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Splendid Science 6

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One Liberty Plaza, 20th Floor, New York, NY 10006, USA

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477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India

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103 Penang Road, #05–06/07, Visioncrest Commercial, Singapore 238467
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Cambridge University Press is part of the University of Cambridge.
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It furthers the University’s mission by disseminating knowledge in the pursuit of

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education, learning and research at the highest international levels of excellence.

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www.cambridge.org
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Information on this title: www.cambridge.org/9781009247740

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© Cambridge University Press & Assessment 2023

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This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
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no reproduction of any part may take place without the written

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permission of Cambridge University Press.
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First published 2023

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Printed in India by
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ISBN 978-1-009-24774-0
Cambridge University Press has no responsibility for the persistence or accuracy
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of URLs for external or third-party internet websites referred to in this publication,

and does not guarantee that any content on such websites is, or will remain,
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accurate or appropriate. Information regarding prices, travel timetables, and other
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factual information given in this work is correct at the time of first printing but
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Cambridge University Press does not guarantee the accuracy of such information
thereafter.
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NOTICE TO TEACHERS
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The photocopy masters in this publication may be photocopied or distributed

[electronically] free of charge for classroom use within the school or institution that
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purchased the publication. Worksheets and copies of them remain in the copyright
of Cambridge University Press, and such copies may not be distributed or used in
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any way outside the purchasing institution.

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Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
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acknowledgement in future editions of the book.

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Splendid Science is a well-graded and thoughtfully structured science course for classes 1–8. The series has

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been developed with the aim of helping students to not only learn science as a subject but also experience the
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beauty of science around them. The books propagate STEM education through an integrated pedagogy and
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enable students to consolidate their STEM concepts in an interactive, engaging and exploratory way.

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The series conforms to the vision of the National Education Policy (NEP) 2020 that emphasises on fostering
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knowledge, skills and abilities through competency-based, rather than content-based, education. Splendid
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Science is a wholesome science course that both instils and enhances 21st century skills, life skills and values.
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Each book follows a strong pedagogical framework involving a spiral learning approach. There is focus on 11
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parameters, including active knowledge constructions, reflective learning and project-based STEM learning.
There is equal emphasis on differentiated assessment and evaluation wherein students can attempt diverse
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types of questions and analyse their responses.

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In pursuance of the goals and objectives of the NEP 2020 issued on 29th July, 2020, the Department of School
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Education and Literacy has developed an indicative and suggestive Implementation Plan for School Education,
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called ‘Students’ and Teachers’ Holistic Advancement through Quality Education (SARTHAQ)’. SARTHAQ
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was released on 8 April 2021; the major focus of SARTHAQ is to define activities in such a manner that clearly
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delineates goals, outcomes and time frame, that is, it links recommendations of NEP with 297 defined tasks.
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Approach to the Student’s Book

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The content of each chapter in the Student’s Book is mapped to NEP 2020 recommendations and parameters
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of the pedagogy framework. There is graded progression in explanation of concepts. A variety of features have
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been used with specific objectives to build and maintain an inspiring science ecosystem. Each feature also
lists the development of specific skills. This listing will help students, teachers and parents assess whether the
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objective of instilling a particular skill has been met.

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Features to develop interest and understanding

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Chapter opener: The introductory page of each chapter lists the learning objectives and asks open-ended
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questions meant to arouse the learner’s curiosity.

The opening image(s) previews the science topic students will be learning about.
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Chapter Preview gives the learning objectives or a list of competencies to be achieved in the
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given chapter.
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What you will learn lists the major topics students will be learning about.
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Why it is important to learn states why this chapter is being taught.

Warm-up is an opportunity for students to check what they already know.

Headings: Headings of main topics are in the form of questions to encourage enquiry-based learning.
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Do You Know?: Interesting and relevant science facts related to the topic.
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Real-world Connect!: Snippets highlighting real-life applications of concepts learnt.

Look It Up!: Topics or questions to search online and discussion for extension of concepts learnt.
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Language Check: Task to promote vocabulary building and promote extended learning.
Green Check: Suggestions to apply science to make the environment clean.

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Test It Yourself!: Experiments to first make predictions and then test ideas which promote self-discovery.

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Keywords: Definitions to summarise important scientific vocabulary and for quick reference.

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Features to hone 21st Century Skills, Scientific Proficiency and endorse Active Learning

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21st
The 21st Century Skills are indicated by the icon
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Skills
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Experiential Learning: Fun, creative, exploratory, literary and collaborative activities for a truly hands-on

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experience.
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Puzzle Over: Questions to evaluate problem-solving and higher-order critical thinking skills.
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Skill Craft (Project Work/Research/Activity/Discuss and Answer/Field Trip): Hands-on interdisciplinary and

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subject-enrichment activities to hone 21st century skills.

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STEAM Worksheets: Assignments designed to introduce learners to integrated learning using science,
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technology, engineering, arts and mathematics.

Scientific Proficiency Worksheets: Additional reinforcement to build scientific temper and evaluate students’
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scientific skills.
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Science Tools (grades 3 to 8): Introduction to some basic tools used in science such as measuring tape,
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weighing scale, thermometer, etc.

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Features to develop Life Skills and Values

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Life Communication
The UNICEF Life Skills are indicated by the icon .
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Connect to Life (Skill Craft): Thought-provoking activities are based on the following key life skills
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recommended by the UNICEF:

Cognitive skills: critical thinking, problem-solving and decision-making

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Personal skills: self-awareness and self-management

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Interpersonal skills: communication, negotiation, cooperation, teamwork, inclusion, empathy and

advocacy
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Posters: Theme-based posters to develop essential life skills and to facilitate introspection and hone problem-
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solving skills.
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Features for assessment and evaluation

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Section Review: End-of-section questions on key concepts to help assess the learning objectives of a section
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before moving to the next section. This section is competency-based and provides innovative questions. In
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grades 6 to 8, the questions covered closely align with the learning objectives, learning outcomes and test
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items recommended by the NCERT.

Chapter Review: End-of-chapter exercises are graded assessments that focus on key concepts to help
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evaluate various aspects of the student’s learning. This review section has been designed based on the key
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takeaways from the stipulations of SAFAL (Structured Assessment for Analysing Learning Levels).
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Each assessment is structured in subsections that match the proficiency strands of Fluency, Problem-solving,
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Reasoning, as well as Analysis & Creating. Assessments are graded on a recommended proficiency scale to allow
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differentiation for Foundation, Standard and Advanced levels. In the exercises, the questions suggested for each
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rubric are listed in three columns on the right side of each subsection:
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The left column (lightest shaded colour) is the Foundation (Basic) level.
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The middle column (medium shaded colour) is the Standard (Intermediate) level.
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The right column (darkest shaded colour) is the Advanced (High) level.
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Study Guide: End-of-unit section to reinforce, practise and develop learning skills in science.
Reviewing the Unit to summarise the core concepts of the chapters comprising a unit.

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Developing Scientific Vocabulary to practise the language of science by reviewing scientific terms and

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their meanings.
Recalling Concepts to test recall and understanding skills.

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Interpreting Graphics to complete concept maps as well as to create them, to develop the skill of

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creating schematic relationships between concepts.
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Thinking Critically questions to develop higher-order thinking skills.
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Test Papers: Two test papers for practice before term-end examinations.

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Features to provide support to Parents

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Parents’ Corner: End-of-unit supplemental information to parents to support their child at home, along with
resources for additional practice and revision in QR codes.

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At-home activities to recognise/apply concepts in the real-world scenarios. As

Diagnostic test with analysis to identify/monitor a student’s skill learning curve.

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Revision tests to reinforce and practise concepts learnt.
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Solutions for sample NCERT exemplar questions and OLYMPIAD questions for practice.
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Approach to the Teacher’s Book

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Splendid Science Teacher’s Book is a handy, valuable resource for teachers to effectively plan and teach
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their lessons. It offers workable tips and strategies to optimally use every page of the Student’s Book. It helps
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teachers identify and focus on skills to be instilled through different components of the Student’s Book. It
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also provides additional resources to make the teaching–learning experience more wholesome and fulfilling.
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Following are the features of each Teacher’s Book:

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Overview
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This section provides an overview of the content coverage, which outlines the approximate time required for
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teaching each chapter along with the learning objectives and expected learning outcomes.
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Spiral Lesson Plans

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This core section is a unique feature of the Teacher’s Book. It gives a detailed, exhaustive guide for teaching the
chapter. Each page in this section has a screenshot of the chapter text for quick and easy reference. Around
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the screenshot are methodically arranged boxes with components

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to explain how the teacher should approach the contents of

Unit 1 | The World Around Us

2 LIVING AND NON-LIVING THINGS

that particular page of the chapter. Each component lists the

development of specific skills expected to be instilled in students.

Unit 1 | The World Around Us 21st Century Skills
• Collaborating
2 LIVING AND NON-LIVING THINGS
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• Analysing
This listing will help teachers assess whether the objective of
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• Exploring

Life Skills
instilling a particular skill has been met.
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CHAPTER PREVIEW
• Critical thinking
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• Living and non-living things

• Types of non-living things • Communication

Warm-up
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21st Century Skills: This component lists the skills intended to

7E Elicit, Engage, Explore
you will learn
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• About living and Skills instilled: Observing, Analysing

non-living things
Ask students to look at the picture
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• How living things are

different from
non-living things
• How natural and human-
made non-living things
carefully and explain the task.
Then, ask questions such as the
following: be developed while understanding the concept in question.
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are different • Do bicycles grow?

• Do plants grow?
• Can bulls move?
Why
• Can cars move? Do they move
Life Skills: This feature focuses on the various cognitive,
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it is important to learn
on their own?
Have you seen a puppy playing
on the road? How is it different Explain to students that one way to
from a toy puppy? The puppy differentiate between things around
personal and interpersonal skills intended to be developed.
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on the road is a living thing. us is to determine whether they are

The toy puppy is a non-living living or non-living.
thing.
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We must know what living and

WARM-UP 7E Elicit
non-living things are. We must
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also know how living things Name any six things you see in this picture.

7 Es of Learning: The teaching of each component and learning

are different from non-living Can you tell how these things are different from
things. one another?
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Activity Corner 7E Engage, Extend

tools is related to the 7 Es of learning—Elicit, Engage, Explore,
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Skills instilled: Observing, Analysing, Critical thinking

Ask students to observe and name a few things or objects around them. Ask them to identify, according to the discussion
they had in Warm-up discussion, which are living or non-living. Also, encourage them to specify why they think so. Explain, Elaborate, Extend and Evaluate.
Name of the thing Living/Non-living
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provide tips, strategies and additional material for

Scientific
Real-world Connect! Proficiency Adaptive reasoning
• Analysing

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Look carefully at a few plants growing in a pot or in a garden. After a few days, you • Observing
will see new leaves growing on them. What does this tell you? • Evaluating

explaining a particular concept. They also provide Section Review 1 7E Evaluate

Life Skills

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To understand the differences between living and non-living things.
• Critical thinking

suggestions for using particular teaching aids needed to

Maira wants to know if these things are living or non-living. Help her by matching
• Problem-solving

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the pictures to the correct box.
1. 2. 3.
Section Review 1

support and enhance the learning experience. 7E Evaluate, Engage

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Skills instilled: Analysing, Critical
Non-living Living
thinking, Problem-solving
4. 5. 6. This section helps evaluate if students
have understood the concepts taught

Tools for Learning: The Student’s Book contains a variety

so far. Explain the exercise and let
students complete it on their own in

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Complete the sentence: Living things , , class. Then, discuss the answers so that
, and produce their own kind. students can verify their responses.

of features—Warm-up, Do You Know?, Look It Up!,

Provide remedial help to students who
What are the types of non-living things? are unclear about particular concepts.

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Green Check, Language Check, Test It Yourself!, Section
There are two types of non-living things—natural and human-made.
What are natural non-living things?
Non-living things that are found in nature are called natural non-living things.
Real-world Connect!
7E Engage, Extend
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They cannot be made by humans. Rivers, mountains, stones and clouds are Skills instilled: Scientific proficiency,
some natural non-living things. Adaptive reasoning

Review, Experiential Learning, Puzzle Over, Project Green Check Explain that new leaves mean that

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Water is a natural non- a plant is growing. This shows that

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living thing. Humans plants are living things.

cannot make water.

Work, Research/Activity and Connect to Life. This Some natural non-living things
So, we should use
water very carefully. Green Check 7E Engage, Extend
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Skills instilled: Environmental literacy,

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component provides specific instructions for taking up

Responsibility
This section instills environmental
literacy and makes students
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Concept Building 7E Engage, Explain, Elaborate

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sensitive towards the issue of water

activities in each feature, as it appears in the chapter. Skills instilled: Analysing, Critical thinking
What are the types of non-living things? (pages 10 and 11)
conservation. Ask students questions
such as the following:
• Can we make water?
Explain that non-living things are of two types: natural and human-made

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• From where do we get water?
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non-living things. Use plenty of examples to explain the differences between • Can we live without water?
natural and human-made non-living things.
• Should we waste water?
Natural non-living things Human-made non-living things Discuss the answers to these questions.
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As 1. Non-living things found

in nature
2. Cannot be made by humans.
1. Non-living things made
by humans
2. Not found in nature
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3. Examples: Water, soil, clouds 3. Examples: Plastic bottle, shirt,

television
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Teacher’s Support
Additional Teacher’s Support resources in QR codes:
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/teaching
more proficient and technology-driven through the given QR codes:
• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates hybrid
At the end of each lesson plan, additional resources for
supports teachers to identify
students’ skill learning curve.
teaching model.
teachers are provided to enable teaching–learning process
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more proficient. These include unit-wise diagnostic test
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with analysis and chapter-wise lesson PPTs.

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Supervised Lab Work (grades 6 to 8): This section provides
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SUPERVISED LAB WORK

additional lab activities to reinforce the concepts learnt in
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1. Aim: To show the need for conservation using the cookie-eating experiment.
Materials required: Chocolate chip cookies – relatively hard cookies work best (2 per student),
toothpicks (2 per student plus extras) and paper plates (1 per student) a chapter.
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What to do:
1. Hand out the cookies, toothpicks and a paper plate to each person.
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2. Have students take one cookie and put it on the plate. Set the timer to one minute. Each student
gets one minute to try to ‘mine’ out as many chocolate chips as one can using only their fingers.
When the timer goes off, the students are to stop.
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Observation: Now have the students look at the cookie they ‘excavated’. Ask them if they would still
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want to eat the cookie without all the chocolate chips they mined out. Would they rather just eat the
chocolate chips?
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Worksheets and Sample Papers

Two worksheets have been provided at the end of each lesson plan for a chapter. These contain additional
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questions for the chapter. These questions can be used for practice or for evaluating the knowledge gained
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by students. Teachers can use these worksheets as class or home assignments. Two sample papers have been
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provided after the lesson plans for each grade.

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Answers to Questions in Student’s Book, Worksheets and Sample Papers

This section provides solutions to all exercises in the Student’s Book and worksheets and sample papers in the
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Teacher’s Book.
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Evaluation Sheets
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This section includes parameters/directives to evaluate STEAM and Scientific Proficiency worksheets.
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We hope teachers will enjoy teaching Splendid Science and implement the tips suggested for achieving
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best results.
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Splendid Science has been specifically designed as a 360° digital teaching–learning solution. The textbooks

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are energised with high-quality digital content for learner engagement: animations, videos, slide shows,

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interactive units. Each book is structurally linked to Cambridge Learn Premium (CLP), an active digital resource

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for learner engagement.

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Tagging of digital assets using explicit icons (with QR codes) in Student’s Book: Several components in the
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Student’s Book feature as digital assets in CLP. For easy reference, each digital asset available in CLP has been
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tagged in the Student’s Book with a unique icon:

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ANM for animation INT for interactivity

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IVID for instructor-led video VID for short video

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for slide show

SVID
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Whenever teachers come across any of these icons against a particular learning tool in the Student’s Book, they
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may make use of the respective digital aids in CLP digital assets to make teaching interactive, engaging and
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more effective.
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Using Cambridge Learn Premium

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CLP platform is a comprehensive digital learning solution for classrooms which integrates an enhanced eBook
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with interactive learning–teaching aids, rich audio-visual resources and lesson planner. It includes high-quality
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digital learning content for learner engagement: animations, videos, slide shows and interactive units. The
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platform hosts a number of tools to enable creation and delivery of lesson plans.
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Access to enhanced e-reader with teaching tools, rich audio-visual resources and lesson planner.
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Instructor-led videos simplify complex concepts for better understanding and encourage retention which
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further improves skill and task proficiency.

Test Maker contains question bank, answers and solution sets, to aid quick preparation of tests and
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worksheets.
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Competency-based assessments help in effective evaluation with comprehensive question bank aligned
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to Bloom’s taxonomy.
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Overview ............................................................................................................................................................ 1

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Detailed Lesson Plans and Worksheets ................................................................................................... 4
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Sample Papers ............................................................................................................................................. 238

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Coursebook Answers ................................................................................................................................ 241

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Evaluation Sheets
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STEAM Worksheets ............................................................................................................................ 285

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Scientific Proficiency Worksheets ................................................................................................ 289

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Worksheets’ Answers ................................................................................................................................ 292

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Sample Papers’ Answers .......................................................................................................................... 311

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Chapter Chapter Name Time Allotted Objectives Outcomes
No. (Approx.)

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1. Food: Where 7 Periods • Understand the importance of food and • Students will identify
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Does It Come nutrition in living things plants and animals as
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From? • Identify food ingredients—types of food, the source of food.

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sources of food (plants and animals) and • Students will

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parts of plants as food classify animals into

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• Classification of animals based on their herbivores, carnivores
and omnivores.
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food habits—herbivores, carnivores,
omnivores, parasites, scavengers and

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decomposers
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2. Components of 8 Periods
As • Understand the components of food— • Students will recognise
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Food carbohydrates, proteins, fats, vitamins and different components

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minerals of food.
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• Understand the importance of other • They will relate

components of food such as roughage and their importance

water with human health/
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• Understand the importance of a balanced balanced diet.

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diet • Students will

• Know about the diseases that are caused understand diseases
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due to deficiencies of different components and disabilities caused

of food by deficiency of
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different components
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of food.
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3. Fibre to Fabric 8 Periods • Recall the brief history of clothing • Students will compare
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• Understand the difference between fibre and different types of cloth

materials.
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fabric
• They will classify cloth
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• Understand the process of converting yarn to

fabric materials into plant or

animal materials.
• Study the different types of fibres, their sources,
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properties and uses

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4. Sorting 6 Periods • Know about matter and composition of matter • Students will be able
Materials Into • Identify the basis of classification of material to sort materials on
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Groups the basis of common

• Study the properties of materials
properties.
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5. Separation of 9 Periods • Learn about the differences between pure • Students will know the
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Substances substances and mixtures different methods of

• Know about the different types of mixtures separating substances.

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and the methods of separation of mixtures • Students will also

• Understand the types of solutions, the know about types of

concept of solubility and the importance of solution and concept

water as a solvent of solubility.

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6. Changes 9 Periods • Know what change is • Students will analyse

Around Us • Identify the types of changes—reversible, and identify the

irreversible, physical and chemical change as reversible or

irreversible, physical or
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• Analyse what happens when we heat or

chemical.
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cool a material
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• Understand how a physical or chemical

change can be brought about
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No. (Approx.)

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7. Getting to 9 Periods • Understand the differences between herbs, • Students will discuss

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Know Plants shrubs and trees morphological
structure and parts of

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• Study the features and importance of root,
stem, leaf and flower—their types, parts, plants.
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identify the different

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parts of plant and

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explain their types,

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functions and
modification.
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8. Body 8 Periods • Understand movement and locomotion • Students will be able
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Movements to explain structure

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and functions of the
• Study movement in humans
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animal body.
• Analyse the human skeletal system and its
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• Students will describe
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functions
parts of human
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• Identify parts of the skeletal system—skull,

skeletal system and

vertebral column, ribcage, pectoral bones, skeletal system of
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pelvic bones, bones of the limbs, and joints some animals.

and their types
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9. Living 8 Periods • Understand biotic and abiotic components • Students will

Organisms— • Study the characteristics of living organisms understand and

Characteristics explain the biotic and

• Identify the differences between living and
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abiotic components,
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non-living
characteristics of and
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• Learn about species

differences between
living and non-living
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organisms.
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10. Living 9 Periods • Define habitat • Students will recognise

Organisms— • Understand the different types and variations in different

Habitats and components of a habitat—biotic and abiotic habitats—aquatic,

Adaptations deserts, mountains,

• Evaluate adaptations and study the adaptive
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etc.
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features of animals and plants living in

deserts, mountains, grasslands, and fresh • Students will compare

and marine water the adaptations
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of animals and
modifications shown
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by certain plants
across different
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habitats.
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11. Measurement of 8 Periods • Learn about physical quantities and • Students will
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Distances and measurement understand the need

Motion • Know how people measured in ancient of measurement.

times • Students will

• Understand the need for standard units of understand the

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measurement motion, its types, and

know about the things

• Learn accuracy and estimation in
exhibiting different
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measurement
motions at a time.
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• Know about motion and its types

• Students will know

• Know about bodies undergoing different the history of

types of motion at the same time transportation.

• Learn about the history of transportation

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No. (Approx.)

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12. Electricity and 9 Periods • Study electricity and its importance • Students will know
Circuits • Examine the working of an electric torch about electric current,

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how it functions,
• Analyse electric cells
rs electric circuit,
• Understand electrical circuit and its working conductor and
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• Study the working of an electric bulb insulator.

t
en
• Investigate conductors and insulators
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13. Fun With 8 Periods • Understand magnets • Students will identify
Magnets different poles of a
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• Learn the differences between magnetic

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and non-magnetic substances magnet.

se
id

• Study the poles of a magnet and magnetic • Students will explain the
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As field properties of a magnet.

• Analyse the properties of a magnet • Students will also

justify why like poles
&
• Study how magnets are made
repel and unlike poles
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• Learn how and where magnets are used attract each other.
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14. Light, Shadows 9 Periods • Study light and its importance • Students will be able
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and Reflections • Know the sources of light to classify various

materials in terms of
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• Understand rectilinear propagation of light

transparent, translucent
• Study the formation of shadows and eclipses
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and opaque.
• Observe reflection of light by a plane mirror
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• Students will understand

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• Understand the formation of images how shadow forms, and
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learn about reflecting

surfaces.
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15. Water 8 Periods • Understand the importance of water as a • Students will

life-giving liquid understand
se
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• Study the states of water importance of water,

dependence of the
• List the sources of water
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living beings on water.

• Study the water cycle and aspects related to
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• Students will know

water pollution
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about droughts and

• Understand the importance of conservation

floods.
of water
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16. Air Around Us 8 Periods • Understand atmosphere and composition • Students will identify
of air the uses of air and
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• Study the uses of the various components why we cannot survive

of air without it.

• Evaluate the fact that air supports life

t
en
ni

• Discuss and examine the oxygen cycle

17. Garbage In, 8 Periods • Understand the types of wastes— • Students will classify
e

Garbage Out biodegradable and non-biodegradable the waste.

• Reinforce the concept of the three Rs— • They will also know
se
id

Reduce, Reuse and Recycle about recycling of

• Understand the methods of reducing waste waste, things that rot

and those that do not.

• Study the importance of recycling plastic
&

and paper • Students will understand

methods to reduce
s

• Analyse the procedure involved in

waste. They will explain
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composting and land filling

recycling, its method
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and importance.
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3
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1

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FOOD: WHERE DOES IT

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COME FROM?
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21st Century Skills
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Unit 1 | Food

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• Collaborating
1 FOOD: WHERE DOES IT
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• Analysing

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COME FROM?
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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Variety of food

&
• Communication • Sources of food
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• Eating habits of animals

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Warm-up
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7E Elicit, Engage, Explore

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Skills instilled: Observing, Analysing

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Ask students to look at the picture Wha
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carefully and describe it. Allow you will learn

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them to describe everything they
en
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• Identify variety of food

can see in this picture— • Understand the different
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sources of food
1. A plate full of delicious dishes • Classify animals based on
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their eating habits

2. Different types of vegetables
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chapati, chatani, salad, lemon,

samosa and raita

Ask them to identify what is

shown in picture. Lead the

discussion to food. Ask students if

Why
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they know why food is necessary it is important to learn

for living organisms.
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A variety of food is consumed in

different parts of India. All of these
Prompt them to talk why do we feel food items come from either plants
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weak when we do not take food. or animals.

WARM-UP 7E Elicit
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Tell them that food gives us energy Therefore, it is important to

understand sources of our food as What is the importance of food in the lives of living
to do work.
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well as the eating habits of some organisms?

animals, including humans. Why do you feel weak when you have to stay without food?
en
ni
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1
e

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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Tell students to make a group of 5 and make a list of 5 food items which they like.
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A B C D E
es

1.
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2.
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Ask students if they can name some ingredients used to make the listed food items.
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4
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&
Food is consumed by all living things as it is necessary for their existence. Any substance eaten
• Analysing
by living organisms that helps maintain life and growth is called food. The food we eat provides

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us with components such as carbohydrates, proteins, fats, vitamins and minerals. The process • Observing

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by which our body takes in food and uses it for growth and development is called nutrition. • Extending

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Why do we need food?

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Life Skills
Some functions of food are as follows:
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• It gives us energy to work and play.
• Critical thinking
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• It protects our body from illnesses by building our resistance. • Self-awareness

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en
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• It helps in the growth of our body.

• It helps in the repair of our body. Teaching Idea 7E Engage, Explore

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• It maintains our body functions.
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Skills instilled: Observing, Analysing,
Critical thinking

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id

What do we mean by variety of food?

As
We eat various types of food to get different nutrients for our body. Different people eat Define food. Explain that nutrition is the
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different kinds of food depending on their habits, taste, lifestyle, location, etc. For example, process by which our body takes in food
people living in the northern state of Punjab prefer to eat rotis made of wheat and dairy
&
and uses it for growth and development.
'C

products such as milk, buttermilk, curd, butter and ghee or clarified butter. On the other hand,
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people living in the southern state of Kerala prefer to eat rice and food items made of rice such
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as idli, dosa and uttapam. Some people also prefer to eat seafood. People in the eastern city of Look It Up! 7E Extend, Engage
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Kolkata prefer to eat rice and fish curry, and prefer to cook food in mustard oil, whereas people
in the western city of Ahmedabad prefer to eat vegetarian food such as dhokla and khakhra. Skills instilled: Analysing,
Some common food items eaten in various parts of India are shown in Fig. 1.1. Environmental literacy
ity
rs

Ask students to use the Internet

and search what are the different

t
food items eaten by the people in
en
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northeast India? What is their staple

food? Discuss their findings in class.

Rotis and paneer curry Idli and sambhar Rice and fish Dhokla

Fig. 1.1 Variety of Indian food

Tell them that rice and meat are the
se

staple food eaten by the people of

Look It Up! northeast India.

7E Extend
As

Food eaten by the majority of people in a particular

Search online for answers and
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geographical area is called staple food. Crops such as corn,

discuss in class.
rice and wheat are eaten by a majority of the people in the
&

world. These crops are also basis for various staple food What are the different food items
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eaten by the people in northeast

such as roti and bread.

India? What is their staple food?

2
ity
rs

Concept Building 7E Explain, Elaborate

Skills instilled: Observing, Analysing

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en
ni
U

Why do we need food?

Ask students why do they eat food Explain them functions of food.
e

ss
g

se
id

What do we mean by variety of food?

Explain that we eat various types of food to get different nutrients for our body. Different people eat different kinds of food
am

depending on their habits, taste, lifestyle, location, etc. Ask students to give some examples of food consumed in different
&

states like Punjab, Kerala, Kolkata and Uttar Pradesh. Discuss the term ‘staple food’ and its meaning. Tell students that
'C

crops such as corn, rice and wheat are eaten by a majority of the people in the world.
s
es
Pr
ty
si
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5
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21st
• Analysing Test It Yourself! Century Analysis
Skills

s
• Observing Food survey: Pick any six of your classmates for a food survey. Make a list of the food items that

es
they had for dinner last night. Note down the food items that were common. Also make a note of
• Evaluating the food items that were less common. The list will tell you the variety of food people eat.

Pr
ity
Life Skills What are ingredients?
• rs
Critical thinking Food items that people eat, such as cooked rice, roti, idli and fish curry, are made of different
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• Problem-solving individual components. The individual components that are needed to make a particular food item

t
are known as ingredients of the food item. For example, the ingredients required to make cooked

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rice are raw rice and water. The ingredients required to make rotis are wheat flour and water. The
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Section Review 1 7E Evaluate ingredients needed to make fish curry are fish, water, salt and several spices.

m
ge

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Therefore, we can say that some food items have two ingredients while others have
Skills instilled: Analysing, Critical
several ingredients.
thinking, Problem-solving

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Some common food items and their ingredients are given in Table 1.1. Ingredients can vary
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This section helps in evaluating the As depending on individual preference too. For example, different people use different ingredients
understanding of students. Let students
am

to prepare dal or vegetable curry.

complete the exercise on their own in
&
Table 1.1: Some common food items and their ingredients
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class. Help them read and understand

Food items Ingredients

the questions, if required. Discuss the
es

Cooked rice Raw rice, water

answers so that students can verify their
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Roti Wheat flour, water

own answers. Help them if they get
Dal Pulses, water, salt, oil, spices, tomatoes, onions
stuck somewhere.
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Vegetable curry Mixed vegetables, tomatoes, onions, salt, spices, oil

Kheer Milk, rice, sugar, ghee, dried fruits
rs

Test It Yourself! 7E Engage, Evaluate

Section Review 1 7E Evaluate

t
Skills instilled: Analysing, Critical
en
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thinking, Problem-solving To analyse common food items in order to identify various ingredients for their preparation.
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1. Nandini wants to make kheer. What ingredients must she buy to make this dish?
Ask students to make groups of 6 to do (a) Rice, lentils, milk, ghee, salt and spice (b) Rice, milk, sugar, ghee and dried fruits
ge

activity (Food survey). Make a list of (c) Rice, water and sugar (d) Rice, spices, oil and vegetables
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the food items that they had for dinner

2. Nandini watched her mother cook dal, egg masala, kheer and rice. She noted down the
ingredients. Check if the ingredients noted by her are correct. Tick the correct ones and cross
last night. Note down the food items
br

out the incorrect ones.

that were common. Also make a note of
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(a) Cooked rice = Raw rice + water + wheat

the food items that were less common. (b) Dal = Pulses + sugar + salt + water
&

The list will tell them the variety of (c) Egg masala = Potatoes + spices + water + tomatoes
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food people eat. (d) Kheer = Milk + rice + sugar + ghee

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3
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

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en
ni
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What are ingredients?

Define ingredients. Explain that some food items may have two ingredients while other may have several ingredients. Tell
e

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them to make a list of food items and list its ingredients.

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As
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&
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6
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What are our main sources of food? • Analysing

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Plants and animals are our main sources of food. We learnt in earlier classes that plants • Observing

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produce food through the process of photosynthesis and are called producers. However,
animals cannot make their own food. They depend on plants or other animals for food. IVID • Exploring

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Therefore, they are called consumers.

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Plants as sources of food Life Skills
rs
The food that we consume comes from various parts of plants such as root, stem, leaf,
flower, fruits and seeds. The parts of plants that we can consume are called edible parts. We eat
• Critical thinking
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more than one part of some plants. For example, we eat the seeds and leaves of the coriander • Self-awareness

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en
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plant. We eat the stem, flowers and fruits of the banana plant. • Communication
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• Some plants store food in their roots. We

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eat the roots of such plants as food. These
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Real-world Connect!

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include beetroots, carrots, radishes, sweet potatoes
and turnips (Fig. 1.2). 7E Engage, Elicit

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id

• Some plants store food in their stems. We eat the Sweet potatoes Turnip
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stems of such plants. These include vegetables such AsFig. 1.2 Roots we eat
Skills instilled: Analysing, Critical thinking
am

as sugar cane, and asparagus. We eat underground

stems such as potatoes, ginger, onions and garlic (Fig. 1.3). Tell students that we eat the stem of
&
7E Extend lotus, an aquatic plant, as a vegetable.
'C

Real-world Connect! It is called kamal kakdi in Hindi

We eat the stem of lotus, an and nadru in Kashmiri. We also eat

aquatic plant, as a vegetable. It parts of plants such as truffles and
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Sugar cane Asparagus Ginger is called kamal kakdi in Hindi

and nadru in Kashmiri. We mushrooms. Truffles and mushrooms
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Fig. 1.3 Stems we eat also eat parts of plants such belong to a group of non-flowering
as truffles and mushrooms. plants called fungi.
• We eat leaves of some plants. These include cabbage, celery,
rs

Truffles and mushrooms belong

lettuce, coriander, mint, mustard leaves and spinach to a group of non-flowering
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(Fig. 1.4). Leaves of the tea plant are used as a beverage. plants called fungi.
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en
ni
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Lotus stems Mushrooms

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id
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Cabbage Lettuce Celery

Fig. 1.4 Leaves we eat

• We eat flowers of some plants such as cauliflower

and broccoli. We also eat flowers of the pumpkin and

banana plants (Fig. 1.5). Broccoli Banana plant flower

Fig. 1.5 Flowers we eat

4
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What are our main sources of food?

m
e

Explain students that plant and animals are our main sources of food. Explain the terms producers and consumers by
g

giving examples.
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id
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Plants as sources of food

As
am

Tell students the food that we consume comes from various parts of plants such as root, stem, leaf, flower, fruits and seeds.
&

The parts of plants that we can consume are called edible parts. We eat more than one part of some plants. Explain it in the
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class on board by making a table for better understanding and list all plant parts that we eat along with their examples as
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given in the textbook.

Pr
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7
v

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&
• Analysing
• Some fruits that we eat are

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• Observing

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apples, mangoes, bananas,
• Exploring pineapples, grapes and cherries

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(Fig. 1.6).
Pineapple Grapes
Life Skills

ity
Fig. 1.6 Fruits we eat

• rs
Critical thinking
ve
• Self-awareness • There are a few parts of plants that

t
are eaten as vegetables but are

en
• Problem-solving
ni

actually fruits of the respective

plants. These include chillies,

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cucumbers, brinjals, lady’s finger
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(okra), pumpkin, bitter gourd
(karela) and tomatoes (Fig. 1.7).

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Green chillies
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Pumpkin
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Fig. 1.7 Vegetables that are fruits

As
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• Seeds that we use as vegetables are

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usually legumes, such as peas and beans
'C

(Fig. 1.8). Spices such as pepper, cumin

seeds and cardamom are also seeds of

plants (Fig. 1.9). Pulses such as kidney

beans (rajma), chickpeas (chole) and
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green gram (mung beans) are seeds that

Beans Peas
we eat (Fig. 1.10).
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Fig. 1.8 Legumes we eat

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Pepper Kidney beans (rajma)

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As
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&
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Cumin Cardamom Chickpeas (chole)

Green gram (mung beans)

Fig. 1.9 Spices we eat Fig. 1.10 Pulses we eat

5
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

Plants as sources of food (pages 5 and 6)

Explain that we eat fruits, vegetables (which are actually fruits) and seeds also as food. Give some examples as given in the
e

ss
g

textbook to describe each type. Elaborate on the seeds we eat which are used as different food items.
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id

Explain that seeds are eaten in many forms such as cereals, beverages and sprouts. Some seeds are used to obtain oil.
br

Give examples such as coconut, mustard and groundnut. Using explanation given in the book, explain different seeds
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and their uses.

&
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s
es
Pr
ty
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8
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We also eat seeds in the form of cereals such as rice, wheat grains and maize (Fig. 1.11). Rice,
• Critical thinking
wheat and maize seeds are ground to make flour and used as an ingredient in many food items.

s
Some seeds such as coconut, mustard and groundnut (Fig. 1.12) are used to extract oil that is • Analysing

es
used in cooking. Seeds of the coffee plant are used as beverage, while those of the cocoa plant • Exploring

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are used to make chocolate.

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Life Skills
rs • Critical thinking
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Rice grains Coconut
• Self-awareness

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en
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• Health literacy
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Maize Wheat Mustard Groundnuts
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Test It Yourself!

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Fig. 1.11 Cereals Fig. 1.12 Oil seeds

7E Engage, Explore, Extend

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id

When the seeds begin to grow (or germinate) by developing tiny roots,
br

As
they are called sprouts (Fig. 1.13). Some seeds such as green gram Skills instilled: Observing, Analysing
am

(mung beans) and black gram (kala chana) can be sprouted and eaten.
The process of germinating certain edible seeds to be eaten as food is called
Ask students to do an activity at home
&

sprouting. This makes these seeds more nutritious. to germinate green gram or black
'C

Fig. 1.13 Sprouts

gram seeds. Ask them to note their

Test It Yourself!
Scientific
Proficiency Procedural fluency observations. Discuss their findings
in class.
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Sprouting seeds
Take half a cup of either green gram or black gram. Soak them in water
Tell them that they can eat sprouts raw
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overnight. The next day, strain the water and place the soaked seeds in a thin
wet cloth (preferably muslin cloth). Wrap the seeds in the wet cloth and keep or cooked.
Mung beans
rs

them for a day or two. Sprinkle some water whenever the cloth looks dry.
ve

Observe the seeds after one day. You will notice that the soaked seeds
have germinated and a tiny shoot emerges from each of the seeds. The
t
en
ni

seeds are now called sprouts. Sprouts are nutritious and easy to digest.
You can eat them raw or cooked. Mung beans sprouts
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m
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Animals as sources of food

Food items that we get from animals are called animal products. We eat some animal products
se
id

such as milk, eggs, meat, seafood (fish, prawns, etc.) and honey.
br

• We get milk from animals such as cow, goat and buffalo. Milk
am

is a rich source of proteins and calcium. Calcium is essential

for the healthy development of teeth and bones. Products
&

made from milk are known as dairy products (Fig. 1.14).

Milk is used to make dairy products such as cottage cheese

(paneer), butter, cheese, curd, cream and ghee. Fig. 1.14 Dairy products
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6
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

Animals as sources of food

Explain that food items we get from animals are called animal products. We eat some animal products such as milk, eggs,
e

ss
g

meat, seafood (fish, prawns, etc.) and honey.

se
id
br

Product Animal Essential for body Nutrients Other products made by this
As
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Milk Cow, goat Development of Protein and Milk is used to make dairy products
&

and buffalo teeth and bones calcium such as cottage cheese (paneer),
'C

butter, cheese, curd, cream and ghee.

s
es
Pr
ty
si
er

9
v

t
en
ni

&
• Critical thinking • We get eggs from hens, ducks and geese (Fig. 1.15). Eggs are
nutritious and a rich source of proteins and vitamins. Eggs can

s
• Analysing be eaten in the form of scrambled eggs, boiled eggs, curried,

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• Exploring omelette, etc.

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• Meat is obtained from animals such as goat, chicken, sheep and
duck (Fig. 1.16). Fish, crabs and prawns are seafood that we
Life Skills

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eat (Figs. 1.17 and 1.18). Meat and seafood are rich in proteins, Fig. 1.15 Eggs

rs vitamins and minerals.

• Critical thinking Look It Up! 7E Explore
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• Self-awareness Search online for answers and

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en
• Problem-solving
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discuss in class.
Rearing bees on a large scale is
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m
called apiculture. An apiary is
Look It Up! 7E Extend, Engage a place where bees are reared.
ge

ss
Find out who is known as the
‘father of apiculture’.

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Skills instilled: Analysing,
id

Fig. 1.16 Meat Fig. 1.17 Fish Fig. 1.18 Prawns

Environmental literacy
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As • Honeybees make honey in beehives by collecting

Ask students to take the help of their nectar from flowers. Chemicals present in bee
&
parents to use the internet and search saliva break down the sugar present in nectar
'C

about apiculture. Inform them that the which is stored in honeycombs to feed the beehive
s

‘Father of Apiculture’ is Johann Dzierzon. (Fig. 1.19) over the winter. The hive bees beat their
es

wings constantly, fanning the nectar to evaporate

its remaining water content. The resulting thick,

sticky liquid is honey. We use honey as food. It is
Real-world Connect! a highly nutritious food and is eaten all over the
ity

Fig. 1.19 Beehive

7E Engage, Elicit world. Honey is believed to have several medicinal
rs

properties too.
Skills instilled: Analysing, Critical
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thinking, Problem-solving Real-world Connect! 7E Extend

t
en
ni

In nature, some animals eat plants whereas some eat other animals. The feeding habits of animals
Discuss with students the information link them with each other. A food chain is a sequence which shows how living things in an
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given on eating habits of animals and environment are related to each other according to their feeding habits.
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about the food chain.

ss
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Section Review 2
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7E Evaluate
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To identify the sources of ingredients used to prepare food items.

Help Nandini identify the sources of these ingredients as plant sources, animal source or others.
am

For the items that come from plants, mention which parts of plant they are.
&

1. Scrambled paneer = Paneer + spices + garlic + ginger + tomatoes + onions + oil

2. Kheer = Milk + rice + sugar + cardamom + ghee

3. Chicken curry = Chicken + tomatoes + cream + ghee + spices

7
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

Animals as sources of food

Explain about some other food items like egg, meat and honey. Tell them the name of animals which produce these
e

ss
g

products and use of these products as given in the table below.

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id
br

Product Animal Nutrients Other products made by this

As
am

Egg Hen, duck and goose Proteins and vitamin Eggs can be eaten in the form of scrambled
&

eggs, boiled eggs, curried, omelette, etc.

Meat Goat, chicken, sheep and duck, Protein, vitamins

Fish, crabs and prawns are seafood and minerals

Honey Honeybee We use honey as food and medicinal use.

Describe how honey is produced by honeybees.

si
er

10
v

t
en
ni

&
What are the eating habits of animals? ANM
• Critical thinking

s
Animals differ in their eating habits. Depending on their eating habits, animals are • Analysing

es
grouped as:
• Exploring

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(a) Herbivores (b) Carnivores (c) Omnivores
Herbivores

ity
Animals that eat only plants and parts of plants are called herbivorous animals or herbivores. Life Skills
Cows, horses, goats, deer, zebras and giraffes are examples of herbivores (Fig. 1.20).
rs • Critical thinking
ve
• Self-awareness

t
en
ni

• Problem-solving
U

m
ge

Concept Building

ss
Cow Zebra Giraffe
Fig. 1.20 Examples of herbivores 7E Engage, Explain, Elaborate

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id

• Most herbivores have broad front teeth to bite off leaves and grass. They also have strong
br

back teeth to help them chew and grind the food well. As Skills instilled: Analysing, Critical thinking
am

• Herbivores such as rabbits, rats and squirrels have sharp front teeth. These enable them to bite
What are the eating habits of animals?
&
into hard nuts, fruits and seeds. These teeth keep growing constantly throughout their lives.
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Explain students that different animals

• Insects such as butterflies and bees usually suck the nectar of flowering plants.
have different eating habits. Draw the
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• Herbivores such as cows, buffaloes, sheep and camels tear off grass and leaves, and swallow
them to fill their stomach. Later they bring the half-digested food back into their mouth, below flow chart on board and explain
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and chew and grind the food for a long time. This helps them digest and absorb most each term.
nutrients from substances such as grass that are not easily digested.
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Carnivores Animals on their eating habits

Animals that eat the flesh of other animals are called carnivorous animals or carnivores. Lions,
ve

tigers, cats, eagles, snakes and sharks are examples of carnivores (Fig. 1.21).
Herbivoures Carnivores Omnivores
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en
ni
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Discuss about herbivores and

carnivores using following pointers.

ss
se
id

Herbivores Carnivores
br

Lion Tiger Wolf

1. Animals 1. Animals
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Fig. 1.21 Examples of carnivores

that eat only that eat the
• Large carnivores such as tigers, lions and leopards have strong and sharp front teeth. Sharp
&

teeth help them tear and eat the flesh of animals.

plants and flesh of other
'C

parts of plants animals

• Animals such as lizards and frogs have sticky tongue to catch insects.
es

• Snakes do not have teeth, so they open their mouth very wide and swallow their prey
are called are called
herbivorous carnivorous
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whole, without chewing.

8
animals or animals or
herbivores. carnivores.
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2. Examples are 2. Examples are

Section Review 2 (page 7) 7E Evaluate cows, horses, lions, tigers,

Skills instilled: Analysing, Critical thinking, Problem-solving goats, deer, cats, eagles,
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zebras and snakes and

This section helps in evaluating the understanding of students. Let students giraffes. sharks.
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complete the exercise on their own in class. Help them read and understand
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the questions, if required. Then, discuss the answers so that students can verify Explain the different kinds of teeth of
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their own answers. Help them if they get stuck somewhere. herbivores and carnivores and their uses.
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11
v

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• Spiders spin a sticky web to trap and eat insects.
• Critical thinking
• Fish such as sharks have two rows of extremely sharp teeth to tear the flesh of their prey.

s
• Analysing

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• Birds such as eagles and owls have sharp curved beaks to tear flesh.
• Exploring Omnivores

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Animals that eat both plants and the flesh of other animals
Life Skills are called omnivorous animals or omnivores. Humans, most

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bears, crows and dogs are examples of omnivores.
• rs
Critical thinking • Birds such as crows eat grains as well as small
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• Self-awareness insects and animals.

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• Bears usually eat different things such as grass,

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• Problem-solving
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roots and leaves. They also eat insects, fish as well as Bear eating plants Bear eating fish
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small and large animals (Fig. 1.22). Fig. 1.22 Example of omnivores

Section Review 3 7E Evaluate • Dogs in the wild prefer to eat meat, but domestic dogs eat
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meat as well as plant products such as rice, rotis and vegetables. Look It Up
Up!! 7E Extend

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Skills instilled: Analysing, Critical
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• Humans eat plants as well as animals. Humans who choose Search online for answers
thinking, Problem-solving to eat plants and plant products are called vegetarians.
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and discuss in class.

As Humans who choose to eat plants as well as flesh of animals Who is a vegan?
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This section helps in evaluating the are called non-vegetarians.

&
understanding of students. Let students Scavengers and decomposers
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complete the exercise on their own in

Scavengers are animals that feed on the flesh of dead animals. They are
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class. Help them read and understand extremely important for the environment as they help keep it clean
the questions, if required. Then, discuss by eating dead animals. Vulture, crow, jackal and hyena are examples
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the answers so that students can verify of scavengers (Fig. 1.23). Fig. 1.23 Vulture
eating flesh of a
their own answers. Help them if they
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Decomposers are organisms that break down dead and decaying organisms. dead animal
get stuck somewhere When a plant or an animal dies, its body is broken down or decomposed
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by the decomposers. The nutrients present in the dead body are returned
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to the soil or air by the action of decomposers. Bacteria and fungi are the
Look It Up! 7E Extend, Engage
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most important decomposers (Fig. 1.24).
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Skills instilled: Analysing,

Fig. 1.24 Fungus

Environmental literacy on a rotting fruit

INT
Section Review 3 7E Evaluate
Ask students to use the Internet and
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search apiculture. An apiary is a place To categorise organisms into herbivores, carnivores and omnivores based on their food
habits or nutrition.
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where bees are reared. Find out who is

Recall what you learnt to fill in the given table.

known as the ‘Father of Apiculture’.
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Herbivores Carnivores Omnivores

Definition
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Any one feature

Any two examples

9
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rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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Explain the differences between omnivores, scavengers and decomposers using the definition and examples listed in
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textbook. A table can be drawn on the board as shown below to elaborate on the differences.
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Omnivores Scavengers Decomposers

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Omnivores or omnivorous animals Scavengers are animals that feed on Decomposers are organisms that break
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eat both plants and the flesh of the flesh of dead animals. This eating down dead and decaying organisms.
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other animals. habit of scavengers help keep the They break down or decompose body
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environment clean. Examples: Vulture, of dead animals. The nutrients present

Examples: Humans, most bears,

crow, jackal, hyena in the dead body are returned to the

crows, dogs
soil or air by the action of decomposers.
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Examples: Bacteria and fungi

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12
v

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Food: Substance eaten by living organisms that Carnivore: An animal that eats the flesh of other • Critical thinking

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helps maintain life and growth animals
• Analysing

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Ingredients: Individual components that are Omnivore: An animal that eats both plants and
needed to make a particular food item the flesh of other animals • Exploring

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Producers: Organisms that can make their own Scavenger: An animal that eats the flesh of dead
food through photosynthesis animals

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Consumers: Animals that depend on plants or Decomposer: An organism that breaks down Life Skills
other animals for food dead and decaying plant and animal bodies, and
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Herbivore: An animal that eats only plants and returns nutrients to nature SVID • Critical thinking
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parts of plants
• Self-awareness

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• Problem-solving
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Experiential Learning 21st

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Century Collaboration
Skills
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Goal: To learn about the different food habits in different parts of India to understand the variety
of food eaten.

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What to do:
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Step 1: Makes three groups. Each group will pick any one of these types of food:
As
(a) Rice dishes of India (b) Breads/rotis of India (c) Street food of India
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Step 2: Find out the names of dishes, of the chosen group, made in the different regions of the
&
country. On a political map of India, write the name of the dish in the state of India it is made in.
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Try to cover as many states as possible.

s
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Do you think there is a link between where you stay and your culture with the food that you eat?
Why?
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rs
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Chapter Review 7E Evaluate

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A. OBJECTIVE TYPE QUESTIONS FLUENCY 1 2-3 4-5

1. Choose the correct answer.

(a) This ingredient is not used for preparing roti.
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i. Wheat flour ii. Water iii. Tomato sauce iv. None of these
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(b) This is an example of a consumer.

INT
i. Elephant ii. Spinach plant iii. Carrot plant iv. Grass
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(c) This plant has two or more edible parts.

i. Turmeric ii. Sugar cane iii. Banana iv. Brinjal

(d) This is a leaf that we eat.

i. Spinach ii. Coffee iii. Tea iv. Banana

(e) This is a source of milk for humans.
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10 i. Hen ii. Goat iii. Frog iv. Honeybee

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rs

Experiential Learning 7E Explore, Engage, Evaluate

Skills instilled: Analysis, Decision-making

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This section will help students reinforce their understanding to describe different food habits in different parts of India to
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understand the variety of food. Discuss the findings in class.

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g

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As
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&
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13
v

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• Critical thinking Scientific
Proficiency Adaptive reasoning

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• Analysing C. PUZZLE OVER PROBLEM-SOLVING - - 1

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1. Sheela and Rani were trying to see who can sprout some mung beans faster. Sheela soaked and
• Exploring wrapped the beans in a wet cloth, while Rani boiled and wrapped the beans in a wet cloth. Whose

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beans do you think would sprout faster? Why? Do you think Rani’s beans would sprout at all? Why?

Life Skills

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D. SKILL CRAFT ANALYSIS & CREATING 1 2-3 4
21st
1. Project Work Century Information literacy
• rs
Critical thinking Skills
While India produces sufficient food to feed its population, it is unable to provide access to food
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• Self-awareness to a large number of people. Find out and make a presentation on ‘Food loss and wastage in India’.

t
Discuss in class.

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• Problem-solving
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21st
2. Research/Activity Century Creativity
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Skills

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Design an advertisement campaign to convince people to eat more fruits and vegetables. Create an
Puzzle Over 7E Explore, Extend
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appealing advertisement to make people aware of the benefits of eating fruits and vegetables.

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Integrated

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Skills instilled: Analysing, Critical
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3. Discuss and Answer Pedagogy Social Science

thinking, Problem-solving
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As Fish-eating is more common in the states of West Bengal and Odisha than in Punjab and
Uttar Pradesh. Why?
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Encourage students to think and Value

4. Connect to Life Education Empathy
&
answer the questions. On the basis
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of their answers tell them: Sheela’s Even if she does not like the taste sometimes, Meera always eats the food her father gives her
s

without wasting any of it. What value do we learn from this?

beans sprout faster because she fulfils

the conditions which are required for Life
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Self¯check Skills Self-awareness

germination. While Rani’s beans would I can:
not sprout at all because she boiled the
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define food and write why we need food.

beans. Boiled beans cannot germinate.
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write about the variety of food we eat.

identify the ingredients in common food items.
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Connect to Life 7E Extend, Engage write about edible parts of plants with examples of each part.
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ni

write about at least four animal products that we eat as food.

Skills instilled: Empathy, Responsibility differentiate between herbivores, carnivores and omnivores giving at least three examples of each.
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Tell students that in our country, lots

of people sleep without having enough

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food because they cannot afford food.

So, we should not waste food.

ed L a
vis
bW
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Super

or k

Activities in Teacher’s Book

Discuss and Answer 7E Engage

Refer to the Teacher’s book for additional activities to reinforce concepts.

Skills instilled: Critical thinking:
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To show that some edible seeds can be sprouted.

Collaboration
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12
Discuss with students about fish-
eating habits in different states in
ity

India. Tell them that West Bengal and

Odisha lie near the seacoast where sea Project Work 7E Extend, Engage
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food is easily available.

Skills instilled: Creativity, Productivity and accountability
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Discuss about food wastage with students. Ask students to prepare a PPT on
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Research/Activity
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the same topic and encourage them to present it in the class.

7E Explore, Extend
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Skills instilled: Creativity, Critical Teacher’s Support

thinking
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Access additional Teacher’s Support resources

Ask students to plan for a campaign that create energised textbooks and enable
&

on fruits and vegetables. Tell them learning/teaching more proficient and

that fruits and vegetables are healthier

technology-driven through the given QR code:

and are rich in many vitamins and

• Lesson-wise PPT facilitates hybrid
minerals. Fruits and vegetables contain
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teaching model.
all essential nutrients which are
required by our body.
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14
v

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1. Aim: To show that some edible seeds can be sprouted

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Materials required: moong seeds, 2 bowls, strainer, water and a large piece of muslin cloth for

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each group.

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What to do:
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1. Arrange the class into four groups.
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2. Let each group take some green gram and place it in a bowl. Cover with water and leave it aside to

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soak the entire day.

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3. Next day morning, let the students place the muslin cloth over a strainer and keep the strainer over
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another bowl.

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4. Strain the water into a muslin cloth. Fold the muslin cloth to cover the gram seeds. Keep this aside for
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an entire day. As
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5. Next morning, let the students open the folds of the muslin cloth. Let them observe the change in
&
the gram.
'C

s
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Observation: Tiny white structures have grown out of the green gram.
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Conclusion: Seeds are sprouted.

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Note: Place all the sprouts of the different groups in a vessel, steam it for a couple of minutes, cool and
add salt and spices, and have the students eat a nutritious sprouted snack!
rs
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15
v

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Pr
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rs
1. Write T for True. Write F for False.
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(a) Plants and animals are our sources of food.

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(b) Rice, wheat and maize seeds are ground to make flour.
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m
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(c) Seeds that we use as vegetables are usually legumes.

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(d) Cocoa plants are used to make chocolate.

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(e) When the seeds begin to grow (or germinate) by developing tiny roots, they are called sprouts.
am

(f) We get milk from hens, ducks and geese.

&
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2. Fill in the blanks with correct words.

(a) The ingredients required to make ........................ are wheat flour and water. (rice/rotis)
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(b) The parts of plants that we can consume are called ........................ parts. (edible/non-edible)
(c) We eat the seeds and leaves of the ........................ plant. (coriander/chilli)
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(d) Plants produce food through the process of photosynthesis and are called ........................ . (producers/consumers)
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(e) We eat underground stems such as ........................ . (potatoes/banana)

(f) Animals ........................ make their own food. (cannot/can)

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3. Answer the following questions.

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(a) What is staple food?

....................................................................................................................................................................................................................................
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id

As
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(b) What is food?

(c) Define nutrients.

(d) Write any two functions of food.

(e) Define ingredients.

(f) What do you understand by sprouts?

As
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4. Subject Enrichment
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(Skills instilled: Thought provoking, Self-awareness)

Reena is making a project on seeds which we eat as food. Help her to make a list of some seeds and their uses.
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16
v

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Pr
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1. Write two examples of each. rs
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(a) Seeds ........................, ........................

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(b) Herbivores ........................, ........................

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(c) Carnivores ........................, ........................

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(d) Omnivores ........................, ........................
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(e) Stems eaten as food ........................, ........................

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(f) Roots eaten as food ........................, ........................

2. Match the following.

As
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(a) Milk i. Vulture, crow

&
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(b) Egg ii. Honeybee

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(c) Meat iii. Cow, buffalo

(d) Seafood iv. Hen, duck

(e) Honey v. Chicken, sheep
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(f) Scavengers vi. Crab, prawns

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3. Answer the following questions.

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(a) Define omnivores.

(b) Define the term vegetarian.

(c) What do you understand by the term non-vegetarian?

(d) Which type of organisms are scavengers?

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(e) Define decomposers.

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(f) What type of food decomposers eat?

4. Project Work
&

(Skills instilled: Information literacy, Social and cultural skills)

Explore Internet and make a project about different types of food eaten in different places. List some states of India and their common
es

food items.
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17
v

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2

s
COMPONENTS OF FOOD

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ity
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21st Century Skills
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Unit 1 | Food

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• Collaborating
2 COMPONENTS OF FOOD
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• Analysing

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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Types of nutrients

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• Communication • Balanced diet
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• Deficiency diseases
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Warm-up
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7E Elicit, Engage, Explore

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Skills instilled: Observing, Analysing

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Wha
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Ask students to look at the picture you will learn

carefully and describe it. Allow • Identify the types of nutrients

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them to describe everything they
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found in food
can see in this picture— • Understand the importance
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of a balanced diet
1. Different type of raw food • Learn about deficiency
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diseases
2. Vegeterain (bread, milk) and
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non-vegetarian (fish, egg and

meat) food
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3. Vegetables: potato, brinjal,

cucumber, capsicum and broccoli

Why
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4. Fruits: orange, pineapple it is important to learn

and banana We consume a variety of food. Most

Ask them to identify what is shown of us eat fruits, vegetables, rotis,

dal, eggs, etc. depending on our
in picture. Lead the discussion to preferences. The food we eat gives
ity

WARM-UP 7E Elicit
different kinds of food. Do they us nutrients.
Different food provides us with different nutrients.
know why we eat different kinds
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Therefore, it is important to
understand about the different Therefore, we must eat different types of food.
of food?
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types of nutrients, balanced diet Do you know what a nutrient is? Why do we need more
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and the types of deficiency diseases. than one nutrient?

Prompt them to talk that we should
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eat all types of food because our

13
body needs all the nutrients.
e

ss
g

se
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make a list of five vegetarian and non-vegetarian food items.
'C

Vegetarian food Non-vegetarian food

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Pr
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18
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Food is essential for all living organisms. We have already learnt that the food we eat is made up
• Analysing
of two or more ingredients. These ingredients are made of certain components that are useful to

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us. The components of food that are needed by our body to grow and live are called nutrients. • Observing

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• Extending

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What are the types of nutrients in food?

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Nutrients give us energy and protect us from diseases. The essential nutrients are Life Skills
carbohydrates, fats, proteins, vitamins and minerals. In addition to these nutrients, food
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items contain dietary fibres and water, which are needed by our body. Although most foods • Critical thinking
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are mixtures of nutrients, many of them contain one nutrient in a much larger amount as • Self-awareness

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compared to the other nutrients. For example, rice is carbohydrate-rich, eggs are protein-rich

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ni

and butter is fat-rich.

Teaching Idea 7E Engage, Explore

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What are carbohydrates?
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Carbohydrates are nutrients that give us energy. Skills instilled: Observing, Analysing,
Science Fact 7E Extend
Therefore, carbohydrates are said to be energy-giving Critical thinking

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id

Simple carbohydrates include

food. They are of two main types:
glucose, fructose (the sugar found
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• Simple carbohydrates or sugar As in fruits), sucrose (table sugar) and Ask the students if they know
am

lactose (the sugar found in milk). why food is essential for all living
• Complex carbohydrates or starch
&
Nearly all the carbohydrates we eat come from plants (Fig. 2.1). Table sugar, honey, jaggery, organisms. Tell them that food we eat
'C

is made up of two or more ingredients.

milk and fruits such as mango, banana and pineapple contain simple carbohydrates or
es

sugar. These carbohydrates are easy to digest. Rice, wheat, potatoes and corn contain Tell them that the components of food
complex carbohydrates or starch. Complex carbohydrates are not as easy to digest as simple
required by our body to grow and
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carbohydrates. Our body breaks down carbohydrates into simple sugars such as glucose, and
uses it as energy to fuel our body. Excess sugar is stored in the body as fat. survive are called nutrients.
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Growing children should eat enough carbohydrates. Most of the food we eat comes from
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complex carbohydrates such as rice and wheat. Wheat is used for making roti, bread, noodles, Science Fact
ve

etc. Rice is used for making fried rice, biryani, dosa, idli, etc. However, overconsumption of 7E Extend, Elaborate, Engage
t
sugar such as candies and drinking sugary juices are not good for our health. This can give rise
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ni

to conditions such as diabetes and obesity. Skills instilled: Information literacy,

Analysis
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Discuss simple carbohydrates with

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id

students by giving examples.

Honey Bananas Sweet potatoes Corn

Concept Building
&

7E Explain, Elaborate
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Sugar cane Bread

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Simple sugars Complex sugars Skills instilled: Observing, Analysing

Fig. 2.1 Sources of carbohydrates
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14 What are the types of nutrients

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in food?
rs

Describe the types of nutrients with the help of flow chart given below. Nutrients give us energy and protect us from diseases.
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Essential nutrients
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Carbohydrate Fat Proteins Vitamins Minerals Dietary fibres Water

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g

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What are carbohydrates?

Define carbohydrates. Tell them that carbohydrates are energy-giving food. All the carbohydrates we eat come from plants.
am

Explain the differences between two main types of carbohydrates: simple and complex.
&

Inform students that growing children should eat enough carbohydrates for their energy requirements. Advise them
'C

that consumption of sugar such as candies and sugary juices should be in a limit because over consumption can cause
es

conditions like diabetes and obesity.

