are called public property. These facilities are used by all the people and are maintained by the government through the taxes that we pay., eg., roads, parks, railway stations, buses, hospitals.

c. Yes, I have a television set at home. It is a very important device as it is a great medium of entertainment and information through audio-video programmes. We can enjoy any event which is taking place in another part of the world at the same time. We can watch news, cartoons, learn about new things happening around us through a television set.

d. Telephone was invented by Alexander Graham Bell in the year 1876. It was the first device which converted the human voice into electrical signals which could be transmitted to long distances through cables. A person speaks into the microphone and the voice is heard by the other person through the receiver. Gradually, the telephone was improved and now we can talk to anyone across the globe through it.

e. A public library is an important place for people to read different books and enrich their knowledge. A public library is maintained by a government through our taxes. As it is not possible for a person to buy all the books he wants to read, he can go to the public library and get his book issued and read silently as long as the library is open. Parks are public places where children play, elderly people walk and exercise and families enjoy picnic. It is our duty to keep the park clean by not littering in it.

8. a. Maulana Abul Kalam Azad was one of the foremost leaders of the Indian freedom struggle. He was a true nationalist as he opposed the partition of India. In 1912, he started a weekly journal named Al-Hilal which played a key role in Hindu-Muslim unity. He took leading part in all the movements launched by Gandhiji during the freedom struggle.

b. Human rights are the set of rules which protects the citizens all over the world from abuse, neglect and discrimination irrespective of their nationality, gender, religion, etc., Human rights are not limited to any one country. They are followed all over the world as all human beings are equal.


Some of the basic human rights are as follows: • Everyhumanbeinghasarighttoleadadignified

life with equal opportunities for growth and development.

• Nooneshouldbetorturedandtreatedbrutally. • Nooneshouldforceanotherpersonintoslavery. • Everyone has a right to get an opportunity for

fair trial and legal help. • Thereshouldbenorestrictionontheexpression

of thoughts. • Everyoneisfreetopractisehis/herreligionand

have a nationality. • Everyoneisfreetomovewithintheircountry. • Everyoneisequalbeforethe lawandcannotbe

discriminated on the basis of gender, caste, etc. c. India is one of the founding members of the UN. It

has always supported the activities and programmes of the UN in general.

• India has always been a front runner insupporting anti-colonialism efforts of the UN in countries such as Angola, Algeria, etc.

• Indiahassupportedtheanti-apartheidresolutionof the UN.

• IndianhassentitsarmedforcesasapartoftheUN Peace Keeping Operations in many countries such as Congo, Sudan, Gaza strip etc.

• Indiahasplayedanactiveroleinthefunctioningof the UN agencies and indirectly has also benefitted from those roles.

d. The government provides public utilities to its citizens to make their lives better and comfortable. It provides all important facilities to help us in our daily lives. If these utilities do not work properly, our life will come to a standstill. Thus, it is our fundamental duty to protect our public property from getting damaged or defaced.

e. The first steam engine was made by Thomas Savery in 1698. It was crude and not very successful. A second attempt was made by Thomas Newcomen who tried to improve this steam engine. He was an English blacksmith who made this engine on the principle of atmospheric pressure.

James Watt was a Scottish inventor who improved the design and functioning of the steam engine made by Thomas Newcomen. This made the steam engine efficient and useful. The engine made by James Watt helped to speed up the industrial revolution.

George Stephenson improved the design of James Watt’s engine and made the first steam engine which could pull eight wagons of coal up a hill. He

also used the steam engine to transport passengers in a train. He is also referred to as the ‘Father of Railways’. Usage of steam engines for railways had a huge impact on the life and economy of people. Now, many people could move from one place to another. Goods can also be transported to different parts of the country. This has boosted the trade and business.

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