Pr
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19
v

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• Analysing How do we know that a food item contains sugar? ANM

We use a special solution called Benedict’s

s
• Observing solution to test for simple carbohydrates

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• Evaluating such as glucose. Benedict’s solution is blue

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in colour. When Benedict’s solution
(blue in colour) is added to sugar, the sugar Benedict’s Benedict’s Benedict’s Benedict’s

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Life Skills turns green (low sugar content), yellow solution solution +
food sample
solution + food solution + food
sample with sample with
rs (medium sugar content) or brick-red with low sugar medium sugar high sugar
• Critical thinking (high sugar content) in colour as shown in content content content
ve
• Problem-solving the picture. Fig. 2.2 Benedict’s test

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Steps: Take a food sample in a test tube.

If the food sample is solid, crush it a little and add it to a test tube with a little water. Add a few
U

Concept Building

m
drops of Benedict’s solution to it. Observe the colour change (Fig. 2.2). If the content of the test
ge

ss
7E Engage, Explain, Elaborate tube changes to green or yellow, it shows the presence of low amount or medium amount of
sugar in the food sample, respectively. However, if the colour changes to orange or brick-red, it

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id

Skills instilled: Analysing, Critical thinking shows the presence of high sugar in the food sample.
br

How do we know that a food item

As How do we know that a food item contains starch?
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We use iodine solution to test for complex

contains sugar?
&
carbohydrates such as starch. In the presence Iodine Brown/yellow Blue/purple
'C

Demonstrate the simple activity to test of starch, iodine solution turns from solution
s

yellowish-brown to bluish-black in colour.

or
the presence of simple carbohydrates
such as glucose, in different food Steps: Take a food sample and put it in
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a test tube. Add a few drops of iodine

samples. Take them to laboratory and Food sample Negative test Positive test
solution to it. Observe the colour change. (starch absent) (starch present)
provide material needed and follow
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If the colour of the food sample changes Fig. 2.3 Iodine test
the steps of activity. After performing to blue-black, it shows that the food item
rs

this activity, discuss the observations. contains starch (Fig. 2.3).

What are fats?

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Like carbohydrates, fats also provide energy to our body.

Therefore, fats are also called energy-giving food. In

fact, fats provide us more energy than the same quantity

of carbohydrates. Examples of common fats used by Nuts Oil

us in our everyday life are butter, ghee, groundnut oil,
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id

Plant sources
sunflower oil, etc. Fats are of two main types:
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• Saturated fats • Unsaturated fats

Saturated fats are normally solid at room temperature,

while unsaturated fats are normally liquid at room

temperature. Butter is a saturated fat and mustard oil is an

unsaturated fat. Unsaturated fats are considered healthier Butter Cream

than saturated fats. We get fats from both plant and animal Animal sources
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sources (Fig. 2.4). Fig. 2.4 Sources of fats 15

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rs

Concept Building 7E Engage, Elaborate

Skills instilled: Analysing, Critical thinking

t
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ni
U

How do we know that a food item contains starch?

m
e

Tell students that iodine solution is used to test for complex carbohydrates such as starch. In the presence of starch, iodine
g

solution turns from yellowish-brown to bluish-black in colour.

se
id
br

Take them to laboratory and demonstrate the activity given. Allow them to test food items for the presence of starch. Discuss
As

their findings.
am

What are fats?

Explain students that like carbohydrates, fats are also energy-giving food. In fact, fats provide us more energy than the
es

same quantity of carbohydrates. Explain different sources of fats. Tell them that fats are of two main types: saturated and
Pr

unsaturated and it can be obtained from both plant and animal sources. Explain the functions of fats and make them aware
that over-eating of fat-rich food can cause obesity and other heart-related problems.
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si
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20
v

t
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ni

&
Plant sources of fats are oils such as groundnut oil, sunflower oil, coconut oil and olive oil as
• Analysing
well as nuts, seeds and fruits such as avocados. Animal sources of fats are dairy products such

s
as butter, ghee, cream and cheese as well as milk, eggs, certain fish and meat. • Observing

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Fats are a form of stored energy that can be used whenever the body needs energy. Also, fats • Exploring

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surround important organs such as the heart, lungs and liver and protect these organs. Fats
also help in keeping our body warm. Eating too much fat-rich food can result in excess fat

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being stored in the body. This can cause obesity and lead to heart problems. Life Skills
rs
How do we know that a food item contains fats?
Sample of food
• Critical thinking
ve
Take a small amount of food sample and place it in between a • Self-awareness

t
folded paper. Gently crush the food item by pressing over the

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ni

paper. Open the paper and remove the crushed food item. If Paper
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the food sample is a liquid, just place a few drops on a paper.

m
Wait for a few minutes. The appearance of oily patches on the
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ss
Rub
paper shows that the food sample contains fats (Fig. 2.5). Oily patch

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id
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As Fig. 2.5 Test for fats

Test It Yourself! 7E Explore

&
Testing for fats in common food items
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Take samples of food items such as mustard oil, almond, butter, ghee, tomato, onion, carrot, etc.
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Which of these food items do you think have fats? .

Test each food sample for fats and record your observations.
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The food items that showed the presence of fats are: .

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What are proteins?

Proteins are the building blocks of all the tissues in our body. They also help in repairing our
body parts and in healing wounds. Proteins help in the formation of new cells and tissues.
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Therefore, proteins are said to be body-building food.

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en
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We get proteins from plants as well as animals (Fig. 2.6). Meat, fish, milk, cheese and eggs
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are some animal sources of proteins. Pulses such as Bengal gram (chana), black gram (urad),
lentils (masoor), legumes such as beans, peas and soya bean as well as nuts such as groundnuts
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and walnuts are some plant sources of proteins.

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id
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Concept Building
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7E Explain, Elaborate
&
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Almonds Pulses Fish Eggs

Plant sources Animal sources

Skills instilled: Analysing, Critical
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Fig. 2.6 Sources of proteins

thinking
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16
How do we know that a food item
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contains fats?
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Take students to laboratory. Ask them to perform an activity to check the presence of fat in food items. Discuss their
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observation and results with the class.

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en
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What are proteins?

Explain that proteins are the building blocks of all the tissues in our body and they help in repairing our body parts and in
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healing wounds. Explain that proteins help in the formation of new cells and tissues and hence it is also known as body-
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building food. Discuss about sources of protein with the help of table given below.
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id
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Protein from animals Protein from plants

Meat, fish, milk, cheese and eggs are some animal sources Pulses such as Bengal gram (chana), black gram (urad),
&

of proteins. lentils (masoor), legumes such as beans, peas and soyabean as

well as nuts such as groundnuts and walnuts are some plant

sources of proteins.
Pr
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21
v

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&
• Analysing How do we know that a food item contains proteins?
Purple Blue
We use a mixture of copper sulphate solution and sodium

s
• Observing hydroxide (caustic soda) solution to test for proteins. A

es
• Exploring deep purple colour indicates that proteins are present.
or

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Steps: Take a food sample. Crush it well and add it to a
test tube. Mix some water with it. Now add a few drops
Life Skills

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Presence of Absence of
of caustic soda and copper sulphate solution to the test protein protein
• rs
Critical thinking tube. If the food sample turns purple, it shows that it
Fig. 2.7 Test for proteins
contains proteins (Fig. 2.7).
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• Self-awareness

t
en
• Problem-solving What are vitamins?
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Vitamins are important for proper functioning of our body. They protect us from several
U

m
diseases by fighting against germs and diseases. Vitamins help in keeping our gums, teeth, eyes
Concept Building
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and bones healthy. Therefore, they are also called protective food. We need vitamins only in
7E Engage, Explain small quantities, but they are essential for the health of our body. There are 13 different types

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id

of vitamins needed by our body and each vitamin has specific functions in our body. Vitamins
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Skills instilled: Analysing, Critical thinking As are named after the letters of the alphabet as Vitamin A, Vitamin B, Vitamin C, Vitamin D, etc.
Based on solubility, vitamins are of two main types:
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How do we know that a food item

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• Fat-soluble vitamins • Water-soluble vitamins
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contains proteins?
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Vitamins that are soluble in fats are called fat-soluble vitamins. Vitamins A, D, E and K are
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Encourage them to perform an activity fat-soluble vitamins. These vitamins dissolve in fats in the body for long periods of time.
to check the presence of proteins in Vitamin D is formed in our body when we get enough sunlight. Therefore, it is also called
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a food sample by using a mixture of the ‘sunshine’ vitamin. Food items such as carrot, broccoli, nuts, egg yolk, butter, spinach and
copper sulphate solution and sodium pumpkin contain fat-soluble vitamins (Fig. 2.8).
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hydroxide (caustic soda). Explain that Vitamins that are soluble in water are called water-soluble vitamins. Vitamin C and Vitamin
rs

a deep purple colour indicates that B-complex are water-soluble vitamins. Vitamin B-complex is a set of eight B vitamins, that
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proteins are present. is, Vitamins B1, B2, B3, B5, B6, B7, B9 and B12. The water-soluble vitamins are not stored by
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the body. Since they are eliminated in the form of urine, we require a continuous daily supply
en
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in our diet. Food such as lemons, oranges, green leafy vegetables, mushrooms, eggs and meat
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contain water-soluble vitamins (Fig. 2.8).

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Concept Building
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7E Engage, Elaborate
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Skills instilled: Analysing, Critical

Pumpkin Carrots Mushrooms Lemon

thinking
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Sources of fat-soluble vitamins Sources of water-soluble vitamins

Fig. 2.8 Sources of vitamins

What are vitamins?

Discuss the importance of vitamins 17

in human body. Explain the different
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types of vitamins.
rs

Explain students that vitamins are of two main types:

Fat-soluble vitamins Water-soluble vitamins

en
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1. Vitamins that are soluble in fats are called fat- 1. Vitamins that are soluble in water are called water-soluble
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soluble vitamins. vitamins. These are not stored by the body.

2. Vitamins A, D, E and K are fat-soluble vitamins. 2. Example-Vitamin C and Vitamin B-complex.

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id

These vitamins remain dissolved in the fats present in 3. Vitamin B-complex consist with Vitamins B1, B2, B3, B5,
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the body for long period of time.

B6, B7, B9 and B12.

3. We get Vitamin D from sunlight. 4. They are eliminated from body in the form of urine.
&

4. Food items such as carrot, nuts, egg yolk, butter, 5. Food items such as lemons, green leafy vegetables, eggs,
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broccoli and pumpkin contain fat-soluble vitamins.

oranges and meat contain water-soluble vitamins.

es
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22
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&
What are minerals? • Critical thinking
Just like vitamins, minerals help protect our body from diseases. Therefore, minerals are

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• Health Literacy

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also called protective food. They are essential for bodily functions such as making our
bones strong, making new blood cells and healing wounds. Iron, calcium, iodine and • Exploring

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potassium are some minerals. There are two
main types of minerals.

ity
Life Skills
• Macro minerals • Trace minerals
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Minerals that are needed by our body in • Critical thinking
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larger amounts are called macro minerals. Bananas • Self-awareness

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(Potassium)

en
Calcium, magnesium, sodium and potassium
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• Problem-solving
are examples of macro minerals.
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Minerals that are needed by our body in
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Concept Building

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smaller amounts are called trace minerals. Spinach
Milk
(Iron)
Iron, copper, iodine, zinc and fluoride are (Calcium) 7E Engage, Explain

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examples of trace minerals. Milk and dairy

products, fruits, green leafy vegetables, As Skills instilled: Analysing, Critical thinking
Cashews
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grains (wheat, corn and oats), nuts, seeds,

(Copper)
beans, meat and seafood are some sources of What are minerals?
&
minerals (Fig. 2.9).
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Fig. 2.9 Sources of minerals Explain the definition and importance

of minerals for our body and its

What is the role of dietary fibres and water?

Besides these five nutrients, our body needs dietary fibres and water. functioning.
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Dietary fibres: Dietary fibres are also known as roughage. Roughage is mainly provided by Elicit some examples of minerals present
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plant products in our food. Whole grains and pulses, potatoes, fresh fruits and vegetables are in different food items from them.
some common sources of roughage.
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Roughage does not provide any nutrient to our body, but is an essential component of our
Explain the difference between macro
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nutrition as it helps our body get rid of undigested food. As roughage remains undigested, it and trace minerals.
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passes through the entire digestive system keeping food moving smoothly through the system.
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Not having enough roughage leads to constipation, as our faeces become hard and difficult to
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eliminate from the body.

Water: Water is essential to all living organisms. Water helps our body absorb nutrients from
food. It transports digested food as well as important chemicals throughout the body. It also
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helps in eliminating waste from our body in the form of urine and sweat. Water also helps
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control our body temperature by sweating when the weather is hot, as the evaporation of sweat
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makes us feel cool. We get most of the water that our body needs from the liquids we drink
such as water, milk, juices and tea. Food also contributes water to the body.
&
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Most fruits and vegetables have very high water content. Vegetables such as spinach, carrots,
s
es

tomatoes and cucumbers as well as fruits such as watermelons and apples have high water
content. Not drinking enough water can lead to dehydration. Staying hydrated by drinking
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18 fluids is essential for good health.

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rs

Concept Building 7E Engage, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni

Ask students about the importance of dietary fibres and water. Ask them the number of glasses of water they drink in a day.
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Now, explain using the table given below, how dietary fibre and water play an important role in our well-being.
e

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g

Dietary fibre Water

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1. Also known as roughage, it is mainly provided by 1. It helps our body absorb nutrients from food. It transports
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plant products in our food. digested food as well as important chemicals throughout
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2. Examples: Grains, pulses, potatoes, fresh fruits, vegetables the body. It also helps in eliminating waste from our body
&

in the form of urine and sweat.

3. It helps our body get rid of undigested food. As
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roughage remains undigested, it passes through 2. Water also helps control our body temperature by sweating.
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the entire digestive system keeping food moving 3. We get most of the water from the liquids such as water,
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smoothly through the system. milk, juices and tea.

4. Not having enough roughage leads to constipation. 4. Not drinking enough water can lead to dehydration.
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23
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&
• Critical thinking Section Review 1 7E Evaluate
INT

s
• Analysing To understand simple food test to assess the nutrient present in the given food

es
and examine its impact.
• Exploring 1. Monica cut a piece of potato and added 2–3 drops of dilute iodine solution. She observed

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that the potato showed a blue-black colour. What can be concluded from this observation?
Tick the correct option. Give a reason for your answer.
Life Skills

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(a) Presence of fats (b) Presence of proteins
rs (c) Presence of roughage (d) Presence of carbohydrates
• Critical thinking 2. Asim conducted an experiment to find out which of the given food samples contained proteins.
ve
• Self-awareness These are the results shown alongside. Which test tube contains proteins? Tick the correct

t
option. Give a reason for your answer.

en
• Problem-solving
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(a) Test tube 1 (b) Test tube 2

(c) Test tube 3 (d) Test tube 4 1 2 3 4

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To explain the function of each nutrient in order to discuss the importance of nutrients in
Section Review 1 7E Evaluate
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good health.
3. Gurdeep fractured his hand while playing in the playground. His doctor asked him to drink

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Skills instilled: Analysing, Critical
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milk. Why do you think he said this? Tick the correct option. INT
thinking, Problem-solving
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As (a) Milk provides energy to the body.

This section helps in evaluating the (b) Milk helps in keeping our bones strong.
(c) Milk helps in preventing dehydration.
&
understanding of students. Let students
(d) Milk helps in eliminating waste from the body.
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complete the exercise on their own in

4. Annie does not include enough roughage in her diet. She is likely to suffer from this.
es

class. Help them read and understand (a) Fever (b) Cough (c) Constipation (d) Common cold
the questions, if required. Then,
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discuss the answers so that students can What is the importance of a balanced diet?
verify their own answers. Help them if
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The food we eat is said to be our diet. It is important s

they get stuck somewhere. p ulse Fru
its
to eat the right kind of food in the right quantities. nd a nd
rs

t sa
A diet that contains all essential nutrients in adequate

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i ll
ve

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amounts, as well as roughage and water, to provide

ta b
t

al
the necessary energy that keeps our body in a healthy

les
en

Cere
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state is called a balanced diet. A balanced diet:

FOOD
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• meets the nutrient requirements of our body, GROUPS

• consists of different types of food items and
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uct
• provides adequate amounts of energy.

Oils
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, fa
A balanced diet should have adequate amounts of

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ts

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carbohydrates, fats, proteins, vitamins, minerals,

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As

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roughage and water. No single food item can t s nd
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provide all the required nutrients. It is, therefore, Mil
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recommended that we eat food from each of the

Fig. 2.10 Food groups

following groups (Fig. 2.10):
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1. Cereals, millets and pulses are major sources of most nutrients.

2. Vegetables and fruits are protective food as they contain vitamins and minerals.
19
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is the importance of a balanced diet?

Define balanced diet. Explain in detail using the following pointers:

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• meets the nutrient requirements of our body,

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id

• consists of different types of food items and

• provides adequate amounts of energy.

Explain that a balanced diet should have adequate amounts of carbohydrates, fats, proteins, vitamins, minerals, roughage and
&
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water. Inform them that a single food item can not provide all the required nutrients, therefore, we should eat food from each
s

of the following groups.

1. Cereals, millets and pulses are major sources of most nutrients.

2. Vegetables and fruits are protective food as they contain vitamins and minerals.
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24
v

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&
3. Milk and milk products, egg, meat and fish enhance 21st
Century Health literacy • Critical thinking
the quality of diet. However, vegetarians can derive

s
Skills
almost all the nutrients from diets consisting of cereals, • Analysing

es
Real-world Connect!
pulses, vegetables, fruits and milk-based diets. • Exploring
It is recommended that to

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Milk which provides good-quality proteins and calcium
stay healthy, cereals and
must be an essential item of the diet, particularly for pulses should be taken

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infants, children and women. adequately; fruits and Life Skills
vegetables liberally; animal
4. Oils and fats, nuts and oilseeds are energy-rich food
rs
and are useful for providing increased energy.
products moderately; and oils • Critical thinking
and sugars sparingly.
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• Self-awareness
A balanced diet is not the same for all people. It varies

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en
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with age, occupation and state of health. • Problem-solving

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• While children are growing, they need more proteins than adults do.
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Real-world Connect!

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• Generally, males use up more energy than females. However, this varies from person to person.
• People who lead a more active lifestyle such as sportspersons or who do manual labour 7E Engage, Extend

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id

jobs such as construction workers or porters require more energy. Therefore, they will have
br

higher carbohydrate and fat requirements. As Skills instilled: Health literacy,

• Pregnant females require a lot of proteins, iron, vitamin D and calcium.
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Information literacy
&
Eating the right kind of food is not enough. Many times, nutrients in food are lost if food is not
Tell students it is recommended that to
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prepared or cooked properly.

stay healthy, cereals and pulses should be

Nutrients can be lost in the following ways: taken adequately; fruits and vegetables
• Cooking at high temperatures leads to loss of vitamin C. We should, therefore, eat liberally; animal products moderately;
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raw citrus fruits such as oranges and lemons or include them in salads to get adequate and oils and sugars sparingly.
quantities of vitamin C.
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• The skin of fruits and vegetables contains a lot of vitamins, minerals and fibres. So, we
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should eat them with the skin, if possible.

• We should not wash fruits after peeling them. This results in loss of nutrients.
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• Pulses and rice are washed at homes to remove impurities. When we wash them repeatedly, we
en
ni

lose many water-soluble vitamins present in them. We should, therefore, not wash them too
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many times.
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• Some people cook rice and vegetables in excess water and then throw away the water after
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cooking. This leads to loss of nutrients. We should cook rice and vegetables in just enough
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water that can be absorbed during cooking, so that the nutrients can remain in the cooked food.
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What are deficiency diseases?

IVID
&

When we do not eat adequate amounts of nutrients for a long period of time, we suffer
'C

from deficiency diseases. A disease which arises due to the lack of essential nutrients,
s

such as carbohydrates, fats, proteins, vitamins or minerals, in our diet over a long period
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of time is called a deficiency disease.

20
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rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni

Explain about other groups of food like milk and milk products, oils and fats which are an integral part of a balanced diet.
U

Ask them to make a group of 5 and conduct a survey on diet of 5 families consisting people from all age groups. Tell them
e

ss
g

to note their observations and share with class.

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id

Explain some ways in which nutrients can be lost from food.

As
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What are deficiency diseases?

Explain students about deficiency diseases and their causes.

s
es
Pr
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25
v

t
en
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&
7E Extend
• Critical thinking Deficiency of carbohydrates: Carbohydrates are our
• The condition resulting
body’s main source of energy. A carbohydrate-deficient

s
• Analysing diet may cause headaches, fatigue, weakness, difficulty in
from improper quantities of

es
nutrients in the diet is called
concentrating, nausea and constipation. malnutrition. Too little of

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nutrients is undernutrition.
Life Skills Deficiency of proteins: Protein deficiency is generally Too much of nutrients is
seen in growing children when their diet does not contain overnutrition!

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• Critical thinking adequate amounts of proteins. This is generally seen during • The deficiency of proteins
• Self-awarenessrs the ages of 1 to 5 years old. and carbohydrates is called
Protein Energy Malnutrition
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• Problem-solving • Deficiency of proteins leads to kwashiorkor in children.
or PEM.

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A child suffering from kwashiorkor has stunted growth,

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a swollen belly, swelling of face, reddish hair and Look It Up! 7E Explore
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Do You Know? 7E Engage, Elicit general weakness (Fig. 2.11).

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Search online for answers and
• Deficiency of proteins, carbohydrates and fats causes discuss in class.
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ss
Skills instilled: Critical thinking, Analysing marasmus in children. A child suffering from marasmus
Excess fat is harmful to the body
becomes very thin with weak legs, shrunken face, mental

se
id

as it leads to obesity. What will

Give students the information about retardation and slow body growth (Fig. 2.11). happen if we take an excess of
br

malnutrition, undernutrition and As proteins and vitamins?

overnutrition.
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&
Reddish hair
Also, explain the meaning of PEM.
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Shrunken face
s

Moon face
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Slow body growth

Look It Up! 7E Extend, Engage Swollen abdomen Weak legs
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Skills instilled: Analysing,

Swelling of legs
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Environmental literacy (Oedema)

Kwashiorkor Marasmus
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Ask students to take the help of their Fig. 2.11 Deficiency diseases
parents to use the internet and find out
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Children suffering from kwashiorkor and marasmus can recover if adequate protein- and
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about what will happen if we take excess
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carbohydrate-rich food is given to them.

of proteins and vitamins.
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Deficiency of vitamins: Lack of vitamins can cause several deficiency diseases. Most diseases
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that result from vitamin deficiencies can be cured by taking in vitamins through food or in
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severe cases by taking vitamin supplements.

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Table 2.1: Some vitamins, their functions, sources and deficiency diseases
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Vitamins Function Best food sources Deficiency diseases

Vitamin A Maintenance of vision, Milk, butter, ghee, egg yolk, Night blindness: Not able
keeps hair and skin green leafy vegetables, fish to see clearly in dim light,
&

healthy liver oil, meat, yellow- and dry eyes

orange-coloured fruits such as

papaya and vegetables such as

carrot and pumpkin

21
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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en
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Discuss with students the effects of deficiency of different nutrients in our body. Talk about the related diseases as listed below.
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Carbohydrates Headaches, fatigue, weakness, difficulty in concentrating, nausea and constipation.

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Proteins Protein deficiency is generally seen in growing children ages of 1 to 5 years old.
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Kwashiorkor – A child suffering from kwashiorkor has stunted growth, a swollen belly, swelling of
am

face, reddish hair and general weakness.

Proteins, Marasmus – A child suffering from marasmus becomes very thin with weak legs, shrunken face,
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carbohydrates, fats mental retardation and slow body growth

Vitamins Lack of vitamins can cause several deficiency diseases.

Tell them that children suffering from deficiency of proteins, vitamins and carbohydrate can recover if adequate amount of
protein, vitamin and carbohydrate-rich food is given to them.
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26
v

t
en
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&
Vitamins Function Best food sources Deficiency diseases • Critical thinking

s
Vitamin B1 Helps in proper Green leafy vegetables, peas, Beriberi: Pain in hands and
• Analysing

es
functioning of the heart, milk, eggs, fish, poultry and legs, swelling of body
muscles and nerves as wholegrain cereals and rice • Health Literacy

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well as digestion
Vitamin B2 Keeps skin healthy Eggs, meat, milk and green Skin diseases, cracking of skin

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leafy vegetables at corners of mouth Life Skills
Vitamin B12 Forms red blood cells Fish, meat, eggs and milk Anaemia: Paleness of skin,
rs breathlessness • Critical thinking
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Vitamin C Keeps teeth, gums and Gooseberry (Amla), tomatoes, Scurvy: Bleeding of gums, • Self-awareness

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joints healthy, and helps green chillies, lemon, orange, pain in joints

en
ni

in healing cuts and mango, guava and pineapple • Problem-solving

wounds
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Vitamin D Keeps bones and teeth Milk, cheese, eggs, fish, butter Rickets: Bowed legs, soft
ge

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healthy, and helps in and exposure to sunlight bones
absorption of calcium

se
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Vitamin E Keeps skin healthy and Vegetable oils, green leafy Reproductive system is
br

has anti-ageing properties vegetables, egg yolk and nuts affected in males and females
Vitamin K Helps in normal blood
As
Green leafy vegetables, Haemorrhage or excessive
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clotting (stops bleeding) soya bean, tomatoes bleeding

Deficiency of minerals: Lack of some minerals can also cause deficiency diseases.
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s
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Table 2.2: Some minerals, their functions, sources and deficiency diseases
Minerals Function Best food sources Deficiency diseases
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Calcium Formation of strong Milk, milk products, leafy Rickets: Bowed legs, soft
bones and teeth vegetables, fish, meat, beans bones in children
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and legumes Osteoporosis: Brittle bones

in adults
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Phosphorus Development of bones Milk, green leafy vegetables, Rickets: Bowed legs, soft
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and teeth meat, nuts, beans and grains bones in children

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Bad teeth and weak bones

in adults
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Iron Forms haemoglobin in the Green leafy vegetables, eggs, Anaemia: Paleness of skin,
blood which carries oxygen spinach, jaggery breathlessness
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to all parts of the body

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id

Sodium and Maintains the water Common salt, seafood, eggs, High blood pressure, loss of
potassium balance in body, proper yoghurt, cereals, pulses, appetite, muscle cramps Concept Building
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functioning of muscles vegetables such as spinach

and nerves and potato 7E Engage, Explain, Elaborate
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Iodine Proper working of the Iodised salt, seafood, fish, Goitre: Enlargement of the
&

thyroid gland, controls green leafy vegetables thyroid gland (in the neck
Skills instilled: Analysing, Critical thinking
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growth and mental ability region)

Use the table given below to recapitulate
es

Magnesium Proper functioning of Green leafy vegetables, whole Loss of appetite,

muscles and nerves grains, chicken and fish sleeplessness, muscle cramps
and reinforce their understanding of
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22
vitamins, their functions, their sources
and their deficiency diseases. Complete
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the table with the help of students.

Vitamins Function Best food source Deficiency diseases

Vitamin B1
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Vitamin B2
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Vitamin B12
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Vitamin C
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Vitamin D
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As
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Vitamin E
&

Vitamin K
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Discuss with students about minerals, their functions, sources and deficiency diseases. Tell them to create a table similar
es

to vitamins and add information.

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27
v

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en
ni

&
• Critical thinking Real-world Connect! 7E Extend

s
To improve the nutritional conditions of school-going children in India, the Government launched the
• Analysing

es
Midday Meal Scheme. This scheme provides free nutritional lunches on working days to school-going
• Exploring children in the primary and upper primary classes of government and government-aided schools across

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the country. The Midday Meal Scheme is believed to be the largest of its kind in the world.
The name of the scheme had now been changed to the PM-POSHAN Scheme. The midday meals were
Life Skills

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initially introduced in Tamil Nadu to encourage children to come to school!

• rs
Critical thinking Deficiency of water: Excess loss of water from the body causes
Look It Up!
ve
dehydration. It is not a disease but it may result in tiredness and 7E Explore
• Self-awareness
headache, as well as irregular blood pressure and sometimes

t
Search online for answers

en
• Problem-solving
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could result in death. A person suffering from dehydration and discuss in class.
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is given a fluid called oral rehydration solution (ORS). It is

m
Find out how ORS can be
available free of cost at health centres across India. made at home.
Section Review 2 7E Evaluate
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Section Review 2 7E Evaluate

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Skills instilled: Analysing, Critical
id

INT

thinking, Problem-solving To design a balanced diet plan in order to provide our body sufficient nutrients it needs
br

As to function properly.
am

This section helps in evaluating the 1. Which of these food items is important to be included in a balanced diet?
&
understanding of students. Let students (a) Cake, milk (b) Pizza, ladoo (c) Milk, fruits (d) Burger, fries
'C

complete the exercise on their own in 2. Create a balanced diet using these food items. Give reasons why you think it is a balanced diet.
s
es

class. Help them read and understand Samosa, jaggery, orange, spinach, cola, French fries,
the questions, if required. Then, sprouted gram, poori, roti, spinach, water, soya bean, banana
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discuss the answers so that students can

To hypothesise consequences of eliminating any one major nutrient when making a
verify their own answers. Help them if
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food choice. INT

they get stuck somewhere. 3. Which of the following conditions will occur if a person eliminates the food items that are
rs

rich in vitamin C from his/her diet? Name any two food items that can help prevent this.
ve

(a) Scurvy (b) Anaemia (c) Rickets (d) Goitre

Concept Building
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4. Arif has pale skin. He is also suffering from breathlessness. The deficiency of which nutrient
en
ni

7E Engage, Elaborate is responsible for this bodily condition? Tick the correct option.
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(a) Iodine as it results in goitre. (b) Iron as it results in anaemia.

Skills instilled: Self-awareness, Critical (c) Vitamin C as it results in scurvy. (d) Vitamin D as it results in rickets.
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thinking
Keywords
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SVID
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Explain students that water is essential

Nutrients: The components of food that are Balanced diet: A diet that contains all the
As

for our body. Excessive loss of water needed by the body to grow and live necessary nutrients in adequate amounts,
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from body causes dehydration. Tell Roughage: The indigestible portion of plant needed for a healthy body
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them that it is not a disease, but it may food that does not provide any nutrients but Deficiency disease: A disease that is caused
helps in the proper working of the digestive due to the lack of one or more nutrients in the
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result in adverse health conditions.

system diet over a long period of time

A person suffering from dehydration

is given a fluid called oral rehydration
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23
solution (ORS). It is available free of
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cost at health centres across India.

Look It Up! 7E Extend, Engage

Real-world Connect!
Skills instilled: Analysing, Environmental literacy
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7E Engage, Elicit
Ask students to take the help of their parents to use the internet and find out
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Skills instilled: Awareness, how ORS can be made at home.

Problem-solving
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Inform students that to improve the

Experiential Learning (page 24) 7E Explore, Engage

nutritional conditions of school-going
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children in India, the Government Skills instilled: Problem solving, Critical thinking, Decision-making
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launched the Midday Meal Scheme.

This section will help students reinforce their understanding to describe
&

Discuss the provisions the scheme

balanced diet chart for a 12-year-old active vegetarian girl by including food
s

offers as given in the textbook

items that are not expensive and are easily available. Tell them to share it with
es

the class.
Pr
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28
v

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&
Scientific
C. PUZZLE OVER Proficiency Adaptive reasoning PROBLEM-SOLVING - 1 - • Critical thinking

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1. Why do we get a positive iodine test with rice but not with a boiled egg? • Analysing

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D. SKILL CRAFT ANALYSIS & CREATING 1 2, 4 3 • Exploring

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21st
1. Project Work Century Health literacy, Global awareness
Skills

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Most children do not like food from the gourd family, such as bitter gourd (karela), pumpkin and Life Skills
bottle gourd (lauki). Find out the nutritive value of as many gourds as you can and list them. Many

of gourds.
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gourds are not just used as food, but have other uses across the world. Find out about some uses • Critical thinking
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21st
2. Research/Activity Century Critical thinking • Self-awareness

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Skills

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Conduct a research about some traditional food of India that is slowly losing its popularity due • Problem-solving
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to the predominance of the ‘fast-food’ culture in young children. Make a report on ‘Instant food

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versus traditional food’ and present it in class.
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Puzzle Over 7E Extend

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3. Discuss and Answer Life
Skills Communication, Decision-making
Tasty food may not always be nutritious and nutritious food may not always be tasty. Discuss with

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your classmates.
Skills instilled: Analysing, Critical
thinking, Problem-solving
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4. Connect to Life
Life
Skills Advocacy
As
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Amit loves to eat French fries and drink soft drinks. He read how this food is not good for him. He Encourage them to think and answer
&
declined to have them at a class party, although his friends tried forcing him to have some. What the question.
value do we learn from Amit?
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Listen to their answers carefully and

Self¯check
Life
Skills Self-awareness
explain them that we get a positive
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I can: iodine test with rice but not with

define nutrients and list the types of nutrients.
a boiled egg because rice contain
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write a few sentences about each nutrient including at least two sources of each.
maximum amount of carbohydrate
while egg contains vitamins
rs

describe a test each to test a food sample for sugar, starch, proteins and fats.
and protein.
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differentiate between the types of vitamins and minerals.

t
define deficiency diseases and name at least five deficiency diseases.
en
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Connect to Life 7E Extend, Engage

Skills instilled: Observation,

Health literacy
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ed L a Tell students that Amit adopted a good

vis
br

As
bW
Super

habit of avoiding fast food as it is not

or k

Activities in Teacher’s Book

good for health.

Refer to the Teacher’s book for additional activities to reinforce concepts.

1. To test the presence of different nutrients in 2. To test that fruits and vegetables have water content.
food items. Project Work 7E Extend, Engage
es

Skills instilled: Creativity, Productivity

26
and accountability
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Tell students to list the nutritive value

Research/Activity 7E Explore, Extend of dietary fibre, vitamin C, zinc, iron

and magnesium. Also discuss in class
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Skills instilled: Critical thinking, Analysis, Teamwork about different dishes like lauki halwa,
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en
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parantha, vegetables, etc.

Divide the students into two groups. Have a debate on traditional food of
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India vs fast-food culture in India. Instruct each group to pick their topic and
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research together about the chosen topic and then discuss in class.
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Teacher’s Support
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As
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/teaching
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more proficient and technology-driven through the given QR codes:

• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates hybrid

supports teachers to identify teaching model.

students’ skill learning curve.

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29
v

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1. Aim: To test the presence of different nutrients in food items

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(a) To test the presence of sugar in a food item

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Materials required: Food sample, Benedict’s solution, test tube and Bunsen burner

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What to do:
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1. Crush a small amount of the food sample and put it in the test tube.
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2. Add some water to the test tube and shake it.

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3. Add a few drops of Benedict’s solution to the test tube. Heat it for about 1 minute.

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ge

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Observation: Depending on the amount of sugar present, Benedict’s solution (which is blue) turns
green (low sugar content), yellow (medium sugar content) or brick-red (high sugar content).

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id
br

As
Conclusion: Change in the colour of Benedict’s solution confirms the presence of sugar.
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(b) To test the presence of starch in a food item

&
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Materials required: Food sample, dilute iodine solution, test tube and Bunsen burner
s
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What to do:
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1. Crush a small amount of the food sample (if solid) and put it in the test tube.
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2. Add some water to the test tube and shake it.

3. Heat the test tube for about 1 minute. After the test tube cools down, add a few drops of dilute iodine
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solution to it.
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en
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Observation: The food sample turns bluish-black.

Conclusion: Change in the colour of food sample to bluish-black confirms the presence of starch.
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(c) To test the presence of fat in a food item

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id
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Materials required: Food sample and a sheet of filter paper

As
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What to do:
&
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1. If the food sample is liquid such as oil, rub a small amount of it onto the filter paper.
s
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2. If the food sample is solid such as shelled peanuts, keep it between the folds of a filter paper and crush it.
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Observation: Oily stain appears on the filter paper.

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Conclusion: The appearance of oil stain confirms the presence of fats.

(d) To test the presence of proteins in a food item

Materials required: Food sample, copper sulphate solution, sodium hydroxide (caustic soda), test tube
en
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and Bunsen burner

What to do:
e

ss
g

1. Crush a small amount of the food sample (if solid) and put in the test tube.
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id
br

2. Add some water to the test tube and shake it.

As
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3. Next, heat the test tube for about 1 minute.

4. After the test tube cools down, add few drops each of sodium hydroxide and copper sulphate.
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s
es

Observation: The food sample turns purple or violet.

Conclusion: Change in colour of the food sample to purple or violet confirms the presence of proteins.
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30
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Materials required: a small tomato, a small cucumber, an orange or a lime, a chopping board and a knife

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What to do:

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1. Place a tomato on the chopping board.
rs
2. Using a sharp knife, chop the tomatoes into small pieces.
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3. Do the same one-by-one for the other fruits and vegetables.

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Observation: The tomato, cucumber, lime and orange release juices or liquids on cutting.
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Conclusion: Most fruits and vegetables contain water content and to some extent our body

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requirement of water is met by this water content.

As
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&
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As
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&
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As
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Pr
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31
v

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Pr
ity
rs
1. Write T for True. Write F for False.
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(a) The skin of fruits and vegetables contains a lot of vitamins, minerals and fibres.

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(b) Cooking at low temperatures leads to loss of vitamin C.

m
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(c) Eating the right kind of food is not enough.

ss
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(d) Pregnant females require a lot of proteins, iron, vitamin D and calcium.
br

As
(e) While children are growing, they do not need more proteins than adults do.
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(f) Males use up more energy than females.

&
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2. Fill in the blanks with the correct words.

(a) Deficiency of ........................ leads to kwashiorkor in children. (vitamins/proteins)

(b) Deficiency of proteins, carbohydrates and fats causes ........................ in children. (marasmus/kwashiorkor)
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(c) Protein deficiency is generally seen in ........................ children. (growing/young)

rs
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(d) We should eat fruits ........................ the skin. (with/without)

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(e) We should cook rice and vegetables in just ........................ water. (excess/enough)
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(f) Cooking at high temperatures leads to loss of ........................ . (vitamin C/vitamin D)

3. Answer the following questions.

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id
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(a) Explain variations in energy requirements of males and females.

(b) Define balanced diet.

(c) What is the other name of dietary fibre?

(d) Do most fruits and vegetables have very high-water content?

(e) Write the name of two types of vitamins.

en
ni

(f) Write the name of any three water-soluble vitamins.

ss
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4. Subject Enrichment
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(Skills instilled: Creative thinking, Self-awareness)

Simran read somewhere that rice and chapati is a good source of carbohydrates. She wanted to test that carbohydrate are present in the
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form of starch. Which solution does she need to test it?

es
Pr
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32
v

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Pr
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1. Write two examples of each. rs
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(a) Starch ........................, ........................

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(b) Proteins ........................, ........................

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(c) Fats ........................, ........................
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(d) Vitamins ........................, ........................
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(e) Diseases due to deficiency of protein As ........................, ........................

(f) Types of carbohydrates ........................, ........................

&
'C

2. Match the following.

(a) Wheat i. Test for simple carbohydrate

(b) Rice ii. Test for complex carbohydrate

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(d) Benedict’s solution iv. Solid at room temperature

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en
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(e) Iodine solution v. Energy giving food

(f) Saturated fat vi. For making roti, bread, noodles

3. Answer the following questions.

se
id

(a) What do you understand by nutrients?

(b) Write the name of essential nutrients which are required by our body.
&
'C

(c) Which nutrient is called energy-giving food?

(d) Is Benedict’s solution used to check presence of fats in a food item?

(e) Which nutrient is called body-building food?

t
en
ni

(f) Name two types of minerals.

se
id

4. Project Work
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(Skills instilled: Health literacy, Technology literacy)

Explore Internet to make a project on any two deficiency diseases. Explain if they can be cured, if yes, how?
&
'C

s
es
Pr
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33
v

t
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&
3

s
FIBRE TO FABRIC

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21st Century Skills
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Unit 2 | Materials

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en
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• Collaborating
3 FIBRE TO FABRIC
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• Analysing

m
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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Types of fabric and fibres

&
• Communication • Processing fibre into yarn
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s
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Warm-up 7E Elicit, Engage

Skills instilled: Observing, Analysing

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Ask students to look at the picture t

Wha
rs

carefully and describe it. Allow you will learn

them to describe everything they
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• Identify various types of

t
can see in this picture—the cotton fabrics around us
en
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• Understand the types of fibres

scarf, the jute bag and the coir mat.
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• Learn about processing of

cotton and jute fibres into yarn

Ask them to identify what is shown
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• Read about the history of

in picture. Lead the discussion to clothing
fibre. Ask them if they know we get
se
id

fabric from plant fibres.

As
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Prompt them to talk about plant

sources of fibers such as cotton,
&
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jute and silk.

Why
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it is important to learn
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We wear different kinds of fabrics.

Natural plant fibres such as cotton
and jute are an essential part of our
WARM-UP
ity

7E Engage
everyday life.
The cotton scarf we wear, the jute bag we carry to the
rs

Therefore, it is important to
market, the coir mat at our front door or a linen saree,
understand the different types of
all are made from plant fibres.
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plant fibres, and how fibres are

processed into fabric. Do you know how we get fabric from plant fibres?
en
ni
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31
e

ss
g

se
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Teamwork, Critical thinking

Ask students to make groups of 5 and find 5 things around them which are made from cotton and jute each.
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Things made from cotton Things made from jute

es
Pr
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34
v

t
en
ni

&
Fabrics are an important part of our lives. The towel you use after washing your face and
bathing is a fabric. Your school dress is also a type of fabric. From mops to clean your floors,
• Analysing

s
kitchen dusters to wipe utensils, carpets, rugs and tablecloths, to all different kinds of clothes • Observing

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you wear, fabrics are all around you. • Extending

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Fabrics are of different kinds depending on where they are used.

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Life Skills
What are the different types of fabrics and fibres?
rs
Wool, cotton, silk, jute, nylon, etc. are some common fabrics. We use fabrics and wear clothes
• Critical thinking
ve
made of different fabrics depending on their properties. For example, we use absorbent cotton • Self-awareness

t
en
cloth for towels and kitchen dusters and use waterproof fabric for shower curtains. We wear
ni

cotton clothes during summer, woollen clothes during winter and waterproof raincoats or
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Teaching Idea 7E Engage, Explore

m
gumboots during the rainy season. Types of fabrics depend upon the types of fibres from
ge

ss
which they are made.
Skills instilled: Observing, Analysing,
What are fibres? Critical thinking

se
id

Take any fabric. Look at it closely. You

will notice fine, thread-like structures As Ask the students what they know
about fabrics. Tell them fabrics are
am

called yarn. Fabric is produced by

an important part of our lives. Tell
&
weaving or knitting long, twisted yarn. Fibre
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them that the towel, school dress,

If you take a piece of yarn and rub it

floors, kitchen dusters to wipe utensils,
es

against your fingertips, you will find

that the yarn gets untwisted. You will Yarn carpets, rugs and tablecloths, and
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see that a yarn is made of hair-like Fabric different kinds of clothes they wear are
structures. The hair-like structure Fig. 3.1 Fabric, yarn and fibre all made of fabric.
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that yarn is made of is called a fibre.

Tell students fabrics are of different
rs

Therefore, fabric is essentially made from yarn that is, in turn, made by twisting fibres together
(Fig. 3.1). Fibres are the building blocks of fabrics. kinds depending on where they
ve

are being used.

t
21st
en

Century Observation
ni

Test It Yourself! Skills

Observing fibres of different fabrics

• Observing fibres: Collect samples of old clothes. Select different samples such as from cotton
Test It Yourself! 7E Explore
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towel, socks, jeans, scarf, woollen caps and handkerchief. Pull out the yarn from the edges of the cloth
pieces. Rub the yarn to untwist it. Observe the fibres. Use a hand lens to observe them closely.
Ask students to make groups of 5 and
se

collect samples of old clothes such

• Burning test: We can do a burning test to find out what fibres are made of. Hold the fibre with
as cotton towel, socks, jeans, scarf,
br

tongs and bring it close to a lighted candle. Hold the flame directly under the corner of the
As

fabric. Observe the reaction of the fabric. Repeat with each fabric. woollen caps and handkerchief. Pull
am

Cotton burns with a flame and leaves a yellow afterglow when put out. It has the odour of burning out the yarn from the edges of the
&

paper. Silk and wool have an odour of burning hair. A synthetic fabric burns with a chemical-like
cloth pieces. Observe the fibres using
'C

smell and leaves a plastic bead.

Note: The burning test is to be done only under adult supervision. a hand lens.
es

Tell students to do burning test and

32 note observation and write it in a table.

ity
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Concept Building 7E Explain, Elaborate

Skills instilled: Observing, Analysing

t
en
ni
U

What are the different types of fabrics and fibres?

Explain students, there are some common fabrics like wool, cotton, silk, jute, nylon, etc. Tell students to write uses of
e

ss
g

fabrics of different forms. Tell them that we wear clothes made of different fabrics depending on their properties.
se
id
br

What are fibres?

As
am

Tell students about yarn. Fabric is produced by weaving or knitting long yarns.
&

Tell them that the hair-like structure that yarn is made of is called a fibre. Fibres are the building blocks of fabrics.
'C

s
es
Pr
ty
si
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35
v

t
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ni

&
• Analysing What are the types of fibres?
Depending on their source, fibres are of two types:

s
• Observing

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• Artificial or synthetic fibres • Natural fibres
• Evaluating

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Artificial or synthetic fibres: Fibres obtained artificially by chemical processes are called
synthetic fibres. Polyester, rayon, nylon and acrylic are examples of artificial or synthetic fibres.

ity
Life Skills Synthetic fibres are strong fibres that last long, require less maintenance, do not wrinkle easily
rs and are easily available. They, however, do not allow air circulation, making them sticky,
• Critical thinking sweaty and uncomfortable to wear in hot and humid climate.
ve
• Problem-solving Natural fibres: Fibres that we get from natural sources are called natural fibres. Cotton, jute,

t
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wool and silk are some natural fibres. We get natural fibres from plants as well as animals.
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Do You Know? 7E Engage, Extend Natural fibres that we get from plants are called plant fibres. Cotton and jute are some plant

m
fibres. Natural fibres that we get from animals are called animal fibres. Wool and silk are some
ge

ss
Skills instilled: Critical thinking, Analysing animal fibres. We get wool from sheep and silk from silkworms. Natural fibres are environment-
friendly, comfortable to wear, are absorbent and good for people with sensitive skin.

se
id

Explain students that India is believed

What are some plant fibres?
br

to be the first country where cotton As Cotton and jute are two common plant fibres. Some
was grown and used. It has been
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Do You Know? 7E Extend

other types of plant fibres are linen, hemp and coir. India is believed to be the first country
cultivated in the Indus valley for more
&
where cotton was grown and used. It
Cotton: Cotton is the most widely used natural fibre.
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than 5000 years. India is today one has been cultivated in the Indus valley
s

of the largest cotton growing nations It is used for making clothes and home textiles such for more than 5000 years. India is
es

as curtains, bedsheets and tablecloths. Cotton crop is today one of the largest cotton growing
in the world. nations in the world.
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usually grown at places having black soil and warm

climate with moderate rainfall. In India, there
are 10 major cotton growing states. They are Punjab, Haryana, Rajasthan, Madhya Pradesh,
ity

Maharashtra, Gujarat, Andhra Pradesh, Telangana, Karnataka and Tamil Nadu.

Cotton fibres are obtained from the seed pod of the cotton plant. When the seeds ripen, the
ve

pod bursts open. The seeds are separated from the fibres and sent as large bundles (bales) for
t
spinning into yarn. Cotton seeds are used to manufacture cottonseed oil, which is used in
en
ni

cooking and for making soaps and candles.

Muslin, poplin, long cloth (latha), casement and denim are some cotton fabrics available in
the market. Cotton has good moisture absorbency. Therefore, it is used for making summer
ge

clothing as well as for towels, socks, curtains, napkins and bedsheets (Fig. 3.2).
se
id
br

As
am

&
'C

s
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Cotton plants Cotton shirts Cotton napkin

Fig. 3.2 Cotton plant and its uses 33

ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What are the types of fibres?

m
e

Explain that there are two types of fibres depending on their source: 1Artificial or synthetic fibres, 2 Natural fibres
g

se
id

What are some plant fibres?

Tell them cotton and jute are two common plant fibres. Some other types of plant fibres are linen and coir.
am

Cotton: Explain students, cotton is the most widely used natural fibre. Discuss uses of cotton as fibre.
&
'C

Explain them about cotton crops, soil, climate conditions and states where it is grown. Also explain them how cotton is
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obtained from cotton plant. Tell them cotton fabrics available in the market like Muslin, poplin, long cloth (latha), casement
Pr

and denim. Cotton is used for making summer clothing as well as for towels, socks, curtains, napkins and bedsheets also.
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36
v

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Jute: Jute fibre is an inexpensive plant fibre. It is obtained from Look It Up! 7E Engage • Analysing
the stem (bark) of the jute plant. It is grown throughout Asia,

s
mainly in India and Bangladesh. It is grown in the delta regions Search online for • Observing

es
answers and discuss
of the Ganges and Brahmaputra rivers. In India, jute is mostly in class. • Exploring

Pr
grown in the states of Bihar, West Bengal and Assam. Alluvial or
Why is jute called the
loamy soil is best suited for the cultivation of jute plants. It grows ‘golden fibre’?

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well in hot and humid areas that receive heavy rainfall. Jute is Life Skills
a rough and coarse fibre mainly used to produce sacks, carpet backing, ropes, etc.
rs
(Fig. 3.3). It is also used for making shopping bags, table mats, baskets and jewellery. • Critical thinking
ve
High-quality jute is also used to make carpets and curtains. • Self-awareness

t
en
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• Communication
U

m
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Look It Up! 7E Extend, Engage

ss
se
id

Skills instilled: Analysing,

Environmental literacy
br

As
am

Jute plants Jute bag Jute sack Ask students to use Internet and search
&
Fig. 3.3 Jute plant and its uses
why is jute called the ‘golden fibre’.
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Linen: Linen is a fibre obtained from the stem of the flax plant (Fig. 3.4). It is also called the
es

flax fibre. It is believed to be one of the oldest fibres to be used by humans. Flax plants grow
in central Asia, but are cultivated in very few areas
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worldwide. It requires longer processing time.

Therefore, linen is not as widely used as cotton.
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Linen has many properties similar to that of

cotton. The fibre is longer and finer than cotton,

so the yarn produced is stronger. Like cotton,

t
linen also absorbs moisture readily and is
en
ni

comfortable to wear. Linen fabric is valued as a

cool and comfortable fabric for hot and humid Fig. 3.4 Flax plant
conditions. It is used to make clothing, upholstery
ge

and sewing thread.

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id

Hemp: Hemp fibres are also known to humans

from ancient times. They are derived from the stem

of the industrial hemp plant (Fig. 3.5). Hemp

fibre is stronger than jute and linen fibres. Hemp

has been used for centuries to make rope, canvas

and paper. It is also used for making twine, cables,

carpets and sailcloth.

Fig. 3.5 Hemp plant
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34
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni

Explain students about different plant fibres like jute, linen and hemp in detail. Elaborate each fibre as given in the
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textbook. Discuss their properties, benefits, uses, places where they are grown, etc. comprehensively.
e

ss
g

se
id
br

As
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&
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es
Pr
ty
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37
v

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&
Coir: Coir is obtained from the outer covering or
• Analysing Search online for answers and
the husk of the coconut. India and Sri Lanka are the

s
• Observing world’s largest producers of coir. A coarse short fibre, discuss in class.

es
• Exploring coir is used to make ropes, mattresses, foot mats 1. What is coir geotextile?

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and brushes (Fig. 3.6). 2. What is silk cotton?

Life Skills

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• rs
Critical thinking
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• Self-awareness

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en
• Problem-solving
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U

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Section Review 1 7E Evaluate
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Coconut husk Rope Foot mat

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Fig. 3.6 Coconut husk and its uses
Skills instilled: Analysing, Critical
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thinking, Problem-solving
br

As INT
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This section helps in evaluating the Section Review 1 7E Evaluate

&
understanding of students. Let students To examine various fabrics in order to predict what they are made up of.
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complete the exercise on their own in 1. Which of the following fabrics are synthetic fibres? Tick the correct option.
s
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class. Help them read and understand (a) Cotton and wool (b) Jute and cotton (c) Nylon and acrylic (d) Wool and jute
the questions, if required. Then, discuss 2. Riya went with her mother to buy some clothes for a trip to Goa. Help Riya pick the clothes that
Pr

would be best suited for the hot and humid weather. Tick the correct option.
the answers so that students can verify
(a) Wool and acrylic (b) Cotton and linen (c) Cotton and wool (d) Acrylic and linen
their own answers. Help them if they
ity

If Riya was going to Kashmir instead of Goa, which option would you pick for her? Give reasons
get stuck somewhere for your answer.
rs

To classify the given fabrics as natural or synthetic based on their source.

3. Which of the following fabrics is obtained from a natural source?

Look It Up! 7E Extend, Engage
t
en

(a) Silk (b) Nylon (c) Rayon (d) Acrylic

Skills instilled: Information literacy, 4. Riya wanted to gift her mother something made of plant fibre. Which of the following should
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she select? Tick the correct option.

Environmental literacy
ge

(a) Acrylic sweater (b) Silk scarf (c) Woollen cap (d) Linen saree
ss

Ask students to use Internet and search

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1. What is coir geotextile? How are cotton and jute fibres processed into fabric?
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2. What is silk cotton? The processes of getting fibres from the cotton plant and the jute plant are not the same.
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This is because in a cotton plant, the fibres grow around the seeds of the plant, whereas in a
&
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jute plant, the fibres are found surrounding the stem. However, in both the types of plants, the
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fibres are first processed to get yarn and the yarn is further processed to form fabric.
es
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35
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni

Explain coir, where it is found and its uses to the students.

m
e

How are cotton and jute fibres processed into fabric?

Explain that the process of getting fibres from the cotton plant and the jute plant are different because we get cotton
se
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plant from seeds of the plant and Jute plant from the stem. However, in both the types of plants processes, fibres are first
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processed to get yarn and then yarn is further processed to form fabric.
am

&
'C

s
es
Pr
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si
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38
v

t
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&
How is cotton yarn produced?
• Critical thinking
There are different steps involved in the process of manufacturing cotton yarn from cotton plants.

s
• Analysing

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Step 1: Cotton cultivation
The cotton plant produces whitish-yellow flowers.
• Exploring

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These flowers mature and form the fruit called the
cotton bolls that are green in colour (Fig. 3.7). These

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bolls contain the seeds and the fibres. The green cotton
Life Skills
rs
balls eventually become brown. Cotton bolls break
open at maturation to expose the white cotton fibre.
• Critical thinking
ve
• Self-awareness

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Fig. 3.7 Cotton bolls

en
ni

• Problem-solving
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Step 2: Harvesting

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Harvesting is done either by removing cotton bolls
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from the plants using machines (Fig. 3.8) or by hand.

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Cotton that has been harvested from the plants will
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have seeds embedded inside it.

Fig. 3.8 Harvesting cotton bolls using

As
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a machine
&
'C

Step 3: Ginning
s

The process of separating the fibres from the cotton

seeds is called ginning (Fig. 3.9). This was traditionally

done by hand, but these days this is done by machines

called cotton gins.
Fig. 3.9 Separated cotton fibres
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Step 4: Spinning
rs

The production of cotton yarn from cotton fibre is

called spinning. In this process, a group of fibres

t
en

is pulled, drawn and twisted together to make a

yarn. The twisting imparts strength to the fibre

strand. Spinning is done using spinning machines

(Fig. 3.10) or tools such as hand spindle (takli) and
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Fig. 3.10 Spinning machine spinning wheel (charkha).

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id

How is jute yarn produced?

There are different steps involved in the process of manufacturing jute yarn from jute plants
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(Fig. 3.11).
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Step 1: Jute fibre is obtained from the stem of the jute plant. The jute plant grows more than
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three metres in height.

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es

Step 2: When mature, the plants are cut to the ground and tied into bundles. The fibres are naturally
glued together by a sticky substance which needs to be removed in order to obtain the fibres.
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36
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

How is cotton yarn produced?

Tell students there are multiple steps involved in the process of manufacturing cotton yarn from cotton plant.
e

ss
g

Explain all the steps to the students and tell them to complete the table.
se
id
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Step 1: Cotton cultivation Step 2: Harvesting Step 3: Ginning Step 4: Spinning

&
'C

How is jute yarn produced?

Explain how jute yarn produced? Tell them there are four different steps involved in the process of manufacturing jute yarn
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from jute plants. Tell them to note all steps in a similar table as above.
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si
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39
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t
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The stems of the harvested plants are immersed in water for 2–3 weeks to soften the fibre. During
• Critical thinking
this time, the stems rot and fibres are left behind. The process of rotting the stems of the plant in

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• Analysing water to remove the sticky substance and separate the fibres from jute stems is called retting.

es
• Exploring Step 3: The loosened fibres are stripped from the stems, washed and dried. The fibers are

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also commonly drawn evenly into a sliver or loose untwisted parallelised band. The sliver so
formed, are then finally drawn out and twisted in a spinning unit to form yarn. The yarn is
Life Skills

ity
packed into bales and is sent out to factories for manufacturing jute fabric.

• rs
Critical thinking Step 4: In the factories, the yarn is then woven or knitted to make different products.
ve
• Self-awareness

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ni

Retting
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Language Check 7E Engage, Elicit

m
ge

ss
Skills instilled: Analysing, Critical thinking

se
id

Ask them what language they speak at Bailing Stripping

home. Do they speak Hindi language? As

Tell them to find out what cotton, jute
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JUTE
and linen are called in Hindi as well PROCESSING
&

as in other Indian languages.

s
es

Look It Up! 7E Extend, Engage

Sun drying
Washing
Skills instilled: Analysing,
ity

Environmental literacy
rs

Fig. 3.11 Production of jute

Ask students to use Internet and search
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what is the Solar Charkha Mission.

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Look It Up! 7E Extend
en

Integrated
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Hindi
Language Check Pedagogy
Search online for answers and discuss
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Find out what cotton, jute and linen are in class.

called in Hindi as well as in any one Indian
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language of your choice. What is the Solar Charkha Mission?

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id

How is fabric made?

Spinning is the technique of making yarn from fibres. The yarn is then used to make fabric by
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methods such as weaving and knitting.

What is weaving?
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Weaving is believed to be the oldest form of textile art. It was originally used for making
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mats and baskets. The process of making fabric by arranging at least two distinct sets of yarns
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interlaced at right angles is called weaving. Fabric is usually woven on a loom. 37

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rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

How is fabric made?

Explain them that spinning is the technique of making yarn from fibres. The yarn is then used to make fabric by methods
e

ss
g

such as weaving and knitting.

se
id
br

What is weaving?
As
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Tell them the process of making fabric by arranging at least two distinct sets of yarns interlaced at right angles is called weaving.
&
'C

s
es
Pr
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si
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40
v

t
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&
Looms operated by hands are called handlooms (Fig. 3.12). Looms operated by electric power
are called power looms (Fig. 3.13).
• Critical thinking

s
• Analysing

es
• Exploring

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ity
Life Skills
rs
Fig. 3.12 Handloom Fig. 3.13 Power loom • Critical thinking
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Vertical yarns are known as warp yarns. Horizontal yarns Warp • Self-awareness

t
en
ni

are known as weft yarns. The warp and weft yarns are passed Weft • Problem-solving
one over the other to create different weave patterns (Fig. 3.14).
U

m
Weaving gives a firm fabric that does not stretch and is,
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Concept Building

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therefore, easy to handle. Examples of weaved fabric are denim,
muslin, mulmul, poplin, etc. 7E Engage, Explain, Elaborate

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id

What is knitting?
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As Skills instilled: Analysing, Critical thinking

The process of making fabric by interconnecting loops of yarn is
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called knitting. Knitting can be done by hand with two knitting Fig. 3.14 Warp and weft
What is weaving?
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needles and a ball of yarn (Fig. 3.15) or by using machines (Fig. 3.16).
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The process involves making a series of loops along the knitting needle or machine bed. Each Draw and explain following table to
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students about weaving.

successive row is formed by interlooping with the first row of loops.

VID
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1. Fabric is usually woven on a loom.

2. Looms operated by hands are
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called handlooms
rs

3. Looms operated by electric

power are called power looms.

t
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Fig. 3.15 Knitting by hands Fig. 3.16 Knitting by machine

4. Vertical yarns are known as
U

Depending on the type of knitting, the pattern either moves warp yarns.
right to left or left to right (weft knitting) or the yarns run
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lengthwise (warp knitting) (Fig. 3.17). Hand knitting is the 5. Horizontal yarns are known as
weft yarns.
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id

most common example of weft knitting. Warp knitting is only

possible on machines.
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6. Examples of weaved fabric are

Knitted fabrics are well known for their ability to stretch, denim, muslin, mulmul,
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their absorbency and wrinkle resistance. Because of the poplin, etc.

system of loops, they have more elasticity and are suitable for
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fitted articles such as undergarments, socks, sportswear, etc. Fig. 3.17 Knitting pattern
es

Examples of woven fabric are jersey, lycra, fleece and jacquard.

38
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is knitting?
m

Tell students the process of making fabric by interconnecting loops of yarn is called knitting and it is done by hand as well
e

ss
g

as machines.
se
id

Discuss with them types of knitting: weft knitting and warp knitting.
br

As
am

Tell them knitted fabrics are well known for their ability to stretch, their absorbency and wrinkle resistance. Because of the
system of loops, they have more elasticity and are suitable for fitted clothes such as undergarments, socks, sportswear, etc.
&
'C

Examples of woven fabrics are jersey, lycra, fleece and jacquard.

s
es
Pr
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41
v

t
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&
• Critical thinking What is the history of clothing in India?

s
• Analysing It is believed that ancient humans used bark and leaves of trees, or animal skin and fur to cover

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themselves. Later on, they began to weave long grass, vines of trees as well as animal hair to
• Exploring create fabric. So, we can say that humans started making natural fabrics millions of years ago.

Pr
Cotton fabric was woven by the people of the Indus Valley 21st
Century Information literacy
Life Skills Civilisation over 5000 years ago. In India, it is believed that

ity
Skills
fabric was woven from cotton that grew on the banks of Real-world Connect!
• rs
Critical thinking the Ganges River. Flax was also used to make fabric. People In spite of technological
started sewing clothes after the invention of the sewing needle.
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advancements in the textile
• Self-awareness industry, India has continued to

t
Clothes were a part of the freedom struggle of India. Mahatma

en
• Problem-solving
ni

use unstitched clothing such as the

Gandhi popularised the use of the charkha as a part of the saree, dhoti, turban and lungi!
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Independence movement. He encouraged people to wear

m
clothes made of homespun yarn called khadi and to boycott fabric imported from Britain. In 1956,
Section Review 2 7E Evaluate
ge

ss
the Government of India constituted a body called Khadi and Village Industries Commission

se
Skills instilled: Analysing, Critical (KVIC) to popularise and promote khadi.
id

INT
thinking, Problem-solving
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As Section Review 2 7E Evaluate

This section helps in evaluating the To describe the processing of cotton and jute fibres into yarn in order to conclude the
&
understanding of students. Let students required conditions to grow them.
'C

complete the exercise on their own in 1. Riya learnt that cotton is grown in large fields and handpicked when cotton pods burst and
s

expose cotton fibres. From the options given below, help Riya choose the most ideal condition
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class. Help them read and understand for growing cotton.

the questions, if required. Then,
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(a) Warm climate, black soil, receiving medium rainfall

discuss the answers so that students can (b) Cold climate, sandy soil, receiving heavy snowfall
verify their own answers. Help them if (c) Arid climate, sandy soil, receiving low rainfall
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they get stuck somewhere. (d) Humid climate, alluvial soil, receiving heavy rainfall
rs

2. Riya also learnt about the production of jute from the stems of the jute plant. Help Riya choose
the region where jute is more likely to be grown. Give reasons for your answer.
ve

(a) Kashmir (b) Rajasthan (c) New Delhi (d) Assam

t
en
ni

To explain various processes of making yarn from fibres in order to create fabric.
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3. Fill in the blanks to complete the life story of a cotton plant.

I was a small cotton plant. I was lovingly planted in (black/red)
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soil. The weather was hot. There was enough rainfall for me to grow. I grew big and
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id

tall, and had lovely flowers. My flowers turned into fruits called
(balls/bolls). They were green in colour with seeds inside them. After many months, one
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morning, these fruits suddenly burst open and lovely white (fibres/
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seeds) could be seen. In fact, the field around me looked as if it had been snowing! The
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farmer came and plucked the fruits. He separated the fibres from the seeds by a process
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called (ginning/spinning). Then all the fibres were made into yarn
s

by the process of (ginning/spinning). This yarn was coloured and

(woven/washed) to make a beautiful towel.

39
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is the history of clothing in India?

Explain the history of clothing in India. It is believed that ancient humans used bark and leaves of trees, or animal skin and fur
e

ss
g

to cover themselves. Later on, they began to weave long grass, vines of trees as well as animal hair to create fabric. So, we can
se
id

say that humans started making natural fabrics millions of years ago.
br

As
am

Real-world Connect! 7E Engage, Elicit

&
'C

Skills instilled: Analysing, Critical thinking

s
es

Tell them in spite of technological advancements in the textile industry, Indians still use unstitched clothing such as saree,
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dhoti, turban and lungi!

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42
v

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&
To outline the history of textile industry in our country. • Critical thinking

s
4. What is the significance of khadi in India’s freedom struggle? • Analysing

es
(a) It was not spun in Mahatma Gandhi’s ashram.
(b) It was promoted as hand-spun cotton yarn to shun imported textile. • Exploring

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(c) It was the imported textile from Britain which became popular.
(d) It was knitted wool from India that was exported worldwide.

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Life Skills
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Experiential Learning 21st
Century Creativity
• Critical thinking
ve
Skills
• Self-awareness

t
Goal: To understand the steps involved in weaving a yarn using a cardboard loom.

en
ni

What to do: • Problem-solving

Make your loom

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Step 1: Make your loom by cutting a piece of cardboard to the length and width
ge

Experiential Learning 7E Explore

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you want. Make even cuts across one end of the loom.
Step 2: Cut the opposite end of your loom the same way. Use a pencil and a ruler

se
id

to line them up perfectly. Skills instilled: Analysis, Creativity

Warp and weft

As
Step 3: Put a long piece of yarn in one of the slits on one of the ends of your
This section will help students reinforce
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loom in order to create your warp. Make sure the tail of your loom is their understanding of the steps
taped to the back.
&
involved in weaving a yarn using a
'C

cardboard loom. Explain it in class.

Step 4: Bring the yarn behind the loom through the second slit at the
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bottom of the loom and down the front of the loom to the matching slit
at the bottom. Pull it down the front and up the back of the loom to the
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third slit. Keep weaving until the loom reaches its end. Tape the tail of
the yarn to the back of the loom.
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Step 5: To begin weaving, thread a 1–2 foot length of yarn through a sewing
needle. Starting at one end of the loom, weave the needle under
rs

and over the warp strings on the loom. Continue back and forth
across the loom until the yarn runs out. Finish at an edge and leave
ve

the tail hanging loosely at that edge.

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ni

Step 6: Begin where you left off, with a new colour or with more of the same
yarn. Leave a little tail when you begin with this new piece of yarn. Tie
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the tails together when you finish weaving.

Taking off the loom

Step 7: Remove the tape from the long strings on the back of the loom.
se
id

Release the top loops first, and then the bottom. Hold the
br

weaving near the top, and pull up on the top loops. Cut the top
As

loops in the middle and tie those off.

Step 8: To secure the loose loom threads along the bottom of the
&

weaving, tie knots in pairs of adjoining threads. Tie the top

strings to a twig or stick. You could decorate it as you like and

hang it in your room.

es
Pr

40
ity
rs

Puzzle Over (page 42) 7E Extend

Skills instilled: Analysing, Critical thinking, Problem-solving

t
en
ni

Encourage students to think and answer the questions.

On the basis of their answers, tell them the process of separating the fibres from the cotton seeds is called ginning. Without
e

ss
g

ginning, spinning of cotton cannot be done and hence, cotton yarn cannot be produced.
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id
br

As
am

&
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s
es
Pr
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43
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&
D. SKILL CRAFT ANALYSIS & CREATING 3 1 2
• Critical thinking Integrated Social Science
1. Project Work

s
Pedagogy
• Analysing

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• Exploring India has hundreds of weaver communities who have kept the weaving traditions alive for
centuries. Find out and make a short presentation on the following weaver communities.

Pr
(a) Julaha (b) Padmashali (c) Koshta
Life Skills

ity
21st
2. Research/Activity Century Civic literacy
Skills
• rs
Critical thinking Visit a local Khadi Gram Udyog. Make a note of all the available products. Find out how it helps
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local weavers and artisans when you buy a khadi product.
• Self-awareness

t
3. Connect to Life Value

en
• Problem-solving
ni

Education Empathy
U

m
Class VI students planned to visit an orphanage. Shalini thought of donating her clothes. She
7E Explore, Engage checked all the clothes and decided that any piece of clothing that is in good condition and is clean
Project Work
ge

ss
should be perfect for donating. Is she doing the right thing?

se
Skills instilled: Creativity, Productivity
id

Life
and accountability Self¯check Skills Self-awareness
br

As I can:
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Tell students to use Internet and collect define and write about the relationship between fibre, yarn and fabric.
&
some information on the following write a few sentences on the types of fabric with at least two examples of each type.
'C

weaver communities: Julaha, Padmashali

write about the processes by which cotton and jute fabrics are made.
es

and Koshta, and make a short appreciate the hard work involved in the creation of fabric.
presentation on it and discuss in class.
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ity

Connect to Life 7E Extend, Engage

Skills instilled: Observation: Analysing:

Empathy
t
en
ni

Elicit answers from the students and

then explain to them that Shalini is

doing the right thing as it will help the

poor kids a lot and just like Shalini’s

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id

loving and kind behavior, we should ed L a

vis
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also try to imbibe such qualities

As
bW
Super

within us.
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or k

Activities in Teacher’s Book

&
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Refer to the Teacher’s book for additional activities to reinforce concepts.

To identify samples of fabrics using the burning test.

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Pr

43
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Research/Activity 7E Explore, Extend

Skills instilled: Creative thinking, Environmental literacy

t
en
ni

Suggest students to visit a local Khadi Gram Udyog. Make a note of all the available products like bedsheet, curtains, quilt,
U

doormats, etc. Inform them that Khadi Gram Udyog is providing high employment opportunities to the weavers. Customers
e

get many items of daily use from there at reasonable rate and good quality. Weavers get good price of their goods directly
g

without any mediator.

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id
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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

Pr
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44
v

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&
1. Aim: To identify samples of fabrics using the burning test

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es
Materials required: Samples of fabrics made of cotton, wool, silk, rayon, nylon or acrylic

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What to do:

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1. Hold the fibre with tongs and bring it close to a lighted candle. Hold the flame directly under the
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corner of the fabric. Observe the reaction of the fabric.
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2. Repeat with each fabric.

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Observation: Cotton burns with a flame and leaves a yellow afterglow when put out. It has the odour of
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m
burning paper. Silk and wool have an odour of burning hair. A synthetic fabric burns with a chemical-like
ge

ss
smell and leaves a plastic bead at the burnt end.

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id
br

As
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&
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Pr
ity
rs
ve

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en
ni
U

m
ge

ss
se
id
br

As
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&
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Pr
ity
rs
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U

m
e

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g

se
id
br

As
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&
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Pr
ty
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45
v

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es
Pr
ity
rs
1. Write T for True. Write F for False.
ve
(a) We wear cotton clothes during summer.

t
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ni

(b) Types of fabric depend upon the types of fibres from which they are made.
U

m
ge

(c) Fine, thread-like structures are called yarn.

ss
se
id

(d) Fibres are not the building blocks of fabrics.

(e) Cotton fibres are obtained from the seed pod of the cotton plant. As
am

(f) Cotton has good moisture absorbency.

&
'C

2. Fill in the blanks with the correct words.

(a) ........................ is produced by weaving or knitting long, twisted yarn. (Fabric/Fibre)

(b) The hair-like structure that yarn is made of is called a ........................ . (fibre/fabric)
ity

(c) Fibres obtained ........................ by chemical processes are called synthetic fibres. (artificially/natural)
rs
ve

(d) Fibres that we get from ........................ sources are called natural fibres. (artificially/natural)
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en
ni

(e) Natural fibres that we get from ........................ are called plant fibres. (animal/plant)
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(f) Natural fibres that we get from ........................ are called animal fibres. (animal/plant)
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3. Answer the following questions.

se
id
br

(a) How do we get jute from Jute plant?

(b) In which states of India jute is grown?

(c) Is linen obtained from flower?

(d) Where is flex plant grown?

(e) Do linen have many properties similar to that of cotton?

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ni

(f) Define ginning.

ss
g

(g) Who is the world’s largest producer of coir?

4. Subject Enrichment
'C

s
es

(Skills instilled: Information literacy, Technology literacy)

Ask students to write the different steps involved in making yarn from cotton in correct sequence.
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46
v

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Pr
ity
1. Write two examples of each. rs
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(a) Obtained from stem ........................, ........................

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ni

(b) Plant fibre ........................, ........................

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(c) Animal fibre ........................, ........................
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(d) Artificial or synthetic fibres ........................, ........................
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(e) Cotton fabric As ........................, ........................

(f) Unstitched clothing ........................, ........................

&
'C

2. Match the following.

(a) KVIC i. Black soil

(b) left to right ii. Making basket and jewellery

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(d) Hemp iv. Weft knitting

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ni

(e) Jute v. Warp knitting

(f) Cotton vi. Stronger than jute and linen fibres

3. Answer the following questions.

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id
br

(a) Write the name of 10 cotton growing states.

(b) Why cotton used for making summer season clothes?

(c) Define cotton culture.

(d) What is spinning?

(e) Which machine is used for spinning?

t
en
ni

(f) Define retting.

se
id

4. Project Work
br

(Skill instilled: Information literacy)

Explore the internet to make a project on history of clothing in India.

&
'C

s
es
Pr
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47
v

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&
4

s
SORTING MATERIALS

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INTO GROUPS
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21st Century Skills
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Unit 2 | Materials

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• Collaborating
4 SORTING MATERIALS
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• Analysing

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INTO GROUPS
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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Objects around us

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• Communication • Properties of materials
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Warm-up
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7E Elicit, Engage, Explore

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Skills instilled: Observing, Analysing t

Wha
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Ask students to look at the picture you will learn

carefully and describe it. Allow • Identify types of objects

t
them to describe everything they
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around us
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• Understand the importance

can see in this picture: threads,
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of grouping objects
bands, pencils, pens pins, clips, • Learn about different
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stapler, tape and pliers. properties of materials

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Ask them to identify what is shown

in the picture. Lead the discussion

to grouping objects. Prompt them

to think and give examples from

day to day life where we group

objects on some basis. Why

it is important to learn
Give some examples to them for
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Different objects have different

giving a start to the discussion. properties based on the material
they are made of. Materials can be
WARM-UP
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7E Elicit
grouped on the basis of similarities
or differences in their properties. We see a variety of objects every day, at home, at school
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and at stores. We group these objects based on their

Therefore, it is important to
common properties.
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understand the properties of

materials and how they are grouped. How do we know to which group an object can fit in?
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44
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make groups of 5 and make groups of objects which they use while studying at school.
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1.
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2.
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48
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What are the types of objects around us? • Analysing

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If you look around yourself, you will find several objects. An object is a thing made of one or • Observing

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more materials. Materials are the substances from which things or objects are made (Fig. 4.1).
For example:
• Extending

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Life Skills
rs • Critical thinking
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• Self-awareness

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This is a T-shirt (object). It is made This is a bottle (object). It is This is a spoon (object). It is made of
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Teaching Idea 7E Engage, Explore

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of fabric (material). made of glass (material). wood (material).
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Fig. 4.1 Different types of materials

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Skills instilled: Observing, Analysing,
Critical thinking

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How do we group objects?

In order to understand objects around us, we put them into groups. Ask students, if they know why we form
We group objects based on something they have in common. Let
As group of things. Tell them grouping is
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us understand this by taking the example of a plastic lid, a coin and Plastic lid Coin
important to find anything when we
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a spoon (Fig. 4.2). The three objects can be grouped according to
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properties such as shape, material and flexibility. need it. Without grouping, we keep
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objects here and there and we will not

Shape Material Flexibility

be able to find them when required.
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Round Irregular Plastic Metal Rigid Flexible Spoon

Lid Spoon Lid Spoon Spoon Lid Fig. 4.2 Grouping materials
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Coin Coin Coin

The sorting of objects into groups such that each group has its feature or property is called
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classification of objects.
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It is important to understand that objects are made of different kinds of materials.

• A single object can be made from different types of materials. For example, a container can Concept Building
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be made using glass, plastic or metal. 7E Explain, Elaborate

• A single material can be used to make different objects. For example, wood can be used to
make tables, chairs, windows or doors. Skills instilled: Observing, Analysing
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• Objects can be made with a combination of materials. For example, a cake can be made of a
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combination of flour, sugar, butter, baking powder and eggs. IVID

What are the types of objects
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Why do we group objects? around us?

We group objects for the following reasons: Explain to students “An object is a
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• It is easy to locate objects when we group them. thing made of one or more materials.
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• It is easy to learn about the objects if we know the features or properties of the group. Materials are the substances from
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This is because all members of the group would have some common properties.
45
which things or objects are made.
Example: T-shirt (object). It is made of
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fabric (material).
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How do we group objects?

Tell students the sorting of objects into groups such that each group have its unique features or properties is called
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classification of objects. Discuss with students that the objects are made of different kinds of materials.
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Why do we group objects?

Discuss with students if they group objects? Tell them we group objects for the following reasons:
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• It is easy to locate objects when we group them.

• It is easy to learn about the objects if we know the features or properties of the group. This is because all members of
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the group would have some common properties

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• Analysing Section Review 1 7E Evaluate

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• Observing To list the objects around us to analyse the materials they are made up of.

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1. Which pair of objects could be made using a combination of plastic and metal? Tick the
• Evaluating correct option.

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i. Toothbrush ii. Shirt iii. Spectacles iv. Bucket v. Frying pan
(a) i and v (b) iii and v (c) iv and v (d) i and iv

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Life Skills
To plan and conduct an investigation to classify different kinds of materials by their
• rs
Critical thinking observable properties.
2. Ayush had some plastic, metal, ceramic and paper plates. He then noted down some features of
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• Problem-solving each. Which of the following observations do you think is correct? Tick the correct option.

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(a) Plastic plates do not break on applying pressure.

(b) Paper plates do not tear.
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Section Review 1 7E Evaluate

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(c) Metallic plates can easily bend on applying pressure.
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Skills instilled: Analysing, Critical (d) Ceramic plates can break if dropped on the floor.
thinking, Problem-solving

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What are the different properties of materials?

This section helps in evaluating the As Materials around us differ in properties. To choose a material with the best performance for
understanding of students. Let students
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a particular application, we will need to consider the properties of the available materials.
complete the exercise on their own in
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Properties are the observed characteristics of materials.
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class. Help them read and understand

Based on their properties, materials can be classified in several ways. Some of them are
the questions, if required. Then, discuss
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appearance, hardness, solubility, flotation and transparency.

the answers so that students can verify
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How are materials classified according to their appearance?

their own answers. Help them if they
We can classify materials based on their appearance
get stuck somewhere
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Integrated
or what they look like. Some materials look shiny. The Pedagogy
English
Language Check
ability of a material to shine is called lustre. Materials such
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as iron lose their lustre when exposed to air. However, Find out what ‘lustre’ means
Language Check 7E Engage, Elicit in the English language.
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when rubbed with sandpaper, it becomes shiny again.

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Skills instilled: Analysing, Critical thinking
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On the basis of appearance, materials can be classified as follows:

Ask them to find out what ‘lustre’
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• Materials with lustre: Examples of materials with lustre are gold, silver, aluminium,
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means in the English language. tin, steel and brass (Fig. 4.3). Gold and silver are used to make jewellery because of this
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property. Lustrous surfaces reflect light and appear shiny.

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• Materials without lustre: Materials such as wood, paper, cardboard and plastic lack lustre
and appear dull (Fig. 4.3). This property is used to make non-lustrous objects.
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As
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Gold ring Steel fork Wooden plate Paper

Lustrous materials Non-lustrous materials

46 Fig. 4.3 Examples of lustrous and non-lustrous materials

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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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What are the different properties of materials?

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properties are the observed characteristics of materials. Explain to students about the classification of materials,
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Classification of material
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Appearance Hardness Solubility Flotation Transparency

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How are materials classified according to their appearance?

Discuss with students that appearance means what they look like. Some materials look shiny. Tell them that when a
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material is shiny it is called lustrous. Discuss the sub classification of materials under each of these classifications.
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50
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How are materials classified according to their hardness?
• Analysing
Some materials cannot be compressed when we press them. It is very difficult to cut or break

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• Observing

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such materials. Such materials are called hard materials. The property of materials that makes
them difficult to cut, break or compress is called hardness. Materials that are easy to compress, • Exploring

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cut or break are said to be soft materials.
On the basis of hardness, materials can be classified as follows:

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Life Skills
• Materials that are hard: Examples of hard materials are stone, iron, steel, diamond and
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wood (Fig. 4.4). The property of hardness is used when we make stone buildings, iron • Critical thinking
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bridges or steel doors. • Self-awareness

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• Materials that are soft: Examples of soft materials are cotton, wax, chalk and wool

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(Fig. 4.4). We use such materials to create objects that are not hard.
• Communication
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Test It Yourself! 7E Evaluate

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21st

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Test It Yourself! Century Observation, Analysis

Skills
Skills instilled: Collaboration, Critical
thinking, Observing
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1. Collect different objects such as a wax
candle, a piece of chalk, iron nails,
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Brick Knife
a pencil box and a stone. Ask students to make groups of 5 for a
Hard materials
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2. Observe the materials. Note their grouping activity. Ask them to collect
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appearances. Group them on the different objects such as a wax candle,

basis of their lustre.

a piece of chalk, iron nails, a pencil

3. Now, scratch the surface of these box and a stone and follow these steps:
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objects one by one. Group them on

the basis of their hardness.
1. Observe the materials. Note their
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Cotton Wax candle

Soft materials ANM appearances. Group them on the
basis of their lustre.
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Fig. 4.4 Examples of hard and soft materials

2. Now, scratch the surface of these
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How are materials classified according to their solubility? objects one by one. Group them on
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Some materials dissolve completely in water. Such materials are called soluble materials. the basis of their hardness.
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The extent to which a substance can dissolve in water at a particular temperature is called
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solubility. Materials that do not dissolve in water are said to be insoluble materials.
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On the basis of solubility, materials can be classified as follows:

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• Materials that are soluble: Examples of soluble materials are salt, sugar, milk and lime
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juice (Fig. 4.5). The property of solubility is of great use in laboratories where chemicals are
As

dissolved in solvents to prepare solutions. Concept Building

• Materials that are insoluble: Examples of insoluble materials are sand, pebbles, oil, glass 7E Engage, Explain, Elaborate
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and plastic (Fig. 4.5).

Skills instilled: Analysing, Critical

Liquids that dissolve in water are said to be miscible in water. For example, milk, lime juice
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thinking
and honey are miscible in water.
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47 How are materials classified

according to their hardness?
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Explain students some materials cannot be compressed when we press them. Such materials are called hard materials.
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Explain them that it is difficult to cut, compress or break a hard material.

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Show them different materials and ask them to classify them on the basis of their softness and hardness.
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How are materials classified according to their solubility?

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Explain the terms soluble, solubility and insoluble to the students as described below:
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1. Some materials that dissolve completely in water are called soluble materials.
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2. Materials that do not dissolve in water are said to be insoluble materials.

Tell students on the basis of solubility, materials can be classified into soluble materials and insoluble materials. Encourage
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them to give some examples from their daily life.

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Tell students about miscible and miscible liquids with real-life examples.
Pr
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51
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Liquids that do not dissolve in water and Look It Up! 7E Explore
• Analysing
form a separate layer are called immiscible Search online for answers and discuss in class.

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• Observing liquids. Cooking oil, kerosene and petrol

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Which gas is dissolved in carbonated or fizzy
• Exploring are examples of immiscible liquids. drinks like soda?

Pr
Life Skills

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• rs
Critical thinking
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• Self-awareness Salt in water Ink in water (miscible) Sand in water Oil in water (immiscible)

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• Problem-solving
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Soluble materials Insoluble materials

Fig. 4.5 Examples of soluble and insoluble materials
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Test It Yourself! 7E Evaluate 7E Extend
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Discovery-based learning
Test It Yourself! Real-world Connect!
1. Collect samples of different substances such as salt,

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Skills instilled: Collaboration, Critical
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Gases such as oxygen are

sugar, sand, stone, milk and cooking oil.
thinking, Observing soluble in water. Oxygen gas
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As 2. Take a bowl of water and add these substances in dissolved in water is very
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the bowl one by one. important for the survival of

Demonstrate the activity according
3. Stir the water well with a spoon. animals and plants that live
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to the steps listed in the textbook. in water.
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Encourage students to note down their 4. Group them on the basis of their solubility in water.
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observations and share in class.

How are materials classified according to their ability to float?
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Some materials float in water, while some sink in water. The ability
Look It Up! 7E Extend, Engage of a material to float in water is called flotation. Materials that float
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are lighter than water and materials that sink are heavier than water.
Skills instilled: Analysing,
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Environmental literacy On the basis of flotation, materials can be classified as follows:

• Materials that float: Examples of materials that float are wood, cork, Fig. 4.6 Ice floats on water.
Ask students which gas is dissolved in
t
ice (Fig. 4.6) and oil. The property of flotation is used while making
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carbonated or fizzy drinks like soda. objects that float. For example, the property of flotation is used while
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Tell them carbon dioxide is dissolve

making rafts out of wood, instead of iron.

in it.
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• Materials that sink: Examples of materials that sink are iron,

stone, pebbles (Fig. 4.7) and glass.
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21st Fig. 4.7 Pebbles sink in water.

Real-world Connect! Test It Yourself! Century Observation
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Skills
As

7E Engage, Elicit 1. Collect objects such as a piece of cork, Science Fact 7E Extend
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a stone, iron nails, cooking oil and Materials differ from each other on the basis
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some ice cubes.

Skills instilled: Analysing, Critical of their mass and volume. The mass per unit
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2. Take a bowl of water and drop these volume of a substance is called its density. It is
thinking, Problem-solving
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objects one by one. because of density that some materials float

in water while others sink. Lighter materials

Tell students gases such as oxygen are Note down which objects float and which have lower density and heavier materials have
Pr

soluble in water and it is important for objects sink. greater density.

48
the survival of animals and plants that
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live in water.
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Concept Building 7E Engage, Explain, Elaborate

Science Fact
Skills instilled: Analysing, Critical thinking
t
en
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7E Extend, Engage, Explore

How are materials classified according to their ability to float?

Skills instilled: Innovation, Information

Explain students that some materials float in water, while some sink in water. Tell
e

literacy
g

them that flotation is a characteristic of material which allows it to float on water.

se
id

Tell students materials differ from each

other on the basis of their mass and Bring some materials like oil, pebble, a small piece of wood, and ice which is
br

volume. The mass per unit volume of easily available at home, in the class. Select two students, one for performing
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a substance is called its density. It is the experiment and other for writing observations on the board.
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because of density that some materials

float in water while others sink. Lighter Test It Yourself! 7E Explore

materials have lower density and

heavier materials have greater density. Skills instilled: Collaboration, Critical thinking, Observing
Ask them to form groups of 5 and perform an activity. Provide them with
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materials with varied densities and ask them to put them in a glass of water one
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by one and note down their observations.

52
v

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How are materials classified according to their transparency?
• Critical thinking
The property of a material that allows us to see clearly through it is called transparency. This

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• Analysing

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ability of a material is dependent on how much light a material allows through it. Materials
that allow all the light to pass through them are called transparent materials. Materials that allow • Exploring

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some light to pass through them are called translucent materials. Materials that do not allow light
to pass through them are called opaque materials.

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On the basis of transparency, materials can be classified as follows:
Life Skills
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• Materials that are transparent: Examples of transparent materials are glass, water and • Critical thinking
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cling film (plastic wrap). We use transparent materials where we need to see through • Self-awareness

t
things. For example, spectacles are made up of glass so that we can see clearly (Fig. 4.8).

en
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Windows are made of glass so that sunlight can reach inside our home. • Problem-solving
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• Materials that are translucent: Examples of translucent materials are coloured plastic,
frosted glass and waxed paper (Fig. 4.8). We use translucent materials where we want to
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Real-world Connect!

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see through but not too clearly. For example, the doors in offices are generally made of
7E Engage, Elicit

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frosted glass.
id
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• Materials that are opaque: Examples of opaque materials are paper, wood, aluminium foil,
As
cardboard, book and stone (Fig. 4.8). We use opaque materials where we do not want to see
Skills instilled: Analysing, Critical
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through things. For example, the entrance door of our home is generally made of wood. thinking, Problem-solving
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Tell students there are many other
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ways of classifying objects. Some of

them are magnetic or non-magnetic,

conductors or insulators, and so on.
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Give some examples for each head of

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classification.
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Transparent glasses Frosted window Opaque foil

IVID
Fig. 4.8 Transparent, translucent and opaque materials
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Real-world Connect! 7E Extend

Integrated
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English, Hindi
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Pedagogy
There are many other ways of classifying objects. Some are:
Language Check
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• Depending on whether a material can attract a magnet or not,

they are classified as magnetic or non-magnetic.

• Find out the meaning of
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• Depending on how closely their molecules are arranged, the word ‘transparency’
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materials can be classified as solids, liquids or gases. in the English language.

• Depending on whether materials can allow heat or electricity • What are the Hindi
to pass through them, materials can be classified as words for ‘transparent’
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conductors or insulators. and ‘opaque’?

es
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49
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
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ni
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How are materials classified according to their transparency?

Explain to students that on the basis of transparency we can classify material into three categories transparent, opaque and
e

ss
g

translucent. The property of a material that allows us to see clearly through it is called transparency.
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id
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Language Check 7E Engage, Elicit

Skills instilled: Analysing, Critical thinking

Ask them to find out what transparency means in the English language. Also ask them to find the Hindi meaning of words
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‘transparent’ and ‘opaque’.

Pr
ty
si
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53
v

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&
21st
• Critical thinking Century Observation, Analysis
Test It Yourself! Skills

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• Analysing

es
1. Collect objects such as plastic wrap, butter paper, aluminium foil, a pencil box, a polythene bag,
• Exploring a glass plate, a steel plate and a ceramic plate.

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2. Hold each object one by one against a light source such as a window or a light bulb.
3. Group them on the basis of their transparency and note down in your notebook.
Life Skills

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4. Hold a normal paper against light. Now, place a few drops of oil on the paper. Now hold it INT
rs against light. Do you see any difference? Note down your observation in your notebook.
• Critical thinking
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• Self-awareness
Section Review 2

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7E Evaluate

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• Problem-solving
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To observe the appearance of materials in order to differentiate them on the basis of lustre.
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m
1. Ayush found some old objects in his grandmother’s cupboard. He decided to clean them by
Test It Yourself! 7E Evaluate
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rubbing them with sandpaper. Which one of these do you think will not show any lustre even

ss
after rubbing with sandpaper? Tick the correct option. Give a reason for your answer.

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Skills instilled: Problem-solving, Critical
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(a) Old iron nails (b) Dusty wooden box (c) Old silver spoons (d) Old tin can
thinking, Observing
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As To examine materials by compressing or scratching them in order to categorise them as hard

and soft materials.
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Ask students to form groups of five 2. Ali’s teacher placed the following objects on a table and asked the students to compress each
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and perform the activities given in object to check their hardness and softness.
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the textbook.
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i. Cotton balls ii. Wooden blocks iii. Hard foam blocks

Encourage them to note down their If the students were to arrange the objects from the hardest to the softest, which of the
following would be the correct order? Tick the correct option.
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observations and share the same with

(a) ii, i, iii (b) ii, iii, i (c) iii, ii, i (d) i, ii, iii
the class.
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To observe the change in the shape of objects added to water in order to categorise them as
soluble and insoluble materials.
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3. A spoonful each of sawdust, powdered sugar and salt were added to a glass containing water.
Which of the following can be observed? Tick the correct option.
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t
(a) Salt, sawdust and sugar are all insoluble in water.
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(b) Salt and sugar are soluble in water, but sawdust is insoluble.
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(d) Sugar, sawdust and salt are all soluble in water.

To plan and conduct an investigation for various objects to classify them based on whether
the objects float or sink in water.
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id

4. Aditya has a steel coin, ice-cream stick and a marble each of the same size. He places all three
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items in a glass of water. What do you think will happen? Tick the correct option. Give reason
for your answer.
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(a) All the items will float in water.

(b) The steel coin will float and the other two items will sink.
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(d) The marble will float and the other two items will sink.
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50
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Section Review 2 7E Evaluate

Skills instilled: Analysing, Critical thinking, Problem-solving

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This section helps in evaluating the understanding of students. Let students complete the exercise on their own in class. Help
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them read and understand the questions, if required. Then, discuss the answers so that students can verify their own answers.
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Help them if they get stuck somewhere.

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Pr
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54
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To classify objects into opaque, transparent and translucent materials. • Critical thinking

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5. Students were asked to examine different materials and substances. They had butter paper, • Analysing

es
aluminium foil, cardboard, white cotton cloth, frosted glass and water. Which of the following is
a correct observation? Tick the correct option. • Exploring

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(a) Only cardboard is opaque.
(b) Only water is transparent.

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(c) Butter paper and water are translucent.
Life Skills
(d) rs
Aluminium foil, frosted glass and cotton cloth are opaque.
• Critical thinking
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• Self-awareness

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Scientific
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Experiential Learning Proficiency Conceptual understanding • Problem-solving

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Goal: To look at commonly used objects and understand why they are made of a certain material.
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Experiential Learning

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What to do: Observe any six objects you commonly use in your home or at school. Try to have a
varied selection of objects. Note what you observe in the given space.
7E Explore, Engage

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Object: Object: As Skills instilled: Analysis, Decision-making

It is used for It is used for:
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Help students to reinforce their

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It is made of: It is made of: understanding by looking at common
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day to day objects and understand

Its properties are: Its properties are: why they are made of a certain
material. Tell them to make a list of
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10 items. Write their name, property

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Object: Object: and uses and share their list with the
It is used for It is used for: class. Explain it in the classroom also.
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It is made of: It is made of:

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Its properties are: Its properties are:

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Object: Object:
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It is used for: It is used for:

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It is made of: It is made of:

Its properties are: Its properties are:

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51
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Puzzle Over (page 53) 7E Extend

Skills instilled: Analysing, Critical thinking, Problem-solving

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Encourage students to think and answer the questions themselves.

On the basis of their answers tell them

ss
g

1. If we hide behind the glass, we will get caught easily because glass is transparent, and anyone can see through it.
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2. Supermarkets have boards indicating what kinds of things are available at which aisle so that people can easily locate
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the section where a certain thing is kept. If there were no such boards, people will get confused, and will not be able to
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shop properly.
&
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55
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• Critical thinking D. SKILL CRAFT ANALYSIS & CREATING 4 3 1-2
21st
Century Innovation

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1. Project Work
• Analysing Skills

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If you were to design something to arrange and store all your toys and books, what kind of material
• Exploring would you use and why? Draw and write to explain your design.

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21st
2. Research/Activity Century Information literacy
Skills
Life Skills

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Carry out a research about some other ways to classify objects. Make a report and present
rs it in class.
• Critical thinking Life
3. Discuss and Answer Skills Communication, Decision-making
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• Self-awareness Properties of materials help us create suitable objects. Is this statement true? Hold a class

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discussion giving examples to support your views on this.

21st
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4. Connect to Life

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Century Responsibility
Skills
Project Work 7E Explore, Extend
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We must sort our household waste before throwing it away. This helps in separating waste from
materials that can be recycled.

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Skills instilled: Creativity, Productivity
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and accountability
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Life
As Self¯check Skills Self-awareness
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Assign students to design a wardrobe I can:

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to arrange and store all their toys and define and write about the relationship between objects and materials.
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books. Ask them to draw and explain write a few sentences on the properties of materials.
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the idea behind their designs. write the process by which we can test if a material is soluble in water.
define terms such as lustre, soluble, insoluble, transparent, translucent and opaque.
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appreciate the need to understand the properties of materials when making objects.
Connect to Life 7E Extend, Engage
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Skills instilled: Observation: Analysis,

Technology literacy
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Tell students if we sort waste, then

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plastic can be recycled, reusable

things can be reused, and peels of

fruits and vegetables can be taken for

decomposition easily. If we do that, we

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can help save our environment. ed L a

vis
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Super
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or k

Activities in Teacher’s Book

Research/Activity
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Refer to the Teacher’s book for additional activities to reinforce concepts.

7E Explore, Engage
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1. To test samples of materials for hardness and softness. 2. To test samples of materials for solubility in water.
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3. To test samples of materials for flotation. 4. To test samples of materials for transparency.
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Skills instilled: Technology literacy,

Critical thinking, Creativity
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54
Ask students to research and prepare
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a report about some other ways to

classify objects like magnetic,
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non-magnetic, miscible, immiscible, Discuss and Answer 7E Explore, Extend

soluble in water or insoluble. Skills instilled: Critical thinking, Collaboration

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Have a discussion with students that the properties of materials help us create
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suitable objects. Explain with examples such as clay is used to make different
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toys and cotton is used to as filling for cushions and pillows.

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Teacher’s Support
As
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

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56
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1. Aim: To test samples of materials for hardness and softness

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Materials required: A wax candle, a piece of chalk, iron nails, metal pencil box, stone and a metal ruler

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What to do:

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1. Hold the wax candle and using a metal ruler, scratch the surface of the object.
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2. Now, scratch the surface of the piece of chalk, iron nails, metal pencil box and stone, one by one.
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Observation: Wax candle and chalk gets scratched easily and tends to break into pieces. The pencil box

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gets scratched but does not break. The iron nails and stone are very difficult to scratch.
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Conclusion: Wax candle and chalk are soft, while the metal pencil box, iron nails and stone are hard.
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2. Aim: To test samples of materials for solubility in water

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Materials required: Salt, sugar, some sand, a few small stones, a little milk, cooking oil, a spoon and a
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small glass bowl half-filled with water
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What to do:
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1. Take a small glass bowl half-filled with water.

2. Add some salt and stir the water well with a spoon.
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3. Add one-by-one the sugar, sand, stones, milk and cooking oil. Stir water well after each addition.
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Observation: Sugar salt and milk dissolve in water, while sand, stone and cooking oil do not.
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Conclusion: Sugar and salt are soluble in water as they are solids that dissolve in water. Milk is said to be
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miscible as it is a liquid that dissolves in water. Sand and stones are said to be insoluble in water, while oil
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is said to be immiscible.
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3. Aim: To test samples of materials for flotation

Materials required: A piece of cork, a stone, iron nails, a few spoons of cooking oil, some ice cubes and a
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small glass bowl half filled with water.

As
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What to do:
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1. Take a small glass bowl half filled with water.

2. Add one-by-one, the piece of cork, stone, iron nails, few drops of oil and a couple of ice cubes.
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Observation: The cork, oil and ice cubes float in water, while stone and iron nails sink.
Conclusion: Cork, oil and ice cubes float in water because they have lower density as compared to water.
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Stone and iron nails have higher density than water, and thus, they do not float in water.
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4. Aim: To test samples of materials for transparency

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Materials required: A piece of plastic wrap (cling film), some butter paper, piece of aluminium foil, a
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pencil box, a polythene bag, a glass plate, a steel plate and a ceramic plate
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What to do:
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1. Have students hold each object one-by-one against a light source such as a window or a light bulb.
id

Have them note down their observations.

As
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Observation: Plastic wrap and the glass plate allow one to see the light from the window/light bulb
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clearly. Butter paper and polythene bag allow one to see the light from the window/light bulb blurred
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but not clear. Aluminium foil, pencil box, steel plate and ceramic plate do not allow one to see the light
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from the window/light bulb.

Conclusion: Plastic wrap and glass plate are transparent objects, butter paper and polythene bag are
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translucent objects, while aluminium foil, pencil box, steel plate and ceramic plate are opaque objects.
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v

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rs
1. Write T for True. Write F for False.
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(a) A single object can be made from different types of materials.

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(b) A single material cannot be used to make different objects.

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(c) It is easy to locate objects when we group them.

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(d) Materials around us have same properties.

(e) We use opaque materials where we need to see through things. As

(f) We use translucent materials where we want to see through but not too clearly.
&
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2. Fill in the blanks with the correct words.

(a) Materials that do not allow light to pass through them are called ........................ materials. (opaque/transparent)
Pr

(b) Materials that allow all the light to pass through them are called ........................ materials. (opaque/transparent)
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(c) Materials that allow some light to pass through them are called ........................ materials. (opaque/translucent)
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(d) The ability of a material to float in water is called ........................ . (flotation/sink)

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(e) Materials that float are lighter than water and materials that ........................ are heavier than water. (flotation/sink)
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(f) ........................ is insoluble material. (Sand/Sugar)

3. Answer the following questions.

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(a) Define classification.

(b) Explain what do you mean by lustre.

(c) What do you understand by the term hardness?

(d) Give two examples of materials that are hard.

(e) Define floatation.

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(f) Give two examples of opaque objects.

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4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

Rohan drank shikanji on a hot day. He thought what kind of materials are used in this. Find the name of materials used to make shikanji.
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58
v

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1. Write two examples of each. rs
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(a) Materials that are soluble ........................, ........................

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(b) Materials that are insoluble ........................, ........................

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(c) Materials that float ........................, ........................
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ss
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(d) Materials that sink ........................, ........................
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(e) Materials that are transparent As ........................, ........................

(f) Materials that are opaque ........................, ........................

&
'C

2. Match the following.

(a) Floatation i. Cardboard and plastic

(b) Materials that are hard ii. Dissolve in water

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(c) Materials that are soft iii. Float in water

(d) Materials with lustre iv. Chalk and wool

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(e) Materials without lustre v. Steel, diamond

(f) Miscible in water vi. Gold, silver

3. Answer the following questions.

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(a) Explain with examples, what do you mean by softness of materials.

(b) Define solubility.

(c) Define miscible liquids, and give some examples.

(d) What are immiscible liquids? Give some examples.

(e) Can any gas dissolve in water? If yes give the name of the gas.
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(f) What are magnetic materials?

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4. Project Work
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(Skills instilled: Information literacy, Conceptual understanding)

Explore the internet to make a project on miscible liquids and immiscible liquids in water. Make a list of three items each for both types
&
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of liquids.
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59
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5

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SEPARATION OF SUBSTANCES

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21st Century Skills
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Unit 2 | Materials

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• Collaborating
5 SEPARATION OF SUBSTANCES
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• Analysing

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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Separation of mixtures

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• Communication • Separation of solutions
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Warm-up
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7E Elicit,Engage, Explore
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Skills instilled: Observing, Analysing

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rs

Wha
Ask students to look at the picture you will learn
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carefully and describe it. Allow

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• Identify types of mixtures
them to describe everything they
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• Understand the need for

can see in this picture: seeds, half
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separating substances
m

cut melon, spoon. • Learn about different methods

of separating solid mixtures as

Ask them to identify what is shown well as solutions
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id

in picture. Lead the discussion to

the separation of substances. Elicit

their responses on what is the

need to separate substances?

&
'C

Prompt them to give examples of

Why
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substances we see around us as it is important to learn

mixtures of one or more substances WARM-UP 7E Engage
Pr

Even without realising it, we use

and need to separate substances methods for separating daily use Most substances we see around us are mixtures of one
substances when we strain tea, pick or more substances. Sometimes, we need to separate
from a mixture.
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out stones from rice grains, etc. substances from a mixture. For example, it is important
to separate stones from rice before it is cooked. We
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Therefore, it is important to learn

separate seeds from fruits and vegetables.
about the different methods
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by which we separate different Can you think of different ways in which substances
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substances. are separated?

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55
e

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g

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id

Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Teamwork, Critical thinking

Ask students to make groups of 5 and find 5 things which are a mixture of two or more different substances. Let each group
'C

list the things and then lead the discussion to introduce the term ‘mixture’.
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1.
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2.
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60
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Matter is made up of extremely tiny particles. These particles can be of one type, or two or
more different types that are joined together to make substances. Pure substances consist
• Analysing

s
of only one kind of particles. For example, gold is a pure substance composed of only gold • Observing

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particles. Distilled water is a pure substance composed of hydrogen and oxygen joined together • Extending

Pr
to form water. However, most things around us are not pure substances. For example, soil
contains particles of different kinds. Therefore, it is an impure substance. It is also called a
Life Skills

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mixture. A mixture can be a solid, a liquid or a gas. The air we breathe is a mixture of gases and
the vast oceans are a mixture of different salts and water.
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A mixture is made up of two or more pure substances. The pure substances that are
• Critical thinking
• Self-awareness
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present in a mixture are called constituents or components of the mixture. In a mixture,

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these components retain their original properties. So, a mixture shows the properties of all
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the components it is made of. The general properties of a mixture are given below:
Teaching Idea
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7E Engage, Explore

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• The components each keep their original properties. For
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example, if you mix different fruits to make a fruit salad, it is a Skills instilled: Observing, Analysing,
mixture of fruits (Fig. 5.1). Each type of fruit in the fruit salad Critical thinking

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id

continues to keep its original properties.

Ask the students if they know about
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• The proportion of the components is variable. For example,As matter. Tell them that a matter is made
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in a fruit salad, one can put more apples and grapes, and less Fig. 5.1 Fruit salad
bananas or any other combination of fruits. up of extremely tiny particles. These
&

particles can be of one type, or two or

• The components of a mixture can be easily separated by different methods. For example,
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someone who does not like grapes can simply pick out the grapes from the fruit salad. more different types that are joined
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How do we separate substances from a mixture of solids?

IVID
together to make substances.
Pr

Mixtures can be separated into their components for the following reasons: Types of substances
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1. To remove impurities or undesirable or harmful components

2. To obtain the pure sample of a substance Pure substance Impure substances

3. To obtain a useful component (Mixture)

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Mixtures can be separated into their components based on the physical properties of those
Tell them that pure substances consist
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components. Thus, when we want to separate the components of a mixture, we need to find
m

out the properties of all the components. Some common methods of separating mixtures are
of only one kind of particles. For
example-gold, distilled water. On the
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handpicking, sieving, magnetic separation, threshing and winnowing.

other hand mixtures are made up of
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id

What is handpicking? more than one type of substances. For

The method used to separate substances from a mixture using hands is called handpicking. example-air is mixture of gases and sea
As
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It is the simplest method of separating substances. It involves is a mixture of water.

Look It Up!
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picking out substances by hand and separating them from 7E Explore

others based on the difference in size, shape, colour or quality. It Search online for answers
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is a manual process. Handpicking is used when the quantity of and discuss in class. Look It Up! 7E Extend, Engage
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mixture is small, the components to be separated are large in What is gold panning? Skills instilled: Analysing,
Pr

size and easily distinguished from the other component(s).

56 Environmental literacy
Ask students to use Internet and search
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about gold panning. Tell them it is a form

of mining in which gold is extracted from

a placer deposit using a pan.

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Concept Building 7E Explain, Elaborate

m
e

Skills instilled: Observing, Analysing

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Explain students about mixture. Tell them that a mixture is made up of two or more pure substances called constituents or
br

components of the mixture. Explain the general properties of a mixture.

As
am

How do we separate substances from a mixture of solids?

Ask them what they think are the reasons for which mixtures need to be separated. Explain that mixtures can be separated
'C

into their components based on the physical properties of those components. Methods of separating mixtures are
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handpicking, sieving, magnetic separation, threshing and winnowing.

What is handpicking?
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Explain this separation method by giving examples from real life.

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61
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Common examples of handpicking are removing almonds
• Analysing
from a nut mixture (Fig. 5.2), picking an orange candy from a

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• Observing mixture of assorted candies, separating a particular vegetable

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• Evaluating from a bag of mixed vegetables, removing stones from rice,

Pr
separating yellow dal from black dal, picking shells on the
beach and separating recyclable plastics from a mixture of
Life Skills

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plastic waste at home.
Fig. 5.2 Handpicking (picking
• rs
Critical thinking What is sieving? almonds from a nut mixture)
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• Problem-solving The method of separation which is used for separating two or more solid components of different

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sizes from a mixture by using a sieve is called sieving.

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A sieve is a shallow vessel having mesh or net with holes that allow substances smaller than the
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Test It Yourself! 7E Engage, Explore

m
holes to pass through. Sieving is used when one of the components is larger than the holes in the
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sieve. The smaller components pass through the holes in the sieve, while the larger components

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Skills instilled: Analysing, Observing, are left behind. Sieves can have different mesh sizes depending on what is to be sieved.
Critical thinking

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id

Common examples of separation by this method are sieving a mixture of fine and coarse sand
br

Bring some wheat flour, rice grains, As at construction sites to get fine sand, sieving wheat flour to separate the fine wheat flour from
paper plate and sieve in the class.
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the coarse wheat flour (Fig. 5.3) and sieving diamonds to separate the larger ones from the
Mix the rice grains with wheat flour. smaller ones.
&
21st
Test It Yourself! Century Observation
After mixing, demonstrate how to
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Skills
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sieve the mixture to separate rice Take a small bowl of wheat flour. Add
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a few spoonfuls of rice grains to it. Mix

grains from flour. it well. Take a sieve from the kitchen.
Pr

Put the wheat flour in the sieve and

Prompt them to share their sieve it over a plate by moving the
understanding of method of separation
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sieve back and forth.

of constituents of mixture. Relate this You will find that the wheat flour
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Sieving sand at construction site Sieving flour

activity with process of sieving. passes through the sieve and the rice
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Fig. 5.3 Sieving grains stay back in the sieve.

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What is magnetic separation?

Magnetic separation is the process of separating components of mixtures by using a magnet to

attract the magnetic substances in the mixture. This process separates non-magnetic substances
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from those which are magnetic.

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A magnetic material gets attracted to a magnet. This

property is used to separate a mixture that has magnetic

and non-magnetic components. Common examples are

separating a mixture of sand and iron filings, separating

scrap iron from waste material in junkyards using very

powerful magnets (Fig. 5.4), and separating iron nails from

a mixture of iron and brass nails. Fig. 5.4 Separation of scrap iron from
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a heap of waste materials by a magnet

57
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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U

What is sieving?
m

Explain that the method of sieving is used for separating two or more solid components of different sizes from a mixture.
e

ss
g

Tell them about sieve. Sieving is used when one of the components is larger than the holes in the sieve. Ask them to think
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id

of some examples of sieving and share the same in the class.

What is magnetic separation?

Explain to the students how a magnet is used to separate non-magnetic substances from those which are magnetic.
&
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Explain the method with the help of some examples.

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62
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What is threshing?
• Analysing
The method used to separate grains from the stalks of

s
• Observing

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plants is called threshing. Threshing involves beating
the dry stalks to shake off the dried grains (Fig. 5.5). • Exploring

Pr
This method of separation is used to separate hard
grains from their dried covering called chaff as well

ity
as from the dried stalk. Drying stalks of plants makes Life Skills
threshing easier. rs • Critical thinking
Common examples are threshing of rice and wheat
ve
stalks to separate the grains. Traditionally, threshing
• Self-awareness

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was done by hand; however, today threshing machines • Communication

Fig. 5.5 Threshing
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are used to separate large quantities quickly. Cattle are

m
also used in threshing by making them run over the
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Test It Yourself!

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stalks of grain. 7E Engage, Explore

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What is winnowing? Skills instilled: Analysing, Observing,

Critical thinking
br

The process of separating heavier and lighter components of aAs

mixture by wind or by blowing air is called winnowing. It is used
am

to separate the heavier particles (grains) from the lighter husk Ask students to perform the
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and chaff using wind or moving air. activity and tell them to share their
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observation and understanding of

The mixture, held in a winnowing basket, is thrown up in the air.

Wind blows the lighter particles away and the heavier grains are
the method of separation. Solicit
their observations and relate it to the
Pr

then caught again in the basket. This process is repeated several

times to achieve good separation. method of winnowing.
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Winnowing is also done by letting the mixture slowly fall to the Relate this activity to the separation
ground from a height (Fig. 5.6). The grain, being heavier, falls method of winnowing.
rs

almost vertically down, whereas the lighter chaff is carried away by

Fig. 5.6 Winnowing

the wind and forms a separate heap a little away from the grain.
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Real-world Connect!
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7E Engage, Elicit
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Real-world Connect!
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7E Extend
Discovery-based learning
Test It Yourself!
In rural India, butter is separated
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Mix some rice grains and dried leaves in a large from milk by churning. A thick
Skills instilled: Analysing, Critical
plate. Spread a table cloth or bedsheet right stick is vigorously moved back thinking, Problem-solving
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id

under a ceiling fan. Switch on the fan and stand and forth in the milk, using ropes.
Ask students if they have seen the
br

on the cloth. Hold the plate at a height and drop This motion separates the butter
As

the mixture slowly. and it floats to the top. The milky process of ‘ghee’ making at home. Ask
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You will find that the rice grains fall below the buttermilk is left behind. Most people
those students to discuss the process
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plate and the dried leaves fly to the sides. If you churn butter at home using an
electrical mixer. step by step as observed by them.
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use a table fan, the results are even better!

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Pr

58
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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U

What is threshing?
m

Explain about the separation method of threshing using some common example such as threshing of rice and wheat stalks
e

ss
g

to separate the grains. Tell them that threshing was traditionally done by hands or with the help of cattle but now machines
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id

are put to use which makes the process quick and convenient.
br

What is winnowing?
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Explain to students that Winnowing is used to separate the heavier particles (grains) from the lighter husk and chaff using
&
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wind or moving air.

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63
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• Analysing Section Review 1 7E Evaluate

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• Observing To identify properties of given items and select a property that would help easily separate

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the items from each other.
• Exploring

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1. Look at the pictures. Answer in the given space.

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Life Skills
• rs
Critical thinking
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• Self-awareness

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• Problem-solving
(a) The blue candies can be (b) A mixture of sand and (c) A mixture of flour and
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m
separated by iron filings can be husk can be separated
because separated by by
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Section Review 1 7E Evaluate

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because because

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id

Skills instilled: Analysing, Critical

thinking, Problem-solving
br

To outline methods that can be adapted in everyday life situations such as separation of husk
As from grains, and grain from stalks.
am

This section helps in evaluating 2. Complete the given sentences.

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the understanding of students. Let Harvinder is a farmer from Punjab. He is happy that he has harvested his crop. His
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students complete the exercise on family is helping him at the farm. The women and men of his family are threshing
s
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their own in class. Help them read and the dried harvested crop. Threshing is the method of
understand the questions, if required.
Pr

Then, discuss the answers so that Some women are taking the threshed grains and winnowing them. Winnowing is the
students can verify their own answers.
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Help them if they get stuck somewhere.

IVID

How do we separate substances from a solution?

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Before we learn about how to separate substances from a solution, let us understand what
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a solution is.
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A solution is a mixture in which one of the components of the mixture is a liquid. Sugar
water is an example of a solution. When some sugar is added to water and stirred, the sugar
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completely disappears. We say that the sugar has dissolved in the water.
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id

Not all substances dissolve in water. Substances such as sugar, salt and milk dissolve in water.
br

Substances that completely dissolve in water are known as soluble substances. Substances such
As

as chalk, sand and pebbles do not dissolve in water. Substances that do not dissolve in water are
am

known as insoluble substances.

The substance that dissolves is called the solute. The substance in which the solute dissolves
'C

is called the solvent. The resulting mixture is called the solution. Water acts as a solvent for
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many substances. This is why water is called a universal solvent.

59
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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U

How do we separate substances from a solution?

Explain the following terms to students in class and ask them to write these in notebook.
e

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1. Solution 5. Solution
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2. Soluble substance 6. Universal solvent

As
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3. Insoluble substance 7. Solubility

4. Solute 8. Saturated solution

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64
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The property of a substance to get dissolved in a solvent is called solubility. If one keeps adding
• Critical thinking
a solute to a solvent, it will reach a state when no more solute will dissolve in the solvent. A

s
solution in which no more solute can dissolve is called a saturated solution. Temperature affects • Analysing

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the solubility of solutions. • Exploring

Pr
21st
Century Observation
Test It Yourself! Skills

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Temperature and solubility Life Skills
Half-fill two glasses with drinking water. To one glass, add 4 to 5 ice cubes and to the other glass,
rs
add some hot water. Now add spoonfuls of sugar to each glass, stirring well in between each • Critical thinking
ve
spoonful. Note down how many spoonfuls dissolve in each glass before the water becomes
saturated. What did you observe? • Self-awareness

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You will find that hot water will be able to dissolve more sugar than cold water. • Problem-solving
Note: Do not throw away the sugar solution after the experiment. It can be used to make lemonade, tea
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m
or coffee!
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Test It Yourself!

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7E Engage, Explore
Some methods of separating substances from a solution are filtration, sedimentation and

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decantation, loading, evaporation, condensation and distillation. Skills instilled: Analysing, Observing,
Critical thinking
br

What is filtration? As
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The method used to separate an insoluble solid from a liquid by Bring a glass of hot and cold water,
&
using a filter is called filtration. The filter can be a strainer, a sugar and spoon. Perform the
'C

muslin cloth, a filter paper, etc. experiment in front of class and solicit
s
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In filtration, the mixture of insoluble solid and liquid is poured conclusion from them on the basis of
onto a filter. The liquid passes through the filter and the solid their observations.
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particles that do not pass through the filter due to their size
remain behind on the filter. It is important that the particles of Conclude that hot water dissolves
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the insoluble solid are bigger than the holes in the filtering device more sugar than cold water.
rs

for them to be retained in it.

Relate this activity to the topic of
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We commonly use filtration in our homes. For example, after Fig. 5.7 Filtration solubility of saturated solution.
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preparing tea, we use the strainer to filter out the tea leaves
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(Fig. 5.7). We also use filtration when we use a strainer to remove the pulp and seeds from
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fresh fruit juice. In rural areas, people use fine muslin cloth to filter well water.
m
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In laboratories, filtration is generally done using a filter paper. A filter paper is a filtering device
made of a paper sieve with very fine pores in it. A filter paper is folded and made into a cone and
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placed in a funnel (Fig. 5.8).

As
am

&
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Filter paper Filter paper Cone of a filter paper

(folded)
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Fig. 5.8 Folding of filter paper

60
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking, Creativity

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en
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Tell students the methods of separation of substances from a solution are filtration, sedimentation and decantation,
U

loading, evaporation, condensation and distillation.

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What is filtration?
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Explain the method of filtration and tell them that a filter can be a strainer, a muslin cloth, a filter paper, etc.
br

As
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Ask them to think of some examples from day to day life where the method of filtration is used to separate substances from
a solution.
&
'C

After this tell students that in laboratories, filtration is generally done using a filter paper which is a filtering device made
es

of a paper sieve with very fine pores in it.

Tell students the difference between residue and filtrate.

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65
v

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When a solution of sand and water is poured
• Critical thinking Mixture of
Residue
through a filter paper in a funnel, the sand particles water and

s
• Analysing remain as a solid in the filter paper, while the water
sand

es
• Exploring is collected in the beaker below. The solid that

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remains in the filter paper is called residue and the Filter paper
Filter
funnel
liquid collected by the process of filtration is called

ity
Life Skills filtrate (Fig. 5.9). Filtrate

rs What is sedimentation and decantation? Fig. 5.9 Filtration

• Critical thinking ANM
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The process of settling down of an insoluble solid in a liquid at the bottom of a container is
• Self-awareness

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called sedimentation. The solid particles that settle down during sedimentation are called

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• Problem-solving sediments. The settling of mud in water is a common

7E Extend
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example of sedimentation. The process of separating out

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the clear liquid on top without disturbing the sediments is Real-world Connect!
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Real-world Connect!

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called decantation. A solution of sand and water can be Decantation is also used to
separate immiscible liquids,
7E Engage, Elicit separated using sedimentation and decantation.

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that is, liquids that do not

dissolve in water, such as oil
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When a solution of sand and water mixture is kept

Skills instilled: Critical thinking, As and water. The oil is carefully
undisturbed for a few minutes, the sand being heavier
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Problem-solving than water sinks to the bottom and settles down, leaving
poured out from the top of the
water to separate the liquids.
&
Explain the process of decantation clear water on top. This clear water can then be carefully
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poured out to separate sand from water (Fig. 5.10).

and its need to separate immiscible

liquids, that is, liquids that do not

dissolve in water, such as oil and
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Test It Yourself! 7E Explore

water. Tell them that oil is carefully Separate clear water

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poured out from the top of the water from muddy water.
to separate the liquids. Take some water in a
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glass and add some soil

Sediments
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to it. Leave the glass

Water undisturbed for 10 to
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Test It Yourself! 7E Engage, Explore
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15 minutes or till the

Sand Clear water
water on top gets clear.
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Skills instilled: Analysing, Observing,

Sedimentation Decantation Carefully pour out the

Critical thinking Fig. 5.10 Sedimentation and decantation clear water.
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To demonstrate the activity, bring a What is loading?

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glass of water and soil in the class and The method of separating fine insoluble solids from a liquid by the addition of a chemical that will
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perform the steps in front of the class. ‘load’ the particles and help them settle down rapidly is called loading.
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Elicit observations and conclusions Sometimes, impurities present in water are so light that they remain suspended in water for
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of the activity, Afterwards, explain a long time instead of settling down. Such fine impurities are separated by the process by
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them the process of sedimentation by

loading. A piece of alum is tied to a string and rotated in the water. During this, some of the
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relating it to this activity. alum dissolves in the water.

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rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is sedimentation and decantation?

Explain the terms sediments, solution, solvent, solute, etc. Elaborate on the difference between the sedimentation and
e

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decantation processes using the explanation given in the textbook.

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id
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What is loading?
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Discuss the method of loading with the class. Explain the importance of this method and which type of impurities can be
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separated using this method.

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66
v

t
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The particles of dissolved alum deposit on the suspended mud particles. Due to this, the mud
particles become ‘loaded’ or heavy with the alum particles and quickly settle down at the
• Critical thinking

s
bottom of the vessel. When all the suspended mud particles settle down, the water becomes • Analysing

es
clear (Fig. 5.11). • Exploring

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Integrated

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Hindi
Language Check Pedagogy Life Skills
rs Clear water Alum is known as phitkari in Hindi.
Find out what it is called in your
• Critical thinking
Mud
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Mixture of mud mother tongue. • Self-awareness

t
and water Alum

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Fig. 5.11 Loading • Problem-solving

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What is evaporation?
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Language Check

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7E Engage, Elicit
The conversion of a liquid into a gas is called evaporation.

se
id

Evaporation is used to separate soluble solids dissolved in water Skills instilled: Analysing, Critical thinking
or any other liquid. The dissolved substance is left as a solid
br

As
residue when all the liquid has evaporated. For example, if we Tell students that alum is known
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take a shallow pan with a salt solution and heat it, the water as phitkari in Hindi. Ask them to
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will gradually evaporate leaving behind salt in the form of solid find out what it is called in their
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particles called crystals. When evaporation leads to the formation mother tongue.
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of crystals, the process is called crystallisation.

Fig. 5.12 Salt pans near a sea
The process of evaporation is used to extract salt from sea water.
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Sea water is channelled into shallow pits on seashores and allowed to evaporate in the heat of
the Sun. When the water from these pits has all evaporated, what is left is salt (Fig. 5.12). This
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salt is then taken to factories where they are cleaned and packed and ready to reach our homes.
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What is condensation?
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The conversion of a gas into a liquid is called condensation. Condensation is the reverse of
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evaporation, where liquid becomes a vapour.

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Put some water in a vessel and heat it. Steam

Steam
Water will start to boil in a short while. condenses
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As the water boils, it will turn into steam (liquefies)

and rise out of the vessel (Fig. 5.13). Water
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id

Now take a lid and place it on the vessel Vessel

such that a part of the lid hangs over the Burner

rim of the vessel. After some time, we Pure water formed by

will find water drops trickling down condensation of steam

Fig. 5.13 Condensation
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the lid.
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
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Explain the phenomenon of evaporation and condensation. Ask them if they have observed these methods at home.
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Prompt them to share some examples in the class.

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This is because when the hot steam (water vapour) comes in contact with the lid, it gets
• Critical thinking
cooled and condenses to form drops of water on the underside of the lid. This water can be

s
• Analysing collected in a container, such as a bowl, kept below the lid.

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• Exploring What is distillation?

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The method used to separate a pure liquid Clamp Thermometer
from a solution is called distillation. Condenser

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Life Skills Distillation flask
Distillation is the process of heating water
• rs
Critical thinking to form water vapour (or steam), and then Cooling
water
Condensed
water
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cooling the hot water vapour (or steam)
• Self-awareness

t
to get back liquid water (Fig. 5.14).

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Steam
• Problem-solving
This kind of separation is generally done Salt water
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in laboratories. It is most commonly Cold water
Bunsen Receiving flask
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Section Review 2 7E Evaluate used to extract pure water from sea

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burner
water. In this method, the salt water is Distilled water
Clamp stand

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Skills instilled: Analysing, Critical evaporated and the water vapour that Fig. 5.14 Distillation
thinking, Problem-solving
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rises up is cooled to collect pure water INT

As called distilled water.
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This section helps in evaluating the

Section Review 2 7E Evaluate
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understanding of students. Let students
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complete the exercise on their own in

To carry out some of the improvised procedures of separation of insoluble solids from
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class. Help them read and understand liquids in a given situation.

the questions, if required. Then, 1. Siya has a solution of sand and water. What method can be used to separate sand from the
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water easily? Tick the correct option.

discuss the answers so that students can
(a) Mix alum to the solution.
verify their own answers. Help them if
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(b) Place the solution in sunlight.

they get stuck somewhere. (c) Stir the solution and leave the beaker undisturbed.
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(d) Pour the solution through a filter paper.

To arrive at a logical conclusion that certain specific methods can be employed to separate
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different substances present in a mixture based on the size, colour, weight or solubility of
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the components.
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2. Siya was given a mixture of a few red marbles, yellow marbles, green marbles, some sand and
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some sugar mixed in water. Help her separate each of the coloured marbles, the sand and the
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sugar. Write in your notebook the steps she should take.

To examine the solubility of salt in water in certain conditions in order to differentiate the
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id

solution as saturated and unsaturated.

3. A salt solution gets saturated when Siya mixes 5 g of salt in a beaker having 30 mL of water.
She then adds another 5 g of salt to the solution, but the salt does not dissolve anymore. Siya
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now adds 20 mL of water to the beaker and finds that some of the salt has dissolved. How
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much more water should Siya add to dissolve the remaining salt? Tick the correct option. Give
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a reason for your answer.

(a) 5 mL (b) 20 mL (c) 30 mL (d) 10 mL

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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is distillation?
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Explain the method of distillation with examples such as getting pure water from sea. Discuss the steps involved in this
e

ss
g

method using the figure provided in the textbook.

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Handpicking: The method used to separate Filtration: The method used to separate
SVID • Critical thinking

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substances from a mixture using hands an insoluble solid from a liquid by using
• Analysing

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Sieving: The method of separation which a filter
is used for separating two or more solid Sedimentation: The process of settling • Exploring

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components of different sizes from a mixture down of an insoluble solid in a liquid at
by using a sieve the bottom of a container

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Magnetic separation: The process of
separating components of mixtures by using
Decantation: The process of separating out
the clear liquid on top without disturbing the
Life Skills
the mixture
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magnet to attract the magnetic substances in sediments
Loading: The method of separating fine
• Critical thinking
ve
Threshing: The method used to separate grains insoluble solids from a liquid by the addition of • Self-awareness

t
from the stalks of plants a chemical that will ‘load’ the particles and help

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Winnowing: The process of separating heavier them settle down rapidly • Problem-solving
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and lighter components of a mixture by wind or Distillation: The method used to separate a pure

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by blowing air liquid from a solution
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Experiential Learning

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7E Explore, Engage, Evaluate

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Scientific
Experiential Learning Proficiency Procedural fluency
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Goal: To turn salt water into ‘drinking’ water.

As Skills instilled: Analysis, Decision-making
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What to do: This activity is best done on a sunny summer Sunday or a holiday! Ask students to carry out this activity
&
Step 1: Take a glass of room temperature water. Add about half a cup on a sunny day because water
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of salt to it. Stir well till the salt is dissolved completely. Add some
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more salt till the solution is saturated with salt. evaporation rate is faster in summer
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Step 2: Take a shallow bowl and place a cup in the centre of the bowl. season. Encourage them to share their
results/experience in class.
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Step 3: Carefully pour the salt solution in the bowl without letting any
fall into the cup in the centre.
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Step 4: Cover the bowl with a plastic wrap, not too tight and not too
loose. Ensure that the plastic wrap is big enough to cover the bowl completely. Puzzle Over (page 66) 7E Extend
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Step 5: Carefully take the covered bowl outdoors

(without letting any water enter the cup) to an area that Skills instilled: Analysing, Critical
ve

receives good sunlight. Place it on the ground and keep thinking, Problem-solving
t
a small stone over the plastic wrap right above the cup
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such that the cling film dips a little in the centre.

Encourage them to think and answer
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Step 6: Leave it in the Sun for a few hours and wait

patiently! the questions. On the basis of their

Step 7: After a few hours, you will find that some water answers tell them that muddy water
has collected in the cup. can be converted into drinking water
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id

Predicting the outcome: What do you think the water in the cup will taste like? Salty or not salty? by using method of separation. Ask
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Step 8: Now taste a little bit of the water. What does it taste like? them to follow the steps carefully and
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Conclude and apply: share their results and understanding

1. Observe what happened. Was it as you had predicted? of the method of separation.
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2. Infer the reasons for the observation. Why or why not, was it as predicted?
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3. Write a short note giving reasons for what you observed, explaining clearly the process by which
water collected in the empty cup.
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64
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Project Work (page 66) 7E Explore, Engage

Skills instilled: Creativity, Productivity and accountability

t
en
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Ask students to design a salt filtration machine. Tell students for their advertisement, mention the following things:
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(a) Dhara salt purifier

ss
g

(b) Instructions to use: Press Power button, then press F1 to purify solid impurities, then press F2 for chemical
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id

purification, then press F3 for water evaporation, then press F4 to mix useful nutrients like iodine etc. than press 5 to
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get purify salt.

(d) Reason to use: Do not go anywhere while Dhara purifier is here. Get healthy and nutritious salt at home is the
'C

advantages for using this purifier.

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v

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&
2. Research/Activity Century Environmental literacy
• Critical thinking Skills

s
Oil spills from ships and tankers at sea cause extensive damage. Find out about some large oil spills
• Analysing

es
that happened in recent years and the methods that were used to ‘clean’ the oil from the water.
• Exploring 3. Connect to Life
21st
Century Health literacy

Pr
Skills
Our kidneys filter our blood by removing waste from it. Find out more about how the kidneys

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Life Skills do this.

• rs
Critical thinking Self¯check
Life
Skills Self-awareness
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• Self-awareness I can:

t
en
ni

• Problem-solving define mixtures and solutions giving at least one example of each.
write briefly about five methods used to separate solid mixtures giving one example of each.
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write briefly about five methods used to separate substances from solutions giving one example
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of each.
Connect to Life

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appreciate the various daily-life usage of separating mixtures.
7E Explore, Extend, Engage

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id
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Skills instilled: Observation, Analyses, As

Technology literacy
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Explain to the students that our kidneys
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filter our blood by removing waste

from it. Blood enters the kidney and is

cleaned through millions of tiny blood
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filters. Waste material passes through

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the ureter and is stored in the bladder

as urine. Newly cleaned blood returns
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to the bloodstream by way of veins.

Bladder becomes full and urine passes

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out of the body through the urethra.

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Research/Activity
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ed L a
vis
7E Explore, Engage
bW
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Super

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Activities in Teacher’s Book

Skills instilled: Creativity, Productivity

As
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and accountability Refer to the Teacher’s book for additional activities to reinforce concepts.
1. To separate a mixture of iron filings and 2. To demonstrate the process of winnowing.
&

Tell them oil spills from ships and tankers sulphur powder. 4. To demonstrate loading using alum.
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at sea cause extensive damage. Persian 3. To prepare a saturated salt solution and test its
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solubility on heating.
Gulf Oil Spill, Atlantic Empress Oil Spill,
BP Deepwater Horizon Oil Spill are some
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67
large oil spills that happened in recent
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years. Methods that are used to ‘clean’ the

oil from the water are:
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1. using oil booms.

Teacher’s Support
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2. using skimmers. Access additional Teacher’s Support resources that

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create energised textbooks and enable learning/

3. using sorbents.
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teaching more proficient and technology-driven

4. burning in-situ. through the given QR code:

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5. using dispersants. • Lesson-wise PPT facilitates hybrid

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6. hot water and high-pressure washing. teaching model.

7. using manual labour.

8. bioremediation.
&
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1. Aim: To separate a mixture of iron filings and sulphur powder

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Materials required: some iron filings, some sulphur powder, a flat plate or a thick sheet of newspaper,

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a spoon, a plate and a bar magnet

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What to do:
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1. On a flat plate or a thick sheet of newspaper, using a spoon, mix together the sulphur powder and
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iron filings.

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2. Let students take turns to move the bar magnet over the mixture, while the rest of the students can
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m
closely observe what happens.
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ss
Observation: The iron filings get attracted by the magnet and cling to it.

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id

Conclusion: This process has to be repeated a number of times to achieve complete separation of iron
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As
filings. Sulphur powder is not attracted by a magnet, so it remains behind. A magnetic material such as
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the iron filings gets attracted to a magnet. This property is used to separate a mixture that has magnetic
&

and non-magnetic components. Magnetic separation is the process of separating components of

mixtures by using a magnet to attract the magnetic substances in the mixture.

2. Aim: To demonstrate the process of winnowing

Materials required: A large flat plate, rice grains, tiny bits of paper, a chair and old newspapers or a large
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piece of cloth
rs

What to do:
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en

1. Take the students to the school ground or garden and spread sheets of newspaper on the ground or lay
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the piece of cloth. Use stones to hold the newspapers/cloth to the ground. Place a chair on one corner
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of this.
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2. In the large flat plate mix together the rice grains and the tiny pieces of paper.
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id
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3. Have a student stand on the chair and let the mixture fall slowly from a height by shaking the plate.
As
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Observation: The rice grains fall right under the plate and the paper bits fly away a little far off.
&
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Conclusion: The rice grains, being heavier, falls almost vertically down, whereas the lighter piece of
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paper is carried away by the wind and forms a separate heap a little away from the rice grains. The
blowing air or wind thus, is used to separate lighter particles (paper bits) from heavier particles (rice
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grains). This process of separating heavier and lighter components of a mixture by wind or by blowing
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air is called winnowing.

3. Aim: To prepare a saturated salt solution and test its solubility on heating
ve

Materials required: 150 mL beaker, 200 mL water at room temperature, a jar of table salt, a glass rod,
t
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ni

a thermometer and a Bunsen burner

What to do:
e

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g

1. Take one of the beakers and add 100 mL water in it. Using a laboratory thermometer, have a student
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id

read and note the temperature of the water.

2. Have another student add one teaspoonful of salt to the water and stir with a glass rod until the salt
am

dissolves completely.
&
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3. Again add a teaspoonful of salt and stir it well. The student should go on adding salt in the water with
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constant stirring to dissolve it. This is to be repeated till there is some salt left undissolved at the bottom
of the beaker.
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4. Have a student note down the total number of spoons of salt dissolved in the water.
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Copyright Material
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Observation: Only a certain amount of salt can be dissolved in the 100 mL water in the beaker. The solution is

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now said to be saturated.

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5. Place the beaker on a Bunsen burner and heat till it boils. Carefully take it off the fire and note the

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temperature of the water.

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6. Add a teaspoonful of salt and stir it well till dissolved. Go on adding salt in the water with constant stirring to

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dissolve it. This is to be repeated till there is some salt left undissolved at the bottom of the beaker.
7. rs
Have a student note down the total number of spoons of salt dissolved in the hot water.
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Observation: The heated water dissolved more spoons of salt before becoming saturated, than the water at

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room temperature.
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Conclusion: The solubility of a substance in water increases on increasing the temperature (by heating). This
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means that larger amount of a soluble substance can be dissolved in a given amount of water on heating it.

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Note: The solubility of a substance decreases on lowering the temperature. If time permits, the same
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experiment can be performed by cooling the water by putting ice cubes into it and the experiment repeated.
As
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4. Aim: To demonstrate loading using alum

&
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Materials required: A beaker with some muddy water (fine mud suspended in water works best), some
s
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strong thread, and a marble-sized piece of alum.

What to do:
1. Place on a table the beaker three-fourth filled with muddy water.
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2. Tie the piece of alum firmly with a thread.

rs
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3. Holding the thread, dip the alum half-way into the water and rotate it three or four times.
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4. Remove the alum and keep it aside.

Observation: The water in the beaker should show mud sediments at the bottom and clear water on top.
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Conclusion: Sometimes, impurities present in water are so light that they remain suspended in water for a
se
id

long time instead of settling down. Such fine impurities are separated by the process by loading. When the
br

piece of alum is tied to a string and rotated in the water, some of the alum dissolves in the water. The particles
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of dissolved alum deposit on the suspended mud particles. Due to this, the mud particles become ‘loaded’ or
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heavy with the alum particles and quickly settle down at the bottom of the vessel. When all the suspended
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mud particles settle down, the water becomes clear.

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Pr
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72
v

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rs
1. Write T for True. Write F for False.
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(a) Substances that completely dissolve in water are known as soluble substances.

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(b) The substance that dissolves is called the solvent.

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(c) Water acts as a solvent for many substances.
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(d) Water is called a universal solvent.

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(e) A solution in which no more solute can dissolve is called an unsaturated solution.
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(f) Substances such as sugar, salt and milk dissolve in water.

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2. Fill in the blanks with the correct words.

(a) Threshing involves beating the dry stalks to shake off the ........................ grain. (wet/dried)
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(b) The particles of the insoluble solid are ........................ than the holes in the filtering device for them to be retained in it.
(bigger/smaller)
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(d) The process of ........................ is used to extract salt from sea water. (evaporation/decantation)
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(e) The conversion liquid into gas is called ........................ (condensation/evaporation)

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(f) Fine ........................ are separated by the process by loading. (impurities/purities)

3. Answer the following questions.

(a) How many particles are there in a pure substance?

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id

As
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(b) Define handpicking.

(c) Give some examples of handpicking.

(d) What is sieving?

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(e) Define magnetic separation.

(f) What do understand by threshing?

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4. Subject Enrichment
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id

(Skills instilled: Critical thinking, Self-awareness)

Roni was going with his father into a junkyard. He saw there lots of iron substances mixed with plastic and aluminium waste. He
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thought of separating iron objects from the waste. Help him to separate iron objects from the waste. Write the name of the method
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which can be used.

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1. Write two examples of each. rs
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(a) Methods of separating substance ........................, ........................

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(b) Solvent ........................, ........................

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(c) Solution ........................, ........................
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(d) Mixture ........................, ........................
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(e) Pure substance As ........................, ........................

(f) Soluble substances ........................, ........................

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2. Match the following.

(a) Magnetic separation i. Churning

(b) Handpicking ii. Separating a mixture of sand and iron filings

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(c) Sieving iii. Solid that remains in the filter paper

(d) Universal solvent iv. Fine wheat flour from the coarse wheat flours
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(e) Separation of butter form milk v. Yellow dal from black dal
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(f) Residue vi. Water

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3. Answer the following questions.

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(a) What is a solution?

................................................................................................ .................................................................................................................................
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(b) Is water a universal solvent?

................................................................................................ .................................................................................................................................
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(c) Define saturated solution.

................................................................................................ .................................................................................................................................
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(d) Define solubility.

................................................................................................ .................................................................................................................................
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(e) What is filtration?

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................................................................................................ .................................................................................................................................
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(f) What is sedimentation?

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4. Project Work
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(Skills instilled: Analysing, Conceptual understanding)

Explore Internet to make a list of some substances which are soluble or insoluble in water.
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6

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CHANGES AROUND US

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21st Century Skills
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Unit 2 | Materials

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• Collaborating
6 CHANGES AROUND US
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• Analysing

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• Exploring

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Life Skills
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CHAPTER PREVIEW As
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• Types of changes • Critical thinking

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• Expansion and contraction • Communication
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Warm-up
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7E Elicit, Engage, Explore

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Skills instilled: Observing, Analysing

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Wha
you will learn Ask students to look at the picture
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carefully and describe it. Allow

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• Identify types of changes
them to describe everything they
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• Understand the differences

can see in this picture: an old and
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between the different types

of changes rusted van, tall trees, etc.

• Learn about the importance

of some of the changes Ask them to identify what is shown
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around us
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in picture. Lead the discussion

to the changes that takes place

around us. Prompt them to give

examples of changes happening

around. Tell them rusting of

iron, baking bread, leaves of trees

Why turning brown, fireworks in the

it is important to learn sky and even crumpling paper are

WARM-UP 7E Elicit
all changes.
Many changes take place around us.
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Most of these changes are useful to Rusting of iron, baking bread, leaves of trees turning
us and some are not so useful. brown, fireworks in the sky and even crumpling paper are
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all changes that take place around us.

Therefore, it is important to learn
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about the different types of changes Can you give an example of a change that you have seen
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around us. around you?

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68
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make groups of 5 to identify and write 5 changes around them.
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1. The size of burning candle changes.

2.
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3.
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The transformation in the appearance or properties of a substance is called a change. Changes
• Analysing that we see around us can be of several types. When a change takes places, there may be a

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• Observing change in the state, shape, size, colour, temperature, position or structure of a substance.

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• Extending

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What are some types of changes around us? IVID

Life Skills There are several changes that happen around us. Changes can be classified as reversible

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changes, irreversible changes, physical changes and chemical changes.
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Critical thinking
What are reversible changes?
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• Self-awareness Changes in which substances or materials can be changed back or reversed to their original

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form are called reversible changes.

Teaching Idea 7E Engage, Explore

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When we leave a slab of butter on the kitchen
counter, it starts to melt. However, if the melting
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Skills instilled: Observing, Analysing, butter is placed in the refrigerator, it changes back
Critical thinking

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into hard butter.

Ask students if they know about As When a melting bar of chocolate is kept in the
changes. Tell them that the refrigerator, it becomes hard again.
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transformation in the appearance

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Therefore, reversible changes are changes in the Melting butter Melting chocolate

or properties of a substance is called

form or state of matter of a substance (Fig. 6.1). Fig. 6.1 Reversible changes
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a change. The internal structure of the substance remains the

same. Processes such as melting, boiling, evaporation, freezing and condensation are reversible
Discuss different types of changes.
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changes. In these changes, there is a change in the state of matter. Examples of reversible
Explain when a change takes places, changes are freezing vegetables in the freezer, melting of ice, stretching a rubber band, blowing
there may be a change in the state,
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air into a balloon, boiling milk, etc.

shape, size, colour, temperature, What are irreversible changes?
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position or the structure of Changes in which substances or materials cannot be changed back or reversed to their original
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a substance. form are called irreversible changes. For example, when we cook butter over heat, it forms
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ghee. The ghee cannot be changed back into the butter. Similarly, when we cook an egg, we
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cannot bring it back to being a raw egg (Fig. 6.2). In both the cases, a substance changed into
Language Check
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7E Engage, Elicit
something different from the original substance.
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Skills instilled: Analysing, Communication Integrated English

Pedagogy
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Ask students to use a dictionary and

find the different meanings of the Language Check

As
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word ‘change’ in the English language. Find out at least two

different meanings of
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Cooking butter Broken egg the word ‘change’ in the

English language.
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Fig. 6.2 Irreversible changes

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Concept Building 7E Explain, Elaborate

Skills instilled: Observing, Analysing

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Types of changes
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What are some types of changes around us?

Draw the following flow chart to explain different types of changes.

Reversible Irreversible Physical Chemical

changes changes changes changes

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What are reversible changes?

Discuss with students the meaning of the word reversible. Define reversible changes. Ask them if they have observed
As
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any reversible change in their life? Encourage students to provide examples. Tell them that the internal structure of the
substance, undergoing reversible change, remains the same. Processes such as melting, boiling, evaporation, freezing and
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condensation are reversible changes. In these changes, there is a change in the state of matter.
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What are irreversible changes?

Define irreversible changes. Explain students by providing examples that irreversible changes involve complete
transformation of the original substance.
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Irreversible changes involve complete • Analysing
transformation of the original substance.
Do You Know? 7E Extend

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Burning a candle is both a reversible and • Observing
Examples of irreversible changes are

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an irreversible change. Melting of wax is a
burning wood, burning firecrackers, reversible change as we can heat and reshape • Exploring

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changing milk to curd, ripening of fruit, the wax back into the shape of a candle.
rusting of iron, baking a cake, changing of However, burning of the candle is irreversible
because the vapours of wax burn at the candle
Life Skills

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a flower to a fruit, growing of a baby to a
wick producing gases, heat and light, and these
child, a seedling growing into a plant, etc. cannot form back into the original substance.
rs • Critical thinking
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• Problem-solving

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Scientific
Test It Yourself! Proficiency Conceptual understanding
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Reversible and irreversible changes Do You Know? 7E Engage, Elicit

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Note: This activity is to be done only under the supervision of an adult.
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1. Take a glass of cold milk and boil it in a pan. As the milk boils some of it gets converted into Skills instilled: Critical thinking,
steam and goes into the air. Analysing

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2. Cover the pan with a lid and reduce the heat. You will find that the steam that rises touches the
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As
lid, condenses and falls back into the pan. This is a reversible change. Ask students to identify the types of
3. Take a lime and squeeze its juice into the pan of milk and stir well. change in burning of a candle. Explain
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4. You will find that the milk starts to form little lumps and a clear liquid gets separated. This is that it is both a reversible and an
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called curdling of milk. You can take the pan off the heat now. This is an irreversible change.
irreversible change. Melting of wax
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We cannot get back milk from the curdled milk.

is a reversible change as we can heat

and reshape the wax back into the

What are physical changes?
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shape of a candle. However, burning

Changes in which no new substances are formed are called physical changes. Examples are of the candle is irreversible because
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filling air into a football, tearing of paper, chopping wood into very small pieces, sharpening a
the vapours of wax burn at the candle
pencil, etc.
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wick producing gases, heat and light,

Physical changes can be reversible or irreversible. For example, filling air into a football is a and these cannot form back into the
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reversible physical change because when we remove the air, the football will get back to its original substance.
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original form. However, sharpening a

pencil is an irreversible physical change
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because although no new substance is Test It Yourself! 7E Engage, Explore

formed, we cannot get back the pencil

using the pencil shavings. Skills instilled: Analysing, Observing,
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When we cut wood, only the shape and Critical thinking

size of the wood are changed (Fig. 6.3). No Cutting wood Crumpled paper
Ask students to do an activity at home
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new substance is formed. This is, therefore, Fig. 6.3 Physical changes
under the supervision of elders to
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an irreversible physical change.

understand reversible and irreversible
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When we crumple paper, only the shape of the paper is changed (Fig. 6.3). No new substance changes.
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is formed. This is, therefore, a reversible physical change.

Discuss the results of the activity with
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70 students in the class.

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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Observing

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What are physical changes?

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Define physical changes. Explain by giving examples such as filling air into a football, tearing of paper, chopping wood into
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very small pieces, sharpening a pencil, etc.

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Explain them that physical changes can be reversible or irreversible. For example, filling air into a football is a reversible
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physical change because when we remove the air, the football will get back to its original form. However, sharpening a
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pencil is an irreversible physical change because although no new substance is formed, we cannot get back the pencil using
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the pencil shavings.

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• Analysing Changes in which new substances are formed

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• Observing having properties different from the original

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substances are called chemical changes. Examples
• Exploring are baking a cake using eggs, sugar, butter and

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flour; burning paper resulting in ash; curdling of
milk; rusting of iron, etc. Chemical changes are Overripe banana Cooked egg

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Life Skills mostly irreversible (Fig. 6.4). Fig. 6.4 Chemical changes
•
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Critical thinking Chemical changes take place in a banana causing it to become ripe and then overripe. These
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• Self-awareness are permanent and irreversible changes.

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• Communication When we cook eggs, chemical changes take place due to the cooking process. This leads to
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permanent changes in its texture and appearance.

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Section Review 1 7E Evaluate

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Section Review 1 7E Evaluate
To classify changes into reversible and irreversible changes.

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Skills instilled: Analysing, Critical 1. Complete the table by writing reversible or irreversible in the given column.
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thinking, Problem-solving As Changes Reversible/Irreversible

This section helps in evaluating (a) Melting ice cream

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the understanding of students. Let (b) Burning paper
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students complete the exercise on (c) Crumpling paper

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their own in class. Help them read (d) Kneading dough

(e) Baking bread
and understand the questions, if
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(f ) Making a sugar solution

required. Then, discuss the answers
To make generalisations about various types of changes.
so that students can verify their
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2. Rama is making poori by following these steps.

own answers. Help them if they get
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Step 1: She added water, salt and flour to make a dough.

stuck somewhere.
Step 2: She used a rolling pin to shape the dough.
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Which of these options correctly explains the changes? Tick the correct option.
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(a) Both the steps represent a reversible change.

(b) Both the steps represent an irreversible change.
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(c) Step 1 is a reversible change and step 2 is an irreversible change.

Concept Building
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(d) Step 2 is a reversible change and step 1 is an irreversible change.

7E Engage, Explain, Elaborate
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There are some changes that affect our daily life. One such change is change due to the
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Skills instilled: Analysing, Critical

expansion and contraction of things. Materials in our world are exposed to changing
thinking temperatures. For example, buildings warm up during the day and then cool down at night.
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When different materials are used to build a structure, designers and engineers keep in mind
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What are chemical changes? how the materials behave when they are heated or cooled.
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Define chemical changes. What are the changes due to expansion and contraction?
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Explain by giving examples such as Most materials expand, or become bigger, on heating. They contract, or become smaller,
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on cooling. Expansion and contraction are reversible changes. Solids, liquids and gases 71
baking a cake using eggs, sugar, butter
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and flour, burning paper resulting in ash.

Discuss changes that affect our daily life.

What are the changes due to expansion and contraction?

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Explain students that most materials expand, or become bigger, on heating. They contract, or become smaller, on cooling.
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1. Expansion and contraction are reversible changes.

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2. Solids, liquids and gases show expansion on heating and contraction on cooling.
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3. Solids expand the least and gases expand the most when heated.
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As
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&
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show expansion on heating and contraction on cooling. Solids expand the least and gases
• Analysing
expand the most when heated. Let us look at some real-life examples to understand this.

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• Observing

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Expansion and contraction in solids
• Exploring

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Examples of expansion and contraction in solids are given below.
(a) Expansion joints in bridges and railway tracks:

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Bridges are built in segments. They have spaces called Life Skills
expansion joints between these segments (Fig. 6.5).
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The expansion joints narrow when bridge segments • Critical thinking
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expand in hot weather and allow the materials of the • Self-awareness

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bridge such as cement and steel to expand without
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• Problem-solving
cracking. If the expansion joints were not placed when
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bridges were made, the bridge would crack as there
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would be no place for expansion. The thumping sound Teaching Idea

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Expansion joints 7E Engage
you hear when you drive over a bridge is the sound

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Fig. 6.5 Expansion joints in a bridge
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of the tyres going over the expansion joints. Railway Skills instilled: Observing, Analysing
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tracks are also built with expansion joints.

As
(b) Heating an iron rim to fit on a wooden wheel of a cart: Iron
Show a video on expansion and
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rim contraction. Let the students

Wooden wheels often have a covering of iron over
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their rim. This is in the form of an iron ring. The iron
observe it and come up with their
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own understanding.
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ring is usually a little smaller than the wheel. The ring

is first heated so that it expands. This expanded iron

ring is fitted around the wooden wheel. As the iron
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cools, it contracts and the iron ring fits tightly over Iron rim Wooden wheel

the wooden wheel (Fig. 6.6). Fig. 6.6 Expansion of wheel rims
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when dipped in warm water because the lid, made of metal, expands in the warm water,
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and we are able to open it quickly without much force.

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(d) Fixing an iron spade to a wooden handle: The iron blade of a wooden handle has a ring
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in which the wooden handle is fixed.

Ring of the
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Usually, the ring is slightly smaller in

iron blade
size than the wooden handle. To fix
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the handle, the ring is heated so that it

expands. Now, the handle easily fits into Fixed blade

the ring. When the ring cools down, the

Wooden handle
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iron ring contracts and the handle gets

Fig. 6.7 Expansion of the iron spade

firmly fixed (Fig. 6.7).
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(e) Electric wires and telephone lines on poles: When electric wires and telephone lines are
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fixed to poles, the wires are not fixed very tightly. They are fixed a little loosely. This is
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because during winter, the wires contract and if they are placed tightly, they would snap on
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contraction. In summer, the wires will expand and so will sag a little.
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72
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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Expansion and contraction in solids

m
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Explain expansion and contraction in solids. Discuss different real-life

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applications of it with students.

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Talk about some important factors on which the changes depend such as
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heating and mixing of substances. Discuss the action of heating and cooling
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on substances that result in expansion and contraction.

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• Critical thinking Expansion and contraction in liquids
Examples of expansion and contraction

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• Analysing Science Fact 7E Extend

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in liquids are given below.
• Exploring (a) Overflowing of petrol tanks in
Bottles full of water break when kept in the freezer.

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This is because water has an amazing property. Like
summer: It is advisable not to fill other substances, water contracts when cooled but
petrol tanks of cars up to the brim, only up to 4 degrees Celsius after which, on further

ity
Life Skills especially in summer months. Due cooling, it starts expanding. However, the glass
rs to the heat, petrol expands and if bottle keeps on contracting, while the water inside
• Critical thinking it starts to expand. Due to a lack of space for the
filled to the brim, it overflows.
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• Self-awareness expansion, the bottle breaks.

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(b) Working of mercury thermometers:

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• Problem-solving Thermometers have mercury (a liquid metal at room

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temperature) placed in a very thin tube (Fig. 6.8). When the
thermometer is kept in hot water, the liquid expands and rises
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Science Fact

ss
7E Engage, Explore
up the tube. When the thermometer is removed from hot

se
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Skills instilled: Analysis, Observation water, the liquid contracts and comes down in the tube.
Fig. 6.8 Expansion of mercury
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As In thermometers, the rise and fall of mercury is used to in a thermometer

Explain the amazing property of water. measure the temperature of people as well
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21st
Discuss why bottles full of water break as used in laboratories to maintain and read Green Check Century Environmental literacy
&
Skills
when kept in freezer. temperatures of experimental setups. Studies show that the average temperature
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of Earth’s oceans has been steadily

Expansion and contraction in gases
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ANM increasing. As the ocean water warms up,

Green Check 7E Elaborate, Engage Examples of expansion and contraction its volume increases due to expansion.
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in gases are given below. The greater volume leads to rise in sea
Skills instilled: Environmental literacy, levels. This has led to increased flooding in
Information literacy (a) Tyres of vehicles must have the coastal cities in recent years.
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correct air pressure: When cars

Tell students that studies show that the
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are moving quickly, the rubbing of the tyres and the road increases the temperature of
average temperature of Earth’s oceans the air inside the tyres. This causes the tyres to expand. Tyres must, therefore, be inflated
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has been steadily increasing. Explain according to manufacturers’ recommendations. If they are over-inflated, they can burst
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how it has led to an increase in flooding when they warm up.

of coastal cities in recent years. (b) Footballs left outside in cold conditions: Footballs left out in the
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cold become smaller and deflated because of the contraction of the

air inside (Fig. 6.9). Therefore, it needs to be checked that the correct
amount of air is filled in before an important football match.
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id
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Fig. 6.9 Football left in

What are some other types of changes? cold condition
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There are some other types of changes around us, which are as follows:
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1. Slow and fast changes: Changes such as rusting of iron or growing of trees that take place
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Concept Building over a long time are called slow changes. Changes that take place in a short period of time
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7E Engage, Explain, Elaborate are called fast changes. Examples of fast changes are bursting a balloon or burning a paper.
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73
Skills instilled: Analysing, Critical
ity

thinking
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Expansion and contraction in liquids

Explain expansion and contraction in liquids with examples. Discuss about overflowing of petrol tanks in summer and
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working of mercury thermometers with students.

Expansion and contraction in gases

Explain expansion and contraction in gases with examples. Discuss why tyres of vehicles must have the correct air pressure
g

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and why footballs are deflated when left outside in cold conditions.
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What are some other types of changes?

Ask students to recall what different types of changes are. Then explain some other types of changes. Discuss slow and fast
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changes by giving them examples. Tell them as the name suggests, slow changes occur over a long period of time but fast
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changes take short period of time. Explain periodic and non-periodic changes with the help of examples. Stress upon the
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fact that periodic changes are recurring over a period of time while non-periodic changes can happen anytime.
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2. Periodic and non-periodic changes: Changes that happen according to a time period are
called periodic changes. For example, the occurrence of seasons and the occurrence of day
• Critical thinking

s
and night are some periodic changes. Changes that do not happen according to a time period • Analysing

es
are called non-periodic changes. For example, earthquakes and volcanoes can occur anytime.
• Exploring

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Scientific
Test It Yourself! Proficiency Conceptual understanding

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Expansion and contraction Life Skills
seal them up.
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1. Take three balloons and fill them up with air to the same size. Tie the opening of each to
• Critical thinking
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2. Using a measuring tape, measure the circumference of each balloon at its widest point. • Self-awareness

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en
3. Place one of the balloons inside a freezer, place the second one in a bowl of hot water and
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• Problem-solving
leave the third one on the kitchen counter.
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m
4. Leave them for about 10 minutes.
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Test It Yourself!

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5. Quickly measure the circumference of each and note down the readings. 7E Engage, Explore
If done correctly, you will find that the balloon in the freezer would have contracted, the

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id

balloon in the bowl of hot water would have expanded, and the one on the kitchen counter is Skills instilled: Analysing, Observing,
pretty much the same as before.
Critical thinking
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As
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Section Review 2 7E Evaluate Ask students to do an activity at home to

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To illustrate examples of changes to highlight the factors that can bring about
understand expansion and contraction.
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specific changes.
Ask students to discuss their observations
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1. Which of these factors is responsible for the expansion and contraction of a metallic rod?
Tick the correct option. Give a reason for your answer. and reasons for such changes.
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(a) Change in shape (b) Change in weight

To check the effect of various factors on materials with the help of simple activities.
Skills instilled: Analysing, Critical
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2. Rama poured some boiling hot water into a thick glass and the glass immediately cracked. What
could be the possible reason for this? Tick the correct answer.
thinking, Problem-solving
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(a) The inner surface of the glass contracts and so the glass breaks.
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This section helps in evaluating
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(b) The inner surface of the glass expands while the outer surface remains at room temperature.
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This difference in temperature causes the glass to break.

the understanding of students. Let
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their own in class. Then, discuss the

answers so that students can verify
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Keywords
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their own answers. Help them if they

Change: The transformation in the appearance Physical changes: Changes in which no new
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or properties of a substance substances are formed get stuck somewhere.

Reversible changes: Changes in which Chemical changes: Changes in which

SVID
substances or materials can be changed back or new substances are formed having
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reversed to their original form properties different from the original

Irreversible changes: Changes in which substances

substances or materials cannot be changed back

or reversed to their original form
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74
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81
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• Critical thinking Experiential Learning 21st
Century Observation, Analysis

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Skills
• Analysing Goal: To observe and identify changes around you.

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• Exploring What to do: Note down some changes of substances you see around you. In the given space, write

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down what type of change they are, using scientific vocabulary to name the types of changes.
Changes around me

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Life Skills Reversible change:

• rs
Critical thinking Irreversible change:
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• Self-awareness

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Physical change:

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• Problem-solving
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Chemical change:
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Physical reversible change:

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Physical irreversible change:

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Changes due to expansion and contraction:

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Chapter Review
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7E Evaluate
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A. OBJECTIVE TYPE QUESTIONS FLUENCY 1 2-3 4-5

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1. Choose the correct answer.

INT
(a) Melting of chocolate is this type of change.
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i. Irreversible change ii. Reversible change

iii. Physical change iv. Both (ii) and (iii)

(b) Powdering sugar is this type of change.
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i. Reversible change ii. Irreversible change

iii. Chemical change iv. All of these

i. Chemical change ii. Physical change iii. Both of these iv. None of these
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(d) Making cookies is this type of change.

i. Reversible change ii. Chemical change

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iii. Physical change iv. Change due to contraction

(e) A tight metallic lid opens easily when placed in hot water because of this.
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i. Expansion ii. Contraction iii. Chemical change iv. None of these 75

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Experiential Learning 7E Explore, Engage, Evaluate

Skills instilled: Analysis, Decision-making, Observing

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Ask students to think of changes that are happening around them. Encourage them to observe their surroundings, think
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of their day-to day activities to find changes that are taking place. Discuss their observations and ask them to identify and
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classify them into different types of changes.

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br

As
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&
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82
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(c) Infer: Electric wires should not be fixed tightly on electric poles.
(d) Explain how an iron rim that is slightly smaller than a wooden wheel can be fixed on it.
• Critical thinking

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(e) Form a hypothesis on why we use a thermometer to check for fever. • Analysing

es
• Exploring

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C. PUZZLE OVER Scientific PROBLEM-SOLVING - 1 -
Proficiency Adaptive reasoning

Life Skills

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1. When laying concrete slabs in an outdoor garden, a gap is left between the slabs. This gap is filled
with a soft substance such as sand. Why do you think this is done?
rs • Critical thinking
ANALYSIS & CREATING 3 4 1-2
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D. SKILL CRAFT
21st • Self-awareness

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1. Project Work Century Critical thinking, Technology literacy

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• Problem-solving
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Skills
Become an engineer! When building a device or structure, engineers always consider how the
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m
materials they choose will change when heated and cooled. Make a PowerPoint presentation on
any three conditions or situations where thermal expansion and contraction could be a problem.
Puzzle Over
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7E Explore, Engage

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Present it in your class.

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Skills instilled: Analysing, Critical
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Life
2. Research/Activity Skills Communication
thinking, Problem-solving
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Carry out a research and make a report on the different kinds of changes that we see in nature.
Classify them under different types of changes and share in class.
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21st
Ask students to recall the concept of
&
3. Discuss and Answer Century Thought provoking
Skills
contraction and expansion in solids.
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Encourage them to think and answer

Is it a good idea to store bottles full of soft drinks in the freezer for a few days? Why?
that the gap between the slabs is filled
es

21st
4. Connect to Life Century Initiative and self-direction
with a soft substance because when the
Skills
Pr

Take a mercury thermometer. Carefully observe it and learn how to measure temperature using slabs expand and contract due to changes
this thermometer. Observe the fluctuation in the mercury level. in temperature, they won’t crack.
ity

Life
Self¯check Skills Self-awareness
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I can: Project Work 7E Extend, Engage

t
differentiate between reversible and irreversible changes, and list their examples.
Skills instilled: Creativity, Technology
en
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differentiate between physical and chemical changes, and list their examples.
literacy
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describe at least two real-life examples of effects of changes due to expansion and contraction in solids,
m

liquids and gases.

Ask students to search on Internet and
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appreciate the changes around me and their effects on things around me.
prepare a PowerPoint presentation on
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vis
ed L a three conditions or situations where
bW
Super

thermal expansion and contraction

As
or k

Activities in Teacher’s Book

could be a problem. Encourage them
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to present in class.
&

Refer to the Teacher’s book for additional activities to reinforce concepts.

1. To demonstrate the expansion and contraction in 2. To demonstrate expansion and contraction in liquids
s

solids using an iron ball and a ring. using a conical flask and capillary tube.
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3. To demonstrate expansion and contraction in gases Connect to Life 7E Explore

using balloons, bottles and hot or cold water.
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77 Skills instilled: Observation, Technology

literacy
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Tell students that mercury expands or

Discuss and Answer 7E Explore, Engage contracts according to the fluctuations

in the surrounding temperature.

Skills instilled: Critical thinking, Analysing
t
en
ni

Ask students to recall what the amazing property of water is. Discuss how
U

cold drink bottles will keep on contracting, while water will expand nearly
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9% upon reaching the freezing point. Due to lack of space for expansion in
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volume of water, the bottles would break.

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id
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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/
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teaching more proficient and technology-driven through the given QR codes:

• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates

supports teachers to identify hybrid teaching model.

students’ skill learning curve.
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v

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1. Aim: To demonstrate the expansion and contraction in solids

s
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Materials required: a metal ball, a metal ring and Bunsen burner

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What to do:

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1. Take a metal ball and a ring such that the metal ball just passes through the ring.
2. Pass the ball through the ring.
rs
3. Take the ball out of the ring and heat it for some time over the Bunsen burner.
ve
4. Now, try to pass the ball through the ring.

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Observation: It is observed that the ball upon heating does not pass through the ring.
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m
Conclusion: The volume of the metal ball increases upon heating. The increase in the volume of solids
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ss
on gaining heat energy is called expansion or thermal expansion in solids.

se
id

2. Aim: To demonstrate expansion and contraction in liquids

As
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Materials required: A conical flask, laboratory thermometer, water and Bunsen burner
&
What to do:
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1. Half-fill the conical flask with water. Using a laboratory thermometer note the temperature of the water.
es

2. Place the conical flask on the Bunsen burner and heat it. Let students observe the level of the liquid
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inside the capillary tube of the thermometer.

3. Shut off the heat after about a minute and let students observe the level of the liquid inside the
ity

capillary tube of the thermometer.

Observation: As the water in the conical flask gets heated, the level of the liquid inside the capillary tube
ve

t
of the thermometer increases. When the heat is turned off, the level of the liquid inside the thermometer
en
ni

gradually comes down.

Inference: The thermometer liquid moves up the capillary tube, i.e., it takes up more space. In other
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words, as the water in the conical flask warms up, the liquid inside the thermometer expands as it too
se
id

warms up. As the water in the conical flask cools down, the liquid inside the thermometer also cools and
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it contracts, so it moves back down the capillary tube.

As
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Conclusion: Liquids expands on heating and contracts on cooling.

&
'C

3. Aim: To demonstrate expansion and contraction in gases

s
es

Materials required: A long-neck plastic bottle, a balloon, a bowl of hot water and a bowl of ice-cold water
Pr

What to do:
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1. Blow the balloon a few times and release the air each time. This is done to stretch the balloon.
2. Firmly fix the balloon to the neck of the bottle.
rs

3. Place the bottle in the bowl of hot water making sure that the bottle stands straight. You could remove
ve

or add water accordingly.

t
en
ni

4. Keep this set-up for 2 to 5 minutes and let students note the change in the shape of balloon.
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5. Remove the bottle from the hot water and place it in the bowl of ice-cold water.
e

6. Keep this set-up for 2 to 5 minutes and let students note

Balloon
g

the change in the shape of balloon.

se
id

Observation: The balloon inflates when kept in the hot water

Bottle
As

and deflates when kept in the ice-cold water.

Cold water
&

Inference: As the bottle kept in the warm water gets heated,

the air inside it expands and this in turn inflates the balloon.
es

Similarly, when the bottle is kept in the ice-cold water, the air
inside it contracts and the balloon gets deflated as a result. Hot water
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Conclusion: Gases expands on heating and contracts on cooling.

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ity
rs
1. Write T for True. Write F for False.
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(a) Tyres of vehicles should not have the correct air pressure.

t
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ni

(b) Footballs left out in the cold become smaller and deflated because of the contraction of the air inside.
U

m
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(c) Tyres must be inflated according to manufacturers’ recommendations.

ss
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id

(d) Thermometers have mercury (a liquid metal at room temperature) placed in a very thin tube.
br

As
(e) It is advisable to fill petrol tanks of cars up to the brim, especially in summer months.
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(f) The iron blade of a wooden handle has a ring in which the wooden handle is fixed.
&
'C

2. Fill in the blanks with the correct words.

(a) ........................ changes take place in a banana causing it to become ripe and then overripe. (Chemical/Physical)
Pr

(b) ........................ changes can be reversible or irreversible. (Chemical/Physical)

(c) When a melting bar of chocolate is kept in the refrigerator, it becomes ........................ again. (hard/soft)
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(d) ........................ changes involve complete transformation of the original substance. (Irreversible/Reversible)
rs

(e) Filling air in the football is ........................ change. (physical change/chemical change)
ve

(f) Melting of chocolate is ........................ change. (irreversible/reversible)

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en
ni
U

3. Answer the following questions.

m
ge

(a) Define change.

As
am

(b) What are some types of changes around us?

(c) What is a reversible change?

(d) Define irreversible change.

(e) Define physical changes.

(f) What are chemical changes?

As
am

4. Subject Enrichment
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(Skills instilled: Innovation, Self-awareness)

Prepare a project on “Expansion and contraction in liquids”.

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85
v

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s
es
Pr
ity
1. Write two examples of each. rs
ve
(a) Chemical change ........................, ........................

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(b) Physical change ........................, ........................

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(c) Irreversible change ........................, ........................

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(d) Reversible change ........................, ........................
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(e) Slow change ........................, ........................

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(f) Fast change ........................, ........................

2. Match the following.

As
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(a) Iron ring cools down i. It contracts

&
'C

(b) Crumble paper ii. Space between segments of bridge

s
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(e) Expansion joints v. Physical change

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(f) When iron cools vi. Chemical change

3. Answer the following questions.

t
(a) Why is an iron rim heated to fit on a wooden wheel of a cart?
en
ni

(b) Why electric wires and telephone lines are not fixed very tightly?
se
id

(d) Write a difference between periodic and non-periodic change.

(e) Explain the working of a mercury thermometer.

(f) What is the use of a thermometer?

ss
g

As
am

4. Project Work
&

(Skills instilled: Observation, Analysis)

Search for information on Internet and prepare a project on chemical and physical changes that happen nearby you in your
es

daily life.
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7

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GETTING TO KNOW PLANTS

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ity
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21st Century Skills
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Unit 3 | The World of the Living

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• Collaborating
7 GETTING TO KNOW PLANTS
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• Analysing

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• Exploring

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Life Skills
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CHAPTER PREVIEW As
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• Types of plants • Critical thinking

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• Parts of plants—roots and • Communication
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stems
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• Parts of plants—leaves and

flowers
Warm-up
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7E Elicit, Engage, Explore

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Skills instilled: Observing, Analysing

t Ask the students to look at the

Wha
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you will learn picture carefully and describe it.

t
Allow them to describe everything
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• Identify types of plants

• Understand the functions they can see in this picture: floating
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and modifications of roots and

stems plants, water body, etc.
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• Learn about the importance

of leaves
Ask them to identify what is shown
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in picture. Lead the discussion to

presence of plants everywhere.

Prompt them to give examples

of the types of plants that they

Why have seen.

it is important to learn
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Tell them that about one-third

Plants grow on mountains, in
surface of the Earth is covered
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valleys, in deserts, in fresh water WARM-UP 7E Engage

and salt water—almost everywhere
Forests cover approximately one-third of the Earth’s
by the plants. Plants grow on
on the planet. They are extremely
mountains, valleys, deserts and
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important for the planet and for all surface and are home to many animals.
living things. Plants are also present in seas and oceans and can be water also.
rs

Therefore, it is important to learn seen floating on the surface of these water bodies.
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about the different types of plants Can you recall some types of plants that you have seen
and parts of plants.
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around you?
en
ni
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83
e

ss
g

se
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make groups of 5 to find and write the names of two plants that grow on land and in water.
'C

Plants grow on land Plants grow in water

es
Pr
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87
v

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&
Plants play an important role in our lives. There are a large number of plants around us.
• Analysing
They are of various shapes and sizes. In order to study the different variety of plants around us,

s
• Observing they have been grouped into different types.

es
• Extending

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What are the types of plants?
Life Skills

ity
There are several ways in which plants can be grouped. Based on the size and nature of the
stem, plants around us can be categorised into herbs, shrubs, trees, climbers and creepers.
• rs
Critical thinking
What are herbs?
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• Self-awareness Small plants with soft green stems arising close to the

t
en
ni

ground are called herbs. Herbs are small in size.

They have green and tender stems that break easily
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Teaching Idea 7E Engage, Explore

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but are strong enough to stand erect. Herbs may or
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ss
Skills instilled: Observing, Analysing, may not have branches. They have a small lifespan
Critical thinking and generally live for one or two seasons. Examples

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id

of herbs are grass, coriander, mint, celery, carrot

Ask students if they know about the As plant, tomato plant and paddy (rice plant) (Fig. 7.1).
Coriander Mint
role of plants in our life. Tell them that
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Do You Know? Fig. 7.1 Examples of herbs

plants are of various shapes and sizes. 7E Extend
&
The banana plant is not a tree, it is a herb. It is
'C

Explain different types of plants.

possibly the tallest herb in the world!

What are shrubs?

Do You Know? 7E Engage, Elicit

Small- to medium-sized plants with strong
ity

Skills instilled: Analysing, Critical woody stems having branches growing close
thinking to the ground are called shrubs. Shrubs are
rs

small in size but are taller than herbs. They

Ask students to tell the tallest herb in
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have woody and strong stems. Shrubs have

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the world. Explain that banana plant is branches that grow closer to the ground.
en
ni

not a tree but a herb. They are bushy and generally live for a few
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years. Examples of shrubs are rose plant,

jasmine plant, hibiscus plant, Bougainvillea
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Look It Up! 7E Extend, Engage and tulsi plant (Fig. 7.2).

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id

Rose Bougainvillea
Skills instilled: Analysing, Look It Up! 7E Explore
br

Fig. 7.2 Examples of shrubs

Environmental literacy Search online for answers and discuss in class.

What is a shrubbery?
Ask students to search online what a
&

shrubbery is. Discuss their findings

What are trees?

in class.
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Large plants with a strong and woody stem are called trees. Trees are bigger than herbs and
shrubs. They generally have a single, strong and woody stem called the trunk.
Pr

84
ity
rs

Concept Building 7E Explain, Elaborate, Engage

Skills instilled: Observing, Analysing

t
en
ni
U

What are the types of plants?

Tell students that we can classify plants in many ways. Explain that plants can be categorised into herbs, shrubs, trees,
e

ss
g

climbers and creepers based on the size and nature of the stem. Define herbs and shrubs with examples and discuss their
se
id

characteristics.
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What are trees?

Define trees. Give examples and discuss their characteristics.

&
'C

s
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Pr
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88
v

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The trunk of most trees has several
• Analysing
branches growing at some distance from

s
the ground. However, palm trees such as • Observing

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coconut trees do not have branches. The • Evaluating

Pr
trunk of many trees has an outer part
called the bark. Trees live for many, many
Life Skills

ity
years. Examples of trees are palm tree,
coconut tree, mango tree, apple tree and
banyan tree (Fig. 7.3).
rs • Critical thinking
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What are climbers?
Palm Banyan • Problem-solving

t
en
Fig. 7.3 Examples of trees
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Plants with weak and thin stems which

cannot stand upright on their own and Real-world Connect!

m
need support such as sticks, walls or a tree to stand upright
7E Engage, Elicit
ge

ss
are called climbers. Climbers have thin, flexible stems
that are usually green and non-woody. Most climbers

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id

have special modifications called tendrils that wind

Skills instilled: Analysing, Critical
thinking
br

themselves around sticks, walls and other plants and help As

the plant climb up. Examples of climbers are pea plant, Ask students how would they know
grape plant, bitter gourd (karela) plant, passion flower
&
Pea plant Bitter gourd if a growing plant is a creeper or a
plant and cucumber plant (Fig. 7.4).
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climber? Explain them a climber plant

Fig. 7.4 Examples of climbers

What are creepers? seeks out nearby plants, sticks, walls

Plants with weak stems that cannot and other structures on which it can
Pr

stand upright but grow along the wind itself up and climb. On the other
ground are called creepers. These hand, most creepers prefer to grow
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plants have soft stems that are usually along the ground.
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green. Creepers do not take support of

other plants or sticks as they tend to
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grow along the ground. The stems of

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en
ni

creepers are not as strong as the stems

Pumpkin Strawberry
of climbers. Examples of creepers are
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Fig. 7.5 Examples of creepers

watermelon plant, pumpkin plant and
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strawberry plant (Fig. 7.5).

se
id
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Life
Real-world Connect! Skills Decision-making
As
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How would one know if a growing plant is a creeper or a climber?

As a climber plant grows, it gives out tendrils and seeks out nearby plants, sticks, walls and
other structures on which it can wind itself up and climb. On the other hand, most creepers,
'C

even the ones that have tendril-like structures, prefer to grow along the ground.
es
Pr

85
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni

What are climbers?

Define climbers. Explain the features of climbers by giving examples.

ss
g

se
id

What are creepers?

Define creepers. Explain the features of creepers by giving examples.

As
am

&
'C

s
es
Pr
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89
v

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• Analysing Section Review 1 7E Evaluate

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• Observing To compare the features of herbs, shrubs and trees, considering their physical features or

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appearance.
• Exploring

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1. Anita observed some plants in a nearby garden and created the given table. She seems to
have identified some plants incorrectly. Correct the table by crossing out the incorrect ones and
marking a tick on the correct ones.

ity
Life Skills
S. No. Size Stem Position of branches Type of plant
• rs
Critical thinking Green Tender Thick Hard Base of the Higher up on
ve
stem the stem
• Self-awareness (a) Small Yes Yes Yes Herb

t
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• Communication (b) Medium Yes Yes Yes Shrub

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(d) Tall Yes Yes Yes Tree
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Section Review 1

ss
7E Evaluate (e) Medium Yes Yes Yes Tree
(f ) Small Yes Yes Herb

se
id

Skills instilled: Analysing, Critical

To list the characteristics of plants in order to classify them into creepers and climbers.
thinking, Problem-solving
br

As 2. Anita has mentioned a pumpkin plant as herb. Give reason whether she is correct or not.
am

This section helps in evaluating Tick the correct option.

&
the understanding of students. Let (a) No, the plant has many branches. It is a shrub.
'C

(b) Yes, the plant is green. It is a herb.

students complete the exercise on
s

their own in class. Help them read (d) No, the plant has a weak stem and spreads on the ground. It is a creeper.
and understand the questions, if
Pr

required. Then, discuss the answers

Herbs, shrubs, trees, climbers and creepers are the Flower
so that students can verify their
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different types of plants, but they all have similar plant

own answers. Help them if they get
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parts. Some common parts of plants are root, stem,

stuck somewhere. leaves, flowers and fruits. Let us learn about some of
Fruit
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these parts. Stem Shoot

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Leaf
en

system
ni
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What are the parts of a plant?

m
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All plants have similar parts and each part has a

specific function. Plants have some parts that are
se
id

present under the ground and some parts that are

present over the ground. The part of the plant that is

below the ground (in the soil) is called the root system,
am

Root
whereas the part of the plant that is above the ground is system
&

Root
called the shoot system (Fig. 7.6).
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Fig. 7.6 Root and shoot system

es
Pr

86
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

en
ni
U

What are the parts of a plant?

m
e

Explain that there are two parts of plants: root system and shoot system.
ss
g

Tell students that the root system is below the ground (in the soil) and the shoot system is above the ground.
id
br

Parts of a plant
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Root system Shoot system

(Below the ground) (Above the ground)

es
Pr
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90
v

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&
IVID
What is the root system?
• Analysing
The root system consists mainly of root and its modifications. There are two types of

s
• Observing

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root system.
Taproot system: A taproot system is one in which there is a • Exploring

Pr
main root or a primary root that grows straight down deep
into the soil. It has side roots known as lateral roots that

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develop from the main root. The main root is generally long
Life Skills
rs
and thick as compared to the lateral roots that are short and • Critical thinking
thin (Fig. 7.7). Examples of plants with a taproot system
ve
are bean plant, carrot plant, radish plant, turnip plant and
• Self-awareness

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mustard plant. Fig. 7.7 Taproot • Problem-solving

m
Fibrous root system: A fibrous root system is one that
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Test It Yourself!

ss
7E Engage, Explore
consists of groups of roots of similar size and length. All these

se
roots forming the fibrous root collectively are of equal size
id

Skills instilled: Analysing, Observing,

and length. A fibrous root system does not grow deep into the
Critical thinking
br

As
soil but has a thick network of small roots that holds the soil
am

particles together (Fig. 7.8). Examples of plants with a fibrous Ask students to bring radish, water
&
root system are grass, maize plant, wheat plant and sugar and turmeric in class and guide them
'C

cane plant. Fig. 7.8 Fibrous root

to perform the activity.
s
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Discovery-based learning
Discuss the observations with students
The main functions of the roots Test It Yourself!
Pr

and explain that the presence of yellow

are as follows: 1. Take a small white radish and place it in a bowl of water streaks inside the radish indicates that
ity

• Anchor or hold the plant in in which some turmeric powder is added.

the root absorbs water.
the ground 2. Leave it aside for a few hours.
rs

• Absorb water with dissolved 3. Remove it from the water and slice the radish lengthwise.
ve

minerals from the soil You will notice yellow streaks of colour inside the radish,
t
• Some roots store products of indicating that the root absorbs water. The turmeric which
en
ni

photosynthesis in the form was in the water shows up as yellow-coloured streaks.

of sugar and starch.

Some roots are modified to perform additional functions. Some root modifications are
the following:
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id

• Roots such as carrot, radish and turnip store food and become fleshy. We eat such roots as
br

vegetables. These are called storage roots.

• Roots of the banyan tree grow down from the branches to give extra support to the large
&

branches (Fig. 7.3). These are called prop roots.

• Roots of aquatic plants are spongy and filled with air to help the plant float in water.
s
es
Pr

87
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is the root system?

Explain students about root system. Tell them that there are two types of root system. Show them pictures of both types of
e

ss
g

roots and explain about them.

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Explain about the functions of the roots and tell them about some root modifications to carry out additional functions.
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As
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&
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s
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Pr
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v

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What is the shoot system? Petiole
• Critical thinking Leaf
The shoot system consists of the stem, leaves, flowers and fruits.

s
• Analysing

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Stem: A stem is the part of a plant that we see above the ground.
• Exploring Plant stems are characterised by the presence of nodes and

Pr
internodes (Fig. 7.9). Nodes are the points of attachment for leaves, Internode
buds and flowers. The region of the stem between two nodes is called Nodes

ity
Life Skills an internode. The stalk that extends from the stem to the base of the
• rs
Critical thinking leaf is the petiole. Fig. 7.9 Node and internode
The main functions of the stem are
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• Self-awareness as follows:
ANM

t
Discovery-based learning

en
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• Problem-solving • Holds the plant upright

Test It Yourself!
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m
• Bears leaves, flowers and fruits 1. Take a stalk of celery and place it in a
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Section Review 2

ss
7E Evaluate • Acts as the transport system of glass of water with some blue ink in it.
the plant. Water and minerals are 2. Leave it for an hour.

se
id

Skills instilled: Analysing, Critical transported up from the roots to the

3. Slice it lengthwise.
thinking, Problem-solving
br

leaves. Sugars and other substances

As produced in the leaves are carried to You will find blue lines inside the stem
am

of the celery. This shows that stems

This section helps in evaluating all the parts of the plant, including
transport water.
&
the understanding of students. Let down to the roots.
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students complete the exercise on

Some stems are modified to perform additional functions. Some stem

their own in class. Help them read modifications are the following:
and understand the questions, if
Pr

• Ginger, onion and potato (Fig. 7.10) are underground stems as they
required. Then, discuss the answers grow below the ground. They act as storage stems.
so that students can verify their
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• Stems of cacti are fleshy and green, and take part in photosynthesis.
own answers. Help them if they get • Stems of plants such as bitter gourd (karela) and cucumber are modified to
rs

stuck somewhere. form tendrils that help these plants attach to nearby surfaces for support.
ve

• Stems of plants such as a rose plant are modified to form woody thorns Fig. 7.10 Underground
t
stem—potatoes
en

that help protect the plant.

Test It Yourself!
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7E Engage, Explore, Extend Section Review 2 7E Evaluate

Skills instilled: Critical thinking, To analyse the parts of a plant and their functions in order to classify them into root and
shoot system.
se
id

Analysing
1. The root system and the shoot system of a plant play different roles. Which of the following
br

Ask students to bring a stalk of celery, functions does not relate to the shoot system? Tick the correct option. Give reason for your
answer.
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blue-black ink and water in class.

(a) Transport of nutrients from root to leaves (b) Flower development
&

Using these materials, perform the

activity with students to show that

s
es

stems transport water and minerals to

different parts of the plants.
Pr

88
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What is the shoot system?

Draw the following flow chart to explain which parts of the plants are included in the shoot system.
e

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g

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id

Shoot system
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Stem Leaves Flower Fruits

Stem
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Ask students what is a stem. On the basis of their answers, discuss that a stem is the part of a plant that we see above the
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ground. Explain the characteristics of stem. Discuss the main functions of the stem. Explain that some stems are modified
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to perform additional functions. Discuss the different examples listed in the textbook.
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92
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To examine stems of different plants and design activities to demonstrate water conduction • Critical thinking
through stem (from roots).

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• Analysing

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2. Ameena conducted an experiment in which she half-filled a glass with water. She added a drop
of red ink to that glass and then stirred it for a few minutes. After that, she made an oblique cut • Exploring

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at the base of a tender stalk of a plant and then put it into the water.
This set-up was left overnight. What do you think Ameena observed the next day? Tick the
correct option.

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Life Skills
(a) All the leaves fell out. (b) New leaves developed.
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(c) Red streaks were seen on cutting the stem. (d) The water turned green. • Critical thinking
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• Self-awareness

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What are some other parts of a plant?
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IVID • Problem-solving
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Two important parts of a plant are leaves and flowers. The stem of plants bears the leaves.

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In flowering plants, the stem bears the flowers along with the leaves. Let us understand
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Science Fact

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7E Engage, Elicit
the structure and functions of a leaf and a flower.

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What is a leaf? Skills instilled: Analysing, Observing

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A leaf arises from the nodes of a stem. It is usually flat. Most leaves are green due to the presence Explain the relation between the type
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of chlorophyll in the cells of the leaves. A typical leaf has the following parts (Fig. 7.11): of venation and the type of root system.
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Leaf blade or lamina: Each leaf
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typically has a leaf blade called the

lamina, which is also the widest part Petiole: It is the stalk of the leaf that
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of the leaf. is attached to the stem.

Margin: The edge of the leaf is

Veins: Large number of tiny
called the margin.
branches called veins branch out
from the midrib. Midrib: Most leaves have a midrib or
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central vein, which travels the length

of the leaf.
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Fig. 7.11 Parts of a leaf

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The arrangement of veins in a leaf is called venation. There are two types of venations in plants
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(Fig. 7.12).
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• Reticulate venation: When the veins of a leaf have a net-like appearance on either sides
of the midrib, it is known as reticulate venation. Mango leaves and banyan leaves show
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reticulate venation.
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• Parallel venation: When the veins run parallel to each other, it is known as parallel venation.
Leaves of grass and maize plants show parallel venation.
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Science Fact 7E Extend

The leaves that show parallel

venation have fibrous roots.
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The leaves that show reticulate

Reticulate venation Parallel venation venation have taproots.

Fig. 7.12 Types of venation

89
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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What are some other parts of a plant?

Ask students if they know other parts of plants. Tell them two important parts of plants are leaves and flowers. The stem
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of plants bears the leaves. In flowering plants, the stem bears the flowers along with the leaves. Discuss with students the
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structure and functions of a leaf and a flower.

What is a leaf?
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Discuss the characteristics of a leaf with students. Bring a big leaf in class and show the parts to students and explain about
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leaf blade or lamina, veins, petiole, margin and midrib.

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Tell them about venation. Explain that there are two types of venations in plants. Use a microscope to show the structure of
leaf. Ask students to take turns to use the microscope. Discuss their observations.
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93
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The main functions of the leaf are as follows:
• Critical thinking

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Photosynthesis: The main function of leaves is photosynthesis. Oxygen
• Analysing Sunlight

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The process by which green plants use sunlight to put together carbon
• Exploring dioxide and water in order to make sugars and release oxygen is

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Carbon
called photosynthesis (Fig. 7.13). ‘Photo’ means light and ‘synthesis’ dioxide
means ‘to join’.

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Life Skills
Sunlight Water
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• Critical thinking Chlorophyll
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Fig. 7.13 Photosynthesis
• Self-awareness

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In most plants, air containing carbon dioxide enters the leaf

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• Problem-solving through tiny pores called stomata (Fig. 7.14), located generally Closed stomata
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on the underside of leaves. Water is absorbed through the
roots and transported to the leaves. The leaf blade provides a
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Test It Yourself! large surface area that receives sunlight. CO2

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7E Engage, Explore, Extend
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O2
The green pigment, chlorophyll, present in the leaf absorbs light Open stomata H 2O
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As energy and uses it to create sugars and oxygen. The sugar formed
Skills instilled: Analysing, Observing,
is either used by the plant by converting them into various forms Fig. 7.14 Leaf stomata
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Critical thinking such as starch and cellulose, or stored in the form of starch.
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Oxygen is given out of the leaf through the stomata. Water vapour released from
Take students to the playground, select
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leaf into the atmosphere

any potted plant and cover it with a Transpiration: The roots of plants take in water from the soil, which
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polythene bag. Ask the students to the stem takes to all parts of the plant including the leaves. Leaves release
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observe the plant after few hours. water vapour into the atmosphere through the stomata. The process by
which water vapour is lost from the surface of leaves is called transpiration
Discuss why they observed tiny droplets
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(Fig. 7.15).
inside the polythene bag and lead the
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Transpiration cools the plant when the weather is very hot. It also
discussion to explain transpiration.
helps water from the stem and roots move upwards or get ‘pulled’ into
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Water absorbed by roots

the leaves.
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moves up the stem
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Fig. 7.15 Transpiration

Test It Yourself!
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Droplets
1. Take a potted plant and water it. of water
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2. Cover the plant with a polythene bag. Keep it in a sunny place. Polythene
bag
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3. After a few hours, observe the polythene bag.

Plant
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You will find tiny droplets of water inside the polythene bag. These droplets are
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formed due to water being lost from the potted plant due to transpiration. Pot
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Some leaves are modified to perform additional functions. Some leaf modifications are
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the following:
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• Leaves of a pea plant are modified to form tendrils that help these plants attach to nearby
surfaces for support.
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90
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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en
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Ask students if they know the functions of a leaf. Tell them photosynthesis and transpiration are the main functions of leaf.
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Photosynthesis: Ask students to recall what photosynthesis is. Then explain the process in detail. Tell them ‘photo’ means
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light and ‘synthesis’ means ‘to join’. Write the chemical equation on board. Tell students about stomata and their role.
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Transpiration: Talk about the process of transpiration in plants and its importance.
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Discuss modifications in leaves with students and explain additional functions performed by them by giving examples.
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• Leaves of a cactus plant are modified to form spines that help prevent the
loss of water through transpiration (Fig. 7.16). As cactus plants are found
• Critical thinking

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in deserts, this is a useful modification. • Analysing

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• Leaves of a pitcher plant are modified to trap insects as these plants grow • Exploring

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in soil that is poor in some nutrients. The insects provide these nutrients
to the plant.

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What is a flower? Fig. 7.16 Cactus
Life Skills
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A flower is the reproductive part of the plant. The flower helps form fruits and seeds that give • Critical thinking
rise to new plants. A typical flower has the following parts (Fig. 7.17):
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• Self-awareness

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Stamen: This is the male part of the

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flower. The stamen has two parts—a Pollen tube

Stigma • Problem-solving
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Anther

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long filament and a swollen tip Stamen Style Pistil
Filament
called the anther. The pollen grains Petal
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Section Review 3 7E Evaluate

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Ovary
are powdery material found on
Receptacle

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Ovule
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the anther. Skills instilled: Analysing, Critical

Sepal
Pedicel
thinking, Problem-solving
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Pistil: This is the female part of the As

flower. The pistil has three parts—a
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swollen tip called the stigma, a long

Fig. 7.17 Parts of a flower This section helps in evaluating
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style and a swollen base called the ovary which contains small bead-like structures called ovules. It is the understanding of students. Let
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students complete the exercise on

the ovary that later develops into a fruit and the ovules that later become the seeds.
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their own in class. Help them read

Petal: This is the colourful part of the flower. Most flowers have very bright and colourful
and understand the questions, if
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petals. The function of the petals is to attract insects.

required. Then, discuss the answers
Sepals: These are the outermost part of a flower. They are generally green in colour. Their so that students can verify their own
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main function is to protect the bud during its development into a flower. They are generally
shed off after the flower becomes a fruit.
answers. Help them if they get stuck
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somewhere.
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Section Review 3 7E Evaluate

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To deduce the relation between leaf venation and the types of roots in a plant in order to
Experiential Learning (page 92)
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deduce the type of root. 7E Explore, Engage

1. Harpreet wanted to find out the types of roots a few common plants have without digging the
plants out. Recall what you learnt and help her fill the table correctly. Skills instilled: Observing, Analysing
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Name of the plant Venation Type of root

This section will help students
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Mango Reticulate
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Grass Parallel
reinforce their understanding of the
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Maize Parallel process of conduction of liquids in a

Banyan Reticulate plant stem. Ask them to take solution

of different colours to put the celery

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stalk and observe the results on next

day. Explain their observations in the
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91 class. Let them compare their results

with each other.
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Concept Building 7E Engage, Elaborate

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Skills instilled: Analysing, Critical thinking

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What is a f lower?
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Ask students if they know which is the reproductive part of the plant. Prompt them to arrive at the correct answer and
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explain them the importance of the flower. Tell them that the flower helps to form fruits and seeds that give rise to new
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plants. Draw a picture of flower on board and explain all the parts of flower to students. Tell them to describe the functions
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of the different parts of the flower.

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95
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C. PUZZLE OVER Century Critical thinking PROBLEM-SOLVING - - 1
• Critical thinking Skills

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• Analysing 1. Which two plant processes would not happen if leaves did not have stomata?

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• Exploring D. SKILL CRAFT ANALYSIS & CREATING 4 2-3 1

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21st
1. Project Work Century Observation, Technology literacy
Skills

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Life Skills Study some plants such as potato, carrot, radish, ginger, hibiscus, groundnut and neem tree.
Understand the structure of each plant. Make a PowerPoint presentation on ‘Parts of a plant—
•
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Critical thinking Function and Role’ and present it in class.
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21st
• Self-awareness 2. Research/Activity Century Creativity

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Skills

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• Problem-solving Create a leaf impression T-shirt. Paint the underside of a few large leaves with fabric paint. Arrange
the leaves neatly over a plain T-shirt with the painted side facing down. Press down each leaf and
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hold for a while. Now carefully remove the leaf. Allow the paint to dry and you have made yourself
a leaf impression T-shirt.
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Puzzle Over 7E Evaluate, Engage
Life
3. Discuss and Answer Skills Critical thinking, Communication

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Skills instilled: Analysing, Critical Plants keep us cool in hot weather. How? Discuss with your classmates.
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thinking, Problem-solving As 21st

4. Connect to Life Century Responsibility
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Ask students to recall the functions Skills

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of stomata. Encourage them to think Many people gift each other potted plants on special occasions such as birthdays and anniversaries.
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Think of other ways by which you can encourage people to grow plants and not destroy them.
and answer that the stomata regulate
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the opening and closing of guard Self¯check

Life
Skills Self-awareness
cells. Transpiration and in turn,
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I can:
photosynthesis would not be possible
list the types of plants giving at least one example of each.
if leaves did not have stomata.
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write at least two functions of roots, stems and leaves.

write at least two modifications of roots, stems and leaves.

Project Work 7E Extend, Engage draw and label the parts of a typical leaf and flower.
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define terms such as venation, photosynthesis and transpiration.

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Skills instilled: Creativity, Technology

literacy
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Ask students to search on Internet and ed L a

vis
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Super

prepare a PowerPoint presentation on

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Activities in Teacher’s Book

functions of different parts of a plant.

Encourage them to present in class.

Refer to the Teacher’s book for additional activities to reinforce concepts.

1. To demonstrate absorption by roots. 2. To demonstrate that stems conduct water.

3. To demonstrate that starch is produced in 4. To demonstrate that plants undergo transpiration.

Research/Activity green leaves.
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5. To demonstrate the parts of a flower.

7E Explore, Engage
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Skills instilled: Creativity, Observing,

95
Analysing
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Ask students to bring a plain T-shirt,

leaf, fabric paint and paint brush. Ask Connect to Life 7E Extend, Engage
students to make groups of 4 and allow
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them to explore their creative side and Skills instilled: Observation: Analysing, Environment literacy
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create a leaf impression on T-shirt. Explain the importance of plants and trees. Discuss with students about ways
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to encourage people to grow more plants.

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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

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• Lesson-wise PPT facilitates hybrid teaching model.

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96
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1. Aim: To demonstrate absorption by roots

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Materials required: A carrot, a glass of water and some blue ink

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What to do:

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1. Add some blue ink to a glass of water.
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2. Place a carrot in it and leave the carrot in the water for a couple of days.
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3. Remove the carrot from the coloured water and cut the carrot lengthwise into two halves.

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Observation: Blue coloured streaks are seen from the bottom to the top of the carrot.
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Conclusion: The blue streaks show that water is absorbed by the tip of the carrot and it travelled up

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inside the root.

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2. Aim: To demonstrate that stems conduct water
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Materials required: A white flower along with the stem (flowers like carnation work
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best), scissors, two conical flasks and some red and green (or blue) ink
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What to do:
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1. Make a vertical slit about 5 cm (2 inches) long at the bottom of the stem. Make sure
that the stem is still connected to the top.
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2. Take two conical flasks and half-fill each with water. Add red ink to one flask and
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green or blue ink to the other.

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3. Take one half of the stem and place it in the first flask. Place the second half in the second flask of
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coloured water. Leave the set-up for at least 24 hours.

Observation: One-half of the white flower turns red and the other half turns green (blue).
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Conclusion: The change in the colour of the flower indicates that the water is taken up by the stem.
id
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3. Aim: To demonstrate that starch is produced in green leaves

Materials required: Leaf from plants growing in a sunny area, ethyl alcohol, small glass jar, saucepan
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half-filled with water, tweezers, a shallow dish and some iodine solution
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s
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What to do:
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1. Take a leaf from a plant that has been growing in a sunny area.
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2. Fill the small glass jar with some ethyl alcohol. Place the jar in a saucepan full of water and heat the pan
until the ethyl alcohol in the jar begins to boil.
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3. Remove from heat. Using tweezers, place the leaf in the hot water for about a minute to soften it.
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4. Now drop the leaf in the jar of ethyl alcohol for a few minutes or until the leaf turns almost white.
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5. Remove the leaf and place in a shallow dish. Now cover the leaves with some iodine solution.
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Observation: The leaf turns blue-black in colour.

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Conclusion: Iodine is an indicator that turns blue-black in the presence of starch. The leaf turns blue-
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black indicating that the leaf performs photosynthesis and produces starch.
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Note: The hot water softens the leaf and the alcohol breaks down the chlorophyll taking the green
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colour out of the leaf and making it white.

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Materials required: A potted plant, water, two polythene bags and a long piece of string

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What to do:

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1. Take a potted plant and water it well.
2. Cover the plant with a polythene bag, tie the mouth of the bag with a piece of string and leave it in a sunlit

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area for a couple of hours.
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3. Take the second polythene bag and cover its mouth tightly with the string. Leave it in the same sunlit area as

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the other plant for a couple of hours.

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Observation: Tiny droplets of water are found on the inner surface of the polythene bag covering the plant

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and no water droplets are present inside the empty polythene bag.
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ss
Conclusion: Water droplets are formed due to water being lost from the potted plant by the process of transpiration.

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id
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5. Aim: To demonstrate the parts of a flower

As Sta
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Materials required: A hibiscus flower, a blade, a en

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&

igm
glass slide and a hand lens

An ent
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St
s

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What to do:

Fil
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1. Take a flower and note the physical features Style

of the flower such as sepals
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and petals in terms of numbers, colours,

Pis
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texture etc.

ilt
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2. Open out the petals of the flower and place

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them on a glass slide. Petals

3. Count the number of stamens as well as

Sep
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identify the anther and the filament of

al
each stamen. ule
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Ov r y
a Rece
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4. Observe where the petals are attached. Ov

ptac
le
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Observe a long,
Stem
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tube-like structure with round tips. This

structure is the carpel. The lower end of this Bud

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tube is swollen. This swollen part is the ovary.

Leaf
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5. Carefully slice the entire tube lengthwise with

the help of a sharp blade. Use a hand lens to
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observe what is inside the ovary. Notice the tiny, ball-like ovules inside the ovary.
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m
e

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g

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br

As
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&
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Pr
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98
v

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es
Pr
ity
rs
1. Write T for True. Write F for False.
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(a) The main root is generally long and thick as compared to the lateral roots that are short and thin.

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(b) Nodes are the points of attachment for stem, buds and flowers.
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m
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ss
(c) Stems of cacti are fleshy and green, and take part in photosynthesis.

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(d) A leaf arises from the nodes of a stem.

(e) Two important parts of a plant are leaves and flowers. As

(f) Mango leaves and banyan leaves show parallel venation.

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2. Fill in the blanks with the correct words.

(a) ........................ have thin, flexible stems that are usually green and non-woody. (Herbs/Climbers)
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(b) ........................ have soft stems that are usually green. (Creeper/Climbers)
(c) The trunk of most ........................ has several branches growing at some distance from the ground. (trees/shrubs)
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(d) All plants have ........................ parts and each part has a specific function. (different/similar)
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(e) A ........................ system is one in which there is a main root or a primary root that grows straight down deep into the soil.
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(taproot/fibrous)
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(f) ........................ holds the plant upright. (Stem/Root)

3. Answer the following questions.

(a) What are herbs?

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(b) Define shrubs.

(c) Give any two examples of shrubs.

(d) What are trees?

(e) Define climbers.

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g

(f) What do you understand by creepers?

4. Subject Enrichment
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(Skills instilled: Observation, Self-awareness)

Pihu saw a flower and she tries to recognise its different reproductive parts. Help her recognise the parts of a flower by drawing a
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well-labelled diagram.
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99
v

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1. Write two examples of each.rs
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(a) Fibrous root ........................, ........................

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(b) Taproot system ........................, ........................

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(c) Stem ........................, ........................

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(d) Parts of flower ........................, ........................
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(e) Venation ........................, ........................

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(f) Creepers ........................, ........................

2. Match the following.

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(a) Shrub i. Banyan tree

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(b) Herbs ii. Woody and strong stem

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(c) Trees iii. Life span of two seasons

(d) Climbers iv. Carrot, radish
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(e) Storage root v. Mango

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(f) Prop root vi. Passion flower

3. Answer the following questions.

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(a) Write any two functions of root.
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(b) Write any two functions of stems.

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(c) Define stem.

(d) What is a leaf?

(e) What do you understand by reticulate venation?

(f) What is photosynthesis?

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g

As
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4. Project Work
&

(Skills instilled: Creativity, Conceptual understanding)

Explore the internet to make a PowerPoint presentation on the process of photosynthesis.

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v

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8

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BODY MOVEMENTS

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21st Century Skills
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Unit 3 | The World of the Living

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• Collaborating
8 BODY MOVEMENTS
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• Analysing

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• Exploring

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Life Skills
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CHAPTER PREVIEW As
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• Skeletal system • Critical thinking

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• Types of joints • Communication
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• Movements in animals
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Warm-up
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7E Elicit, Engage, Explore

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Wha
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you will learn Skills instilled: Observing, Analysing

• Identify the main parts of the Ask students to look at the picture
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human skeletal system

carefully and describe it. Allow
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• Understand the functions
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them to describe everything they

of each part of the skeletal

system can see in this picture: jumping girl,
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• Learn about types of joints

hurdle, etc.
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• Learn about movements in

other animals
Ask them to identify what is shown
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in picture. Lead the discussion

to movements of body. Tell them

Why
that movement is one of the
&

it is important to learn characteristics of living things.

We use our muscles to walk, run Prompt them to give examples

or lift objects. Turning the pages

of a book, breathing and various
of activities where movement is
inviolved: eating, breathing, lifting
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other activities involve movements

of parts of our body. The skeleton, things, etc.
joints and muscles help us in various
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WARM-UP 7E Elicit
movements.
Movement is one of the characteristics of living things. It
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Therefore, it is important to learn

is the ability to move that allows us to eat, breathe, lift
about the functions of the skeletal
things, etc.
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system in humans and some other

animals. Give examples of any two movements of your body.

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96
e

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g

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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make groups of 5 and write any five movements of the body.
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1.
es

2.
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101
v

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Movement is essential to life. All living things, including plants, show movements of one sort or
• Analysing the other. Plants do not move from one place to another, but some plants have leaves that close

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• Observing when we touch them. Several plants are able to move their leaves in response to direct sunlight.

es
• Extending Most animals move from one place to another in search of food and shelter. When we move parts

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of our body, it is called movement. When we move our body from one place to another, it is called
locomotion. Let us learn about what helps us in body movements and locomotion.
Life Skills

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• rs
Critical thinking What is the human skeletal system?
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• Self-awareness Movement in our body is helped by bones, muscles, tendons, cartilage and ligaments. The
muscular system and the skeletal system are the two organ systems that help us in movement

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and locomotion. All the bones in the human body together with ligaments, cartilage and tendons
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Teaching Idea 7E Engage, Explore make up the skeletal system. This includes the skeleton and joints of our body (Fig. 8.1).

m
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What is a skeleton? Skull

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Skills instilled: Observing, Analysing,
Bones form the framework of our body. This framework Lower jaw Collar bone
Critical thinking

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id

Neck vertebra (clavicle)

of bones is called the skeleton. The skeleton of an adult Shoulder blade Breast bone
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Ask students if they know why do As human is made up of 206 bones. (scapula) (sternum)
we move. Tell them animals move in Humerus
am

Rib
The five main functions of the skeleton are:
search of food and shelter. Plant show
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1. It gives shape and support to our body. Vertebra
movement in their leaves.
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2. It protects our soft internal organs such as the Radius

Hip girdle
(pelvis) Ulna
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heart, lungs and stomach.

Explain the difference between Wrist bone
3. Major muscles are attached to the skeleton. This
movement and locomotion.
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allows movement of different body parts. Femur

4. It helps in making blood cells. Many bones in our
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Fingers
body are hollow and are filled with a soft substance Tibia
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called bone marrow. The bone marrow is where our Fibula

blood cells are made.
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5. It stores calcium and phosphorous for later use by the

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Ankle bones
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body. Calcium and phosphorous make our bones hard Foot bones
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and strong.
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Fig. 8.1 Skeletal system

Let us learn about some important bones of the skeletal
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system—the skull, the vertebral column, the ribcage and the bones of
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the limbs and girdles.

Concept Building
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Skull: The skull is the bones of the head that gives shape to our head and
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supports our face. The skull is made up of 22 bones. It includes the bones
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7E Explain, Elaborate
of our head, face and jaws (Fig. 8.2). These bones are joined together very
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Skills instilled: Observing, Analysing closely. The skull is made up mostly of immovable joints due to which
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skull bones cannot move except for the lower jaw.

What is the human skeletal system? • The hard bones of the skull protect the brain.
Fig. 8.2 Human skull
• It gives shape to our face.
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Introduce human skeletal system. 97

Explain the components of the human
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skeletal system.
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What is a skeleton?
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Tell students what a skeleton is and discuss the facts about the skeleton.
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Discuss the functions of the skeleton and ask students to write 5 functions in their notebook.
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Talk about important bones of the skeletal system—skull, vertebral column, ribcage and bones of the limbs and girdles.
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Then explain about skull.

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Skull: Ask students if they know what a skull is and explain its functions. Show the picture of the skull and discuss about
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bones and joints that form skull.

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&
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Pr
ty
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102
v

t
en
ni

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Vertebral column: The backbone is also known as the spine or
• Analysing
vertebral column. It covers the spinal cord. The spinal cord is a

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thick bundle of nerves that sends information from the brain to Vertebrae • Observing

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the rest of the body. The vertebral column is made up of small • Exploring

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bones called vertebrae (Fig. 8.3). Adults have 33 vertebrae, out of
which only 26 are movable. The vertebrae are all linked together to
Life Skills

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form the long bony backbone.
• The vertebral column covers and protects the spinal cord.
rs • Critical thinking
• It also protects nerves and blood vessels that run down
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from the brain along the spinal cord. • Problem-solving

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• The vertebrae allow us to stand straight, twist, bend and

Fig. 8.3 Vertebral column
move our back.
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Concept Building

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Ribcage: The ribs are curved bones that form a structure Sternum
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Ribs 7E Engage, Explain
called the ribcage. The ribs are like a cage of bones around the

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chest. We have twelve pairs of ribs. The ribs are joined to the
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Skills instilled: Analysing, Critical

backbone at the back and to the breastbone or sternum at the
thinking
br

As
front (Fig. 8.4). The last two pairs of ribs are called floating ribs
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because they are joined only to the backbone.

Vertebral column
&
• It protects important organs such as the heart, the lungs and
Explain students the backbone is also
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the liver. Floating ribs

known as the spine or the vertebral

• Its movements help us breathe. Fig. 8.4 Ribcage

column. Discuss the characteristics of
Bones of the limbs and girdles: We have two pairs of limbs—
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Collar vertebral column. Discuss what would

the forelimbs or arms and the hind limbs or legs. We have two bone
girdles—the pectoral girdle and the pelvic girdle.
happen if we did not have a backbone
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Forelimb
(humerus) and explain its importance.
Forelimbs: The bones of the forelimb consist of the bones of the
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upper arm, lower arm and fingers. The bone of the upper arm is Shoulder
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called the humerus. It is joined to two small bones of the lower blade
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arm, at the elbow. The arm is attached to our hand. Our hand is
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Fig. 8.5 Pectoral girdle

made of many small bones of the wrist, palm and fingers. The
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forelimbs are connected to the shoulder girdle. The pectoral

girdle consists of the shoulder blade and the collar bone (Fig. 8.5). Ilium
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Hind limbs: The bones of the hind limb consist of the bones of the
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upper leg, lower leg and toes. The bone of the upper leg is called
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the femur or the thigh bone. It is the longest bone in our body. Pubis
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It is joined to two small bones of the lower leg, at the knee. The Ischium
leg is attached to the foot. Out foot is made of many small bones
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including the toes. Hind limb (femur)

The hind limbs are connected to the pelvic girdle. The pelvic girdle Fig. 8.6 Pelvic girdle
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consists of 3 large flat bones joined together in the hip region (Fig. 8.6).
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98
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
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Ribcage
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Explain ribcage and its different parts. Talk about sternum and floating ribs. Discuss the functions of ribcage.
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• It protects important organs such as the heart, the lungs and the liver.
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• Its movements help us breathe.

As
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Bones of the limbs and girdles

Discuss with students the number of limbs and girdles.

Bring a chart of limbs and girdles in class and show all the bones. Ask students to observe the forelimbs, humerus, shoulder
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blade, collarbone and femur. Ask them to describe the features of each in their notebook.
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ty
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103
v

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• The forelimbs and shoulder girdle help us move our arms and shoulders to pick and
• Analysing carry things.

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• Observing

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• The hind limbs and the hip girdle help us move our legs and hips to walk and run.
• Exploring

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Section Review 1 7E Evaluate

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To identify the structure and function of the skeletal system.
Life Skills
In the given diagram, mark arrows to label the skull, vertebral column, ribcage, shoulder girdle,
•
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Critical thinking pelvic girdle, sternum, humerus and femur. One has been done for you.
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• Self-awareness Skull
Write a function each of:

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• Communication 1. Skull
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Section Review 1 7E Evaluate
2. Vertebral column

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Skills instilled: Analysing, Critical

thinking, Problem-solving As 3. Ribcage

This section helps in evaluating

&
the understanding of students. Let
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students complete the exercise on

The bones of our skeleton are hard and strong. They cannot bend or move. They can only
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their own in class. Help them read move at joints. Different types of joints help us move in different ways.
and understand the questions, if
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IVID
required. Then, discuss the answers What are the types of joints?
so that students can verify their own
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The places where two or more bones meet are called joints. If we did not have joints, we
answers. Help them if they get stuck would not have been able to move any part of our body.
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somewhere.
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Test It Yourself! 7E Explore

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1. Take a long hollow cylindrical piece of cardboard and put your arm through it such that the
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Look It Up! 7E Extend, Engage cylinder lies well over your elbow.
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2. Using this arm, try to pick a glass and bring it to your mouth. Are you able to do this?
Skills instilled: Analysing, Health Yes/No? Why?
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literacy
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Different joints show different kinds of movements. Based on the kind of movements, there are
Ask students to use Internet and
different types of joints.
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find about arthrology. Discuss their

findings in class. 1. Fixed or immovable joints: Joints that show no Look It Up!
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7E Extend
movement
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Search online for answers and

2. Partly movable joints: Joints that show slight movement discuss in class.
Test It Yourself!
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7E Explore
What is arthrology?
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3. Movable joints: Joints that show free movement

Skills instilled: Creativity, Critical
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thinking 99
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Ask students to perform the activity

as per the steps given in the book.
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When students are unable to drink Concept Building 7E Engage, Explain, Elaborate
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water, explain that bending of arm

Skills instilled: Analysing, Critical thinking

en
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is required to bring the glass to the

mouth. Emphasise on the importance
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What are the types of joints?

of arm joint in banding of arm.

Ask students if they know what joints are and why joints are needed.
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Explain different types of joints. Discuss the working of different types of

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joints by giving examples. Reinforce the concept by demonstrating different

movements using different types of joints like bending of neck, folding of

elbow and knees, rotating shoulder, etc.

&
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s
es
Pr
ty
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104
v

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&
Movable joints are of the following types (Figs. 8.7 and 8.8).
• Analysing

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• Pivot joint: In this type of joint, the end of one bone fits into a ring formed by the other bone.
• Observing

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• Hinge joint: In this type of joint, the bones hinge with each other allowing forward and
backward movement. • Exploring

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• Ball and socket joint: In this type of joint, the ball-like surface of one bone fits into a cup-
like hollow in the other.

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Life Skills
• Gliding joint: In this type of joint, one bone slides over the other.
rs • Critical thinking
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• Self-awareness

t
en
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• Problem-solving
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Do You Know?

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Pivot joint Hinge joint Ball and socket joint Gliding joint
7E Engage, Elicit

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id

Fig. 8.7 Types of joints Skills instilled: Critical thinking,

Analysing
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As Fixed joints: Joints that show

no movement Explain the role of X-ray in case

&
Movable joints: Joints that Ball and
Example: Joints of the skull
(except the lower jaw)
of a bone injury. Tell students how
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show different types of socket X-rays are able to detect damage done
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movements
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1. Pivot joint: Allows bones to bones.

to move up and down and
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side to side Partly movable joints: Joints that

Example: Joint between the show some movement
back of the skull and neck Hinge
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Example: Joints between the ribs

2. Ball and socket joint: and the sternum
Allows bones to move in all
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directions
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Examples: Hip joint and

shoulder joint Do You Know? 7E Extend
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en
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3. Hinge joint: Allows bones Sometimes a bone may

to move forward and Ball and break or crack due to a fall or
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backward in one direction

socket injury. Doctors take the help

Examples: Elbow joint and
Hinge of X-rays to see the damage
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knee joint
Gliding done. X-rays pass through
4. Gliding joint: Allows bones
muscles and other soft
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to slide along each other

Examples: Wrist joint and tissues, but not bones.
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ankle joint
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&
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Fig. 8.8 Types of joints in the human body

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100
ity
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

en
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Tell students that movable joints are of the following types: pivot, hinge, ball and socket and gliding. Point these joints on
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the model/picture of the skeletal system. Discuss their specific features and functions.
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ss
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Explain students that associated with the bones of the skeletal system are ligaments, tendons and cartilage that along with
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muscles help in movement. Talk about what each part means and what is its role in body movement.
br

As
am

&
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s
es
Pr
ty
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105
v

t
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&
Associated with the bones of the skeletal system are ligaments, tendons and cartilage that along
• Critical thinking
with muscles help in movement.

s
• Analysing

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• Ligaments are bands of tissue that hold one bone to another.
• Exploring • Bones are joined to muscles with the help of strong tissues called tendons.

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• The ends of bones are covered with a hard elastic substance called cartilage which protects
Life Skills the bones from rubbing against each other. Cartilage is also found in our outer ear and at

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the end of our nose.
• Critical thinking
rs How does our body move?
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• Self-awareness Most muscles in our body are attached to bones. Therefore, when muscles move, they move the

t
• Problem-solving

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bones they are attached to and that part of our body moves.
ni
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Muscles work in pairs. When one of the muscles of the pair contracts, the bone it is attached to is

m
pulled in that direction. At the same time, the other muscle of the pair relaxes. To move the bone
Real-world Connect!
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ss
in the opposite direction, the reverse happens. The muscle that was relaxed, now contracts and
7E Engage, Elicit the bone gets pulled back to its original position whereas the first muscle relaxes. A muscle can

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id

only pull, but cannot push. Thus, two muscles have to work together to move a bone.
br

Skills instilled: Analysing, Critical As

thinking, Problem-solving Let us understand this by taking the example of the pair of muscles that move the hinge joint
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at the elbow. The pair of muscles that move our arm are the biceps and triceps. The biceps are
&
Explain that it is important to keep found at the front of the humerus and the triceps are found at the back of the humerus. When
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our bones healthy. Discuss the role the biceps contract, the triceps are relaxed and the lower arm gets pulled up (Fig. 8.9). When
s
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of Vitamin D in bone health. Tell the triceps contract, the biceps relax, straightening the lower arm. This is how our arm moves.
students that Vitamin D also helps Biceps (contracted)
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in bone formation. Explain the

Biceps (relaxed) VID
importance of sun exposure to get
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Movement
Vitamin D. Movement
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Test It Yourself! 7E Explore Triceps (contracted)

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Triceps (relaxed)
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Skills instilled: Creativity, Critical Fig. 8.9 Contraction and relaxation of muscles
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thinking 21st 21st

Century Observation Century Health literacy

Test It Yourself! Skills
Ask one student to come forward Skills
Real-world Connect!
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1. Make a fist with the right hand, bend your arm at the
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and demonstrate the activity. Guide elbow and touch your shoulder with the thumb. It is believed that Vitamin D helps
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the selected student to follow the

2. Touch your upper arm. Do you feel a bulge? This is your the bones store calcium and
instructions as given in the textbook. contracted bicep muscle.
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phosphorus. It also helps in bone

3. Now straighten the arm. Do you still feel the bulge? formation. So, it is important to
Ask students to observe the outcome
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Note: If you hold a dumbbell or hold a water bottle filled with spend adequate time in the Sun to
and relate it to the topic: muscles work
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water, the results are much better. get natural Vitamin D.

in pair.
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101
ity
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

How does our body move?

Explain students that most muscles in our body are attached to bones. Discuss how muscles and bones work together to
e

ss
g

move a part of our body.

se
id
br

Muscles work in pairs.

As
am

Explain how contraction and relaxation of muscles is related. Tell students that a muscle can only pull, but cannot push.
&

Thus, two muscles have to work together to move a bone. Show how a pair of muscles move the hinge joint at the elbow in
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the class.
s
es
Pr
ty
si
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106
v

t
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ni

&
• Critical thinking
To identify the types of joints in the human body and the extent of their motion.

s
• Analysing

es
1. Complete the given table.
Name of the joint Type of joint (Fixed/ Type of movement Example • Exploring

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partial/movable)
(a) Ball and socket

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joint Life Skills
(b) Hinge joint rs
(c) Joints of the skull • Critical thinking
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(d) Gliding joint • Self-awareness

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(e) Pivot joint

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(f ) Joints of the ribs

• Problem-solving
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To demonstrate how muscles work in order to explain their functions.
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2. Muscles work in pairs by contracting and relaxing in turns. How does this help an individual? Section Review 2

ss
7E Evaluate
Tick the correct option.

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(a) It helps in the absorption of nutrients. Skills instilled: Analysing, Critical

thinking, Problem-solving
br

(b) It prevents any injury to the internal organs.

(d) It just makes one look good. This section helps in evaluating
&
the understanding of students. Let
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We learnt how bones and muscles help in movement. However, there are some animals that students complete the exercise on
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do not have bones. So, how do they move from place to place? Let us learn about IVID their own in class. Help them read
movements shown by some animals. and understand the questions, if
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required. Then, discuss the answers

What are the movements shown by other animals? so that students can verify their own
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Animals move from one place to another in search of food and shelter, and to escape from answers. Help them if they get stuck
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their hunters. Depending on their body structure, different animals show different movements. somewhere.
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Let us understand some types of movement using earthworm, snail, cockroach, snake, fish and
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en
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birds as examples.
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How do earthworms move?

Earthworms live in the soil. They are invertebrates, that is,

animals without bones. They have a cylindrical body. The
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id

body of an earthworm is made of several ring-like segments

(Fig. 8.10). Each segment is filled with fluid and has its own
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set of muscles.
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Segments
The under surface of the body has large number of hair-like
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structures called bristles. The bristles help the earthworm get a Fig. 8.10 Earthworm
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grip on the ground.

es
Pr

102
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
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What are the movements shown by other animals?

Ask students if they know how do animals that do not have bones move. Tell them that depending on their body structure,
e

ss
g

different animals show different movements.

se
id
br

How do earthworms move?

As
am

Explain students about the body structure of earthworms. Tell them that earthworms are invertebrates, that is, animals
&

without bones. Discuss how earthworm push themselves forward and how they move in soil. Talk about the role of bristles.
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s
es
Pr
ty
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er

107
v

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&
They push themselves forward by contracting and extending
• Critical thinking Direction of motion Head
their body muscles using bristles on the outer surface of their

s
• Analysing bodies as anchors. 1

es
• Exploring An earthworm extends the front end of the body while using Bristles

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the bristles to keep the rear portion fixed to the soil. Then it 2
Contact surface
fixes the front part and releases the rear part. The earthworm

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Life Skills then contracts its body and pulls the rear end towards the 3
rs front. By repeating these movements of contraction and Fig. 8.11 Movement in earthworm
• Critical thinking expansion, the earthworm moves (Fig. 8.11). The body of the
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• Self-awareness earthworm produces a slippery substance that helps it move smoothly in the soil.

t
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• Problem-solving How do snails move?

Tentacles

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Snails are also invertebrates. They are slow-moving animals. They
Shell
have a rounded hard structure called the shell. They also have
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ss
Concept Building tentacles with eyes placed on top of them. The snail has a strong
7E Engage, Explain, Elaborate

se
id

muscular organ called the foot which is made up of muscles that

undergo alternate contraction and relaxation (Fig. 8.12). The foot
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Skills instilled: Analysing, Critical As releases a slippery substance called mucus which helps it move
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thinking smoothly. The snail moves with the help of waves of muscular Muscular foot
Fig. 8.12 Snail
&
contraction, leaving behind a trail of mucus.
How do snails move?
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How do cockroaches move?

Explain movement of snail with the Cockroaches are invertebrates and are a part of a group of animals
help of following pointers. called insects. Like all insects, a cockroach has three pairs of legs. It
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also has two pairs of wings. The head of the cockroach has a pair of Antennae
1. Snails are also invertebrates. They eyes as well as a pair of antennae or feelers for feeling things around
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are slow-moving animals. them (Fig. 8.13). A cockroach can run as well as fly. When the Head
Wings
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2. They have a rounded hard cockroach walks or runs, at any given time, only three of its six feet
Legs
structure called the shell. are on the ground! To walk or run, it moves its middle leg on one
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Fig. 8.13 Cockroach

side with the front and back legs on the opposite side. By alternating
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3. They also have tentacles with eyes
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steps in this way, it can walk and run really fast! ANM
placed on top of them. The snail
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has a strong muscular organ called

Real-world Connect! 7E Extend
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the foot, which releases mucus.

Cockroaches have small sticky pads on the underside of their legs.
se
id

Discuss the role of foot and mucus in This helps them stick to walls and walk upside down on ceilings!
the movement of snail.
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How do snakes move?

Snakes are vertebrates that have no limbs. Snakes have a very long
&

Real-world Connect! backbone. The backbone is connected to muscles. A snake has scales on its
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underside that help it hold on to the ground as it moves. A snake moves by

7E Engage, Explore
twisting its body to form a few S-shaped loops (Fig. 8.14). Each loop gives the
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Skills instilled: Analysing, Observing body a forward push, which helps the snake move forward by pushing
Fig. 8.14 Snake
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sideways. Such a movement is called ‘serpentine’ movement. 103

Tell students that cockroaches have
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small sticky pads on the underside

of their legs. This helps them stick
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to walls and walk upside down Concept Building 7E Engage, Explain, Elaborate
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on ceilings. Skills instilled: Analysing, Critical thinking

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en
ni
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How do cockroaches move?

Ask students if they have seen a cockroach. Tell students that cockroaches
e

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g

are invertebrates and are a part of a group of animals called insects. Discuss
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id

with students the special features or body parts that help cockroaches in its
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movement. Talk about body structure of cockroaches in detail and discuss the
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ways in which they move or run.

How do snakes move?

Explain about snakes and the unique way it uses to move around. Talk about
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their body structure and special features as given in the textbook.

Pr
ty
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108
v

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&
Snakes move faster on rough surfaces such as grass as
Search online for answers and • Critical thinking
compared to smooth surfaces as their scales are not able to

s
discuss in class.
grip smooth surfaces. • Analysing

es
Find out what ‘concertina’,
How do fish move? ‘sidewinding’ and ‘caterpillar’ • Exploring

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are, with regard to the
Fish are also vertebrates, which means they have a movements of snakes.
backbone. They have a streamlined body, that is, a small Life Skills

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head, a narrow body and a thin tail (Fig. 8.15). This shape of the body
rs
helps them cut through water easily. Fish Fin Head • Critical thinking
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have tails and fins that help them swim as
• Self-awareness
well as change direction while swimming.

t
en
• Problem-solving
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Some fish have swim bladder that helps

Tail
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them move up or down in water.

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Fig. 8.15 Fish
Fish move their
Section Review 3
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While swimming, fish move their muscles in a wave-like motion 7E Evaluate

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muscles in a wave
(Fig. 8.16). The front part of the fish curves to one side and the tail Swimming motion to swim.
direction

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Skills instilled: Analysing, Critical
id

curves to the other side, to form an S-shape. This helps them push
thinking, Problem-solving
br

their body forward by moving sideways. Fig. 8.16 Movement of

As fish in water
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How do birds move? This section helps in evaluating

&
Birds are vertebrates that can fly in air as well the understanding of students. Let
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as walk on land. Some birds such as ducks can students complete the exercise on
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swim in water as well. Birds have a streamlined their own in class. Help them read
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body with bones that are hollow. Their forelimbs

and understand the questions, if
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are modified into wings and they have strong

flight muscles that help some birds fly very long Upstroke Downstroke
required. Then, discuss the answers
so that students can verify their own
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distances. Their tail helps them in changing Fig. 8.17 Movement of birds
direction while flying. Birds have two hind legs that allow them to walk or hop on land. answers. Help them if they get stuck
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Flightless birds can run fast using their strong legs. somewhere.
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Birds fly by flapping their wings up and down. The upward movement of the wings is called
t
en
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the upstroke and the downward movement of the wings is called the downstroke (Fig. 8.17). Look It Up! 7E Extend, Engage
INT
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Section Review 3 7E Evaluate

Skills instilled: Analysing, Information
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To compare the characteristic features of body movements of various organisms. literacy

Complete the given table.
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id

Name of the Vertebrate/ Body parts that Describe the movement shown
Ask students to to use the Internet and
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search what ‘concertina’, ‘sidewinding’

animal invertebrate help in movement by the animal

and ‘caterpillar’ are, with regard to the
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1. Cockroach
2. Bird movements of snakes.
&

3. Fish
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4. Snake
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5. Earthworm
6. Snail
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104
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

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en
ni
U

How do fish and birds move?

Explain students about the movement in fish and birds. Show a video or an animation that clearly shows what is unique
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ss
g

about their body structure. Elaborate on how their body shape and structure help them to survive in their habitat.
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id
br

As
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&
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Pr
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109
v

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&
5. Observe and answer.
• Critical thinking
Look at the given picture. Label its parts.

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• Analysing What is its function?

es
• Exploring

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ity
Life Skills
•
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Critical thinking
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• Self-awareness

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• Problem-solving
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B. SUBJECTIVE TYPE QUESTIONS REASONING 1 1-2 2
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Experiential Learning (page 105) 1. Answer the following in brief.

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7E Explore, Engage (a) Define the skeletal system.

(b) List any three functions of the skeletal system in humans.

Skills instilled: Creativity, As (c) Infer: Unlike plants, animals need to move from one place to another.
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Self-awareness (d) Compare and contrast the ball and socket joint and the hinge joint.
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This exercise will help students (e) Form a hypothesis on why fish have a streamlined body.
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reinforce their understanding of 2. Answer the following in detail.

animal movements. Tell them that it is (a) Give reasons why the human vertebral column is made of several vertebrae and not one
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an outdoor activity. Let students form single bone.

pairs. Explain the activity to them. (b) Describe a simple activity to show that joints are required for movements.
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Guide them to imitate movements (c) Explain briefly movements in the following:
of hummingbird, grasshopper and
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i. Earthworm ii. Snail iii. Snake iv. Cockroach

flamingo. Ask them to focus on their (d) List any three ways in which the skeleton of a bird is suitable for flight.
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joints and muscles that help them do (e) Why do you think animals such as snakes find it difficult to move on smooth surfaces such
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as glass?
these activities. Ask them to write a
Scientific
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note on their experience. Proficiency Adaptive reasoning

C. PUZZLE OVER PROBLEM-SOLVING - - 1

1. Why do we have a bony skeleton covering organs such as the brain and the heart?
Puzzle Over 7E Elicit, Engage
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D. SKILL CRAFT ANALYSIS & CREATING 4 2-3 1

21st
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Skills instilled: Analysing, Critical Century Information literacy, Technology literacy

1. Project Work Skills

thinking, Problem-solving
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Compare the movement of an animal that has a backbone with that of an animal that does not
have a backbone. Use the internet to collect all the information. Make a PowerPoint presentation
&

Encourage students to think and and show it in class.

answer the question. Explain that we

have a bony skeleton because bones

are strong enough to support our
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entire weight. Bones also protect the
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body’s organs. The skull protects the

brain and forms the shape of the face.
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The ribcage protects important organs Project Work 7E Explore, Extend, Engage
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such as the heart and lungs.

Skills instilled: Creativity, Information literacy, Technology literacy
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Ask students to use Internet to collect information on the movement of an

animal that has a backbone and an animal that does not have a backbone. Ask
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them to compare the information they collected to make a PPT and present it
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in class.
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2. Research/Activity Century Observation, Creativity
Skills • Critical thinking

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Create an animal card. Observe any one animal, big or small, around you. Take its photograph and
• Analysing

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create an animal card by answering the following questions:
• What kind of animal is it—vertebrate or invertebrate? • Exploring

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• What colour is it? How big is it?
• How many legs does it have? How does it move?
Life Skills

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• What is surprising or interesting about its looks or behaviour?
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Note: Be careful around the animal. Do not get too close to it.
• Critical thinking
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3. Discuss and Answer Life • Self-awareness
Skills Critical thinking

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• Problem-solving
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We could have had just one type of joint. Why do we have different types of joints?
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21st

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4. Connect to Life Century Health literacy
Skills
Research/Activity
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Yoga helps maintain bone strength, joint mobility and joint stability. Find out the names of some
yogasanas that help us in becoming more flexible as well as strengthen our joints. 7E Explore, Engage

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As Skills instilled: Creativity, Analysing,

Life Self-awareness
Self¯check Observing
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Skills
I can:
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Ask students to create an animal card.
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understand the difference between movement and locomotion.

Tell them to visit zoo to see animals.
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define the skeletal system and list at least its three functions.
Ask them to observe any one animal:
define joints and describe briefly the types of joints in the human body. what kind of animal is it? What is
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explain how earthworms, snails, snakes, cockroaches, fish and birds move from one place to another. the colour of animal? How many legs
it has? How does it move? Is there
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appreciate the role of the skeletal system in body movements.

any surprising or unique fact about
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that animal? Ask them to write their

observations on their card. Discuss

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their cards in the class.

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Discuss and Answer

7E Extend, Engage
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Skills instilled: Critical thinking, Health

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Super

literacy
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Activities in Teacher’s Book

Explain that we have different types

Refer to the Teacher’s book for additional activities to reinforce concepts.

of joints to show different kinds of
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To demonstrate the different types of movements shown by joints in humans.

movement. Different parts of our body

such as hands, legs, shoulders, neck,
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108
etc. move differently.
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Connect to Life 7E Extend, Engage

Skills instilled: Observation, Health literacy

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Stress on the importance of physical fitness. Tell students that yoga helps maintain bone strength, joint mobility and
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joint stability. Virabhadrasana, Setu Bandha Sarvangasana and Savasana are the names of some yogasanas that help us in
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becoming more flexible as well as strengthen our joints.

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Teacher’s Support
As
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

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Aim: To demonstrate the different types of movements shown by joints in humans

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What to do:

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1. This is a group activity moderated by the teacher.

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2. Divide the class into groups of four.
3.
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Each member of a group is to pick one type of joint—pivot joint, ball and socket joint, hinge joint and
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gliding joint.

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4. The teacher calls out one-by-one, movements such as taking hand to the mouth, bowling a cricket ball,
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rotating the ankle, moving head to say ‘no’, squatting, lunging, moving head to say ‘yes’, moving the
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wrist etc.

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5. The groups are to take 10 seconds to identify the joint involved in the movement called out and the
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As
student responsible for the joint comes forward and shows the movement called out.
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The group that gets all the movements correct in the shortest time gets to demonstrate one new
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movement (other than what was called out) of each of the joints to the rest of the class.
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&
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112
v

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1. Write T for True. Write F for False.
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(a) Movement is not essential to life.

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(b) Plants do not move from one place to another, but some plants have leaves that close when we touch them.
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(c) The spinal cord is a thick bundle of nerves that sends information from the brain to the rest of the body.
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(d) The hard bones of the skull protect the brain.

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(e) The arm is detached to our hand. As

(f) The bone of the upper arm is called the humerus.

&
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2. Fill in the blanks with the correct words.

(a) The bone of the upper leg is called the ........................ or the thigh bone. (femur/collar bone)
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(b) The bones of the ........................ consist of the bones of the upper arm, lower arm and fingers. (forelimb/humerus)
(c) The last two pairs of ribs are called ........................ because they are joined only to the backbone. (shoulder blade/floating ribs)
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(d) Joints that show no movement are called ........................ . (immovable joints/movable joints)
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(e) ........................ show free movement. (Movable joints/Immovable joints)

(f) ........................ are bands of tissue that hold one bone to another. (Ligaments/Tendon)
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3. Answer the following questions.

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(a) How many types of movable joints are there?

As
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(b) Define ribcage and write its functions.

(c) What do you understand by the skull?

(d) What is skeleton and define its functions?

(e) What do you understand by locomotion?

(f) What is the other name of thigh bone?

As
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4. Subject Enrichment
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(Skills instilled: Self-awareness, Health literacy)

Rohan saw a skeleton in the laboratory. He is curious to know more about the backbone. Backbone plays an important role in the body.
Write a short note on it.
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1. Name the following. rs
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(a) Components of forelimbs ........................, ........................

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(b) Components of hind limbs ........................, ........................

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(c) Joints ........................, ........................

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(d) Names of backbone ........................, ........................
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(e) Organs protected by ribcage ........................, ........................

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(f) Girdles ........................, ........................

2. Match the following.

As
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(a) Humerus i. Skull

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(b) Femur ii. Wrist joint

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(c) Movable joints iii. The bone of the upper arm

(d) Gliding joint iv. Joints that show free movement
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(e) Fixed joint v. Hip joint and shoulder joint

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(f) Ball and socket joint vi. The bone of the upper leg
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3. Answer the following questions.

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(a) How muscles work in pairs?
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(b) How does earthworm move?

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(c) How do birds move?

(d) Are snakes vertebrates that have no limbs?

(e) Name some important bones of the skeletal system.

(f) Define bone marrow.

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As
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4. Project Work
&

(Skills instilled: Conceptual understanding, Scientific proficiency)

Different joints have different functions and show different types of movements. Explore the internet to find more information and
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prepare a project on types of joints. Use relevant pictures of joints to make your project more informative.
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9

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LIVING ORGANISMS—

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CHARACTERISTICS
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21st Century Skills
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Unit 3 | The World of the Living

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• Observing
9 LIVING ORGANISMS—
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• Analysing

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• Exploring

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CHARACTERISTICS

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Life Skills
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CHAPTER PREVIEW As
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• Characteristics of living things • Critical thinking

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• Biotic and abiotic components • Communication
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Warm-up 7E Engage, Explore

Skills instilled: Observing, Analysing,

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Critical thinking
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Wha Ask students to look at the picture

you will learn
carefully and name everything
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• Understand the they can see in the picture. Ask
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characteristics of living
organisms them to segregate them as living
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• Learn about biotic and abiotic and non-living things. Ask reasons
components for the same.
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Why
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it is important to learn
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Living things on the Earth not only

show common characteristics, but

21st
they also interact and depend on
living as well as non-living things to
WARM-UP Century Thought provoking
Skills
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stay alive. There are millions of living organisms that live on the
Therefore, it is important to learn Earth. This includes the different types of plants and
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about the characteristics of living animals present in the world. They are all living organisms
because they show some common characteristics.
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things, and the living and non-living

components present around us.
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Can you recall any two features of living things?

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Activity Corner 7E Explain, Engage, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make a list of all living things they can see around them and enumerate their features due to which they can
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be classified as living organisms.

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Draw a table on the board and ask some students to come and write one living organism and its feature in the table.
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If you look around your home, you will find many things such tables, chairs, toys, mobile phones
• Analysing and kitchen appliances. You might also notice some small animals such as cockroaches, lizards,

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• Observing flies and mosquitoes. If you look outdoors, you will see different kinds of plants, birds and

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• Technology literacy animals such as grass, tree, sparrow, dog and cow. Therefore, we can say that the world around us

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is made of a variety of things. Some things are living whereas some things are non-living. Let us
learn about the characteristics of living things to understand how living things are different from
Life Skills

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non-living things. Living things are also known as living organisms.

• rs
Critical thinking
What are the characteristics of living things?
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• Problem-solving
The features that distinguish one thing from another are known as its characteristics. Living

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things have the following characteristics that non-living things do not have.
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Teaching Idea 7E Explain ANM

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1. Structural organisation 2. Growth 3. Nutrition
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Skills instilled: Observing, Analysing, 4. Respiration 5. Excretion 6. Response to stimuli
Critical thinking 7. Reproduction 8. Lifespan

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Discuss how some non-living As Structural organisation

organisms may have similar features Living things are highly organised, meaning they contain specialised, coordinated parts. All
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but they are still not categorised as living organisms are made up of one or more cells, which are considered the fundamental units
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of life. Living things show one or all of the following structural organisation.
living; for example, Sun and air move
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but they are not living organisms. Cells Tissues Organs Organ systems Organism
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Cells are the building blocks of living things. Groups of similar cells that come together to
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perform a specific function are called tissues. Groups of tissues that come together to perform a
specialised function are called organs. Groups of specific organs that come together to perform a
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life process such as circulation, respiration or digestion, form an organ system. A group of organ
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systems makes an organism.

• Some organisms are made up of only one cell. Such organisms are known as single-celled
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or unicellular organisms. Examples of single-celled organisms are bacteria, Amoeba,
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blue-green algae, etc.

Concept Building • Most organisms are made up many cells. Such organisms are called multicellular
organisms. Examples of multicellular organisms are mosquitoes, mango trees, flies,
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7E Explain, Elaborate
humans, elephants, etc.
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Skills instilled: Observing, Analysing, Living things grow

Critical thinking
As

All living organisms grow from a young one to an adult organism. For example, a seed grows
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to become a plant (Fig. 9.1). Similarly, a small kitten grows to become a cat and a human baby
What are the characteristics of living
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grows to become an adult.

things?
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Define characteristics. Make a list of

all the characteristics on the side of the 110

board and leave it there till the end of
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the chapter.
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Structural organisation
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Make the following flashcards: One cell, few cells joining together, tissue, few tissues joining together, various organs, any
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one organ system and human body.

Show the flashcards in sequence as the structural organisation is explained. Explain unicellular and multicellular
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organisms using examples.

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Living things grow

As
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Ask students to name young ones of some animals. Then explain how living things grow.
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• Analysing

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• Observing

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Do You Know? 7E Extend
Growth is not only
• Exploring

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growing in size, but also in
the formation of new cells
Life Skills

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and tissues. For example,
if you get a cut, new skin
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and hair grow too!
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• Self-awareness

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Fig. 9.1 A seed grows to become a plant

Do You Know? 7E Extend

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Living things need nutrition Skills instilled: Observing, Analysing,
The process by which living things obtain and use food is called nutrition. All living things use Critical thinking

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food to get the energy needed to do all their life processes. Some living organisms such as
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As
green plants and some bacteria manufacture their food using simple materials found around Point out students with long hair who
had short hair at some point in time.
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them. Organisms that manufacture their food are called autotrophs.

Discuss how growth is not limited to
&
All animals depend on plants directly or indirectly for food. Organisms that cannot
just size.
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manufacture their own food are called heterotrophs. Some heterotrophs eat only plants. Such
s
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heterotrophs are called herbivores. Cows and goats are herbivores. The heterotrophs that eat
only animals are called carnivores. Lions and tigers are carnivores. The heterotrophs that eat
Real-world Connect! 7E Extend
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both plants and animals are called omnivores. Crows and bears are omnivores.

Living things undergo respiration Skills instilled: Observing, Analysing,

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Animals and plants use food to release energy.

Critical thinking
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The process by which living organisms use oxygen Bring some sprouts to class and
Real-world Connect!
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7E Extend
to release energy from food is called respiration. discuss how they germinated.
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Oxygen from the atmosphere is taken into the Although seeds may look like non-living
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Explain the conditions necessary for

body when living organisms breathe. Thus, things, they are considered to be living
things. This is because while they wait for germination of seeds and growth of
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breathing is a part of respiration. During conditions that favour germination, they

breathing, air containing oxygen is taken into a plant.
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continue to respire. This is why if we push

the body and air containing carbon dioxide is our hand deep inside a sack of seeds
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such as wheat grains, it feels warm.

given out of the body. Therefore, exchange of

gases takes place in living things. In humans and Once conditions are favourable, seeds
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other land animals, the exchange of gases takes germinate and grow into new plants.
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place in lungs (Fig. 9.2a). Animals such as fish

breathe using gills (Fig. 9.2b).

Plants undergo respiration too. Plants take in oxygen through the stomata on their leaves and
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they give out carbon dioxide (Fig. 9.2c).

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Concept Building 7E Explain, Elaborate

Skills instilled: Observing, Analysing, Critical thinking

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Living things need energy

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Define nutrition, autotrophs, heterotrophs, herbivores, carnivores and omnivores.

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Help them recall the living things enumerated in the beginning of the chapter. Ask the students to categorise them into
autotrophs and heterotrophs.
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Further classify the heterotrophs as herbivores, carnivores and omnivores.

Living things undergo respiration

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Make them perform some breathing exercises in class. Then ask students to explain what happened when they did the
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exercises. Based on their answers, discuss respiration and lungs. Explain to them that fish breathe through gills and plants
respire through stomata.
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• Analysing Air containing

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oxygen
• Observing

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• Exploring Air containing

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carbon dioxide
Closed O2

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Life Skills stomata
Gills
•
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Critical thinking
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• Self-awareness

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Open
• Communication stomata
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CO2 H2O

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a. Respiration in humans b. Respiration in fish c. Respiration in plants
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Fig. 9.2 Respiration in living things

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Living things undergo excretion

As The process by which waste products are removed from the body of living things is called
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excretion. Waste is formed in the body of living organisms as a result of respiration as well
&
as a result of utilisation of food. Most animals excrete waste gases such as carbon dioxide by
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breathing it out. Liquid waste is excreted as urine or as sweat. Solid waste is excreted as faeces.
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Plants also show excretion. Formation of gums and resins, shedding of leaves and peeling off of
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the bark of trees are all forms of excretion in plants.

Living organisms respond to stimuli

If your hand touches a hot object, you instantly pull your hand back. This is a simple example
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of the response to a stimulus (plural: stimuli). The hot object acts as a stimulus and the pulling
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away of the hand is the response to the stimulus. A change in the environment of an organism
that results in a related activity is called a stimulus. The activity or the reaction shown by an
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organism to the stimulus is called a response.

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Living organisms show a response to the stimulus. The stimulus can be in the form of
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temperature, light, heat, cold, etc. Animals use their sense organs to sense stimuli around them.
So, if they see, hear, smell, touch or taste something they
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respond to the stimulus. For example, if a deer sees a

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lion, it will run away. If you smell good food, saliva starts
to form in your mouth.
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Plants show responses to stimuli too. For example, the

‘touch-me-not’ plant responds to the stimulus of touch

and closes its leaves (Fig. 9.3). In most land plants, the
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stem grows towards sunlight and the root towards

the ground.
Fig. 9.3 Leaves of a touch-me-not plant
fold inwards
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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Living things undergo excretion

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Explain excretion and types of wastes generated by human beings.

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Ask students to list some substances that are excreted by plants.

Living things respond to stimuli

Show a video of touch me not wilting when touched in class. Then define stimulus and response based on examples shown
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in the video.
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Ask students to list five sense organs and their functions.

Also, discuss how stem grows towards light and root towards the ground.
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Living things reproduce • Analysing

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The process of giving rise to young ones of their own kind is called
• Observing

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reproduction. Plants as well as animals show the ability to
reproduce. Animals reproduce either by giving birth or laying • Exploring

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eggs. Cats reproduce to give birth to kittens, lions reproduce to
give birth to cubs, hens lay eggs that hatch into chicks (Fig. 9.4),

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and humans reproduce to give birth to babies. Life Skills
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Plants reproduce mainly by producing seeds. Seeds germinate • Critical thinking
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when the right conditions are provided to grow into new plants. Fig. 9.4 Hens lay eggs that
hatch into chicks
• Self-awareness

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For example, if the mango seed is planted, it grows into a

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mango plant which then grows into a mango tree. • Communication

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Living things have a lifespan
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Look It Up!

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Living things do not live forever. They are born, 7E Extend
Look It Up! 7E Extend
they grow into adults, get old and then die, to

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complete their lifespan. Search online for answers and discuss Skills instilled: Analysing, Critical
in class. thinking, Observing
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The time period for which a living thing lives is called AsFind out the lifespan of the following:
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its lifespan. Different living organisms have different 1. May fly 2. Mouse 3. Elephant
Ask students to carry out a research to
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lifespan. Generally, animals have a shorter lifespan 4. Tortoise 5. Mango tree find out the lifespan of the organisms
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than plants. 6. Giant sequoia tree and then share the information
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in class.
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Section Review 1 7E Evaluate

To apply knowledge of life processes in studying a specimen for signs of life. Section Review 1 7E Evaluate
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1. Riya finds it difficult to understand how plants are living things. Which of the following
Skills instilled: Analysing, Critical
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characteristics do plants have in common with other living things? Tick the correct option.
(a) Plants can absorb water from the soil.
thinking, Problem-solving
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(b) Plants are present in very large numbers.

This section helps in the evaluation
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(c) Plants can reproduce to give rise to young plants.

of students.
(d) Plants are found in almost all parts of the planet.
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2. Complete the given table to differentiate living things from non-living things. Let students complete their worksheets
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Living things Non-living things on their own in class.

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Then, read out the answers so that

students can verify their answers.

As
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Help them if they get stuck somewhere.

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Examples: Examples:
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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Living things reproduce

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Recall the organisms and their young ones discussed earlier. Add some more animals to the list. Explain the process of
g

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reproduction. Divide the list into egg-laying organisms and birth-giving mammals. Help students recall the activity where
they germinated moong seeds and define germination and ask students to list all the conditions necessary for germination.
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Living things have a lifespan

&
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Talk about how a plant wilts and dies if not watered properly. Similarly, talk about human beings and how they die after a
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certain age.
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Earth is the only known planet in the solar system that supports life. This is because the
• Analysing
environment on Earth provides material essential for life. The environment is the external

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• Observing conditions with which a living organism interacts for its survival.

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• Exploring

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What are the biotic and abiotic components of the environment?

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Life Skills Living organisms interact with each other as well as with the non-living things in their
environment, directly or indirectly for their survival. The environment has two main IVID
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Critical thinking components. They are:
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• Self-awareness 1. Biotic components 2. Abiotic components

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• Communication What are biotic components?

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The living components of an environment are called biotic components. The word biotic
means ‘relating to living things’. This includes all plants and animals in the environment. Based
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Teaching Idea 7E Elicit

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on their distinctive role in the environment, biotic components can be divided into three main

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Skills instilled: Analysing, Critical categories namely, producers, consumers and decomposers.
thinking
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As Producers: Producers are the biotic components that have

the ability to manufacture food. Producers are also referred
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Divide the class into two groups. Ask to as autotrophs. Auto means ‘self ’ and troph means
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one group to make a list of all living ‘nourishment or food’. Green plants are autotrophs as they
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things around them and another group

prepare their own food. The process by which green plants Sunlight Oxygen
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to list down all non-living things make food using carbon dioxide and water in the presence
around them. of sunlight is called photosynthesis (Fig. 9.5). Photo means
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‘light’ and synthesis means ‘production’. Green plants Carbon

dioxide
Discuss the importance of each living obtain water from the soil and carbon dioxide from the Oxygen
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and non-living things listed down by atmosphere, and in the presence of sunlight manufacture
them. Ask them to imagine the situation
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food (sugars) in their leaves and release oxygen in this

where some of their listed items go process. Chlorophyll present in the leaves helps in the Water
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missing from the world. Introduce the process of photosynthesis. Fig. 9.4 Photosynthesis
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definition of environment. Consumers: Consumers are the biotic components that

rely on other living organisms as food to obtain energy.

Fig. 9.5 Photosynthesis

Consumers are also referred to as heterotrophs. Hetero
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means ‘others’ and troph means ‘nourishment or food’. Consumers take nutrition from plants
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or other animals as they are unable to make their own food. Most animals including humans
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are consumers. Consumers can be broadly divided into two categories. They are:
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Concept Building 1. Primary consumers or herbivores

7E Engage, Explain, Elaborate 2. Secondary consumers or carnivores and omnivores

Animals that eat secondary consumers are called tertiary consumers. For example, a rabbit
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Skills instilled: Analysing, Critical that consumes grass is a primary consumer. The snake that eats the rabbit is a secondary
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thinking consumer and the eagle that eats the snake is a tertiary consumer.
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What are the biotic and abiotic 114

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components of the environment?

Ask students to make a list of all the things around them and try to classify them Producers
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under biotic and abiotic components. Primary

Biotic Components
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What are biotic components?

Consumers Secondary
Define what are the biotic components. Draw the hierarchy as you explain the
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concept of producers, consumers and decomposers (from page 115).

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Producers – Explain photosynthesis.

Tertiary
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Decomposers
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Consumers – Talk about consumers using examples for each: primary (deer, goat, etc.),
secondary (lion, bear) and tertiary (eagle, vulture).
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Decomposers – Talk about earthworms and how they turn the soil. Define decomposers giving other examples.
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Decomposers: Decomposers are the biotic components • Analysing
Science Fact 7E Extend
that decompose or break down dead plants and animals to

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release nutrients present in them. They are an important Decomposers are not • Observing

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called consumers. This is
part of the environment because they break down complex
because consumers usually • Exploring

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molecules into simpler ones that can be used again by consume organisms
other organisms, including the producers. Examples of while they are alive while

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decomposers are soil bacteria, fungi and earthworms. decomposers consume Life Skills
them once they are dead.
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Biotic components interact with each other: In nature, • Critical thinking
biotic components such as producers, consumers and decomposers depend on each other for
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their survival. • Self-awareness

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Producers are eaten by the primary consumers, who are eaten by the secondary consumers, • Communication
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who in turn are eaten by the tertiary consumers (Fig. 9.6). When the producers and the
different types of consumers die, the decomposers break them down to release the nutrients
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Science Fact 7E Extend

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back into the soil.

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Skills instilled: Analysing, Critical

thinking
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As
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Ask the students why inspite

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Producers (green Primary consumer Secondary consumer Tertiary consumer of consuming dead plants and
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plants) produce food (rabbit eats grass) (snake eats the rabbit) (eagle eats the snake) animals, the decomposers are not
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Fig. 9.6 Types of consumers called consumers. Discuss the reason

What are abiotic components? in class.
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The non-living components of an environment are called abiotic components. The word
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abiotic means ‘not relating to living things’. Abiotic components include air, water, soil,
light, temperature, etc. All living organisms are dependent on the abiotic components of
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their environment.
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Air: Air is an important abiotic component of the environment. Plants and animals use
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oxygen and carbon dioxide present in the air to survive. The atmosphere is a mixture
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of gases that surrounds the planet. On Earth, the atmosphere helps make life possible.
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Air pressure: Air pressure also has an effect on animals and plants, and determines the kind of
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biotic components that would thrive in conditions of high air pressure or low air pressure. Very
few living organisms survive in areas of extreme air pressure.
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Wind: It is also an important factor as it influences the rate of evaporation and transpiration.
As
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Water: All living organisms need water for survival. Water makes up around 70% of the Earth’s
surface and some organisms are made of 95% water! Water is an important component of
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cells, and life processes such as photosynthesis, respiration and digestion can only occur in the
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presence of water. Animals and plants that live in saltwater and fresh water survive in water
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because water dissolves essential gases such as oxygen and carbon dioxide.
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115
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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Biotic components interact with each other

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Describe the diagram given in the text. Then ask the students to form groups of four and think of other such interactions.
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What are abiotic components?

As
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Ask the students to recall all the non-living things they had listed earlier. From this list segregate all those without which
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life is not possible. Then define abiotic components in the environment. Define air, air pressure, wind and water. Ask the
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students to list how each of them is important for the survival of human beings.
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• Analysing Soil: Soil is an abiotic component that affects the survival of all living organisms. Soil is the
topmost layer of the Earth on which plants grow and on which we live. Different types of soil

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• Observing have different kinds of nutrients present in them. This determines the kind of plants that can

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• Exploring grow on that type of soil. The kind of plants in turn determines the kind of animals that can

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survive in a particular environment. Plants depend on soil. Animals and humans depend
on plants for many things. Therefore, without soil, there could be no life on Earth.

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Life Skills Light: Sunlight is an important abiotic component that determines the survival of green plants.
• rs
Critical thinking The light from the Sun is used by green plants to manufacture food during the process of
photosynthesis. The availability of sunlight determines where green plants grow. For example,
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• Self-awareness in dense forests where hardly any light reaches the forest floor, very few photosynthetic

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• Communication plants grow.

Temperature: Temperature is an important abiotic factor.

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It is a measure of how cold or hot something is. Temperature
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7E Evaluate

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Section Review 2 is not the same everywhere. This is because areas around

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the Earth’s equator are hotter than areas around the polar
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Skills instilled: Analysing, Critical

regions. The variation in temperature determines the kind
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thinking, Problem-solving As of plants and animals that can grow and live in a particular
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This section helps in the evaluation environment. For example, the polar bear (Fig. 9.7) and yak
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of students. Let students complete live in areas with cold temperatures, whereas camels live in
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areas with hot temperatures (Fig. 9.8). Fig. 9.7 Polar bear
their worksheets on their own in class.
s
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Then, read out the answers so that Some animals can change their body temperature according
students can verify their answers. Help to the change in the temperature of their environment. Such
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them if they get stuck somewhere. animals are called cold-blooded animals. Examples are
amphibians (frog), insects (cockroach) and reptiles (snake).
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Many animals cannot change their body temperature

according to the change in the temperature of their
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environment. Such animals are called warm-blooded

animals. Examples are birds (pigeon) and mammals

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(elephant). Humans are warm-blooded animals.

Fig. 9.8 Camel

Section Review 2 7E Evaluate

To devise an experiment to show the importance of abiotic components

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for the growth and sustenance of life on Earth.

Riya performs an experiment where she planted two similar plants in

two separate pots. She placed both the pots in a sunny area. She watered
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one of the pots (Pot 1) for a week and did not water the other pot (Pot 2).
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After one week, she found the plants as shown in the picture. Which of
these statements can be concluded based on the activity? Give reason for
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your answer.
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Pot 1 Pot 2
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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Soil
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Explain the importance of soil for plants, animals and human beings.
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Light
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Ask the students what would happen if there was no sunlight. Discuss its importance in photosynthesis, and growth
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of plants.
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Temperature
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Ask students what is the major difference between a polar bear and a camel. Elicit their reasons and based on those,
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explain the importance of temperature for survival.

Talk about cold-blooded and warm-blooded animals giving examples of each.
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5. Observe and answer.
• Analysing
Look at the pictures given below. Which characteristic of living organisms is shown here? Explain.

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• Observing

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• Exploring

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Life Skills

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rs • Critical thinking
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• Self-awareness

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• Communication
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B. SUBJECTIVE TYPE QUESTIONS REASONING 1 1-2 2
Experiential Learning (page 117)
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1. Answer the following in brief.
(a) List the characteristics of living things. 7E Explore, Engage

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(b) Infer: Clouds move but they are not living things.
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(d) Define the following:

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i. Respiration ii. Response to stimuli iii. Excretion iv. Nutrition This section will help students
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(e) Give an example of any one abiotic component and explain how living organisms interact reinforce their understanding and
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with it. recall biotic and abiotic components of

2. Answer the following in detail. environment. It will also help enhance
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(a) Explain briefly the characteristics of living things. creative-writing skills. Discuss in
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(b) Describe a simple activity to show that plants need water to grow. class so that they can share their
(c) Compare and contrast the role of producers, consumers and decomposers in an imagination with peers.
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environment.
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(d) We make food in the kitchen. So, why are humans not called autotrophs? Give reasons to
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explain this.
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(e) Explain using an example how producers and consumers interact with each other in an
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environment.
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21st
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C. PUZZLE OVER Century Analysis PROBLEM-SOLVING - 1 -

Skills
1. Meena performs an experiment where she planted two similar plants in two different pots. She
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kept one in the cupboard and placed the other plant in a sunny place. She watered both the pots
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regularly. After a week, she observed that the plant in the cupboard did not look healthy, while the
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plant in the sunny area looked healthy. Why do you think the plants grew differently?
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&
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119
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Puzzle Over 7E Engage

Skills instilled: Analysing, Critical thinking, Problem-solving

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Ask students to introspect over why does one grow well while the others don’t.
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Discuss why plants need sunlight to grow.

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• Analysing D. SKILL CRAFT ANALYSIS & CREATING 1 2 3
21st
1. Project Work Century Information literacy

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• Observing Skills
Gather information on primary, secondary and tertiary consumers using the internet. Make a

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• Exploring PowerPoint presentation on “Eating habits of different types of consumers” and present it in class.

es
21st
2. Research/Activity Century Creativity

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Skills
Life Skills Draw small icons or logos to help you remember each characteristic of living things. Ensure
that the drawings are small and just by looking at them, one should be able to identify which

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• Critical thinking characteristic each is representing. Share your drawings in class.
21st
• Self-awareness rs 3. Discuss and Answer Century Analysis
Skills
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• Problem-solving Do you think a seed like a popcorn kernel is a living thing? Yes/No? Why?

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Discuss how this can be tested.

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Project Work 7E Extend

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Life
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Skills instilled: Analysing, Critical Self¯check Skills Self-awareness

thinking, Thought provoking, I can:

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Information literacy list as well as describe briefly the characteristics of living things.
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Ask the students to search information

As list the differences between living things and non-living things.
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define terms such as nutrition, excretion, reproduction, biotic components and abiotic components.
on the internet about the three types
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describe how biotic components interact with each other in an environment.
of consumers.
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explain briefly how abiotic components are important in the survival of the biotic components of an
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environment.
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They can then, work on the eating

appreciate the balance of biotic and abiotic components in the environment.
habits of any one organism and relate
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all other to it.

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Explain how consumers show different

eating habits based on their natural
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habitat and their nature.

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Research/Activity
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7E Extend, Elaborate
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ed L a
Skills instilled: Critical thinking, vis
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Super

Thought provoking, Creativity

or k

Activities in Teacher’s Book

Ask the children to make their

Refer to the Teacher’s book for additional activities to reinforce concepts.

logos in class. The logos should be
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1. To demonstrate how plants respond to the stimulus 2. To demonstrate that seeds are living things.
self-explanatory. of light.
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Set up a display corner for showcasing 120

all the logos made in class.
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Discuss and Answer 7E Extend

Skills instilled: Critical thinking, Thought provoking, Multiple intelligence

Ask students to form two groups. First group will take corn kernels and sow them. Second group will soak the kernels
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overnight and then sow them.

Ask both the groups to note down their observations and share the conclusions with the class.
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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

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1. Aim: To demonstrate how plants respond to the stimulus of light

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Materials required: A potted plant of medium height with a straight stem

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What to do:

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1. Ask students to note that the potted plant has a straight stem.
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2. Place the potted plant in a room (preferably a dark room) near a window such that sunlight falls on it
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from one side only.

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3. Water the plant regularly and leave it near the window for a few days.
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Observation: The stem of the plant bends towards the window from where the sunlight was coming
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into the room.

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Conclusion: That the stem of a growing plant bends towards light. In this case, the stimulus is sunlight
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and the response of the plant is bending of stem towards light.
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2. Aim: To demonstrate that seeds are living things
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Materials required: A gunny bag full of wheat grains

What to do:
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Ask the students, one-by-one, to push their hand inside the gunny bag full of wheat grains.
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Observation: The students should find that it is somewhat warm inside the gunny bag.
rs
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Conclusion: Heat is being produced inside the gunny bag full of wheat grains. The wheat grains (wheat
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seeds) respire and give out some heat energy during respiration. It is this heat which one feels inside the
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gunny bag. Thus, respiration takes place in dry, stored seeds even when other usual life processes are not
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observed. So, we can say that seeds are a living thing because they undergo respiration. If we sow a seed
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in the soil and water the soil, then the seed grows and turns into a new plant.
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id
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As
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&
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rs
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m
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As
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1. Name the following.
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(a) The features that distinguish one thing from another ........................................... .

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(b) Groups of specific organs that come together to perform a life process ........................................... .
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(c) Organisms that manufacture their own food ........................................... .

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(d) Plants use these to take in oxygen ........................................... .
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(e) The reaction shown by an organism to the stimulus ........................................... .

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(f) Percentage of water in an organism ........................................... .

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(g) The topmost layer of the Earth on which plants grow ........................................... .
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(h) An animal living in cold climate ........................................... .

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2. Match the following.

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(a) Herbivore i. Eagle

(b) Carnivore ii. Bear

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(c) Omnivore iii. Lion

(d) Autotroph iv. Deer

(e) Tertiary consumer v. Plant

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(f) Solid waste vi. Carbon dioxide

(g) Liquid waste vii. Faeces

(h) Gaseous waste viii. Urine

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3. Answer the following questions.

(a) State two differences between amoeba and an earthworm.

(b) Define nutrition. Why is it necessary for living beings?

(c) What does this image depict?

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Closed
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stomata
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Open
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stomata
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(d) Give examples of excretion in plants.

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(e) How is a soil bacterium important for the environment?

(f) What is the importance of water to man?

4. Project Work
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(Skills instilled: Technology literacy, Information literacy, Multiple intelligence)

Plan a trip to a nursery in your city and observe different plants there. Make a PowerPoint presentation showing the stages of growth
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and the factors that help in growth of the plant.

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1. Write T for True. Write F for False.
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(a) Groups of tissues that come together to perform a specialised function are called organs.

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(b) Blue-green algae is a multicellular organism.

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(c) Lions and tigers are omnivores.
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(d) While seeds wait for conditions that favour germination, they continue to respire.

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(e) Plants do not show excretion.

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(f) Plants reproduce either by giving birth or laying eggs.

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(g) Decomposers break down dead plants and animals to release nutrients present in them.
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(h) The atmosphere is a mixture of gases that surrounds the planet.

2. Fill in the blanks.

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(a) Most organisms made of many cells are called ........................ organisms.
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(b) Organisms that cannot manufacture their own food are called ........................ .
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(c) The process by which waste products are removed from the body of living things is called ........................ .
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(d) The ........................ is the external conditions with which a living organism interacts for its survival.
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(e) Animals that eat secondary consumers are called ........................ consumers.
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(f) The non-living components of environment are called ........................ components.

(g) Areas around the Earth’s equator are ........................ than areas around the polar regions.
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(h) The process by which green plants make food using carbon dioxide and water in the presence of sunlight is called ........................ .
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3. Answer the following questions.

(a) What happens during breathing? Name two respiratory organs in living things.
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(b) What kind of response in visible in the image? Give two other responses that are visible in plants.
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(d) Differentiate between producers and consumers.

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(e) How is air important to us?

(f) Differentiate between cold-blooded and warm-blooded animals.

4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

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Make a food chain depicting the interaction between producers, consumers and decomposers. Present your food chain in class.
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10

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LIVING ORGANISMS—

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HABITATS AND ADAPTATIONS
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21st Century Skills
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Unit 3 | The World of the Living

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• Observing
10 LIVING ORGANISMS—
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• Analysing

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• Exploring

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HABITATS AND ADAPTATIONS

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Terrestrial habitats—

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Adaptations
• Problem-solving
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• Aquatic habitats—Adaptations
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Warm-up 7E Engage, Explore

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Skills instilled: Observing, Analysing Wha
you will learn
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Ask students to name animals • Identify the types of habitats

which are found in only • Understand the features of

specific places.
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different habitats
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• Learn about the adaptations
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Ask students to identify the animal of living things to terrestrial

habitats
in the picture and tell where they
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• Learn about the adaptations

are found. Discuss what will of living things to aquatic
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happen if a camel is taken to a habitats

polar region.
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Why
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it is important to learn
&
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Most plants and animals live in areas

with specific climate conditions,

such as temperature and rainfall

patterns, that enable them to thrive.
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Any change in the climate of an area

can affect the plants and animals 21st
WARM-UP Century Thought provoking
living there. Skills
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Therefore, it is important to learn We see different kinds of living things around us. However,
all living things are not found everywhere. Some living
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about the different types of

habitats and also how adaptations things are found only in some places.
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help living things survive in their What would happen if a camel is taken to the polar region?
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habitats. Do you think it would survive the cold?

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121
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Activity Corner 7E Engage

Skills instilled: Analysing, Critical thinking

Show pictures of some land and water animals. Tell students to sort them on the basis of where these animals live. Ask
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them if there is anything common between the animals in the two categories. Then lead the discussion to ‘habitat’.
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The natural environment or home of a plant or an animal is said to be its habitat. A habitat for
most animals must provide:
• Analysing

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• Observing

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• shelter from weather and predators.
• food and water. • Technology literacy

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• conditions suitable for carrying out their life processes.

Life Skills

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Several kinds of plants and animals live in the same habitat. Recall that all environments
(habitats) have biotic as well as abiotic components that determine the kind of plants and
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animals that can survive there. Biotic components are living things such as plants and
• Critical thinking
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animals. Abiotic components are non-living things such as air, water, soil, light • Problem-solving

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and temperature.

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All organisms need to adapt to their habitat to be able to survive. This means adapting to be Concept Building

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able to survive the climatic conditions of the environment, predators, and other living things
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7E Elicit, Elaborate

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that compete for the same food and space. The special features that allow plants and animals to
live in a habitat are called adaptations. These features are usually seen as changes in body parts,

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Skills instilled: Observing, Analysing,
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body coverings and behaviours.

Critical thinking
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• Animals and plants adapt by modifying parts of their body. For example, the leaves of a
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pitcher plant are modified to trap insects. The beak of an eagle is modified to be curved,
Habitat and adaptations
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sharp and strong to tear meat.
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• Some animals have body coverings which are a type of adaptation. For example, an Use the explanation given in the book
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armadillo has plates, a porcupine has quills (Fig. 10.1) and a dolphin has smooth skin. to explain the meaning of habitat
The striped fur in tigers and zebras helps them hide
and adaptations to the students. Give
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in their habitat. All these adaptations help these

animals survive in the different conditions in which the examples of various types of
adaptations used by the animals and
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they live.
• Some animals show behaviours such as hibernation plants like modification of leaves in
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and migration. Animals that live in cold habitats pitcher plants, plates in armadillos and
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become inactive and go on a long ‘winter sleep’ to quills in porcupines.

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survive the harsh winters. The period of reduced
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activity or inactivity in animals during the winter Also show pictures of dolphins, tigers,
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zebras and ask the students to explain

months is known as hibernation. Some animals

travel long distances in response to changes in the the type of adaptations.
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conditions in their habitat. The movement of animals

from one area to another in search of food and better Fig. 10.1 A porcupine and its quills Explain hibernation and migration to
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climatic conditions is called migration. students. Ask them to share the names
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Let us learn about some habitats and the adaptations shown by plants and animals that
of animals that undergo hibernation
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IVID

live in different habitats. The two main types of habitats are: and migration.
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1. Terrestrial habitats 2. Aquatic habitats Inform students about the two main
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types of habitats shown by plants and

animals:
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122
• Terrestrial habitats
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• Aquatic habitats
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129
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• Observing What are terrestrial habitats?

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• Analysing The habitats found on land are called terrestrial habitats. Deserts, mountains, polar regions,

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forests and grasslands are terrestrial habitats. Animals and plants that live in these habitats
• Exploring show special adaptations to be able to live there.

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Living things adapted to the desert habitat
Life Skills

ity
Deserts are dry barren regions of the Earth that receive very little rainfall. The temperature
rs varies from very hot during the day to cold during the night. Deserts are very windy. The soil
• Critical thinking
is mostly sandy and does not hold much water (Fig. 10.2).
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• Problem-solving Very few plants and animals survive in such extreme Look It Up! 7E Extend

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conditions. Cacti, Acacia and prickly pears are some
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Search online for answers and

common desert plants. discuss in class.
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Look It Up! 7E Extend

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Some desert animals Find out these deserts.
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are camels, rattlesnakes,
Skills instilled: Analysing, Critical 1. Largest hot desert
kangaroo rats and
thinking, Technology literacy

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2. Coldest desert
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armadillos.
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Ask students to find out the names of As Plants and animals living in the desert need special
the largest hot and coldest desert.
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Fig. 10.2 Desert adaptations to survive in the harsh desert environment.

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Adaptations of desert plants: Desert plants are well
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Concept Building
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adapted to high temperatures and water shortages. They

are adapted to store and conserve water.

7E Elicit, Elaborate
• Cactus plants have modified leaves in the form of thin
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spines (or thorns) to reduce the loss of water through

Skills instilled: Observing, Analysing, Spines
transpiration (Fig. 10.3). Since cactus plants lose very (modified
Critical thinking
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leaves) Green stem

little water through transpiration, they can survive in
deserts on the stored water for a long time.
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What are terrestrial habitats? • The modified leaves in form of thorns protect the plant.
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Ask students to explain terrestrial • Plants such as cacti have soft and fleshy leaves and
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habitats and name various types of stems to store water and food. The stems of cacti are
Fig. 10.3 Adaptations in a
terrestrial habitats. green because they contain chlorophyll. The process of
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cactus plant
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photosynthesis is carried out by the stems of such plants.

Living things adapted to the desert • Cactus plants store water in their stems. The stem of a cactus plant is covered with a thick
waxy layer (called cuticle) which prevents the loss of water through evaporation.
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habitat • The root systems of some plants are deep and some are widespread to reach the water
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Explain the definition of deserts to available in the soil.

students. Ask them to name a few Adaptations of desert animals: Most desert animals avoid being out in the Sun during the day.
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plants and animals that are present in • Desert animals such as the kangaroo rats and snakes live in burrows to escape the intense
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the deserts. desert heat. These animals come out during the night when the temperatures are low.
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• Most desert animals are adapted to drinking less water or no water at all. They get water
Adaptations of desert plants from the food they eat.
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123
Show a picture of cactus to the
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students. Ask them to observe and

tell all the adaptations of the cactus.
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Elaborate all the adaptations of cactus

and explain them to the students.

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Adaptations of desert animals

Ask students to name some animals

observed in the deserts. Explain the

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adaptation of kangaroo rats and snakes.

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• Animals such as camels have several
adaptations (Fig. 10.4). A camel’s
• Observing

s
hump has ‘fat’ stored in it. In case of • Analysing

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Hump
emergency, a camel can break down
stored fat to obtain nourishment.
• Exploring

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Camels have long eyelashes that
cover and protect the eyes during

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sandstorms. A camel can drink
Life Skills
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large amount of water (when it is
available) and store it in the body.
Long legs • Critical thinking
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Camels pass only a small amount of • Problem-solving

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urine to reduce loss of water. They
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Broad feet
have long legs to keep away from the
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Concept Building

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hot sand and broad feet to help them Fig. 10.4 Adaptations in a camel
walk without sinking in the sand.
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7E Elicit, Elaborate

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Living things adapted to the mountain habitat

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Mountains are areas of land that are very

Skills instilled: Observing, Analysing,
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cold most of the year. It snows during the As Critical thinking

winter months. The soil here does not

hold much water. Mountains are windy Adaptations of desert animals
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and sometimes have heavy rainfall. Plants

and animals that survive in this habitat are Show a picture of a camel to students
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adapted to the cold weather. Many evergreen and ask them to share their observations
trees such as pine trees grow in this habitat regarding adaptations.
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(Fig. 10.5). Animals such as the yak, snow Fig. 10.5 Mountains
leopard and mountain goat are found in Explain all the adaptations of camel
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this habitat. in detail.

Adaptations of mountain plants: Plants in the mountains are

Living things adapted to the
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adapted to reduce loss of water and survive the harsh winter

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and snowfall. Plants and trees on the foothill of mountains have mountain habitat
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broad leaves whereas the trees at higher altitudes have needle-

shaped leaves. Ask students if they have ever been to

mountains, what is the weather and
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• Trees found here grow tall and straight. Most of them are Fig. 10.6 Trees in mountains
cone-shaped (Fig. 10.6). Therefore, they are called temperature there.
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conifers or coniferous trees. The cone shape helps Needle-like

Also ask them about the plants
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snow easily slide-off without breaking their branches. leaves

• These trees have small needle-like leaves that have a and animals which are commonly
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waxy coating on them (Fig. 10.7). This helps reduce found there.
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Cones
water from evaporating through the leaves. with seeds
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Adaptations of mountain plants

• Instead of flowers, these trees have cones with seeds

(Fig. 10.7).
Fig. 10.7 Adaptations in trees Let students observe and explain some
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124 common features of the plants found

in the mountains.
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Explain all the adaptations of the

mountain plants.
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Show a presentation/video on some

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examples of plants and animals

adapted to mountain habitats. This

would help in relating the concept to a

real-life context.
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Adaptations of mountain animals: Animals in the mountains are adapted to survive the
• Analysing
cold. Most animals found here have thick skin or fur.

s
• Observing

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• Animals such as yak live in high altitudes where it is very cold (Fig. 10.8). They have long
• Exploring hair on their body. Yaks live in areas where the oxygen level is low. So, they have large heart

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and lungs.
• Animals such as mountain goats have long hair and two coats of fur to keep warm.

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Life Skills Mountain goats have strong hooves on their legs that have sharp edges that help them
rs maintain grip on the steep mountain sides (Fig. 10.8).
• Critical thinking
• Animals such as snow leopard have a thick coat of fur and a layer of fat under their skin.
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• Problem-solving They also have fur on the underside of their feet and have broad feet that help walk on

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soft snow. A snow leopard has short legs and small ears to reduce loss of body heat. The
spots on their body help them hide between rocks without being seen. Snow leopards have
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Concept Building

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a thick and long tail that helps them balance on rocky areas and can be wrapped around
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their body.

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7E Elicit, Elaborate

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Skills instilled: Observing, Analysing,

Critical thinking As
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Adaptation of mountain animals

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Ask the students to think of some

of the adaptations of the mountain Yak Mountain goat Snow leopard

animals. Fig. 10.8 Mountain animals

Then talk about all the adaptations of Living things adapted to the polar habitat
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animals found in the mountains. Polar regions are areas of the Arctic and the Antarctic. Polar regions are extremely cold.
rs

This is because they get less direct sunlight than other places on Earth. Not many animals
Living things adapted to the polar
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and plants live in the polar regions. Animals that live in polar regions show adaptations
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habitat that help them live in very cold conditions. Polar bears, penguins and walruses live in
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polar regions.
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Show a globe to students and ask them Adaptations of polar plants: This region does not contain tall plants like trees.
to spot the polar regions.
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Only mosses, lichens and very small shrubs are found here.

Ask them to name a few adaptations of • Most of the land in this area is covered in snow. Therefore, the layer of soil is very thin.
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id

Plants that grow here have shallow and broad root systems.
the animals found in polar regions.
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• The plants in polar regions have small leaves that help them reduce loss of water.
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Let them name the animals found in • The plants that grow here are short plants which grow close together.
the polar regions.
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• Polar plants have developed the ability to grow under a layer of snow to carry out
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photosynthesis in icy temperatures, and for flowering plants, to produce flowers quickly
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Adaptations of polar plants

once summer begins.

Ask the students to tell some of the 125

adaptations in the plants growing in
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the polar regions.

Explain the adaptations of polar plants

to students.
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Adaptations of polar animals: Animals in the polar regions have thick fur or a thick layer of • Analysing
fat under the skin, or sometimes both (Fig. 10.9).

s
• Observing

es
• Animals such as polar bears have thick fur on their body to keep warm. The white colour
of the fur helps polar bears be almost invisible against the white snow and ice. Polar bears • Exploring

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also have a very keen sense of smell that helps them hunt their prey easily.
• Animals such as polar bears, penguins and walruses have a thick layer of fat called blubber

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under their skin. The blubber helps keep them warm. Life Skills
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• Animals such as walruses have flippers that help them swim in water as well as move on ice. • Critical thinking
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• Problem-solving

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Concept Building

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ge

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7E Elicit, Elaborate

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Penguin Polar bear Walrus Skills instilled: Observing, Analysing,

Fig. 10.9 Polar animals

As Critical thinking
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Living things adapted to the forest habitat Adaptation of polar animals

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Forests are areas of land with a large number of trees. It is estimated that forests cover
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approximately one-third of Earth’s surface. There are three broad types of forests: temperate, Ask students to tell the common
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tropical and boreal forests. features among polar bears, walrus

Temperate forests have extreme climates. and penguins.
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ANM
These forests are warm in summer and
cold in winter. These forests are also Explain the adaptations in all the
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known as deciduous forests. Most trees three animals.

found here grow broad, flat leaves that

shed every winter to protect the trees from Living things adapted to the forest
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drying out. Maple and oak are some trees

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habitat
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that grow here.

Tropical forests are hot and wet, typical of Ask students to explain the features
Fig. 10.10 Tropical forest tropical climates. They are found near the equator of forests.
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where plenty of sunlight is available and there is rainfall all the year round, with little to no
Write the three types of forests on the
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dry season. These forests are also known as rainforests. The climate of a tropical rainforest
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biome is perfect for plant and animal growth. The largest continuous rainforest is the Amazon board and explain the features of each
br

in South America. The plants here grow so thick that very little light reaches the forest floor
of them.
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(Fig. 10.10). Plants such as a variety of orchids and ferns as well as the Kapok trees grow here.
• Temperate forests
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Boreal forests are found in areas that are very cold. In these forests, the average temperature is
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usually below zero. These forests are also called taiga. Conifers, spruce, fir and pine trees are • Tropical forests
s
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the predominant needle-leaf trees found here.

• Boreal forests
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126
Take a globe and also explain the
location of tropical rainforests.
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Let the students name the plants and

animals found in these three types

of forests.
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m
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br

As
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&
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133
v

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&
Adaptations of forest plants: Depending on the type of forest
• Analysing
in which they grow, plants show different adaptations.

s
• Observing

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• In temperate forests, trees are deciduous. They have thin and
• Exploring broad leaves that help in photosynthesis during summer months

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(Fig. 10.11). The leaves are shed during the winter months.
These trees have a thick bark that helps reduce loss of water

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Life Skills from the tree’s trunk as well as protects against cold winters.
Fig. 10.11 Trees in temperate
rs • Since there is plenty of rain in rainforests, to avoid rotting,
• Critical thinking the leaves of most trees have drip tips that allow raindrops
forests
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• Problem-solving to quickly run off and not stay on the leaves for long.

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Rainforests have a large number of climbing vines that

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have roots in the ground and they wind up on nearby trees

Concept Building

m
to reach available sunlight (Fig. 10.12). Orchids have aerial
roots that cling to the host plant to absorb minerals, and
ge

ss
7E Elicit, Elaborate
absorb water from the atmosphere.

se
id

Skills instilled: Observing, Analysing, • In boreal forests, since the temperature is very cold, the trees
are cone-shaped that allows snow to slide off easily. Most
br

Critical thinking As trees found in boreal forests are evergreens that have narrow Fig. 10.12 Climbing vines
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needle-like leaves to help reduce water loss.

Adaptations of forest plants
&
Adaptations of forest animals: Forest animals show several adaptations depending on the
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type of forest they live in.

Ask students to name some

adaptations of the trees found in the • Hibernation is a deep sleep that helps them save energy
deciduous, tropical and boreal forests. and survive the winter without eating much. Animals in
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temperate forests hibernate to conserve energy. Another

Use the explanation given in the reason for hibernation is that food is scarce during
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book to explain the different types of winter. Some animals migrate to warmer regions during
winter. Several animals such as squirrels gather food
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adaptations of the trees found in the

during summer and store it for the winter months.
different types of forests.
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• Rainforests have a large number of animals. Therefore,

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a variety of adaptations are required by animals.

Adaptations of forest animals The most common animal adaptation in a tropical Fig. 10.13 A sloth blends in with
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the background
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rainforest is camouflage (Fig. 10.13). Animals such

Ask any one student to tell the definition
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as sloths and green-eyed frogs blend in with the

of hibernation and migration. background which makes it difficult to spot them.

se
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Mimicry is another adaptation in which one animal

Ask students to explain the importance evolves to look like another animal. Many animals use
br

of the two. mimicry to avoid predators, but some predators use

mimicry to obtain food. A grasshopper-like animal

Explain that rainforests have a large
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called katydid makes itself appear like a stinging wasp

number of plants and animals of
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although it does not sting (Fig. 10.14). They can also

various species. make themselves look like a leaf to escape its enemies.
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• Animals in boreal forests have a thick layer of fur or Fig. 10.14 Katydid using mimicry
Ask them to name the adaptations
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feathers to protect themselves from cold.

shown in chameleon. Explain 127
camouflage and mimicry to the students.
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Give them examples of sloth, katydid

and green-eyed frog. Ask them to give

some more examples.

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m
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As
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&
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Living things adapted to the grassland habitat • Analysing
Do You Know? 7E Extend
Grasslands are areas dominated by grasses (Fig. 10.15).

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Grasslands are found on • Observing

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They occupy about 20% of the land on the Earth surface. every continent except
Grasslands occur in both tropical and temperate regions Antarctica. • Exploring

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where rainfall is not enough to support the growth of trees.
Grasslands are generally found between

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forests on one side and deserts on the Look It Up! 7E Explore Life Skills
other. They are subjected to greater
rs Search online for answers and discuss in class.
variation of temperature, moisture, wind
• Critical thinking
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What are the grasslands of these areas called?
and light intensity of the Sun. In addition • Problem-solving

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1. South America 2. North America

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to different types of grasses, animals
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found in grasslands are zebras, antelopes, 3. Eurasia 4. East Africa

Do You Know? 7E Elicit, Extend

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deer, lions, giraffes, elephants as well as
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birds such as ostriches.

ss
Skills instilled: Observing, Critical
Adaptation of grassland plants: Grassland plants show some common adaptations. thinking

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id

• Many of these plants have deep, spreading root systems

that help them take in moisture during times of As Show the world map to the students
and ask them to locate the grasslands.
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drought.
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• During a fire, while above-ground portions of grasses
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may perish, the root portions survive to sprout again.

Look It Up! 7E Extend

• Extensive root systems prevent grazing animals from

pulling roots out of the ground. Skills instilled: Observing, Critical
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• Grasses have narrow leaves which lose less water than thinking
broad leaves.
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Fig. 10.15 Grassland

• Grasses grow from near their base, not from tip. Thus,
Ask the students to find out the names
of the grasslands situated in South
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they are not permanently damaged from grazing animals or fire.

America, North America, Eurasia and
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• Soft stems enable grasses to bend in the wind without breaking.

East Africa.
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Adaptation of grassland animals:
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• Many grassland animals such as deer and zebras run very fast which helps them escape
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predators such as lions.

• Animals such as zebras also use camouflage to protect themselves from their predators.
• Grassland animals are mostly herbivores and graze on the grasses found in their habitat.
se
id

They have developed digestive systems that enable them to survive on grasses.
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• Small grassland animals such as jack rabbits, snakes and insects use the tall grass to hide
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from their predators.

• Some animals such as moles, reptiles and rodents have front paws and legs that help them
'C

burrow into the ground. They tend to have either sharp claws or teeth that can dig away
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the dirt. These animals often have coats of fur that are brownish in colour so that they are
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well-hidden in their environment.

128
ity
rs

Concept Building 7E Explain, Elicit

Skills instilled: Observing, Analysing, Critical thinking

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ni
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Living things adapted to the grassland habitat

Discuss the features of grasslands with the students and tell the names of all the animals that live in the grassland.
g

se
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Adaptation of grassland plants

Explain all the adaptations of the plants found in the grasslands.

Adaptation of grassland animals

s
es

Ask students to name the animals found in the grassland. Explain all the adaptations of the animals found in the grasslands.
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135
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• Many grassland animals are nocturnal which means they are only active at night and are
• Observing hidden from their predators during the day.

s
• Analysing

es
• A predator is an animal that hunts and kills other
• Exploring animals for food. Predators such as lions are brown

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in colour that allows them to hide in the tall brown
grass waiting for their prey (Fig. 10.16). Lions are

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Life Skills carnivores and have very strong teeth and claws.
rs Their claws are retractable, which means they can
• Critical thinking pull them back into their toes when not needed.
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• Problem-solving Their eyes are in front of their face that allows them Fig. 10.16 Predator—a lion

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to correctly locate their prey.

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• The animal that is hunted and killed by another

Concept Building

m
animal for food is called prey. Prey such as deer
ge

ss
7E Elicit, Elaborate have a very strong sense of smell that alerts them
of danger nearby. They have long ears that warn

se
id

Skills instilled: Observing, Analysing, them of any noise around them (Fig. 10.17).
br

Critical thinking As They have eyes on the side of their head that
allows them to have a greater range of vision to
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Grassland animals spot danger. The brown colour of a deer helps it

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camouflage in the brown grass. Fig. 10.17 Prey—a deer
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Ask students to explain the meaning of

nocturnal animals with examples. Ask Real-world Connect! 7E Extend

them to raise their hands if they know Some of the largest land animals in the world, such as elephants, giraffes, bison and ostriches (the
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largest birds in the world), live in grassland habitats.

the meaning of predator and prey.
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Explain the meaning of predator and

Section Review 1 7E Evaluate
prey and ask the students to give
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some examples. Let the students tell To summarise the key features of living organisms that contribute to their survival in
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their habitats.
some adaptations and features for both
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Recall the terrestrial habitats and complete the given table.
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of them.
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Habitat Main feature One plant adaptation One animal adaptation

1. Forest
Concept Building
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2. Desert
3. Mountain
7E Elicit, Elaborate
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4. Grassland
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Skills instilled: Observing, Analysing, 5. Polar region

As
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Critical thinking What are aquatic habitats?

&
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What are aquatic habitats? Habitats found in and around water bodies are called aquatic habitats. Freshwater habitats and
s

marine or saltwater habitats are some aquatic habitats. Animals and plants that live in these
es

Ask students if they know the habitats show special adaptations to live in water.
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meaning of the word aquatic. Lead the 129

discussion to aquatic habitats. Explain
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that aquatic habitats are of two types:

freshwater habitat and marine habitat.

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Real-world Connect! 7E Extend

Skills instilled: Analysing, Critical thinking

Ask the students to name some of the largest land animals and largest birds found in the world. Tell them where they
g

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are found.
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As
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Section Review 1 7E Evaluate

Skills instilled: Analysing, Critical thinking, Problem-solving

s
es

This section helps in the evaluation of the understanding of the students. Ask students to complete the exercise in their
books. Check the answers of the students and read out the correct answer in class.
Pr
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136
v

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Rivers, streams, lakes and ponds are some freshwater habitats. Rivers and streams have flowing
• Analysing
water, whereas lakes and ponds have still water. Microscopic plants which live on the water

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surfaces, floating plants as well as submerged plants are found in freshwater habitats. Animals • Observing

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that are commonly found in freshwater habitats are a variety of fishes, frogs, crabs, snails, • Exploring

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alligators and ducks. Some animals such as frogs live both on land and in water, and rely on
water to complete their life cycles.

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An ocean is a marine habitat. Oceans cover about 70% Life Skills
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of the Earth’s surface. Marine habitats are characterised
by salt water. The saltiness comes mainly from sodium
• Critical thinking
ve
and chlorine present in these waters. Ocean habitats can • Problem-solving

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be divided into coastal habitats (Fig. 10.18) and open

ocean habitats (Fig. 10.19). A coast is a place where the
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Concept Building

m
land meets the sea. Coastal habitats are shallow, sunny
ge

Fig. 10.18 Coastal habitat

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and warm, and include beaches, rock pools, coral reefs, 7E Elicit, Elaborate
estuaries and mangrove forests. Mangroves and seaweed

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id

are examples of plants found in coastal habitats. Animals Skills instilled: Observing, Analysing,
br

such as shore birds, fish, turtles, crabs, corals and starfish

As Critical thinking
can be found in coastal habitats.
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Aquatic habitats
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The open ocean is the area of the ocean outside of coastal
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areas. The top layer of the open ocean gets the most
s

sunlight. Tiny algae float near the surface of the water.

Ask the students to name the
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Dolphins and whales can be found near the surface in the freshwater sources. Discuss about the
Fig. 10.19 Open ocean habitat different types of plants and animals
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open ocean. The deeper parts of the ocean are very dark
and cold as hardly any sunlight reaches there. Some found in the freshwater habitats.
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common animals in the open ocean habitat are marine

fish, octopus, jellyfish, dolphins, whales, etc. Ask the students to give examples of
rs

marine habitat. Write the two types of

Adaptations in aquatic plants: Freshwater and marine
ocean habitats on the board.
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habitats show different kinds of adaptations.

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Discuss the features of these habitats

• Plants that live in an ocean have mechanisms for

along with the names of the plants and
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tolerating its high salt content and getting oxygen

from the water. A few marine plants grow near the animals found in them.
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Fig. 10.20 Seagrass

shore and in shallow water, but some can be found far

from land, in the open ocean. Adaptations in aquatic plants
se
id

• Seagrasses are flowering, grass-like plants that live

submerged in the ocean waters (Fig. 10.20). Since they Ask the students to name the different
need sunlight to survive, they live in shallow regions
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types of aquatic plants and tell some

of the ocean where they form thick ‘meadows’.
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common features found in them.

• Mangroves (Fig. 10.21) are salt-tolerant plants that live
'C

near the ocean. They are trees found along the ocean’s Use the explanation given in the book
es

coast in tropical climates. In mangroves, aerial roots to explain the adaptations in the
provide oxygen to the plant. Fig. 10.21 Mangroves
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130
aquatic plants.
Explain phytoplanktons and their
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features to the students. Ask the

students to give examples of floating

and submerged plants. Explain the

positioning of stomata in them.

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Discuss the adaptations of the leaves of

freshwater plants.
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ss
g

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&
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137
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• Phytoplanktons are tiny plants that are abundant in
• Analysing open ocean water. They float near the water’s surface

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• Observing where they filter nutrients from the water and use

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sunlight for photosynthesis.
• Exploring

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• Freshwater plants have reduced root system as water is
easily available.

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Life Skills • Floating plants have leaves (Fig. 10.22) with stomata
rs only on their upper surface while the submerged ones
• Critical thinking have no stomata at all.
Fig. 10.22 Floating leaves
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• Problem-solving • Some freshwater plants have thin and narrow leaves while some have long, flat, ribbon-

t
en
shaped leaves. These adaptations protect the plant from any damage due to water currents.
ni

• In plants such as the lotus, the stem may be long, slender and spongy, to keep them
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Concept Building

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floating. They also have flat leaves that lie on the water surface and help keep the plant
ge

ss
7E Elicit, Elaborate afloat. The surface of the leaves has a waxy coating that prevents the leaves from rotting
in water.

se
id

Skills instilled: Observing, Analysing, Adaptations of aquatic animals: Aquatic organisms have adapted themselves to a life in
br

Critical thinking As water. They take in dissolved oxygen that is in water or come up to the surface of the water to
take in air.
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Adaptations of aquatic animals

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• The most common adaptation of aquatic animals
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such as fish is a streamlined body. This is a body

Ask students to give examples of shape that is pointed at both ends and it helps reduce
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aquatic animals and tell two important friction when the animal moves through water
features of them. (Fig. 10.23). They have a flattened tail that serves
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as an oar. Fins of fish help them swim, steer and

Show the picture/video of these maintain balance. A whale has flippers for swimming.
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animals to students: Some fish have swim bladder which is filled with air
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to help float in water. Fish and animals like prawns Fig. 10.23 Streamlined shape
• Fish have gills for breathing.
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• Whale • Animals such as octopuses and squids do not have a streamlined body as they live near the
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ocean floor. However, when they swim, they shape their bodies to become streamlined.
• Squid
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• Smooth or almost hairless body helps large aquatic animals such as dolphins move through
• Octopus
the water smoothly.
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• Dolphin • The blubber of whale, a thick layer of fat or oil stored

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Then explain the adaptations of each between the skin and muscles of the body, keeps them
of them.
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warm in the deep cold waters.

• Large animals such as whales and dolphins have lungs

Show the picture/video of ducks and and so they have blowholes (Fig. 10.24) positioned
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cranes to students. near the top of the head that allow these animals to
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come to the surface to breathe in air. The blowholes

Ask them to observe and tell the
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close when the animal goes under the water. Fig. 10.24 Dolphin with blowhole
importance of webbed feet and
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long necks. 131

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138
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• Webbed feet in ducks work like paddles for swimming.
• Analysing
• Long legs and necks in cranes keep the bodies of wading birds out of the water. The long

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• Observing

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neck helps the birds reach the water, or below it, for food.
• Exploring

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Science Fact 7E Elaborate

Adaptations are very slow changes that take place over several hundred years. For example, the

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spots on a snow leopard did not emerge overnight. Instead, this process took several generations
Life Skills
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of snow leopards to adapt to their environment till the best spot patterns could be formed.
However, there are some short-term changes that help adjust to changes in our surroundings.
• Critical thinking
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This is called acclimatisation. Unlike adaptation, acclimatisation is a temporary change and is • Problem-solving

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reversible. For example, when mountaineers plan a climb, they stay at a base camp for a few weeks
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to get their bodies to adjust to the high altitude and low oxygen. Similarly, when we get fish for a
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home aquarium, we first place them in a bowl of water from the aquarium for a day or two before Science Fact

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transferring the fish to the aquarium.
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7E Elaborate. Extend, Explain

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Section Review 2 7E Evaluate Skills instilled: Observing, Critical

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To identify the function of different physical features that assist inhabitants of an aquatic
thinking
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habitat to survive.
Ask students if they know the
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Look at the pictures. Identify the living things and write any one of their adaptations.
term acclimatisation. Explain the
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difference between adaptations

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and acclimatisation.
FPO FPO FPO
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Experiential Learning (page 133)

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Name: Name: Name:

7E Explore
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Adaptation: Adaptation: Adaptation:

Skills instilled: Observing, Critical
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thinking
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This section will help reinforce the

Keywords concept of camouflage. Encourage

Habitat: The natural environment or home of a Polar regions: Areas of the Arctic and the
students to do the activity and extend
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support as needed.
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plant or an animal Antarctic covered with ice

Adaptations: The special features that allow Forests: Areas of land with a large number
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plants and animals to live in a habitat of trees SVID

Terrestrial habitat: Habitat found on land Aquatic habitat: Habitat found in and
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Deserts: Dry barren regions of the Earth around water bodies

Mountains: Areas of land that are very cold most

of the year
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132
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Section Review 2 7E Evaluate, Engage

Skills instilled: Observing, Critical thinking, Problem-solving

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This section helps to evaluate the previously learned concepts by the students. Let
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the students do the exercise on their own in books. Discuss the answers so that
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students can verify their own answers. Help them if they get stuck somewhere.
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As
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139
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2. Answer the following in detail.
• Analysing
(a) Compare and contrast the following:

s
• Observing

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i. Deserts and polar regions ii. Terrestrial and aquatic habitats iii. Forests and grasslands
• Exploring (b) Describe giving an example of how camouflage helps the prey as well as the predator.

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(c) Describe briefly any two adaptations of the following plants and animals.
i. Yak ii. Snow leopard iii. Cactus
Life Skills

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iv. Fish v. Grass vi. Mountain goat
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Critical thinking (d) Why is it important for living things to adapt to their habitats?
(e) Describe any three adaptations of plants that grow in a mountain habitat.
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• Problem-solving

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Scientific PROBLEM-SOLVING - - 1
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C. PUZZLE OVER Proficiency Adaptive reasoning

Puzzle Over 7E Engage
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1. A cactus has a thick green stem, instead of leaves, responsible for photosynthesis. Why do you
think leaves are absent in these plants?
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Skills instilled: Observing, Critical

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thinking , Problem-solving

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ANALYSIS & CREATING 1 2-3 4
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D. SKILL CRAFT 21st

Ask students to recall what is the 1. Project Work Century Creativity
br

Skills
habitat of cactus. Then ask them to As Have you read ‘Just So Stories’ by Rudyard Kipling? In his book, Kipling made up stories using
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answer the given question. Explain his imagination to explain how some animals came to look or act the way they do. Now, it is your
&
turn! Write and, if possible, illustrate your own ‘just so’ story about any animal or plant you wish.
that to prevent the loss of water For example: how the rhinoceros got its horns, how the peacock got its colourful feathers, how the
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through transpiration cactus plants pitcher plant got its pitcher to trap insects and so on.
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21st
have no leaves and this adaptation 2. Research/Activity Century Multiple intelligence Animal Habitat
Skills
helps them to survive in deserts.
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Create a fact card. Choose any three habitats and one animal
from each habitat. Carry out a research and create a fact card
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in the given format. Fold along the dotted line and your fact Photograph Adaptation
Project Work 7E Engage card is ready. 21st
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3. Discuss and Answer Century

Skills
Analysis
Skills instilled: Observing, Critical How do hibernation and migration help animals survive?
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thinking, Teamwork
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Value
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Education Empathy
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4. Connect to Life
Divide students into groups of 5 and
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Cutting of trees affects animals in many ways. It causes habitat destruction, increased risk of
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let each group come up with a story. predation, reduced food availability, and much more. Can it lead to habitat loss for animals?
Each group will pick up any one plant
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Life
or animal of their choice and write Self¯check Skills Self-awareness
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how it got its adaptations. I can:

define a habitat and list the two main types of habitats.

define adaptations and briefly explain their importance.

Research/Activity 7E Explore
&

define terms such as hibernation, camouflage, deciduous, boreal and migration.

Skills instilled: Observing, Critical describe at least one plant and animal adaptation of the grassland, desert, forest, mountain and polar habitats.
s

describe at least one plant and animal adaptation of the freshwater and marine habitats.
thinking, Technology literacy
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appreciate the role of adaptations in the survival of living things.

Ask students to form pairs and follow
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135
the instructions given in the book to
create a fact card.
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Connect to Life 7E Engage, Explore Discuss and Answer 7E Engage

Skills instilled: Observing, Critical thinking, Analysing

Skills instilled: Observing, Critical thinking, Thought provoking

en
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Conduct a group discussion in the class on the topic how Discuss with students how hibernation and migration
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deforestation is affecting animals. help the animals to survive.

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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/teaching
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more proficient and technology-driven through the given QR codes:

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• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates hybrid

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supports teachers to identify teaching model.

students’ skill learning curve.
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140
v

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Pr
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1. Fill in the blanks. rs
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(a) The natural environment or home of a plant or an animal is said to be its ........................ .

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(b) The special features that allow plants and animals to live in a habitat are called ........................ .
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(c) The ........................ of a pitcher plant are modified to trap insects.

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(d) The habitats found on land are called ........................ habitats.
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(e) In temperate forests, ........................ trees are found.

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(f) Habitats found in and around water bodies are called ........................ habitats.
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(g) Floating plants have leaves with stomata only on their ........................ surface.
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(h) ........................ forests are found in areas that are very cold.
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2. Write T for True. Write F for False.

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(a) Some animals have body coverings which are a type of adaptation.
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(b) Cactus plants store water in their leaves.

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(d) Boreal forests are also called tropical forests.

(e) Animals such as walruses have flippers that help them swim in water.
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(f) The animal that is hunted and killed by another animal for food is called predator.
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(g) The movement of animals from one area to another in search of food and better climatic conditions is called hibernation.
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(h) Desert animals such as the kangaroo rats and snakes live in burrows to escape the intense desert heat.
br

As
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3. Answer the following questions.

(a) Why do octopuses and squids don’t have streamlined bodies?

(b) Explain any two adaptations of whales.

(c) Explain the adaptation in Mangrove trees.

(d) Explain all the adaptations in the animal shown in the picture below.
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rs
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(e) How do moles, rodents and reptiles protect themselves from predators?
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(f) What is hibernation? Why do animals hibernate?

(g) What are drip tips?

(h) Explain tropical forests.

&
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4. Project Work
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(Skills instilled: Creativity, Multiple intelligence, Thought provoking)

Choose any one habitat of your choice. Draw/paste a food chain and food web to show the interdependence of the different animals
living in that habitat.
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141
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rs
1. Choose the correct answer.
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(a) They have soft and fleshy stems to store food and water.

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i. Cactus ii. Mango iii. Sunflower
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(b) This animal has plates on its body.

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i. Porcupines ii. Armadillos iii. Deer
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(c) These animals live in cold areas and have a large heart and lungs.

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i. Tigers ii. Crocodiles iii. Yaks

(d) They are cone-shaped trees. As

i. Coniferous ii. Deciduous iii. Tropical

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(e) This animal has blubber under their skin.
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i. Tiger ii. Penguin iii. Zebra

(f) They grow near the base, not from the tip.
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i. Grass ii. Pine iii. Shrubs

(g) They are salt-tolerant plants.
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i. Herbs ii. Coconut trees iii. Mangroves

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2. Write one word for the following.

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(a) The period of reduced activity or inactivity in animals during the winter months ...........................
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(b) The movement of animals from one area to another in search of food and better climatic conditions ............................
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(c) Habitats found on land ............................

(d) They are dry barren regions of the Earth that receive very little rainfall ...........................
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(e) Boreal forests are also known as this ...........................

(f) The aerial roots of this plant cling to the host plant to absorb minerals, and absorb water from the atmosphere ...........................
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(g) An adaptation in which one animal evolves to look like another animal ...........................
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(h) They are flowering, grass-like plants that live submerged in the ocean waters ...........................
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3. Answer the following questions.

(a) What does a habitat provide?
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(b) Why are the stems of cacti green and coated with cuticles?
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(c) What are all the adaptations of the camel to survive in the deserts?
(d) Identify the animal and write its adaptations.
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m
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g

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(e) What are the adaptations of grassland plants?

(f) What are predators? Name any two predators.

(g) Name three adaptations of plants gr owing in polar areas.

(h) How does the long legs and neck help the cranes?
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4. Subject Enrichment
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(Skills instilled: Observing, Analysing, Environment literacy)

How human activities are responsible for the depletion of natural habitats? What are the consequences?
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142
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11

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MEASUREMENT OF DISTANCES

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AND MOTION
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21st Century Skills
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Unit 4 | Moving Things, People and Ideas

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• Observing
11 MEASUREMENT OF DISTANCES
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• Analysing

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• Exploring

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AND MOTION

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Life Skills
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CHAPTER PREVIEW As
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• Measurement • Critical thinking

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• Motion • Communication
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Warm-up 7E Engage, Explore

t Skills instilled: Observing, Analysing

Wha
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you will learn

Ask students to think of ways to
• Learn about the history of
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transport measure the distance they travelled

while coming to school from home.
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• Understand the need

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for standard units of Discuss their answers.
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measurements
• Learn about the measurement Lead the discussion to introduce
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of length of a straight line and

a curved line the concept of distance and motion.
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• Learn about types of motion

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As
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Why
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it is important to learn
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Measurement helps us find out how

far we have moved from any given

point. This is true for objects that
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show motion. There are different WARM-UP 7E Elicit

types of motion that we see
Humans have created many modes of transport that help
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around us.
Therefore, it is important to learn move from one place to the other. When we move to
different places, it is interesting to know the distance we
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about different ways of making

accurate measurements and also have travelled.
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the type of motion that we see Do you know how we measure distances—small distances
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around us. as well as large distances?

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141
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to walk from one end of the class to another end. Let them estimate how much distance is covered by them.
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Let them think of different ways to calculate.

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143
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• Analysing What is measurement?

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• Observing Almost everything we do involves some kind of measurement. Measurement is an essential

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part of our day-to-day activities. For example, while making a cake, measured quantities of
• Exploring ingredients are baked for a fixed amount of time. When you are running on a race track, you

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run a measured distance.
Real-world Connect! 7E Extend
Life Skills

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The process of determining the quantity, length or size
of something is called measurement. It is believed that, around 3000 BCE,
• rs
Critical thinking
Measurement using body parts: In earlier times,
Egyptians had defined the standard
cubit to be equal to the distance
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• Problem-solving people used body parts to measure things. They between the elbow and tip of the

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middle finger of the Pharaoh ruling

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measured small distances in digits, which was the

Egypt at that time.
width of a finger. They measured slightly longer
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Concept Building

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distances in cubits, which was the length from the
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7E Explain, Elaborate tip of the elbow to the tip of the middle finger. Distances were sometimes also measured in
handspan, which is the length from the tip of the little finger to the tip of the thumb, as well

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Skills instilled: Observing, Analysing, as the footspan, which is the length of one’s foot. These are known as non-standard units
Critical thinking
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As of measurement (Fig. 11.1).

What is measurement?
&
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Ask students if they know how to

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make a recipe card of cake or tea.

Are the quantities for ingredients
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fixed or they put randomly? Based on

their answers build up the concept of
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Digit Handspan Cubit Footspan

measurement. Discuss how in ancient
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times body parts were used to measure Fig. 11.1 Non-standard units of measurement
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distances by giving examples. Now let

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them discuss if using body parts is an

Need for a standard unit of measurement

accurate way to measure length.
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People found that measurements using body parts did not give correct results because some
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people have bigger or smaller hands and feet than others. Due to this reason, measurements gave
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Need for a standard unit of different results for different people. Hence, these were not reliable units for measuring length.
measurement
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21st
Test It Yourself! Century Observation, Analysis Look It Up! 7E Explore
Skills
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1. Measure the length and breadth of your dining Search online for answers and discuss
Based on the discussion in class, in class.
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table at home using your handspan.

explain how different people have 2. Ask an adult in your home to use their handspan What are these ancient units of Indian
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different hand and foot sizes and thus to measure the same table. measurement?
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give varied measurements. Explain

3. Note down both readings. 1. Angul 2. Gaz 3. Tola

that using body parts as a unit of Are both measurements the same? Why? 4. Seer 5. Maund
measurement is not reliable.
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142
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Look It Up! 7E Explore, Extend

Skills instilled: Analysing, Critical Test It Yourself! 7E Explore

thinking Skills instilled: Analysing, Critical thinking

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en
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Let students search online Ask students to do the activity at home and discuss their observations in class.
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about different ancient units for

measurement in India. Discuss their
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ss
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findings in class. Real-world Connect! 7E Explain

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Skills instilled: Analysing, Critical thinking

As
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Discuss the names for hand and foot lengths used for measuring length.
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Explain how Egyptians defined cubit as the length between elbow and
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middle fingertip.
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144
v

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Therefore, there was a need to find a way of measuring things correctly so that the
• Analysing
measurements were the same no matter who measured them.

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IVID
• Observing

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A unit is a fixed quantity that is used for measurement. A unit that does not change
depending on who is measuring it is called a standard unit. A quantity that can be • Exploring

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measured is called a physical quantity.

Life Skills

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We need standard units for physical quantities to
Science Fact 7E Extend
obtain the same value for a measurement. However,
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people across the world might adopt different International System of Units (SI)
stands for Système International
• Critical thinking
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standard units. For example, gram and pound are d’Unités in French. • Self-awareness

t
units of mass used by people of different countries.

en
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Some SI units and their symbols are:

We, therefore, need a set of standard units which
1. Length—metre (m)
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is uniform throughout the world. Such a set of Concept Building

m
standard units, the metric system, was introduced by 2. Mass—kilogram (kg)
ge

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3. Time—second (s)
7E Explain, Extend, Elaborate
the French in 1790.

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In the metric system, length is measured in metre, Skills instilled: Analysing, Critical
thinking
br

volume in litre and so on. This system was refined over the years and in 1960, after some major
As
revisions, adopted as the International System of Units or the SI units by the General
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Conference of Weights and Measures. (continued from page 142)

The use of SI units has a few rules.

Help students recall the discussion

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1. The name of a unit is always written in small letters even when named after a scientist,
done in previous class. Lead discussion
for example, newton.
to introduce the concept of unit and its
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2. The symbols of units named after scientists start with a capital letter, for example, importance for accuracy. Ask students
N for newton.
which unit do they generally use to
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3. The symbols for units not named after scientists are written in small letters, for example, weigh things? Ask them to think of
rs

m for metre and km for kilometre. units of measurement used in other

4. We never put a full stop after the end of a symbol for units. countries. Explain the reason for
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setting Standard Units (SI) to maintain

5. The symbols for a unit should not be written in the plural, for example, 50 metres should
be written as 50 m, not 50 ms. uniformity throughout the world.
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6. A standard measurement consists of two parts: the number and its unit. For example, Discuss the basic rules to use SI units.
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10 metres
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Science Fact 7E Extend, Elaborate

Number Unit
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What are the common units used to measure length? Skills instilled: Analysing, Critical
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thinking, Thought provoking

The length of an object is the distance between its ends. So, we can say that length is the measure
'C

of how long an object is. Although the SI unit for length is metre, depending on what length Ask if any student can tell why
s

we want to measure, we use some common units. Some common units to measure length are Standard units are called SI units. Tell
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millimetres (mm), centimetres (cm) and kilometres (km).

the French word for SI units.
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143
Let students search for SI units for
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different quantities.
rs

Concept Building 7E Explain, Extend, Elaborate

Skills instilled: Analysing, Critical thinking

en
ni
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What are the common units used to measure length?

m
e

Ask students to measure length of their eraser, notebook and their own height
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and note it down. Now tell them that different SI units are used for different
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items like eraser can be measured in millimetres, notebook in centimetres

and height in metres.

&
'C

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145
v

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Each metre (m) is divided into 100 equal divisions called centimetre (cm). Each centimetre has
• Analysing
ten equal divisions, called millimetre (mm).

s
• Observing

es
Integrated
Thus, Pedagogy
English
• Exploring Language Check
1 m = 100 cm

Pr
A prefix is a group of letters added before a word.
1 cm = 10 mm ‘Milli’ means ‘one thousandth’, ‘centi’ means ‘one

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Life Skills 1 m = 1000 mm hundredth’ and ‘kilo’ means 1000 times.

rs 1 km = 1000 m What do the following ‘prefixes’ mean with regard

• Critical thinking to length?
ve
The units ‘mm’ and ‘cm’ are used to
• Self-awareness 1. Hecto 2. Deca 3. Nano 4. Zepto

t
measure small lengths such as the length

en
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• Communication of a pencil or a book. The unit ‘m’ is used to measure length of a 7E Engage
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piece of cloth, length of a swimming pool or a race track. The unit

m
Test It Yourself!
‘km’ is generally used to measure larger lengths such as distances
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Concept Building between cities or railway stations. When making calculations, the
Raju’s height in 1550 mm.
Convert it into metres.
7E Explain, Extend, Elaborate

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units and their conversion should be kept in mind.
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Example: The distance between Anu’s home and her school is 3000 m. What will be this distance in km?
Skills instilled: Analysing, Critical As
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thinking Solution: Here, the distance is given in metres (m). So, we have to convert it into kilometres (km).
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We know that 1000 m = 1 km
(continued from page 143)
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1
s

So, we can write 1 m = km

1000
Let students look at their scale and tell 1
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Thus, we can calculate 3000 m = 3000 = 3 km

how many millimetres 1000
make a centimetre. Therefore, the distance between Anu’s home and her school is 3 km.
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Similarly, How do we measure length?

IVID
Measuring a straight line: The length of a straight object is commonly measured
mm cm m km
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using a ruler (Fig. 11.2), a measuring tape or a metre rod. The ruler in your geometry
t
Explain about these conversions. Ask box is marked in centimetres and millimetres.
en
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students to attempt the question given While measuring the length of an object using a ruler, the
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in the example in their notebook. following precautions have to be taken.

Clear doubts, if any. 1. The ruler should be placed exactly along the length of the
object to be measured (Fig. 11.3). Fig. 11.2 Ruler
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How do we measure length?

As
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Measuring a straight line

&
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Ask students to measure their pencil.

s
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Check if they are keeping the scale Fig. 11.3 Ruler should be placed along the length of the object
properly and measuring accurately.
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Correct them if needed and keep 144

reminding the precautions to be taken
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while measuring.
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Test It Yourself ! 7E Explore

Skills instilled: Analysing, Critical thinking

en
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Using the conversion explained above ask the students to answer the question.
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Discuss their answers and explain.

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g

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Language Check 7E Extend

Skills instilled: Analysing, Critical thinking

Ask students to look in dictionary for the meaning of Prefix. Now discuss use
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of milli, centi, kilo as prefix for metre. Let them search for other prefixes with
s
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regard to length and discuss in class.

Pr
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146
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&
2. Eyes should be vertically above the point where the measurement is to be taken (Fig. 11.4).
• Analysing
Your eyes should be at position B to get the correct reading on the ruler. If your eyes are at

s
position A or C, you will get wrong readings. • Observing

es
Correct position • Exploring

Pr
(4.8 cm)
A B C

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Incorrect
position
Incorrect
position
Life Skills
rs (4.9 cm) (4.7 cm)
• Critical thinking
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• Self-awareness

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• Problem solving
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3 4 5 6

m
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Concept Building

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Fig. 11.4 Eyes should be vertically above the point
7E Explain, Extend, Elaborate

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3. The object to be measured should be placed with 0 as the starting point. In case the ruler
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As
used is broken at the 0 end, the object should be placed at any main marking as a starting Skills instilled: Analysing, Critical
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point and the number of units calculated from that starting point (Fig. 11.5). thinking, Observing
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Measuring the length of a curved line

4 cm
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Ask students to draw a curved line on

a sheet of paper.
Fig. 11.5 Method to measure the length of a straight line (object)
Ask them to measure it. Let them
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Measuring the length of a curved line: We cannot measure the length of a curved line by using think of a way and discuss it.
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a ruler. One of the ways to measure a curved line is by using a string and a ruler (Fig. 11.6).
Now help them with the measurement
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Step 1: Draw a curved line. Mark the length to be measured as A and B.

using a string.
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Step 2: Place one end of the string at A (mark this point on the thread with a pen) and
Then, explain the precautions they
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continue to place the string along the curved line till the string reaches B (mark this point too
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with a pen). should take while measuring length.

Step 3: Stretch the string over a ruler and measure the length between the two pen marks. This Explain to students the steps to be
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will give you the length of the curved line. followed to measure curved lines.
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Tell them that sometimes we need to

measure the length of curved lines,

A
B for example, the length of boundary
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of a leaf or the circumference of a

s
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Fig. 11.6 Method to measure the length of a curved line cylindrical bottle. These lengths cannot
be measured directly using a ruler.
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145
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• Analysing Section Review 1 7E Evaluate

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• Observing To hypothesise reasons for the usage of standard units of measurement.

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• Exploring 1. Anu and Anita measure the length of a window using their handspan. The length of the window

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as reported by Anu was 4 handspans, while Anita reported 3 handspans. Why is the length
reported by them different?
(a) Because Anu had smaller palms. (b) Because Anita had larger palms.

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Life Skills (c) Both can be correct. (d) Neither is correct.
• rs
Critical thinking What would be a better device to measure the length of the window? Why?
2. A student wants to measure the length of a curved line. Which of the given methods should the
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• Self-awareness student use to measure the length correctly? Give a reason for your answer.

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• Problem-solving (a) Using a string and a ruler (b) With footspan

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Section Review 1 7E Evaluate

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What is motion?

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Skills instilled: Analysing, Critical Movement is a characteristic of living things. Animals move from one place to another in
thinking, Problem-solving
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search of food and shelter. With improvements in technology, humans created different modes
As of transport that helped in moving from one place to another (Fig. 11.7).
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This section helps in the evaluation

What is the history of transport?
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of students. Let students fill in their
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worksheets on their own in class. Then, • In earlier times, people would walk from one place to another. People gradually learned to
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use animals for transport.

read out the answers so that students

• It is believed that humans domesticated donkeys, horses and camels for transport.
can verify their answers. Help them if
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they get stuck somewhere. • Boats were used as the means of transportation on water. The earliest boats were simple
logs of wood with a hollow cavity. Later the Egyptians as well as Romans built sail boats.
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• After the invention of the wheel, humans started using animals to pull vehicles that moved
Look It Up! 7E Explore, Extend on wheels, and thus, bullock carts and chariots came into existence. The invention of the
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wheel revolutionised transport and wheel design was improved over thousands
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Skills instilled: Analysing, Critical of years.

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thinking
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• The steam engine and the rail road were invented in the 19th century. The invention of the
steam engine introduced a new source of power for transportation. Rail tracks were made
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Ask students to search for the

for steam engine driven carriages and wagons to transport goods.

answers and discuss them in class.
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• After the invention of fuel-powered engines, a whole range of automobiles were built across
the world.
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• The Wright brothers invented the airplane and Look It Up! 7E Extend
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gave the world another means of transport—

Search online for answers and discuss
airways. People today travel from one city or
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in class.
from one country to another using aircrafts.
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1. What is a submarine?
• The creation of spacecrafts enabled humans to
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2. What is a hovercraft?
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leave planet Earth to travel into space.

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146
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Concept Building 7E Explain, Elaborate

Skills instilled: Observing, Analysing, Critical thinking

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What is motion?
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Talk about the movement of living things and development of different modes of transport.
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se
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What is the history of transport?

As
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Draw the following flow chart on the board:

Walking Animal domestication Boats on water Wheel (bullock carts/chariots) Steam engine
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Automobiles Aircrafts Spacecrafts

Explain the development of modes of transport and how they have made our life easy.
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148
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• Nowadays, we talk of a future where humans may board commercial space flights to visit
other planets or areas in space!
• Analysing

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• Observing

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Steam engine train
(1804)
• Exploring

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Sedan chair
First motor

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driven
aeroplane
Life Skills
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• Critical thinking
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OLDEST NEWEST
• Self-awareness

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• Problem-solving
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Concept Building

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Jet airliners
7E Explain, Elaborate

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First engine (1957)

Sailing ship powered car
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(1883)
As Skills instilled: Observing, Analysing,
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Critical thinking
Fig. 11.7 History of transport
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What is the meaning of motion

What is the meaning of motion and rest?

When we say an object is moving, it is always with respect to another object. Imagine that you
and rest?
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are travelling in the school bus. If you look outside the window of the bus, you will notice that
you are in motion in relation to the houses, shops, trees and other things which are outside the
Ask students when they are sitting in
a moving car, how does the outside
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bus, because your position is changing with respect to these things.

objects appear to them.
An object is said to be in motion when its position changes with time. An object that is not moving
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or is stationary with respect to objects in its surrounding is said to be at rest. How does the person sitting with them
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If you now look inside the bus, you will notice that your position in relation to the driver in car appear?
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or other students sitting beside you inside the bus does not change. Therefore, an object is
Based on their answers explain about
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at rest in relation to a certain set of objects and moving in relation to another set of objects. An
m

object in motion, therefore, can be at rest with respect to one observer and can be in motion
relative nature of motion and thus
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define motion and rest.

with respect to another observer. Therefore, the state of rest or motion of a body is relative.
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Let us now learn about some types of motion that we commonly come across. What are the types of motion?
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What are the types of motion?

Tell students about different types
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ANM
Some types of motion we see in everyday life are rectilinear motion, curvilinear motion,
of motion that can be observed in
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rotational motion, periodic motion and non-periodic motion.

daily life.
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147
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m
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149
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• Analysing Rectilinear motion: If a body moves along a straight line, then it is said to be in rectilinear
motion. Examples of rectilinear motion are a fruit falling from a tree, a bus moving on

s
• Observing a straight road, a person running on a straight track, a child sliding down the slide in a

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• Exploring playground and movement of cabinet drawers (Fig. 11.8).

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Life Skills
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Critical thinking
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• Problem-solving

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Bus moving on a straight road Person running on a straight track Movement of drawers
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Concept Building

m
Fig. 11.8 Rectilinear motion
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7E Explain, Elaborate

se
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Skills instilled: Observing, Analysing, Curvilinear motion: If a body is moving along a curved line, then it is said to be in curvilinear
motion. Examples of curvilinear motion are athletes running on a curved track (Fig. 11.9), a
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Critical thinking As car moving on a curved road, the revolution of the Earth around the Sun, the movement of a
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roller coaster and throwing a basketball into a net.

Rectilinear motion
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Define and ask students to give

some examples.
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Curvilinear motion
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Show examples from textbook and

define curvilinear motion.

Movement of a roller coaster Athletes running on a curved track
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Fig. 11.9 Curvilinear motion

Rotational motion
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Discuss the definition for Rotational motion: If a body moves in a

circular path about a fixed point, without Science Fact 7E Elaborate

rotational motion and explain its
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changing its position, it is said to be in The difference between curvilinear

examples. rotational motion. Rotational motion is the
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motion and rotational motion is that in

spinning motion of a body around its axis. a curvilinear motion, an object travels
br

Examples of rotational movement are the along a curved or circular path but in
rotational motion, the object spins about
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movement of a ceiling fan, a Ferris wheel,

a central axis with each part of the object
the rotation of the Earth, the movement of a
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at different distances from the axis.

steering wheel of a car and the movement
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of a windmill.
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148
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Science Fact 7E Extend, Elaborate

Skills instilled: Analysing, Critical thinking, Thought provoking

en
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Discuss the differences between rotational and curvilinear motion by giving examples and showing pictures.
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e

ss
g

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&
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150
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In this kind of motion, all the parts
of the object do not move the same
• Analysing

s
distance in a given interval of time. • Observing

es
For example, the outer portion of • Exploring

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the blades of a fan travels a greater
distance than the portion closer to
Life Skills

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the centre (Fig. 11.10).
Periodic motion: When a body
rs Motion of the blades Motion of the Ferris wheel • Critical thinking
repeats the same motion at regular of a moving fan
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intervals of time, it is said to be in Fig. 11.10 Rotational motion • Problem-solving

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periodic motion. For example, the hands
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of a watch (Fig. 11.11), the movement of the pendulum of a clock, and the revolution
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Concept Building 7E Explain

m
as well as the rotation of the Earth and the Moon.
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ss
Skills instilled: Observing, Analysing,
Critical thinking

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id

Moon
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Earth
As Periodic motion
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Sun
Show a clock and explain the motion
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of its hands. Explain periodic motion.

Ask students to give more examples.

Hands of a watch Pendulum clock Revolution and rotation of the Earth

and the Moon

Non-periodic motion
Fig. 11.11 Periodic motion
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Any random motion such as

Non-periodic motion: A motion that does not repeat itself at regular intervals of time is called
movement in class can be explained as
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non-periodic motion. Examples of non-periodic motion are the movement of fingers when
non-periodic motion. Discuss various
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typing on a keyboard, the movement of legs while pedalling a cycle, the motion of a bouncing
examples from daily routine.
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ball and the movement of wind (Fig. 11.12).
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Real-world Connect! 7E Elaborate

Most motions that we commonly see are a

combination of two or more types of motions.
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id

For example, the wheels of a car rotate which,

in turn, move the vehicle forward on a straight
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road. Thus, the car shows rotational as well

as rectilinear motion. Similarly, a ball rolling

Bouncing ball Movement of wind straight on the ground shows rotational as well
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as rectilinear motion.
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Fig. 11.12 Non-periodic motion

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149
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Real-world Connect! 7E Extend

Skills instilled: Analysing, Critical thinking

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Ask students to identify the motion when a ball is rolled on a ground. Let them answer and explain how general
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movements are a combination of two or more types of motion.

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&
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151
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• Analysing Section Review 2 7E Evaluate

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• Observing To distinguish between rest and motion in order to classify if objects are in motion or at rest.

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• Technology literacy 1. Look at the pictures. Write ‘M’ if objects are in motion or ‘R’ if they are at rest.

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Life Skills
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Critical thinking
FPO FPO FPO FPO
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• Problem-solving

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Section Review 2

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7E Evaluate To identify similarities and differences between the two objects based on the types
of motion.
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Skills instilled: Analysing, Critical 2. The images show a box and a ball moving down a similar ramp.
thinking, Problem-solving

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id
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This section helps in the evaluation As

of students. Let students fill in their

worksheets on their own in class.
&
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Then, read out the answers so that

What is the difference in the motion shown by the ball and the box? Tick the correct option.
students can verify their answers. Help
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Give reason for your answer.

them if they get stuck somewhere. (a) The ball shows rectilinear motion and the box shows curvilinear motion.
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(b) Both the ball and the box show rotational motion.
(c) The ball shows rotational motion as well as rectilinear motion and the box shows rectilinear
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Experiential Learning (page 151) motion.

(d) The ball shows rectilinear motion and the box shows rotational motion as well as
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7E Engage rectilinear motion.

Skills instilled: Analysing, Creativity Keywords

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This section helps in reinforcing the Measurement: The process of determining the Rectilinear motion: A motion of a body SVID
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concept of measuring length using quantity, length or size of something along a straight line
a ruler. Let students make a ruler on Unit: A fixed quantity that is used for Curvilinear motion: A motion of a body
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measurement along a curved line

their own following the steps given. Standard unit: A unit that does not change Rotational motion: A motion of a body
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id

Encourage them to use their ruler to Physical quantity: A quantity that can be in a circular path about a fixed point,
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without changing its position

find length of different objects and
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measured
Periodic motion: A motion that a body repeats
discuss their findings.
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Length: The measure of how long an object is

at regular intervals of time
Motion: An object is said to be in motion when
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its position changes with time Non-periodic motion: A motion that a body
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does not repeat at regular intervals of time

Rest: An object that is not moving or is

stationary with respect to objects in its

surrounding is said to be at rest
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150
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Puzzle Over (page 153) 7E Engage

Skills instilled: Analysing, Critical thinking, Thought provoking

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1. Discuss the periodic motion of pendulum and Earth’s rotation.

2. Let students recall the conversion of centimetre into metre and hence attempt the question.
e

Discuss and help in the answers.

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(d) Describe briefly the history of transport.
• Analysing
(e) Name the type of motion shown by the following:

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• Observing

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i. A moving bicycle wheel ii. An athlete running a 100-metre race
iii. A butterfly flying iv. A mango falling from a tree • Technology literacy

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v. A moving clock pendulum vi. A roller coaster ride
21st

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C. PUZZLE OVER Century Analysis
Skills
PROBLEM-SOLVING - 1 2 Life Skills
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1. What is the similarity between the motion of the pendulum and the rotation of Earth around the Sun? • Critical thinking
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2. Anu needs 175 cm of cloth to stitch a dress. How many metres of cloth should she buy from the shop?
• Problem-solving

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D. SKILL CRAFT 21st

ANALYSIS & CREATING 1 2-3 4
Century Global awareness
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1. Project Work Project Work 7E Extend

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Skills
Visit your school library and find an atlas. Using this atlas, find out:
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(a) the distance between various cities in India. Skills instilled: Analysing, Critical
thinking, Problem-solving, Teamwork

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(b) the distance between different countries.

What scale is used to draw maps in an atlas? As Let students go to school library
and pick an atlas. In political map of
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2. Research/Activity 7E Explore

India search for distances between

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Find out the answers to the following:
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(a) The tallest building in the world (b) The deepest ocean in the world various cities and note down the
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scale in notebook. Discuss their

(c) The longest river in the world (d) The tallest and the shortest animal
Did you use the same unit of measurement to express your answers? Why or why not? observations in class and clear the
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3. Discuss and Answer

21st
Century Analysis
doubts, if any.
Skills
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What is the difference between motion of a falling stone and motion of a stone tied to a thread and
whirled with hand?
Connect to Life 7E Extend
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Life
4. Connect to Life Skills Critical thinking
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We learned that measurement is necessary in our day-to-day life. What would happen if Skills instilled: Critical thinking,
t
measurements were not there? How would it affect our lives? Thought provoking
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Ask students to tell the distance

Life
Self¯check Skills Self-awareness
m

I can: between school and their house by

define measurement and explain the need for standard units.

estimation. Ask them if they can bake a
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cake without measuring any ingredient.

define at least three types of non-standard methods of measurement.

Let them note the results and compare
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define and describe at least four types of motion with two examples of each type.
them to when things are done using
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describe how to measure a straight line using a ruler, and a curved line using a string and a ruler.
convert the different units of measuring length. proper measurements. Discuss the
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importance of measurement and how it

understand the relationship between motion and rest.

identify different types of motion exhibited by a body. effects daily life.

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Discuss and Answer 7E Elaborate, Extend

Skills instilled: Thought provoking, Critical thinking

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Ask students to bring a ball and thread in class. Now let students first roll the ball on ground and then tie it to the thread
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and whirl it with hand. Ask them to observe the motion in both cases and write their answer in notebook. Discuss all the
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answers and give further explanation to clear the concept.

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id
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Teacher’s Support
As
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/
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teaching more proficient and technology-driven through the given QR codes:

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• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates

supports teachers to identify hybrid teaching model.
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students’ skill learning curve.

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1. Name the following.
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(a) Width of fingers to measure small distance ................................. .

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(b) Length from tip of elbow to tip of middle finger ................................. .
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(c) Length from tip of little finger to tip of thumb ................................. .

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(d) Length of a person’s foot to measure small distance ................................. .
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(e) SI unit for length ................................. .

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(f) SI unit for mass ................................. .

(g) SI unit for time As ................................. .

(h) SI unit for volume ................................. .

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2. Fill in the blanks.

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(a) ........................... and ........................... are units of mass used by people in different countries.
(b) Unit km is generally used to measure ........................... lengths.
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(c) Straight line can be measured using a ........................... .

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(d) To measure a curved line, we need ........................... and ........................... .

(e) The ........................... brothers invented airplane.

(f) When body repeats same motion at a regular interval, it is ........................... motion.
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(g) A body moving along a straight line is said to be in ........................... motion.

(h) A body moving along a curved line is said to be in ........................... motion.

m
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3. Answer the following questions.

(a) What is measurement? Why is it needed?

id
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(b) Give 3 rules for uses of SI units.

(c) Why is state of motion/rest said to be relative?

(d) Give difference between rotational and curvilinear motion.

&
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(e) Name the types of motion observed while rolling a ball on ground.
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(f) Arya travels 4000 m from home to park and comes back via friend’s house covering 5500 m. Calculate total distance travelled
in kilometres.
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(g) Mark the correct position of scale, eye, object for correct measurement.
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4. Project Work
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(Skills instilled: Technology literacy, Thought provoking, Multiple intelligence)

Ask students to measure length of their windowsill, door, table using handspan and then using scale. Note the differences in their
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notebook. Discuss in class.

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154
v

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1. Name the type of motion for the following.
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(a) Movement of drawers ..................................... .

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(b) Athletes running on a curved track ..................................... .

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(c) Motion of the blades of a moving fan ..................................... .

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(d) Revolution and rotation of the Earth and the Moon ..................................... .
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(e) Movement of wind ..................................... .

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(f) Wheels of a moving car ..................................... .

(g) Pendulum clock As ..................................... .

(h) Bouncing ball ..................................... .

2. Choose the correct answer.

(a) 1 cm =
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i. 10 m ii. 100 m iii. 10 mm iv. 1\10 km

(b) 1 km =
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i. 100 cm ii. 1000 cm iii. 10 m iv. 100 mm

i. 10 cm ii. 100 mm iii. 100 cm iv. 1\10 km

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(d) Revolution in transport was due to invention of
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i. Wheel ii. Domestication of animals iii. Airplane iv. Spacecraft

(e) Which of these are units for length?

i. metre ii. centimetre iii. millimetre iv. All of these

(f) Which of these is a SI unit?

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i. metre ii. hour iii. centimetre iv. gram

(g) Which of these units were used for measurement by hand?

i. cubit ii. digit iii. handspan iv. All of these

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(h) SI unit for mass is

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i. gram ii. kilogram iii. pound iv. litre

3. Answer the following questions.

(a) What is a standard unit?
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(b) Define motion and rest.

(c) Name the types of motion.

(d) Explain the need for standard unit of measuring.

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(e) Name the common units for measuring length.

(f) Arrange the following modes of transport from the oldest to newest
e

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As
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(g) Reya has a window of height 400 cm. How many metres of cloth she needs to buy for 5 window curtains of same height.
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4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

Research about the different ways of transport and units of measurement used by people in ancient times. Discuss with your
classmates about the developments since then.
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12

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ELECTRICITY AND CIRCUITS

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21st Century Skills
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Unit 5 | How Things Work

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• Observing
12 ELECTRICITY AND CIRCUITS
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• Analysing

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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Sources of electric current

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• Communication • Electric circuit
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• Electric torch
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Warm-up 7E Engage, Explore

Skills instilled: Observing, Analysing, Wha

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Critical thinking you will learn

Ask students to remember a day • Learn about sources of electric

current
when there was no electricity at
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• Understand the parts of a

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their home or in school. Discuss dry cell
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the difficulties they faced on • Learn about electric circuits

and the working of a torch

that day. • Learn about differences

between good and bad

conductors
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As
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Why
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it is important to learn
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It is difficult to imagine our lives

without electricity. From the time

we wake up to the time we go back
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to sleep, our daily activities are

dependent on electrical appliances
of different kinds.
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WARM-UP 7E Elicit
Therefore, it is important to
We depend on electricity for a lot of things. If there is no
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learn about electric current, how

electricity for a few hours, it disrupts many activities.
electricity flows, and the nature and
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use of good and bad conductors of Can you give a few examples of how we depend on
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electricity. electricity?
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157
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Activity Corner 7E Explain, Engage, Extend

Skills instilled: Observing, Analysing, Critical thinking

A students to make a list of all the electrical appliances they use during the day.
&
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Choose an appliance from the list and discuss what would happen if it never existed or if it stopped functioning now.
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A few centuries ago, people used candles, lanterns or firewood to light their surroundings. Now,
we depend on electricity for almost everything, from lighting our homes and surroundings to
• Analysing

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watching television and cooking food. Even cars and mobile phones use electricity! • Observing

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Electricity is a form of energy that can be easily converted to light, heat and other forms of • Technology literacy

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energy. Thus, it is widely used across the world. Let us learn more about electricity.

Life Skills

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What is electric current? What are its sources?
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All matter is made up of particles. Electrical energy is energy produced by the movement of
• Critical thinking
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certain particles. This flow of particles is called electric current. In order to light a light bulb or • Problem-solving

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turn on a computer, we need to produce a continuous electric current. To do this, we need an
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energy source.
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Teaching Idea 7E Explain

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Anything that produces an electric current is called a source of electric current. Our main sources of
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electricity are power plants that supply electricity through electrical wires to our households. Skills instilled: Observing, Analysing,
Let us understand this by taking the example of a television. A television produces light energy Critical thinking

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and sound energy. Where does this energy come from? A power plant supplies electrical energy
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to our households. An electrical outlet or plug point at our home provides this electrical energy
As Discuss how electricity is a form of
to the television. When we switch on the television, the electrical energy in the form of electric energy that can be converted to heat,
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current flows to the television. The television converts this electrical energy into sound and light. light and chemical energy. Explain
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Other sources of electricity are electric cells and batteries. Batteries are a collection of one or more cells.
with examples such as heater, bulbs,
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What is an electric cell? battery, etc.

An electric cell is a single electrical energy source that uses chemical

reactions to produce an electric current.
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Button
Cells are of two types—primary cells and secondary cells. AA Look It Up! 7E Extend
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AAA
Primary cells: A primary cell cannot be recharged after use. Skills instilled: Observing, Analysing,
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Hence, it is safely discarded after use. Primary cells are used Critical thinking
in wrist watches, wall clocks, torch lights, TV and AC remote
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controllers. So, they are available in various shapes and sizes such
Ask students to carry out research
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on an aquatic animal, the electric eel.

as button cell, AA cell and AAA cell (Fig. 12.1).

Find out how much electricity it
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Secondary cells: A secondary cell can be easily recharged after

use. So, it can be charged and used again. Examples of secondary
Fig. 12.1 Types of primary cells can generate.
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cells are car batteries, mobile batteries and solar cells. Ask them to imagine the situation if
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A car battery consists of wet cells (Fig. 12.2). In a wet cell, charges someone collides with it under water.
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flow through a liquid. A solar cell is a device that converts sunlight

Explain them to imagine the same and
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into electrical energy. It is used in pocket calculators, spacecrafts

and street lamps. share their thoughts in class.
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Look It Up! 7E Extend

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Search online for answers and discuss in class. Fig. 12.2 A car battery

What is an electric eel? How much electricity can it produce?

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Concept Building 7E Explain, Elaborate

Skills instilled: Observing, Analysing, Critical thinking

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What is electric current? What are its sources?

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Define electric current. Then talk about the overhead wires that are visible on the roads which connect them to the power
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plants that supply electricity. Then explain the working of television.

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Bring and show how a battery to class and explain that it provides electricity.
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What is an electric cell?

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Define an electric cell. Then show the images of primary and secondary cells. Ask students to explain where they have seen
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these (if they have). Explain them about chargeable and non-chargeable batteries.
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• Analysing What is a dry cell?
A dry cell is an electric cell that produces a small amount of electricity by using the chemicals

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• Observing

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stored inside it. It is a primary cell. Dry cells come in various shapes and sizes. They are a safe
• Exploring and easy-to-carry source of electricity.

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A typical dry cell has a metal cap on one end and a metal disc on the
Life Skills other (Fig. 12.3). The end with the metal cap is marked + (positive)

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and is known as the positive terminal of the cell. The end with Positive Negative
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Critical thinking the metal disc is marked – (negative) and is called the negative terminal terminal

terminal of the cell.

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Fig. 12.3 Dry cell
• Self-awareness

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The parts of a dry cell, going from the outer

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Metal cap (+)

layer to the inside (Fig. 12.4), are as follows:
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Real-world Connect! 7E Extend

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• The outermost layer is a zinc container that
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Skills instilled: Observing, Analysing, is wrapped all around leaving the bottom
plate exposed. Carbon rod
Critical thinking

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• Inside the zinc container is a layer of a paste Zinc case

Talk about Alessandro Volta and his As of ammonium chloride.

invention: voltaic cell. Discuss its Powdered manganese
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• The next layer is a porous container

dioxide
composition and how it helped create containing powdered manganese dioxide
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Moist paste
electric current. through which a chemical reaction can take
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of ammonium
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place between ammonium chloride paste and chloride

powdered manganese dioxide.

Metal bottom (–)
Concept Building • The innermost part is a rod that has a metal
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cap. The rod is usually made of carbon and is Fig. 12.4 Parts of a dry cell
7E Explain, Elaborate dipped into the manganese dioxide layer.
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Skills instilled: Observing, Analysing, The entire cell is sealed so that the contents inside do not spill out. The tip of the metal cap
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Critical thinking and the base of the zinc container are called the positive and negative terminals of the dry cell,
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respectively.
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What is a dry cell?
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When the tip of the metal cap and the base of the zinc container are connected to a small
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electric bulb through a metal wire, chemical reactions take place inside the cell to produce an
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Bring a dry cell to class. Show its electric current that flows through the wire that makes the bulb glow.
terminals to the students. Now, show
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When the chemicals in the electric cell are used up, it stops producing electricity. The electric
the image from the pdf and explain the cell then has to be replaced with a new one.
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internal structure of the cell.

Ask the class the following questions Real-world Connect! 7E Extend

after explaining the different parts of About the year 1800, a scientist named Alessandro Volta created the first battery, which provided
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a new way to create electricity artificially. His battery was called the voltaic pile and was created by
the cell.
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stacking alternating layers of zinc, brine-soaked pasteboard or cloth and silver. Using this battery,
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scientists were able to create an electrical current.

1. What would happen once a bulb is
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connected to the cell.

2. Does all the chemical inside the 159

cell deplete?
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3. If so, what happens to the cell after

some time?
Based on their answers explain the
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functioning of the cell to the class.

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How does an electric bulb glow?
Look It Up! 7E Extend • Analysing
An electric bulb converts electrical energy into light energy. It

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Search online for answers • Observing

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consists of a glass covering called the globe. This is generally
and discuss in class.
pear-shaped because it distributes light better than other • Exploring

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Why is tungsten used as a
shapes (Fig. 12.5). The globe is generally filled with a gas called
filament in electric bulbs?
argon. Inside the globe, there is a thin coiled metal wire called

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filament. It is usually made of tungsten. Life Skills
Glass bulb
A pair of thin wires called support wires
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support the filament and prevent it from
Inert gas • Critical thinking
(argon)
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contacting the globe when electricity Tungsten • Self-awareness

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is flowing. Thin wires called contact filament

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• Communication
wires extend from the filament. One of Support wire
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these wires connects to the base and the Contact wire
to base
another to the foot. They complete the
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Look It Up! 7E Extend

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electric circuit when the bulb is placed Contact wire Glass
to foot support

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in a holder. The base and the foot are

Base
Skills instilled: Observing, Analysing,
parts of the bulb that are fitted to the Critical thinking
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Foot
bulb holder.
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Fig. 12.5 Parts of an electric bulb
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IVID
Ask students to find out the metal of
When electricity or electric current is passed through the filament, it gets heated and
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which filament of a bulb is made of.
gives off light. The bulb is now said to be glowing. If the filament gets broken, the bulb
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does not glow. Such a bulb is said to be fused. Discuss how tungsten can withstand a
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Section Review 1 7E Evaluate lot of heat and thus lasts long.

To describe the structure and function of an electric cell.

Section Review 1 7E Evaluate
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Help Adil write a brief note explaining how a dry cell works. Fill in the given spaces to complete
the sentences.
Skills instilled: Analysing, Critical
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A typical dry cell has a on one end and a metal disc on the other. The end
with the metal cap is known as the terminal of the cell. The end with the thinking, Problem-solving
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metal disc is called the terminal of the cell. The outermost layer of a dry cell is
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This section helps in the evaluation
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a container that is wrapped all around leaving a bottom plate exposed. Inside
of students.
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this container is a layer of a paste of , inside which is a cardboard container

containing powdered . The innermost part is a rod made of that is Let the students complete their
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dipped into the manganese dioxide layer. The entire cell is sealed so that the contents inside worksheets on their own in class.
do not spill out. If the tip of the metal cap and the base of the container are connected by a
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metal wire, chemical reactions take place inside the cell to produce an electric current that Then, read out the answers so that
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flows through the wire. If this is connected to a bulb, the bulb will glow. students can verify their answers.
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Help them if they get stuck somewhere.

What is an electric circuit?

We saw how an electric bulb glows when we connect it to a dry cell. This is because when the
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wires are connected, there is a flow of electric current. A path in which the electric current flows
is called an electric circuit.
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160
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Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking, Observing

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How does an electric bulb glow?

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Bring a bulb to class and show its various parts to the students while explaining how it works.
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Ask the students if they have seen a bulb that does not glow even after switching on the electricity? Ask them why that
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happens. Explain how a bulb gets fused.

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Conditions required for an electric current to flow are:
• Analysing Science Fact 7E Elaborate

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1. An electric current source such as a cell, battery or an electric
• Observing Electric current will

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power point flow through the
• Exploring 2. A wire usually made of metal that allows the current to wire even if the bulb

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is not a part of the
flow easily circuit. However, one

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Life Skills 3. A continuous circuit that runs from one terminal of the should always connect
source, through the device (bulb), back to the other terminal a bulb or another
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Critical thinking of the source in a loop
suitable device, as it
will otherwise cause
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• Self-awareness 4. A device like a bulb that uses electricity overheating of the wire

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and also drain out the

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• Communication In an electric circuit, the electric current flows from cell or battery.
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the positive terminal to the negative terminal of the electric cell.

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We can make a simple electric circuit by using
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Science Fact 7E Elaborate

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Integrated English language
a cell, a small bulb and two pieces of Pedagogy
Language Check
connecting wires.

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Skills instilled: Analysing, Critical Find out the meaning of the

thinking, Observing
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word ‘circuit’ in the English

As language.
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Explain how a bulb glows in a circuit Scientific

Proficiency Procedural fluency
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but that does not mean there is no Test It Yourself!
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electricity in the circuit in the absence Take a cell, a small bulb and two pieces of connecting wires.
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of the bulb. 1. Peel off a little plastic or rubber covering from the ends of the Glowing bulb
connecting wires.
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Explain how wires heat up after 2. Connect one end of the connecting wire to the foot of the bulb and
continued use. stick the other end of the same wire to the metal cap (positive terminal)
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of a cell using tape.

3. Stick one end of the other wire to the metal plate (negative terminal) at
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Language Check 7E Extend the base of the cell. Off

4. Now, carefully touch the free end of this wire to the base of the bulb. You
Skills instilled: Analysing, Observing
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will find that the bulb glows.
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Now remove any end of the wire from the cell or bulb, and you will find that
Ask students to find out the meaning
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the bulb stops glowing.

of a circuit in English.
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Discuss the answers in class. What are the types of electric circuits?
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Electric circuits are of two types: closed circuit and

open circuit.
Concept Building Flow of electric
Electric
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bulb glows
Closed circuit: A circuit which provides unbroken and current
7E Explain, Elaborate
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continuous path for the current to flow is called a closed

Skills instilled: Analysing, Critical circuit. The closed circuit runs from one terminal of the
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thinking source (cell), through the device (bulb), back to the other
terminal of the source in a loop (Fig. 12.6). Fig. 12.6 Closed circuit
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What are the types of electric 161

circuits?
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Recall how the bulb glowed when the Test It Yourself! 7E Engage
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wires when attached to the bulb and

Skills instilled: Analysing, Observing, Critical thinking
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stopped glowing the minute the wire

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got detached. Under the teacher’s guidance, the students should setup the circuit and
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Based on this observation, define observe when bulb glows and when it stops glowing.
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closed circuits and open circuits.

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Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

What is an electric circuit?

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Define a circuit. Show an electric circuit made up of a battery, a wire and a

bulb. Explain the parts and working of continuous circuit using the setup.
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160
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Open circuit: A circuit that is not continuous and current
• Analysing
cannot flow through it is called an open circuit. The open

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circuit has a break in the continuous circuit which can No flow of
Electric bulb • Observing

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does not glow
electric current
occur either when the cell has been used up, a break in the • Exploring

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wire (Fig. 12.7) or if the bulb is fused. There is a gap in the circuit

In an electric circuit, its opening and closing can be

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controlled by a device called electric switch. Life Skills
Fig. 12.7 Open circuit
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What is an electric switch? • Critical thinking
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An electric switch is a device used for closing and opening an electric circuit. If it is in an ‘ON’ • Self-awareness

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position, it closes the circuit and electric current
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• Communication
flows through it easily. However, if it is in ‘OFF’ Real-world Connect! 7E Extend
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position, it opens the circuit and electric cannot In our homes, several circuits connect all
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flow through it (Fig. 12.8). A switch is also known Real-world Connect! 7E Extend

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of the lights, appliances and power outlets.
as ‘key’. The circuits come from a meter box or fuse

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box that acts as the electrical centre for Skills instilled: Analysing, Critical
the building.
thinking
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As We use a safety device called a fuse in our

household circuits. A fuse has a thin strip Show the image and ask students to
of metal. It is placed in the wiring at the
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beginning of a circuit. If the current is too
recall if they have seen something like
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ON OFF
this at their home.
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high, the metal strip melts. As a result, the

circuit breaks and current stops flowing.

Fig. 12.8 ON and OFF positions of an electric switch
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Scientific
Test It Yourself! Proficiency Procedural fluency
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Take a cell, a small bulb, three pieces of connecting wires, a small piece of thermocol, two drawing
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pins and a safety pin.

1. Peel off a little plastic or rubber covering from the ends of the connecting wires.
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2. Connect one end of one wire to the base of the bulb and tape the other end of the same wire
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to the metal cap (positive terminal) of a cell.

3. Fix one end of a safety pin on the piece of thermocol with the help of a drawing pin.
Discuss a fuse box and a fuse based
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4. Fix another drawing pin on the thermocol in such a way that the free
end of the safety pin touches it when brought closer. on this.
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5. Tape one end of the second wire to the metal plate (negative terminal)
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at the base of the cell. Attach the free end to the drawing pin.
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6. Take the third piece of wire and connect it to the drawing pin Test It Yourself! 7E Engage
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containing the safety pin. Attach the free end to the foot of
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the bulb. Skills instilled: Analysing, Observing,

Critical thinking
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Move the safety pin such that its free end touches the metallic part of the drawing pin. The bulb
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will glow as the circuit is closed. Move the safety pin away from the drawing pin and the bulb will
stop glowing as the circuit is now open. Ask students to bring all the items
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162
mentioned in the activity. Under the
teacher’s guidance, the students should
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perform the experiment.

Encourage them to discuss their

Concept Building 7E Engage, Explain
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observations in class and infer how the

Skills instilled: Analysing, Critical thinking switch is important in the circuit.

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What is an electric switch?

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Ask students to take a close look of a switch on the wall. Explain how it
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completes a circuit to allow electricity to flow and how it stops the flow
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of electricity.
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• Analysing Section Review 2 7E Evaluate INT

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• Observing To analyse the flow of current in a simple electric circuit with battery, bulb and wires to

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identify necessary conditions to ensure flow of current.
• Exploring

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Observe the following circuits carefully. In which circuit will the bulb glow? Write ‘Yes’ or ‘No’
in the box provided along each of the circuit given in the figure.

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Life Skills 1. 2. 3.

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Critical thinking
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• Self-awareness

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• Communication
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How does an electric torch work?

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Section Review 2 7E Evaluate

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We learnt about electric circuits and the role of a switch. Let us now use this information to
understand how an electric torch works. An electric torch or torchlight is a portable source of

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Skills instilled: Analysing, Critical electric light (Fig. 12.9). It consists of the following parts.
thinking, Problem-solving
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As Bulb: A small bulb that lights up when the switch Plastic Metal switch contacts
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case Slide switch

This section helps in the evaluation is ‘on’.
Reflector
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of students. Reflector: A curved mirror that reflects the light Bulb + +

-
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Let the students complete their of the bulb.

worksheets on their own in class. Electric cells: These are sources of electricity. Bulb contact Electric Metal
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These could be two or more cells depending on with cells cells spring
Then, read out the answers so that the size of the torchlight. Fig. 12.9 Torch
students can verify their answers.
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Slide switch: It is a switch connected to a small metal plate on the inside which slides ‘on’ to
Help them if they get stuck
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complete the circuit and ‘off ’ to make it an open circuit. ANM

somewhere.
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Metal spring: It is found at the base of the torch that connects to the negative terminal of
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the cell closest to it.
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Look It Up! 7E Engage, Explore The entire device except the reflecting area at the top is enclosed in a hard plastic case.
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Skills instilled: Analysing, Observing A torch contains a simple electric circuit (Fig. 12.10). In a torch, two (or more) cells are
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connected to a torch bulb through a sliding switch.

Ask the students to find information
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When we want to turn the torchlight ‘on’, we push the Look It Up! 7E Elicit
about CFLs and LEDs.
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slide switch forward so that the circuit is completed, and

Search online for answers and

Discuss how they are helpful to us. the bulb lights up. When we want to turn the torchlight discuss in class.
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‘off ’, we pull the slide switch backward so that the circuit

Find out what an LED is. What is
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gets broken or becomes an open circuit, and the bulb a CFL?

goes off.
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163
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Concept Building 7E Engage, Elaborate

Skills instilled: Analysing, Critical thinking

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How does an electric torch work?

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Bring a torch to the class. Open it and explain all its parts. Assemble the torch and switch it on to show the bulb glowing.
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Now, show the image from the text and explain how current flows in the torch.
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Remove the cells. Now, ask students what would happen.

Turn the direction of the cells and ask the students what would happen.
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Discuss the reasons in both the cases.

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Slide switch forward Slide switch backward
• Analysing

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• Observing

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• Exploring

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Torchlight on Torchlight off

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Life Skills
Fig. 12.10 Simplified electric circuit in a torch
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21st • Self-awareness

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Test It Yourself! Century Observation, Analysis

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Skills • Communication
Open a torch to examine its parts.
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1. Take a torch remove the cells from inside the torch. Now, open the top end to remove the cap
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Test It Yourself! 7E Engage

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containing the bulb. Observe the reflector around the bulb.
2. Examine the switch. It is made of plastic on the outside, but inside it is attached to an iron strip.

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Observe that moving the switch forward and backward causes this strip to move forward and Skills instilled: Analysing, Observing,
Critical thinking
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backward as well.
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3. A thick metal spring in the lower part of the torch keeps the cells pressed against each other
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and the foot of the bulb. Observe that the wire connected to the spring goes along the side of
Ask the students to bring a torch to
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the torch and is connected to the metal strip of the switch. class, open it and observe its parts.
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4. Put back the cells in the torch correctly, that is, the ‘–’ side of each cell towards the bottom and They should be able to explain how
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the ‘+’ side facing the bulb.

the movement of the switch forward
5. When the cap is screwed back on, the foot of the bulb directly touches the metal cap (+ end) of
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the cell on top. Tighten the cap firmly. Test the torch by switching it on.
and backward causes this strip to move
forward and backward.
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What are good and bad conductors of electricity? Demonstrate how the wire connected
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to the spring goes along the side of the

Materials that allow electric current to pass through them easily are called good conductors of torch and is connected to the metal
electricity. Metals are examples of good conductors of electricity. Due to this reason, connecting
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strip of the switch.
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wires are made of metals such as copper and aluminium. A non-metal called graphite is also a
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good conductor of electricity. Graphite is commonly used to make lead pencils. They should then put the battery
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in the torch, switch it on and watch

Materials that do not allow current to pass through them easily are called insulators or bad
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conductors of electricity. Glass, wood and rubber are bad conductors of electricity. Air is also a it glow.
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bad conductor of electricity.

Pure water is a bad conductor of electricity, but impure water is a good conductor of electricity.
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If you add salt to pure water, it becomes a good conductor of electricity.

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164
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Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

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What are good and bad conductors of electricity?

m
e

Define what good and bad conductors of electricity are and give examples of each.
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Connect a good conductor to the circuit and then show the bulb glowing. Now, attach a poor conductor and show how the
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bulb does not glow or glows feebly.

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• Analysing Scientific
Proficiency Procedural fluency

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• Observing Test It Yourself!

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• Exploring Collect materials such as an eraser, a small piece of wood, a metal paper clip, a metal key and a

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small pencil sharpened at both ends. – –
1. Assemble an electric circuit as done earlier.

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Life Skills 2. Instead of placing a safety pin as a switch, leave the two + +
rs paper pins open.
• Critical thinking 3. Now place each of the objects you collected, one by one over the two pins to close the circuit.
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• Self-awareness 4. Note which material made the bulb glow and which did not.

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• Communication
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Good conductors and bad conductors of electricity are useful to us.

m
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Test It Yourself! 7E Engage Good

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1. We use good conductors of electricity such
conductor
as copper or aluminium as conducting wires

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Skills instilled: Analysing, Observing, when laying electrical cables. These electric
Critical thinking
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cables are covered with a bad conductor such as

As hard plastic to protect us from electric shocks
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Ask the students to place a good (Fig. 12.11).

Bad conductor
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conductor and a bad conductor in 2. Filaments inside bulbs are made of a metal Fig. 12.11 Conductors and insulators
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their circuits and observe the change

called tungsten that allows electric current to

in both the cases. flow through it. The area around the filament is covered with glass as it is a bad conductor
of electricity.
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3. Most electrical appliances such as toasters, ovens and grinders are made of a hard plastic
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case or covering to act as insulators.

Our bodies are good conductors of electricity and so we should be very careful when
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using electricity.
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Electrical safety
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Some safety measures we should take when using electricity are:

IVID
1. We should wear rubber-soled footwear when operating electrical appliances.
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2. We should not insert anything metallic into an electric socket.

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3. We should not use electrical appliances with wet hands.

4. We should not pull out the plug from a socket when the switch is ‘ON’.
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5. We must not use appliances that have broken electric cords. These should be repaired
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before using.
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6. We must not fly kites near electrical lines as it is dangerous to do so.

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165
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Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

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What are good and bad conductors of electricity? (from page 164)
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Discuss how good and bad conductors both are useful by giving examples of each.
g

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Bring to their knowledge that humans are good conductors of electricity and how we should be careful near electric
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appliances.
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Electrical safety
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Ask students to think of all the precautions they should follow while using an electric appliance. Explain how and why it is
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important to follow the particular instruction to be safe.

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164
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How can we conserve electricity? • Analysing

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The electricity in our homes is generated in power Look It Up! 7E Explore • Observing

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plants by burning fuels such as coal and oil. We need
to conserve such fuels as they are non-renewable
Search online for answers and • Exploring

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discuss in class.
resources. We can do that by conserving electricity in
Find out what is the BEE star rating
our homes and in places around us.

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system for electric appliances. Life Skills
Some measures to conserve electricity are:
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1. We must switch off lights, fans, computers and televisions when not in use.
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• Self-awareness

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2. We must use efficient and low electricity-consuming devices and appliances.

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• Communication
3. We must keep our appliances in good working condition so that they can work efficiently
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and not consume too much electricity.
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Concept Building

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4. We must try to construct our homes, offices and schools in such a way that it lets
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in a lot of natural light and is well-ventilated. This helps us conserve electricity by 7E Engage, Explain, Elaborate

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using fans and lights to the minimum.

5. We must try to install solar panels, wherever possible. As Skills instilled: Analysing, Critical
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thinking
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Section Review 3 7E Evaluate
How can we conserve electricity?
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To test items to classify them as conductor and insulator in order to examine the role of
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conductors and insulators in day-to-day life.

Look at the pictures. Help Rita identify the circuit in which the bulb will glow. Give a reason for
Discuss how coal and oil is burnt to
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your answer. generate electricity. Lead the discussion

1. 2. to introduce non-renewable resources
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and the need to conserve them.

Ask the class to sit in groups and

discuss how they can conserve

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electricity. At the end of the discussion
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Keywords
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make a list of all the measures the class
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Battery: Two or more cells connected together Electric circuit: A path in which an
electric current flows comes up with.
Electric cell: A single electrical energy source
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that uses chemical reactions to produce an Closed circuit: A circuit which provides
electric current unbroken and continuous path for the
Add other measures students miss
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Primary cells: Cells that cannot be charged current some point.

to flow
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Secondary cells: Cells that are rechargeable

Open circuit: A circuit that is not continuous and
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Dry cell: An electric cell that produces a small

amount of electricity by using the chemicals
current cannot flow through Experiential Learning (page 167)
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stored inside it Electric switch: A device used for closing and

opening an electric circuit 7E Engage
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Electric bulb: A device that converts electrical

energy into light energy Electric torch: A portable source of electric light
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Skills instilled: Analysing, Critical

thinking, Problem-solving
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166
Help students to reinforce the concept
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of good and bad conductors.

Section Review 3 7E Evaluate

Skills instilled: Analysing, Critical thinking, Problem-solving

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This section helps in the evaluation of students.

Let the students complete their worksheets on their own in class.

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Then, read out the answers so that students can verify their answers.
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Help them if they get stuck somewhere.

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(c) Describe briefly the parts of an electric bulb.
• Analysing
(d) Describe an electric circuit by drawing a suitable diagram and labelling the parts of a circuit.

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• Observing

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(e) Explain with a suitable diagram the working of an electric torch in a closed and open circuit.
• Exploring 21st

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C. PUZZLE OVER Century Critical thinking PROBLEM-SOLVING 1 2 3
Skills
1. Meeta purchased two new electric cells that had a plastic piece covering the metal cap. She placed

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Life Skills them in the torch without removing the covering. Why did the torch not light up?
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Critical thinking 2. Why do you think a fused bulb cannot glow?
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3. Why do you think screwdrivers have plastic handles?
• Self-awareness

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• Problem-solving D. SKILL CRAFT ANALYSIS & CREATING 3 2 1

21st
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1. Project Work Century Thought provoking
Skills
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Puzzle Over

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7E Engage Imagine what it would be like to not have electricity. Write a story on how it would affect your life.
Read it out in class.

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Skills instilled: Analysing, Critical 2. Research/Activity

21st
Century Collaboration
thinking, Problem-solving
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Skills
As Pair and do: Pair up with a classmate to design a ‘homemade’ electric torch using easily available
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1. Ask students to think why Meeta’s materials. Write a report on your design, materials required and how it will work.
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torch did not light up because 3. Discuss and Answer
21st
Century Critical thinking
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plastic is a poor conductor Skills

What would happen if there were no cells or batteries?

of electricity.
2. Ask students to think and explain Self¯check
Life
Skills Self-awareness
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how by breaking of filament, circuit I can:

looses connectivity and thus the
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define sources of electric current and give at least two examples.

bulb does not glow. differentiate between different types of electric cells.
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3. Explain how again the plastic describe with a diagram an electric bulb and an electric torch.
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handle will protect from shocks if describe the role of an electric switch in an electric circuit.
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there is a flow of electricity.
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write about conductors and insulators, and how they are useful to us.
write about a few safety measures when using electricity as well as ways to conserve electricity.
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Discuss and Answer 7E Extend

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Skills instilled: Critical thinking,

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Activities in Teacher’s Book

Multiple intelligence
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Refer to the Teacher’s book for additional activities to reinforce concepts.

Ask the students to think what would
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1. To demonstrate the flow of electric current in 2. To demonstrate the parts of a bulb.

happen if there were no batteries. Ask
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a simple electric circuit. 4. To demonstrate the parts of a torch.

them to associate it with there being
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3. To demonstrate the working of a simple switch.

no electric supply as well. 5. To demonstrate whether a given material is a

conductor or an insulator.
Discuss their inference in class.
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Research/Activity
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7E Extend, Elaborate Project Work 7E Extend

Skills instilled: Critical thinking, Skills instilled: Analysing, Thought provoking, Information technology
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Thought provoking, Creativity,

Ask the students to write creative story on ‘A Day without electricity.’
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Teamwork
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The students will read out their stories to the class.

Ask students to work in pairs to make

their torches. Let them present their

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torch in class.
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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

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1. Aim: To demonstrate the flow of electric current in a simple electric circuit

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Materials required: Electrical wire about 1 m long, a 1.5V pencil cell, a small torch bulb (or an LED), a

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sharp blade, scissors and some insulation tape

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What to do:
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1. Cut two pieces of the wire about 8 inches each, using scissors.
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2. Strip the ends of the wire with a blade so that about 1.5 inches of the metal inside the wire is exposed.

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3. Let students observe the signs ‘+’ and ‘–’ at the two ends of the pencil cell and note that they are the
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positive and negative terminals of the cell. Use insulation tape and attach one end of a wire to the
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negative terminal of the pencil cell.

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4. Attach the other end of the same wire to the side of the bulb using some tape, ensuring that the bottom
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portion of the bulb is left open and also that the exposed part of the wire does not touch it. (You could
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also use a bulb holder and connect the wire to it.)

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5. Take the second wire and attach one end of it to the positive terminal of the cell.
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6. Now connect the other end of this wire to the bottom end of the bulb.
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Observation: When they connect the bottom end of the bulb with the wire, the bulb glows.
Conclusion: The bulb glows because when the wires are connected, there is a flow of electric current.
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Note: Caution students against using any source other than a pencil cell for such activities. They
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should be discouraged from using the plug points at their home or school as they could be extremely
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dangerous.
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2. Aim: To demonstrate the parts of a bulb

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Materials required: A few 60-watt electric bulbs (to be given to groups of students)
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What to do:
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1. Divide the class into groups such that each group gets one electric bulb. As you describe the parts,
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have the students observe them on the bulb.

2. A bulb consists of a glass covering called the globe. This is generally pear-shaped because it
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distributes light better than other shapes. The globe is generally filled with an inert gas called argon.
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3. Inside the globe, there is a thin coiled metal wire called the filament. It is usually made of tungsten.
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4. Have students observe the thin support wires connected to the glass support. Have them identify the
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contact wires that extend from the filament. Inform that though they cannot see it clearly, one of these
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wires connects to the base and the other to the foot. They complete the electric circuit when the bulb is
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placed in a holder. The base and the foot are parts of the bulb that are fitted to the bulb holder.
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Extras:
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1. Inform students that inert gases are used instead of air because when tungsten gets heated to white
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hot in air it begins to react with the elements in air, particularly oxygen, but also the nitrogen. This
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consumes the thin filament very quickly and it ‘burns out’.

2. In a typical 60-watt bulb, the tungsten filament is about 6.5 feet (2 metres) long but only one-
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hundredth of an inch thick. The tungsten is arranged in a double coil in order to fit it all in a small
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space. That is, the filament is wound up to make one coil, and then this coil is wound to make a larger
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coil. In a 60-watt bulb, the coil is less than an inch long.

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Materials required: A pencil cell, a small bulb, three pieces of connecting wires, a small piece of

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thermocol, two drawing pins, insulation tape, a sharp blade and a safety pin

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What to do:

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1. Peel off some plastic or rubber covering from the ends of the connecting wires.

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2. Connect one end of one wire to the base of the bulb and tape the other end of the same wire to the
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metal cap (positive terminal) of a cell.
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3. Fix one end of a safety pin to the piece of thermocol with the help of a

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drawing pin.
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4. Fix another drawing pin to the thermocol in such a way that the free end of
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the safety pin touches it when brought closer.

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5. Tape one end of the second wire to the metal plate (negative terminal) at the
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base of the cell. Attach the free end to the drawing pin.
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6. Take the third piece of wire and connect it to the drawing pin containing the
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safety pin. Attach the free end to the foot of the bulb.
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7. Move the safety pin such that its free end touches the metallic part of the drawing pin. Have students
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note what happens.

8. Move the safety pin away from the drawing pin. Have students note what happens.
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Observation: When the free end of the safety pin touches the metallic part of the drawing pin, the bulb
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glows. When the free end is moved away from the drawing pin, the bulb stops glowing.
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Conclusion: When the free end of the safety pin touches the metallic part of the drawing pin, the bulb
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glows as the circuit is closed. When the free end is moved away from the drawing pin, the bulb stops
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glowing due to breaking of circuit.

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4. Aim: To demonstrate the parts of a torch

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Materials required: An electric torch (ideally, one for each group of students)
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What to do:
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Divide the class into groups such that each group gets one electric torch. As you describe the parts, ask
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the students to observe them.

1. Take an electric torch. Pressing its switch forward in ON position will switch on the bulb inside it.
2. Pressing the switch backward in OFF position will switch the bulb off.
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3. Now open the torch back cover. You will see two or three electric cells inside. Remove the cells from
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inside the torch and fix the back cover again. Press the switch forward. Did the torch glow?
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4. Open the top end to remove the cap containing the bulb. Observe the reflector around the bulb.
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5. Examine the switch. It is made of plastic on the outside, but on the inside, it is attached to an iron
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strip. Observe that moving the switch forward and backward causes this strip to move forward and
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backward as well.
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6. Look at the bulb of the torch. Can you find a thin wire fixed in the middle of the glass bulb? Now switch
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the torch on after inserting the cells correctly, that is, the ‘–’ side of each cell towards the bottom and
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the ‘+’ side facing the bulb, and tightening the back cover. Observe which part of the bulb is glowing.
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Conclusion:
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1. Cells are necessary for the torch to glow.

2. Switches are necessary to make the energy flow through by completing the circuit.
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Copyright Material
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3. A thin wire, the filament, fixed in the middle of the glass bulb glows when the torch is switched on.

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4. A thick metal spring in the lower part of the torch keeps the cells pressed against each other and the

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foot of the bulb. When the back cover is screwed back on, the foot of the bulb directly touches the

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metal cap (+ end) of the cell on top.

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5. Aim: To demonstrate whether a given material is a conductor or an insulator

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Materials required: A pencil cell, a small bulb, three pieces of connecting wires, a small piece of
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thermocol, two drawing pins, insulation tape, a sharp blade and objects such as an eraser, a small piece
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of wood, a metal paper clip, a metal key and a small pencil sharpened at both ends

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What to do:
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1. Assemble an electric circuit as done earlier.
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2. Instead of placing a safety pin as a switch, leave the two drawing pins open.

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3. Now place each of the objects you collected, one by one over the two pins to close the circuit.
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4. Note which material made the bulb glow and which did not.
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Observation: The metal paper clip, metal key and pencil sharpened at both ends make the bulb glow.
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The eraser and piece of wood did not make the bulb glow.
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Conclusion: The bulb will glow if the object you touch with the free ends of the wire is a conductor, and
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the bulb will not glow if it is an insulator. Therefore, we can say that the metal paper clip, metal key and
pencil sharpened at both ends are conductors, while the eraser and piece of wood are insulators.
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Note: Different kinds of easily available and safe objects should be used to conduct this activity.
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1. Name the following. rs
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(a) A collection of one or more cells .................................... .

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(b) A device that converts sunlight into electrical energy .................................... .

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(c) The scientist who created the first battery .................................... .
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(d) A path in which the electric current flows .................................... .

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(e) A device used for closing and opening an electric circuit .................................... .
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(f) The electrical centre for the building As .................................... .

(g) A curved mirror near the light of the bulb in a torch .................................... .
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(h) A non-metal which is a good conductor of electricity .................................... .
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2. Match the labels with the parts based on the image.

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A
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F
G
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(a) A i. Tungsten filament

(b) B ii. Contact wire to base

(c) C iii. Contact wire to foot

(d) D iv. Base

(e) E v. Foot
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(f) F vi. Inert gas (argon)

(g) G vii. Glass support
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(h) H viii. Glass bulb or globe

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3. Answer the following questions.

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(a) What is a car battery made of? How does it work?

(b) Explain the parts of a dry cell.

(c) What is the direction of flow of electric current?

(d) Differentiate between an open circuit and a closed circuit using a diagram.
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(e) What is a slide switch in a torch? How does it work?

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(f) Give two examples of bad conductors of electricity.

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4. Project Work
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(Skills instilled: Technology literacy, Thought provoking, Multiple intelligence)

Show the electric circuit in the school including the major lights and appliances. Students will make a chart/model showing how
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electricity flows through the circuits and appliances, and present the chart/model in class.
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1. Write T for True. Write F for False.
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(a) Electricity is a form of energy that can be easily converted to light, heat and other forms of energy.

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(b) A television produces light energy and sound energy.

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(c) A primary cell cannot be recharged after use.
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(d) The end with the metal cap is marked + (positive) in a dry cell and is known as the negative terminal of the cell.
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(e) If the switch is in an ‘ON’ position, it opens the circuit.
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(f) Pure water is a bad conductor of electricity, but impure water is a good conductor of electricity.
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(g) We must use efficient and low electricity-consuming devices and appliances.
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(h) We must use appliances in good working condition so that electricity consumption is more.
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2. Fill in the blanks.

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(a) ............................. cells are used in wrist watches.

(b) The tip of the metal cap and the base of the zinc container in a dry cell are called the ............................. and .............................
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terminals of the dry cell, respectively.

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(d) A switch is also known as ............................. .

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(e) ............................. is found at the base of the torch that connects to the negative terminal of the cell closest to it.
(f) The ............................. and the ............................. are parts of the bulb that are fitted to the bulb holder.
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(g) Filaments inside bulbs are made of a metal called ............................. .

(h) We must try to install ............................. and ............................., wherever possible.

3. Answer the following questions.

(a) Why is the bulb shaped like a pear? What is it filled with?
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(b) What is a fuse? How does it work?

(d) How is an electric cable an example of both a good as well as a bad conductor?
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(e) State three safety measures while using electric appliances.

(f) What is this called? How does it work?

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4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

Ask students to make a PowerPoint presentation on ways to conserve electricity. Then present it in class.
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13

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FUN WITH MAGNETS

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21st Century Skills
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Unit 5 | How Things Work

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• Observing
13 FUN WITH MAGNETS
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• Analysing

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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Magnetism

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• Communication • Properties of magnets
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• Making a magnet and uses of

magnets
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Warm-up 7E Engage, Explore

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Skills instilled: Observing, Analysing Wha
you will learn
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Ask students if they have ever seen • Learn about how magnets
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a fridge magnet or a magnet were discovered in nature

of any type.
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• Understand the difference

between magnetic and
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non-magnetic materials
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Ask them to share a few examples

• Learn about the properties of
of magnets they have seen being
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magnets and how they help

used in their daily life. find directions
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• Learn about how to make

a magnet
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Why
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it is important to learn
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The most common example of

magnets that we see around us

is a fridge magnet. How does the
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magnet stick to the refrigerator

and not to the nearby wooden
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cupboard? Also, magnets are used

in variety of devices such as electric 21st
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fans, computers and printers. It is WARM-UP Century Thought provoking

Skills
important to learn about magnetic
Activity Corner 7E Engage Have you seen magnets stuck to refrigerator doors?
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and non-magnetic materials,

Magnets are used in several things around us.
properties and uses of magnets
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Skills instilled: Observing, Analysing as well as how we can make a Can you think of a few examples where magnets are used
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simple magnet. around you?

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Ask students to collect a few objects

in your classroom. For example, a
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plastic scale, a stainless steel scale,
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board pins, pens with metal caps,

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eraser, sharpener, etc. Bring a magnet to class and place it close to each object and ask the students to observe carefully. Let
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the students observe and ask some key questions:

• Name three objects that a magnet attracted.

• Name three objects that a magnet did not attract.

• Why do you think that some objects did not get attracted to a magnet?
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• Why did some objects get attracted to the magnet?

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What is magnetism? • Analysing

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Before we learn about how magnets stick to some materials and not to others, let us learn how • Observing

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magnets were discovered. There is an interesting story behind its discovery.
• Technology literacy

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Discovery of natural magnets
Magnes, a Greek shepherd, is said to have been tending his sheep in Magnesia, a region of

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northern Greece, around 4,000 years ago. When he took a step forward, the nails holding his
Life Skills
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shoe together and the metal tip of his staff became stuck to the rock he was standing on! This • Critical thinking
strange rock was named magnes lithos—the stone from Magnesia. It is a natural magnet also
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known as magnetite. • Problem-solving

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Concept Building

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7E Elicit, Elaborate

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Skills instilled: Observing, Analysing,

As Critical thinking
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What is magnetism?
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Take a magnet and try to stick it on

different materials found in the class

such as wall, wooden table, etc.

Fig. 13.1 Magnes’ stick attracted to a Fig. 13.2 Magnets and paper
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natural magnet on a hillside clips attracted to magnetite stone

Discovery of natural magnets
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Magnetite has the ability to attract and lift small pieces of iron. The material that can attract Explain the meaning of magnet and
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iron or objects made of iron is called a magnet. The property of a material to attract iron or magnetism. Tell the story of Magnes,
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objects made of iron is called magnetism (Fig. 13.2).
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the Greek shepherd to the students and

Magnets that we commonly use are artificial or human-made magnets. These are introduce the concept of natural magnets.
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generally made from iron, cobalt or nickel. Artificial magnets come in many different
Explain artificial magnets to the
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shapes such as disc, sphere and horseshoe (Fig. 13.3) shape.

students and show the different shapes
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of the magnets to the students.

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Bar magnet Horseshoe magnet Ring magnet

Fig. 13.3 Different shapes of magnets

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• Observing What are magnetic and non-magnetic materials?
Materials that are attracted to a

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• Analysing

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magnet are called magnetic materials.
• Exploring Iron and materials made of iron such

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as iron nails, steel spoons, safety pins,
needles and scissors are examples of

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Life Skills magnetic materials (Fig. 13.4). Iron nails Spoon

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Critical thinking Fig. 13.4 Magnetic materials
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• Communication Materials that are not

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attracted by magnets are called

non-magnetic materials.
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Concept Building

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Paper, plastic spoons, glass
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7E Elicit, Elaborate bowls and wooden boxes are
examples of non-magnetic

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Skills instilled: Observing, Analysing, materials (Fig. 13.5). Wooden boxes Plastic spoon and fork
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Critical thinking As Fig. 13.5 Non-magnetic materials

What are magnetic and Real-world Connect! 7E Extend Test It Yourself!

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7E Explore
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One common misconception we encounter 1. Collect materials such as a few iron nails,
non-magnetic materials?
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is the belief that all metals can be attracted some paper clips, an eraser, a wooden
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by magnets or that all metals are magnetic. pencil, some coins and a piece of paper.
Explain magnetic and non-magnetic Aluminium is a metal but it does not contain
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2. Now, take a magnet close to each of the

materials to the students by giving iron. Therefore, it is not magnetic. Steel is a
metal that is made with iron, so steel objects objects, one-by-one.
them various examples. Ask them
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are usually magnetic. Note the objects that got attracted to the
to spot the various magnetic and magnet and the ones that did not.
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non-magnetic materials around them When a magnet is

in the class. brought near magnetic Test It Yourself! 7E Explore

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materials, the magnet
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Lift a paper clip without touching it!

pulls them to itself.
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Real-world Connect! 7E Extend 1. Tie a thick thread to a paper clip and stick
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A magnet can also pull it to a cardboard or a table as shown.

Skills instilled: Observing, Analysing, objects through paper, 2. Bring a bar magnet close to the
Critical thinking glass, plastic, water or paper clip and slowly move the
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air without directly magnet upwards.

Ask students to test which metals get

touching them. For You will find the clip moving along the
attracted to magnets. Let them make a same direction as the magnet.
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example, a magnet
list and discuss it in the class. sticks to a refrigerator’s
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Magnet
door even with a piece Tape Thread
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of paper in between
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Fig. 13.6 A piece of paper

Test It Yourself! 7E Explore (Fig. 13.6). stuck between a magnet and Clip
the refrigerator’s door
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Skills instilled: Observing, Analysing 172

Ask students to perform the activity

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with the materials mentioned in the

book and write their observations in Concept Building 7E Elicit, Elaborate

their notebooks.
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Skills instilled: Observing, Analysing, Critical thinking

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Magnets
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Give a demonstration of how magnets attract magnetic materials and how they
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can pull objects even if there is an obstruction such as paper and glass in between.
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Test It Yourself! 7E Explore

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Skills instilled: Observing, Analysing

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Ask students to form groups of three and perform this activity and write the steps, materials used and observations in
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their notebooks.
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174
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Section Review 1 7E Evaluate • Observing

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To classify given substances as magnetic and non-magnetic based on their ability to be • Analysing

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attracted by magnets.
• Exploring

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Group these objects as magnetic or non-magnetic. Complete the given table.

Eraser Plastic ruler Iron nail Coin Aluminium foil Pencil Safety pin

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Life Skills
Rubber ball Plastic pencil box Piece of glass Crayon Drawing pin Piece of paper
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Magnetic objects Non-magnetic objects
• Communication

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Concept Building

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7E Elicit, Elaborate

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Skills instilled: Observing, Analysing,

What are the properties of magnets?
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As Critical thinking
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We have learnt that magnets can stick to things without touching them
directly. Magnets are not really ‘sticky’, so what makes things stick to them? What are the properties of magnets?
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Let us study some properties of magnets.
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What happens when you put a magnet into a box of paper clips? You will Take a magnet and put it in a box of
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find that most of the clips stick to the ends of the magnet (Fig. 13.7). The paper clips; ask the students to observe
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two ends of the bar magnet attract more magnetic objects than the other what happens next. Make a magnet
parts of the magnet. The parts of a magnet where attraction to magnetic Fig. 13.7 Paper clips on the board and write N and S
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objects is the strongest are called the poles of a magnet. sticking to a magnet
to explain the concept of poles of
a magnet.
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A magnet has two poles: the north pole and the south pole (Fig. 13.8). You will never find a
magnet that has only one pole. All magnets have two poles even though the shape or size of
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the magnets is different. Show the north pole and south pole of
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a magnet to the students. Explain the
en
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Look It Up! 7E Extend

concept of like poles and unlike poles.
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North pole South pole

Search online for answers

and discuss in class.

Where are the poles Look It Up! 7E Extend

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South pole North pole in circular and ring

magnets? Skills instilled: Analysing, Observing,
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Fig. 13.8 Poles of magnets

Critical thinking
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On a magnet, the north pole is marked as N and the south pole as S. Same type of poles are
Ask the students to find out the answer
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called like poles. This means that two north poles (N–N) or two south poles (S–S) are like
and discuss the answer the next day.
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poles. Different types of poles are called unlike poles. This means one north and one south
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pole (N–S) are unlike poles.

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173
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Section Review 1 7E Evaluate

Skills instilled: Analysing, Observing, Critical thinking

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This section helps to evaluate the understanding of students of concepts learnt so far. Ask the students to complete the
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exercise in their books. Teacher can discuss the answers in class and applaud for the child who completes the exercise first.
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175
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• Analysing What happens if we cut a magnet?
When we break or cut a magnet into two (Fig. 13.9),

s
• Observing

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both pieces act as magnets, that is, both have a north
• Technology literacy and a south pole each. In both these pieces, the

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corresponding north and south poles remain on the
sides as in the original magnet.
Life Skills

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Fig. 13.9 Cutting a bar magnet
Magnets show two important properties.
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Critical thinking 1. Unlike poles are attracted to each other, while like poles repel each other.
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• Problem-solving When you bring two magnets close together, the magnets exert a magnetic force on each other.

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This magnetic force can either pull the magnets together or push them apart. Thus, all magnets

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attract or repel other magnets. If the north pole of one magnet is placed near the south pole
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Concept Building

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of another magnet, the magnets attract each other. When
a magnet attracts an object, it pulls the object towards
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ss
7E Elicit, Elaborate
itself. Therefore, unlike poles are attracted to each other

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Fig. 13.10 Unlike poles attract
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Skills instilled: Observing, Analysing, (Fig. 13.10).

ANM
Critical thinking As If the north pole of one magnet is near the north pole of another magnet, the magnets
repel. If two south poles of magnets are near each other, the magnets also repel. When
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What happens if we cut a magnet? a magnet repels an object, it pushes the object away from itself. Like poles of magnets
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repel each other (Fig. 13.11).
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Draw the following diagram on the

board and make some cuts at different

locations on the magnet. Fig. 13.11 Like poles repel

Ask the students that if we cut a 2. A freely suspended magnet always points in the North-South direction.
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magnet at these positions then where When a magnet is allowed to hang freely, it will
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will the position of the new north pole always align in one direction, i.e., the North–South
Thread
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and south pole be. direction (Fig. 13.12). This means the north pole of a Wooden
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stand
magnet always points to the North direction of Earth.
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The south pole of a magnet always points to the Bar magnet

N S South direction of Earth. This property of magnets is

used in finding directions.
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What is a compass? Fig. 13.12 A freely suspended magnet

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A compass is a device that has a magnet which helps find directions. It

Take two bar magnets and explain

is also called a magnetic compass. A magnetic compass consists of a

the first property of the magnet. Then
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magnetic needle that is suspended freely in a circular box (Fig. 13.13).

suspend a magnet and explain the second The coloured (red) part of the needle points to the North direction.
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property of magnet to the students.

The compass has N (North), S (South), E (East) and W (West) marked on it. If
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you know the North direction of any place, it is easy to travel along the North,
What is a compass? South, East or West directions by following the directions on the compass. Fig. 13.13 Compass
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174
Show a magnetic compass to the
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students and explain its importance.

Ask them to find the magnetic
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compass in mobile phones of their

family members and search for the

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North-South direction.
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176
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A compass always points to the same
• Observing
direction because the Earth is like a big Real-world Connect!

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7E Extend
magnet. The Earth has two different • Analysing

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The Chinese discovered thousands of years ago
magnetic poles: the magnetic north pole that when a piece of magnetite was suspended • Exploring

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and the magnetic south pole. The Earth’s freely, it always pointed in a particular direction.
magnetic north pole is near the Antarctic Sailors would float small pieces of magnetite in

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a bowl of water to find directions while sailing.
and the Earth’s magnetic south pole is near
Since it helped in leading the ships, magnetite is
Life Skills
the Arctic. The magnetic poles of the Earth
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are in the opposite directions to the Earth’s
also known as the leading stone or lodestone.
• Critical thinking
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geographical poles (Fig. 13.14). • Communication

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Since unlike poles attract, the north pole of a magnet on Earth is attracted to the Earth’s
magnetic south pole and the south pole of a magnet is attracted to the Earth’s magnetic north
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Concept Building

m
pole. Due to this, magnets come to rest in the North–South direction.
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Earth’s magnetic 7E Elicit, Elaborate
south pole Science Fact 7E Extend Look It Up! 7E Explore

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North pole
of the magnet Many animals such as Search online for
Skills instilled: Observing, Analysing,
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migratory birds, carrier

As
pigeons and several
answers and discuss Critical thinking
in class.
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types of fish can feel

Do mobile phones Compass
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the magnetic force of
have a compass
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the Earth and follow it

application? If yes,
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South pole as they travel.

use it to check the Explain the concept to the students
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of the magnet
Earth’s magnetic direction of your home! that why the compass always points in
north pole
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Fig. 13.14 Earth’s magnetic poles one direction and the importance of
magnetic and geographical poles.
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Section Review 2 7E Evaluate

How to make a magnet?

To create a set-up using a magnet in order to find directions.

Amina and her friends went on a picnic. They were told that the picnic site was to the East of the
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parking area. Using a compass, they found that the needle was pointed to the North–South direction. Ask students the material used to make a
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magnet. Ask them if a simple iron piece

Which direction should the friends travel to reach their destination? Tick the correct option. Give a
reason for your answer. can be used to make a magnet. Discuss
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1. Towards the pointed direction 2. Opposite to the pointed direction how magnets are created. Explain
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3. To the left of the pointed direction 4. To the right of the pointed direction temporary and permanent magnets
to the students and the materials used
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How to make a magnet? for them.

A magnet is usually made of iron and can attract magnetic objects. But an iron nail cannot
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attract magnetic objects even though it is made of iron. Can we make a small iron nail behave
Real-world Connect! 7E Extend
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like a magnet and attract other iron nails? Yes, we can! Let us learn how to make a magnet.
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The magnets we commonly use are artificially created. They lose their magnetic properties in Skills instilled: Observing, Analysing,
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time. These human-made magnets can be of two types. Critical thinking

175 Explain the importance of magnets for

sailors. Tell the story of Chinese sailors
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to the students.
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Look It Up! 7E Explore

Skills instilled: Critical thinking, Technology literacy Science Fact! 7E Extend

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Ask students to check the compass application in mobile phones of their Skills instilled: Observing, Analysing
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family members and find the direction of their home. Ask students to name some migratory
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birds. Discuss the fact that some birds

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Section Review 2 7E Evaluate and fishes feel the magnetic force and
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follow it.
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Skills instilled: Observing, Analysing

This section is for the evaluation of the students. Ask them to do the question
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in the book itself. Check the answers of the students and ask any of them to
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explain the question and solution on the board.

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Temporary magnets are those magnets that lose their magnetic power after a short while. They
• Analysing
are generally made of soft iron. Permanent magnets are those magnets that keep their magnetic

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• Observing power for a long time. They are generally made of hard iron and nickel.

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• Technology literacy 21st

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Test It Yourself! Century Analysis, Observation
Skills
Making a magnet using the single-touch method
Life Skills

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1. Take a bar magnet and a rectangular piece of iron.
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Critical thinking 2. Place one of its poles near one edge of the bar of iron.
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• Problem-solving 3. Without lifting the bar magnet, move it along the length of the

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iron bar till you reach the other end.

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3. Now, lift the magnet and bring the pole (the same pole you started with) to the same point of
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Concept Building

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the iron bar from which you began.
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4. Move the magnet again along the iron bar in the same direction as you did before. Repeat this

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7E Explain, Elicit, Elaborate
process about 30–40 times.

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Skills instilled: Observing, Analysing, 5. Bring a pin or some iron filings near the iron bar to check whether it has become a magnet.
Critical thinking
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As Uses of magnets
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Uses of magnets Magnets are used in many different ways (Fig. 13.15). Some uses of magnets are as follows:
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• Compass needles are made of magnets. This

Ask students to tell the various uses of

was perhaps the earliest use of magnets. Integrated English

Pedagogy
magnets around them. Language Check
• Magnets are used in door bells, electric
Read Gulliver’s Travels by Jonathon Swift,
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bells, washing machines, computers, music

Discuss all the uses mentioned in the systems, telephones and refrigerators.
especially about the island of Laputa that
book and show the credit card to the floats in the air. Maybe magnets were
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• Large magnets are used to pick up iron scrap responsible for making the island float!
students and explain the last point. in junkyards.
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IVID
• Magnets are used in audio and video tapes as well as in computer hard discs.
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Language Check! • Magnets are used to store information in the form of codes in magnetic strips
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found in credit cards and electronic key cards for doors. Putting a credit card near
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7E Extend, Explore a magnet can sometimes erase the code. This is why people are asked to keep their
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credit cards away from magnetic things.

Skills instilled: Observing, Critical
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thinking
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Ask students if they have read

Gulliver’s travel. Ask any of them to

tell the story in short. Discuss the

question with them.

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Magnets in a junkyard Magnet in a hard disc Magnetic strip in a credit card

Fig. 13.15 Uses of magnets

176
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Test It Yourself! 7E Extend, Explore

Skills instilled: Analysing, Observing, Critical thinking

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Give this activity as homework to the students. Ask them to perform this activity
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at home and record their observations. Discuss it in the class the next day.
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As
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&
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178
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Care of magnets • Analysing
Magnets lose their magnetism if they are not taken care of. If magnets are heated, hit with a hammer

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• Observing

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or dropped from a height, they lose their magnetic properties. Strong magnets should be stored
away from mobile phones, televisions, radios and computers as they can spoil these appliances. • Technology literacy

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Magnets lose their magnetism if not properly stored.

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• Bar magnets are generally stored in pairs in a wooden box, with Life Skills
unlike poles on the same side. A piece of wood is kept between the
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magnets and across their ends are placed two pieces of soft iron. • Critical thinking
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These pieces of iron are commonly called magnetic keepers. • Problem-solving

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• Horseshoe magnets are generally stored by keeping a piece of soft

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Keepers
iron across the poles as a magnetic keeper (Fig. 13.16). Fig. 13.16 Taking care of magnets
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Concept Building

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Section Review 3 7E Evaluate
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7E Elicit, Elaborate
To recall how artificial magnets can be created.

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Amina requires two magnetic substances for a science project. She could find only one magnet and Skills instilled: Observing, Analysing,
decided to make another magnet using it. Which of these processes could be followed to create an
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additional magnet? Tick the correct option. As Critical thinking

1. Placing a piece of cardboard above the magnet

Care of magnets
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2. Placing the nail close to a magnet without touching it
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3. Taking a piece of iron nail and rubbing it repeatedly on the magnet

Ask students how we can take care of

4. Wrapping a piece of plastic around the magnet for a few hours

the magnets so that they do not lose
their magnetism.
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Scientific
Experiential Learning Proficiency Procedural fluency Discuss various ways in the class.
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Goal: To verify the direction a magnet points towards.

Materials required: A bar magnet, a plastic basin, a Styrofoam tray and water
Experiential Learning 7E Engage
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What to do:
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1. Pour some water in the plastic basin. Skills instilled: Observing, Critical thinking
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2. Place the magnet on the Styrofoam tray.

This section will help students to
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3. Float the tray on the water in the basin.

4. Rotate the tray slowly and wait until it comes to rest. reinforce the properties of magnets.
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5. Observe the direction the magnet points to and record your observation.
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6. Carefully pick the basin, walk around carefully and watch the floating
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magnet. Turn right, turn left and go round in circles.

Conclude and apply:

1. Observe what happened.

2. Recall and infer the reasons for the observation.
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3. Write a short note on your experience in creating this set up and if what you observed was in
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line with what you learnt in the lesson.

Communicating: Compare your results with those of your classmates and discuss differences
observed, if any.
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177
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Section Review 3 7E Evaluate

Skills instilled: Observing, Critical thinking

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This section helps to evaluate the understanding of students of concepts learnt so far. Ask students to complete the exercise in
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their books. Teacher can discuss the answers in the class and applaud for the child who completes the exercise first.
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ss
g

se
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br

As
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&
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179
v

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Scientific PROBLEM-SOLVING 1 2 -
• Analysing C. PUZZLE OVER Proficiency Adaptive reasoning

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• Observing

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1. A tailor dropped a lot of needles on the floor. What is the easiest way for him to collect all the
• Technology literacy fallen needles?

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2. Amina broke a magnet into three pieces. How many south poles will be present in all in the
broken pieces?
Life Skills

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D. SKILL CRAFT ANALYSIS & CREATING 1 2 3
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Critical thinking 1. Research/Activity
21st
Century Information literacy
Skills
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• Problem-solving Find out at least 10 uses of magnets, describing each in a sentence or two. Make a presentation by

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including related pictures and present it in class.
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21st
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Puzzle Over 7E Engage 2. Discuss and Answer

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Century Critical thinking
Skills
Discuss how you can use a magnet to find out if the pair of steel scissors you are buying is made of
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Skills instilled: Observing, Critical thinking steel or some other metal.

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3. Connect to Life Life

Discuss the two questions with the Skills Negotiation
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students and ask them to explain the As Do you check the weights and the scales that are used to weigh the products you buy? Often
reasons for both of them. magnets are stuck under the balance pans to cheat consumers. Visit a vegetable vendor. Tactfully
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request him to show you where the weights are stamped. (You may tell him that it is part of your
&
project.) Politely ask the vendor if he could keep the vegetables where he normally keeps the
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weights and keep the weights in the pan where he normally keeps the vegetables. If he refuses,
Research/Activity
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do you think he is trustworthy? Would you like to buy things from such vendors?
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7E Engage, Explore Life

Self¯check Skills Self-awareness
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Skills instilled: Observing, Critical I can:

thinking, Technology literacy
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define magnets and magnetism.

write a short note on the story of how magnets were discovered.
Explain the question to the students
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describe an activity to show that a magnet has two poles.

and ask them to paste or draw the
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describe with a diagram that like poles of a magnet repel and unlike poles attract each other.
pictures of at least 10 uses of magnets in
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describe how to make a magnet.

their notebooks. Let them explain each
write at least three uses of magnets and one way to take care of magnets.
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use in detail.
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Discuss and Answer 7E Engage

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Activities in Teacher’s Book

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Skills instilled: Observing, Analysing

Refer to the Teacher’s book for additional activities to reinforce concepts.

1. To demonstrate magnetic and non-magnetic materials 2. To demonstrate how to move/lift a metal clip without
Discuss the question with the students using a magnet. touching it.
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and let them come up with the responses. 3. To demonstrate how to find poles of a magnet. 4. To demonstrate that a freely suspended magnet
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5. To demonstrate how to make a magnet using the always aligns itself in a particular direction.
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single-touch method.
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180
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rs

Connect to Life 7E Engage, Explore

Skills instilled: Observing, Critical thinking, Technology literacy

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Explain the question to the students and ask them to accompany their parents to the vegetable vendor. See the weighing
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balance and write their observations in the notebook.

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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/teaching
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more proficient and technology-driven through the given QR codes:

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• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates hybrid

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supports teachers to identify teaching model.

students’ skill learning curve.
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180
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1. Aim: To separate magnetic and non-magnetic materials using a magnet

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Materials required: A brass screw, a plastic comb, a coin, a piece of paper, aluminium foil, a sewing

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needle, iron nail, paper clip and copper wire

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What to do:
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Place these objects on a table with a little space between each set of objects.
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2. Bring a bar magnet near each one of these objects.

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Observation: The iron nail, paper clip and sewing needle stick to the magnet, while the brass screw,
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aluminium foil, plastic comb, coin, piece of paper and copper wire do not stick to the magnet.
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Conclusion: The objects that got stuck to the magnet are magnetic materials, while the objects that did

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not stick to the magnet are non-magnetic materials.

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2. Aim: To demonstrate how to move/lift a metal clip without touching it
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Materials required: A piece of cardboard or thermocol, some thick
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thread, a paper clip, sticky tape and a bar magnet

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What to do:
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1. Tie a thick thread to a paper clip and stick it to a cardboard or a table as shown.
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2. Bring a bar magnet close to the paper clip and slowly move the magnet upwards.
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Observation: The paper clip moves by lifting up along the same direction as the magnet.
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Conclusion: When a magnet is brought near magnetic materials, the magnet pulls them towards itself.
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This is the reason the magnetic material (paper clip) moves upwards when we move the magnet upwards.
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3. Aim: To demonstrate how to find poles of a magnet

Materials required: Iron filings, a bar magnet, a shallow glass bowl and a pair of tongs
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id
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What to do:
As
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1. Place some iron filings in a shallow glass bowl.

2. Using a pair of tongs, ‘dip’ the bar magnet in the glass bowl.
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Observation: Most of the iron filings stuck to both ends of the magnet.
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Conclusion: The two ends of the magnet where most of the iron filings stick are the poles of the magnet.
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Note: This could be tried with magnets of different shapes to identify their poles.
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4. Aim: To demonstrate that a freely suspended magnet always aligns itself in a particular direction
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Materials required: A bar magnet, a string, a magnetic compass and a stand

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What to do:
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1. Take a bar magnet and tie a thread in the middle of the magnet.
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2. Place the stand on a table. Suspend the magnet from the table such
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that the magnet can rotate freely. Let it come to rest.

3. Mark two points on the ground to show the position of the ends of the magnet when it comes to rest.
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4. Rotate the magnet by gently pushing one end in any direction and let it come to rest. Again, mark
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the position of the two ends in its position of rest.

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181
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Conclusion: If a freely suspended magnet is allowed to rotate, it comes to rest such that its poles point

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in the Earth’s North-South direction. The direction can be verified using a compass.

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5. Aim: To demonstrate how to make a magnet using the single-touch method

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Materials required: A (steel/iron) needle, a magnetic compass, some paper pins (made of iron) and

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a bar magnet
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What to do:
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1. Place the needle on a table.

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2. Rub the magnet along the length of the needle, starting from one end of the needle (end A). When
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you reach the other end of the needle, lift the magnet and start again at end A.
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3. Repeat the process many times.

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4. Keep the bar magnet away and bring a magnetic compass near the needle. See if it deflects the
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compass needle. If it does not, repeat Step 2.
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5. Now, bring the needle close to some paper pins.
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Observation: The pins should get attracted to the needle.

Conclusion: Needle gets magnetised.

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182
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1. Fill in the blanks.
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(a) The property of a material to attract iron or objects made of iron is called ........................ .

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(b) Magnets that we commonly use are ........................ magnets.
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(d) The parts of a magnet where attraction to magnetic objects is the strongest are called the ........................ of a magnet.
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(e) A magnet has ........................ poles.

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(f) A ........................ is a device that has a magnet which helps find directions.
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(g) The magnetic poles of the Earth are in the ........................ directions to the Earth’s geographical poles.
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(h) ........................ magnets are those magnets that keep their magnetic power for a long time.
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2. Write T for True. Write F for False.

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(a) Magnetite has the ability to attract and lift small pieces of iron.
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(b) Artificial magnets come in only one shape.

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(d) Horseshoe magnet has one pole.

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(e) A freely suspended magnet always points in the North-South direction.

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(f) Permanent magnets are made of soft iron.

(g) Magnets are generally made from iron, cobalt or nickel.

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(h) Different poles are called like poles.

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3. Answer the following questions.

(a) What is a magnet? Name some shapes of magnets.

(b) Differentiate between magnetic and non-magnetic materials.

(c) Explain the two important properties of magnets.

(d) Explain the working of the device shown below.

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(e) Write any three uses of magnets.

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(f) How can we take care of bar magnets?

(g) What will happen if we cut a magnet?

(h) What are temporary magnets?

&
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4. Project Work
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(Skills instilled: Creativity, Thought provoking, Analysing, Self-awareness)

Make a magnet at home. Take a rectangular piece of iron and place it near a bar magnet. Place one of the magnet’s poles near one edge
of the rectangular bar. Without moving the iron, move it along the length of the iron bar till you reach the other end of the iron bar.
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Repeat the same process 30–40 times till it turns into a magnet. Test it by bringing different materials near the magnet.
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183
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1. Choose the correct answer.
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(a) The property of a material to attract iron or objects made of iron.

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i. Magnetism ii. Electricity iii. Pressure

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(b) The number of poles in a magnet.

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i. Three ii. Four iii. Two
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(c) Same types of poles are known as this.

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i. Like Poles ii. Unlike Poles iii. Both

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(d) A freely suspended magnet always points in this direction.
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i. North-West ii. North-South iii. South-East

(e) The magnetic poles are in this direction to the geographic poles.
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i. Opposite ii. Same iii. None

(f) Compass needles are made of this.

i. Plastic ii. Magnetic iii. Cloth

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(g) Bar magnets are generally stored like this.

i. Stored in pairs ii. Stored alone iii. Can’t be stored

(h) The loss of magnetism can be due to this.

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i. Heating of magnets ii. Hitting with a hammer iii. Both
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2. Answer in one word.

(a) Name of a natural magnet ........................

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(b) Material that can attract iron or objects made of iron ........................
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(c) Materials that are attracted to a magnet ........................

(d) The parts of a magnet where attraction to magnetic objects is the strongest ........................
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(e) A device that has a magnet which helps to find directions ........................
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(f) Magnets that lose their magnetic power after a short while ........................
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(g) They are used to pick up iron scrap in junkyards ........................

(h) A soft piece of this is kept across the poles of a horse-shoe magnet as a magnetic keeper ........................
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3. Answer the following questions.

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(a) What are like and unlike poles?

(b) If a magnet is suspended freely, it will point in which direction?

i. ii.
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(d) Why does the compass always point in the same direction?
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(e) Differentiate between temporary and permanent magnets.

(f) How can we store bar and horse-shoe magnets?

(g) How can we take care of magnets?

(h) Why are credit cards kept away from magnetic things?
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4. Subject Enrichment
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(Skills instilled: Analysing, Thought provoking, Self-awareness)

How are magnets used in industries? Write the answer in your notebook and stick pictures.
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14

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LIGHT, SHADOWS AND

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REFLECTIONS
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21st Century Skills
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Unit 6 | Natural Phenomena

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• Observing
14 LIGHT, SHADOWS AND
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• Analysing

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• Exploring

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REFLECTIONS

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Life Skills
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CHAPTER PREVIEW As
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• Light • Critical thinking

&
• Shadows • Communication
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• Reflection of light
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Warm-up 7E Engage, Explore

Skills instilled: Observing, Analysing

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Wha
t Switch off the lights in the classroom
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you will learn and cover the window panes. Now

ask students if they can see anything?
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• Learn about transparent,

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translucent and opaque
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objects Let them discuss the reason behind

it. Let the students come to the
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• Understand how shadows

are formed
conclusion that light helps us to see
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• Learn about the reflection

of light things around us.
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• Learn about the differences

between a shadow and a Explain that light travels in a
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reflection straight line and reaches our eyes

and we are able to see things.

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Why
it is important to learn
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We see an object when light falls on

it. Some objects allow light to pass
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WARM-UP 7E Elicit
through them, while some objects
block light to form shadows. We see things with our eyes. But if there was no light, our
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eyes would not be able to see. Therefore, we need light to

It is important to learn about light
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see things.
and shadows as well as reflection
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of light. Do you know how light helps us see?

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185
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Activity Corner 7E Engage

Skills instilled: Observing, Analysing

Ask students to write name of some objects that form shadows. Let students
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take turns to draw shadows of those objects on board and other students can
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guess the name of that object.

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185
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• Analysing What is light?

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• Observing Light is a form of energy that enables us to see things. We see things only when light coming

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from them enters our eyes. Objects such as the Sun, lamps and torchlight give out light whereas
• Technology literacy objects such as books, tables and trees do not give out light.

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Sources of light: An object that gives off light is
Real-world Connect! 7E Extend

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Life Skills called a source of light. Such objects are also called
luminous objects. The Sun, light bulb, lamp and Some organisms can produce light. This
• rs
Critical thinking torchlight are luminous objects as they are sources is called bioluminescence. Insects such
as fireflies give off a pale, greenish-
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• Problem-solving of light (Fig. 14.1). Objects that do not give out light yellow light that flashes or glows in the

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are called non-luminous objects. Books, tables and dark. Some deep-sea fish such as the

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trees are some non-luminous objects. angler fish are also bioluminescent.
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Concept Building

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Sources of light can be natural or
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7E Explain, Elaborate human-made. The Sun and other stars
are natural sources of light. Sources

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Skills instilled: Observing, Analysing, of light that are human-made are also
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Critical thinking As called artificial sources of light. Light

bulb, lamp and torchlight are human-
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What is light? made sources of light. Lamp Sun

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Fig. 14.1 Sources of light
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When light falls on a non-luminous

Introduce the concept of light as form of object, it becomes illuminated and we are able to see
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Integrated
energy that helps us to see things. the object. Depending on how much light can pass Language Check Pedagogy
English
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through objects, there are three kinds of objects, Find out the meaning of
Sources of light namely, transparent objects, translucent objects and the word ‘illuminated’.
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opaque objects.
Ask students why they cannot see
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clearly in park at night while they are

able to see in daytime.

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Discuss natural and human-made

sources of light.
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Further explain about luminous and

Fig. 14.2 Transparent window Fig. 14.3 Translucent window Fig. 14.4 Opaque window
non-luminous objects.
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An object which allows most An object which allows only a An object which does not allow
Let students think and answer why
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of the light to pass through it is part of the light to pass through any light to pass through it is
As

called a transparent object. it is called a translucent object. called an opaque object.

they can see out of a glass window but
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Examples are clear glass, clear Examples are frosted glass, Examples are wood, stone, metals
if curtains are drawn then the view
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water and clear plastic. We butter paper and some kinds of and thick paper. We cannot
is not clear and if door is closed then can see through a transparent polythene bags. We cannot see see through an opaque object.
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nothing can be seen. object. clearly through a translucent Opaque objects, when placed in
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object. the path of light, form a shadow.

Classify objects as transparent,
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translucent or opaque on the basis of 186

amount of light passing through them.

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Language Check Real-world Connect! 7E Explain

Skills instilled: Analysing, Critical thinking

7E Explore, Extend, Elaborate

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Skills instilled: Analysing, Critical thinking Ask students if they can recall any living thing which is a source of light.
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If they give answer, provide more such examples or else tell them about
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Let students search meaning of the

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word illuminated. fireflies and angler fish as bio-luminescent.

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Give further explanation after listening

to their answers.
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&
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186
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Test It Yourself! 7E Explore
• Analysing

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1. Collect some objects such as a book, pencil, steel spoon, glass, butter paper, aluminium foil,
• Observing

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lamp, torch, stone, water in a glass bowl, thick paper and piece of wood.
2. Take the objects one by one and hold them against a source of light. • Exploring

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3. Group them as transparent, translucent or opaque objects depending on how much you can
see through them.

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Life Skills
Let us understand how light travels or propagates.
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What is propagation of light? • Self-awareness

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How does light travel? Does it take a curved path or a

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straight path? It is seen that light travels in straight lines. If

Test It Yourself! 7E Explore, Extend

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light rays could bend, car headlights at night would have
shown the vehicles coming from around the corner of the
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ss
road. Since light travels in a straight line, we only see the Skills instilled: Analysing, Critical thinking

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vehicle around the corner when the car turns the corner and Ask students to do the activity given
the headlights fall straight on the vehicle (Fig. 14.5). Fig. 14.5 Beam of light
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As in the book and share their conclusion

with the class.
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The property of light to travel in straight lines is called propagation of light. It is also called
rectilinear propagation of light. Light travels at a speed of 3,00,000 kilometres per second.
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Provide further explanations, if required.
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21st
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Century Observation
Test It Yourself! Skills
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1. Take a long, straight straw or a long,

straight rubber tube. Hold it in front of a Concept Building
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candle or torchlight such that one end of 7E Extend, Elaborate

the tube is facing the source of light.
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2. Look through the other end of the straw Skills instilled: Analysing, Critical thinking
or tube. You will be able to see the light.
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3. Now, bend the straw or tube and look What is propagation of light?
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through it. Can you see the light?

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You will not be able to see any light. This shows that light travels in a straight line.
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Ask students how far they can see on a

straight road. Ask them how far they

When we want to represent light in a diagram, we draw rays and beams of light. They show the can see on the sides of a curved road.
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direction of propagation of light. Ask if they can think of the reason

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Ray of light: It is drawn as a line ending with an arrow. behind this. Discuss their answers.
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Beam of light: It is drawn as a collection of rays of light.

Introduce the term rectilinear

Rays of light from a source of light spread in all directions, and they travel in a propagation of light. Amaze the
straight line in each direction.
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students by giving the value of speed

The rectilinear propagation of light helps us understand how images are of light. Giving reference to the figures
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formed in a pinhole camera and how shadows form. Let us learn about the in the textbook, explain how rays of
pinhole camera and shadows. light are represented in a diagram.
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187
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Test It Yourself! 7E Explore

Skills instilled: Analysing, Critical thinking

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To understand the rectilinear propagation of light, let students observe a

candle through a straight straw and then through a bent straw.

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Explain the concept and clear the doubts if any.

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As
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&
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187
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• Analysing What is a pinhole camera? IVID

A pinhole camera is an application of the rectilinear propagation of light. This camera is

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• Observing

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essentially a box with a tiny pinhole. The pinhole allows rays of light to enter the box. Since
• Exploring light travels in a straight line, an image of an object is formed on one of the walls of the box.

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The image formed on the pinhole camera is not erect, but inverted or upside down.
To understand this, imagine a candle

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Life Skills Burning
placed in front of the pinhole of the
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• Critical thinking camera (Fig. 14.6). Notice that the rays
of light coming from the top and the Inverted image of
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• Self-awareness bottom of the candle intersect at the
burning candle

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• Communication pinhole. Since the rays cross over at

this point, the top of the object appears Pinhole

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at the bottom of the image and the Fig. 14.6 Image formed by a pinhole camera
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Concept Building

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bottom of the image appears at the top.
7E Explain, Extend Thus, we see the inverted image of the candle. The image is smaller than the object. The closer

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the object, the larger the inverted image on the screen.

Skills instilled: Analysing, Critical thinking As 21st

Century Creativity, Analysis

Test It Yourself! Skills
What is a pinhole camera?
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Let us make a pinhole camera.
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1. Take an old shoebox with a lid. Use the point of a sharp pencil to punch a hole in one of the
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Draw the figure of pinhole camera

shorter ends of the shoe box.

on board. Explain its working using 2. Carefully cut a 2-inch square opening in the opposite end of the box, directly across from the
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the concept of rectilinear propagation hole. Now, cut a piece of butter paper large enough to cover the square opening. Place the
of light. butter paper directly over the square and tape the edges of the butter paper to the box.
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3. Take the box to a dimly lit room and turn on a lamp. Stand at a little distance from the lamp.
Let students think about the Cover your head and the top of the pinhole camera with a dark cloth. The end with the butter
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characteristics of image formed at the paper should be facing you and the end with the pinhole should be facing the lamp. Hold your
pinhole camera a little away from your face and move a little forward or backward until you see
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screen. Give further explanation about an upside-down image of the lamp on the butter paper. The butter paper acts as the screen on
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the image formed.
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which the image can be seen.

Butter paper
Square opening as screen
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Also discuss the changes in image

with the changing position of object.

Pinhole
Discuss the uses and some examples of
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pinhole camera in real life.

As
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People usually make pinhole cameras to view eclipses. This is because it is safer to see an
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eclipse on the pinhole camera screen than looking directly at the Sun.
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There is an interesting pinhole camera in nature. Sometimes, when we pass under a tree
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188 covered with a large number of leaves, we notice circular images of the Sun on the ground.
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Test It Yourself! 7E Explore, Extend, Elaborate

Skills instilled: Analysing, Critical thinking, Creativity

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Ask students to bring a shoe box and candle in class.

Using the instructions given, help students to make their own pinhole camera and record their observations about the
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image and the changes in image with change in the position of candle.
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188
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These circular images are, in fact, pinhole images of the Sun. The gaps between the leaves,
• Analysing
although irregular in shape, act as pinholes. The light coming from the Sun passes through

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these gaps and forms circular shadows on the ground under the tree. • Observing

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• Exploring
Section Review 1

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7E Evaluate

To distinguish objects based on the emission of light by them and visibility through them.
Life Skills

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1. Rama made a model of a garden. She wants to cover it with a sheet that allows everyone to see
through it. Which sheet should she use? Tick the correct option.
(a) Butter paper
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(b) Clear plastic wrap (c) Aluminium foil (d) Cotton cloth
• Critical thinking
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To represent the working of a pinhole camera diagrammatically • Self-awareness

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2. Rama uses a pinhole camera as shown in the figure to observe the lighted bulb. Which option is
• Problem-solving
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correct for the image formation of the bulb

on the screen of the camera? Give a reason

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for your answer.
Section Review 1 7E Evaluate
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(a) Erect image
Translucent
(b) Upside down image

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screen Skills instilled: Analysing, Critical

(d) None of these As Pinhole

This section helps in the evaluation

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The rectilinear propagation of light also helps us understand how shadows are formed. of students. Let the students fill in
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their worksheets on their own in class.

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What are shadows? Then, read out the answers so that

students can verify their answers.
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When light gets blocked by an opaque body, a shadow is

Help them if they get stuck somewhere.
formed. If light could travel in a curved path, it would
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have curved around the object without forming a

shadow. This helps us understand that light travels in a Concept Building 7E Explain
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straight line. The shade of a tree is actually its shadow

(Fig. 14.7). Also, solar and lunar eclipses are examples of Skills instilled: Analysing, Critical thinking
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the Moon and the Earth blocking the light of the Sun to
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Fig. 14.7 Shadow of a tree

form shadows. What are shadows?
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Opaque objects cast clear shadows as they do not let any light pass through them.
Ask students to stand in sun and observe
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Translucent objects cast a faint shadow as they allow some light to pass through and block
some light from passing through. Transparent objects do not cast shadows at all because they the dark figure appearing on the ground.
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let light pass through them. IVID Now ask them to change their position
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Following are some characteristics of shadows: and direction and then observe the
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• To form a shadow, we require a source of light and an opaque object. dark figure’s appearance.
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• Shadows are always formed on the opposite side of the source of light. Let them think how and why this
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• The size and position of a shadow depends on the size and position of the source of light figure appears.
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and the object. For example, the length and position of the shadow of an object in sunlight
Discuss their observations and hence
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189
explain the concept of shadows and
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their formation by opaque objects.

Explain the characteristics of shadows

as given in the textbook.
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g

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br

As
am

&
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Pr
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189
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are different at different times of the day. It is longer in the morning and evening and
• Analysing shorter at noon.

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• Observing • The closer the object is to the source of light, the larger is its shadow (Fig. 14.8).

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• Exploring

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Life Skills
• rs
Critical thinking
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• Self-awareness

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• Problem-solving When the object is closer to the source of light, it casts a large When the source of light is overhead, the
shadow. When the object is away from the source of light, it shadow is small. When the source of light is
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m
casts a small shadow. at a side, the shadow is long.
Fig. 14.8 Characteristics of shadows
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Concept Building

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7E Explain, Elaborate 21st

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If the screen at which the Century Observation

Test It Yourself! Skills
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Skills instilled: Observing, Analysing, shadow falls is too far away

As from the source of light
1. Stand in front of a bare wall in a dark room. Take an object
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Critical thinking such as a pen. Turn on a torch and place the object right in
or the object, the shadows front of it.
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(continued from page 189) are not usually visible. For 2. Observe the shadow formed on the wall. Observe its size
'C

example, when an aircraft or and how clear or blurred the shadow is.
Refer to the experiment in textbook
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a bird is on the ground or a 3. Now move the object at arm’s length. Observe the shadow
and demonstrate it to students in little above the ground, you formed.
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the class so that they get a better can see its shadow. However, The shadow becomes bigger when the object is moved closer
when they are very high up to the torch and smaller when it is moved away from the torch.
understanding of characteristics of
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in the air, we do not see their Notice that the colour of the shadow is always black, no matter
shadow explained previously. what the colour of the object is!
shadows on the ground.
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Section Review 2 7E Evaluate

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Section Review 2 7E Evaluate
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Skills instilled: Analysing, Critical To conclude that there should be a source of light, an opaque object and a screen for
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thinking, Problem-solving shadows to form.

Rama wants to understand how shadows are formed. She A B C

This section helps in the evaluation has a torchlight, a shoebox and a large cardboard sheet that
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of students. she wants to place on a table. What should she place at A, B

and C? Tick the correct option.
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Let the students fill in their worksheets 1. A: Cardboard sheet, B: Shoebox, C: Torchlight
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on their own in class. 2. A: Torchlight, B: Cardboard sheet, C: Shoebox

3. A: Torchlight, B: Shoebox, C: Cardboard sheet

Then, read out the answers so that
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4. A: Shoebox, B: Torchlight, C: Cardboard sheet

students can verify their answers.

Help them if they get stuck

somewhere and clear their doubts. 190

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Test It Yourself! 7E Explore, Extend

Skills instilled: Analysing, Critical thinking, Creativity

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Encourage students to do the simple experiment using pen and torchlight to observe changes in the shadow of pen formed
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on the wall with the change in the distance and position of torchlight with respect to the pen.
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Ask them to note observations on a paper and discuss in class to clarify the concept.
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br

As
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&
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Pr
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190
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Reflected ray
• Analysing
We are able to see objects around us when light rays

s
• Observing

es
strike an object and then bounce off from the object
into our eyes. The process of light striking an object • Exploring

Pr
and bouncing off is called reflection of light (Fig. 14.9). Fig. 14.9 Reflection of light
You can see the reflection of your face in the mirror because light from the Sun or a light bulb Life Skills

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bounces off from your face, hits the mirror and reflects back to your eyes. Light gets reflected
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by most objects, such as mirrors and walls. However, you can see your reflection in a mirror, • Critical thinking
but you cannot see your reflection on a wall. How well you can see a reflection depends on the
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• Self-awareness
smoothness of the reflecting surface.

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• Problem-solving
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21st
Test It Yourself!
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Century Observation, Analysis

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Skills
Reflection of light
Concept Building
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This activity should be done at night or in a dark room.
7E Explain, Elaborate

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You will need two friends or family members to help you.

1. Have one of your friends hold a mirror in one corner of
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the room. As Skills instilled: Observing, Analysing,

Critical thinking
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2. Stand at another corner with a torch and switch it on.

&
3. Point the beam of torchlight on the mirror that your friend is
What is reflection of light?
'C

holding. You will see a spot of light reflecting from the mirror.
s

4. Now, adjust the direction of the torchlight so that the spot of light falls on another friend
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standing in the room. Ask students why they can see image in
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Observe how the mirror reflects the light from the torchlight and by changing the direction of still water but not in rippled water.
the torchlight one can change where the reflected light falls.
Why can we see our image on a smooth
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Objects with a smooth surface such as mirrors reflect all the light rays at the same angle. metal surface but not on a rough wall?
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So, the parallel rays of light that fall on the mirror remain parallel after they are reflected
(Fig. 14.10). The angle at which the ray of light falls on the mirror is the same as the angle Let them come up with their reasons
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at which the light gets reflected. Such a reflection is called regular reflection. This kind of for this.
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reflection allows us to see a sharp image as a reflection. The surface of a clear pool of water
or a shiny new metal plate are examples of good reflectors. Based on their answers and using the
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Objects with irregular or uneven surfaces such as walls reflect light rays in different IVID
figures in textbook explain the concept
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directions. So, parallel rays of light that fall on the wall do not remain parallel after they of reflection of light from a surface and
are reflected (Fig. 14.10). Such a reflection is called diffused reflection or irregular how it differs on a smooth surface from
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id

reflection. This kind of reflection does not give sharp images and therefore prevents us a rough surface.
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from seeing images reflected off such surfaces.

Introduce and define the terms regular
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Light ray Reflected ray Light ray Reflected ray reflection and irregular reflection in
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context to the above explanation.

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Regular reflection Irregular reflection

Fig. 14.10 Type of reflections

191
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Test It Yourself! 7E Explore

Skills instilled: Analysing, Critical thinking, Teamwork

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For the understanding of above topic, let students perform the simple
U

experiment in groups.
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ss
g

Let them bring a mirror and torchlight and follow the instructions given
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id

in textbook.
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Let them observe the reflected light from mirror and changes in it with the
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change in direction of light.

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'C

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Pr
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191
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What is a plane mirror?
• Analysing Look It Up! 7E Explore
Plane and shiny surfaces are generally known as mirrors

s
• Observing Search online for answers and

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as they reflect light very well. A looking glass is also discuss in class.
• Exploring called a mirror. A plane mirror is a mirror that is flat
Find out how mirrors are created

Pr
and reflective. out of sheets of glass.
Look at this image of the person (object) (Fig. 14.11). The

ity
Life Skills right hand of the object in a plane mirror looks like the left Right hand
• rs
Critical thinking hand of the image. Such images where the left and right sides Left hand
of image
of the image look reversed as compared to the object is called
ve
• Teamwork lateral inversion.

t
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• Problem-solving The images seen in a plane mirror have a few characteristics.

m
• The image is upright which means that the image it is
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Look It Up! 7E Explore, Extend

ss
erect and not inverted.
• The image size is the same as the object.

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id

Skills instilled: Analysing, Critical thinking

• The image is laterally inverted.
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Let students do the research and As A periscope is a practical example of how plane mirrors Fig. 14.11 Lateral inversion
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discuss their findings. are used.

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Light enters
A periscope is a device for seeing things from a hidden
'C

Mirror
s

Concept Building position. A submarine, while staying underwater, uses a

periscope to see things above the surface of water.

7E Explain, Elaborate
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Most simple periscopes are made of a long tube with two

Skills instilled: Observing, Analysing, mirrors. The mirrors are placed at each end of the tube at
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Critical thinking a 45-degree angle so that they face each other (Fig. 14.12).
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How is a reflection different from a shadow? Light exits

Mirror
What is a plane mirror?
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We have learnt how a shadow forms as well as how

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reflection of light happens. Let us learn the differences Fig. 14.12 Periscope
Ask students to stand in front of a mirror
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between them.
and observe their image.
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Reflection Shadow
Also ask them to write their name on
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Reflection is an image formed when light is reflected A shadow is formed when an opaque object blocks
a piece of paper and look for its image from a surface. the path of light.
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in mirror. An image shows the details of an object. A shadow does not show the details of an object
as it is only a black outline.
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Let them discuss their observations An image has the same colour as the object. A shadow is black in colour.
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about the image. An image is generally the same size as the object. A shadow can be the same size, or bigger or
&

smaller than the object.

Now, define a plane mirror and
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discuss the characteristics of image

seen in a mirror.
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192
Further introduce the phenomenon
behind a periscope and its uses.
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How is a reflection different from

a shadow?
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Let students talk about how a reflection

is different from a shadow based on their

understanding of the concepts.

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Now with reference to the table in the

textbook explain the differences.

As
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&
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• Analysing
To make conclusions about the nature of reflection shown by a plane mirror.

s
• Observing

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1. Rama read the following statements about reflection shown by a plane mirror. Only one of
these statements is correct. Tick the correct option. • Exploring

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Mirror
(a) A plane mirror produces an upright image of the same size. Source
(b) A plane mirror produces an upright image of a smaller size.
Life Skills

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(c) A plane mirror produces an inverted image of the same size. P

(d) A plane mirror produces an inverted image of a smaller size.

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2. Look at the picture. Can you tell in which direction the light is likely Q
• Critical thinking
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to be reflected from the mirror? Tick the correct option. Give a • Teamwork

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reason for your answer.

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• Problem-solving
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(a) Towards P (b) Towards Q

R
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(c) Towards R (d) Towards S

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S
Section Review 3 7E Evaluate
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Keywords

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Light: A form of energy that enables us to see Opaque object: An object which does not allow
Skills instilled: Analysing, Critical
thinking, Problem-solving
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any light to pass through

Luminous object: An object that gives off light As
Shadow: When light gets blocked by an opaque
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Non-luminous object: An object that does not

give out light body, a shadow is formed This section helps in the evaluation
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Transparent object: An object which allows Reflection of light: The process of light striking of students.
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most of the light to pass through an object and bouncing off

Lateral inversion: Images where the left Let the students fill in their worksheets
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Translucent object: An object which allows only

a part of the light to pass through and right side of the image looks reversed as SVID on their own in class.
compared to the object
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Then, read out the answers so that

students can verify their answers.
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Scientific
Experiential Learning Proficiency Procedural fluency
Help them if they get stuck somewhere.
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Goal: To make your own periscope by recalling reflection in plane mirrors.

Materials required: An old pencil case, two rectangular pieces of mirror, a transparent
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Experiential Learning 7E Engage
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adhesive tape and scissors.

What to do:
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Skills instilled: Analysing, Critical

Step 1: Using a pair of scissors carefully cut the pencil case as shown 2
thinking
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Mirrors
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in the picture 2. 1
Step 2: Use the adhesive tape to fix a mirror each at the cut edges. This section will help students to
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Keep the reflecting side of the mirror facing the cut edge of the
reinforce the concept of reflection by
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pencil case as shown in picture 3.

Step 3: Now hold the periscope vertical and look through the 3 perfoming the given activity.
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lower rectangular window. See picture 4.

4
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Conclude and apply:

1. Observe what happened.

2. Recall and infer the reasons for the observation.

3. Write a short note on how the two plane mirrors reflect light in a periscope.
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193
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193
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(c) When parallel rays of light that fall on the mirror remain parallel
• Analysing after they are reflected

s
• Observing (d) The process of light striking an object and bouncing off

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• Technology literacy 5. Observe and answer.

Pr
Look at the given image. Do you think an observer
could see the torchlight through the cardboards?

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Life Skills Give a reason to support your answer.

• rs
Critical thinking
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• Problem-solving

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B. SUBJECTIVE TYPE QUESTIONS REASONING 1 1-2 2

Puzzle Over 7E Engage

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1. Answer the following in brief.
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Skills instilled: Analysing, Critical (a) Define source of light giving two examples each of natural and human-made sources of light.
thinking, Thought provoking

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(b) Infer that a completely transparent object looks almost invisible.

(c) Classify the following objects as transparent, translucent or opaque.

1. Talk about lights at every angle of As i. Thick blanket ii. Frosted glass iii. Glass sheet
field causing multiple shadows.
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iv. Piece of wood v. Clear water

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2. Recall about transparent and
(d) Describe the following, giving an example of each: i. shadow ii. lateral inversion
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translucent objects and amount of

(e) Explain what is meant by rectilinear propagation of light giving one example.
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light passing through them.

2. Answer the following in detail.
3. Talk about the characteristics of
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(a) Compare and contrast luminous and non-luminous objects.

image formed in plane mirror. (b) How do we know that light travels in a straight line?
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Let the students answer the questions (c) Give a reason why we use a wooden door and not a glass door at the entrance of our homes.
based on above discussion.
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(d) Describe briefly how a pinhole camera works.

Comment and clarify any mistakes (e) Describe using a diagram the difference between regular reflection and diffused reflection.
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and doubts. 21st
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C. PUZZLE OVER Century Analysis PROBLEM-SOLVING 2 3 1

Skills
U

1. Why do football players in a night match show multiple shadows?

Project Work 7E Extend
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2. Raju says he can tell if an object is transparent or opaque just by looking at its shadow. Can he? How?
Skills instilled: Analysing, Critical 3. The image of a wall clock in a mirror looked like it was 3 o’ clock. What do you think was the
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actual time?
thinking, Problem-solving, Teamwork
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D. SKILL CRAFT ANALYSIS & CREATING 1 2 3

Let students make groups and chose
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a story. Life
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1. Project Work Skills Teamwork

Let them present their story turn-wise

Group activity: Divide the class into 4 groups. Each group picks up a story from their English
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coursebook and enacts it in class using shadow puppets.

in class with proper shadow puppets.
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Help them, if required. 195

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&
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194
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21st
2. Research Century Information literacy • Analysing
Skills

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Using the internet, find out about the structure and parts of a camera. Collect information • Observing

es
on camera and pinhole camera. Compare pinhole camera and normal camera. Draw some
conclusions.
• Technology literacy

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21st
3. Discuss and Answer Century Thought provoking
Skills
Life Skills

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Why should we not look at the Sun directly? Discuss with your classmates.

Life
rs • Critical thinking
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Self¯check Skills Self-awareness • Problem-solving

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en
I can:
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U

define sources of light and give examples of a few sources of light.

Research/Activity 7E Engage

m
differentiate between types of objects based on how much light can pass through them.
ge

ss
describe an activity to show that light travels in a straight line. Skills instilled: Analysing, Critical thinking,
describe with a diagram the working of a pinhole camera. Thought provoking, Information literacy

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id

write about the characteristics of shadows as well as of a plane mirror.

As
explain briefly the reflection of light in a plane mirror with examples. Let students do the research and note
down findings in their notebook.
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&
Ask them to compare two cameras and
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discuss in class.
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Discuss and Answer

7E Elaborate, Extend
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Skills instilled: Thought provoking,

Empathy
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Arrange a discussion in class about the
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bad effects of directly looking at sun.

Help them with comments and

vis
ed L a explanation.
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Super

or k

Activities in Teacher’s Book

As
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Refer to the Teacher’s book for additional activities to reinforce concepts.

1. To demonstrate that light travels in a straight line. 2. To demonstrate the working of a pinhole camera.
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3. To demonstrate the characteristics of shadows. 4. To demonstrate reflection of light.

s
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5. To demonstrate the working of a periscope.

196
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Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/teaching
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more proficient and technology-driven through the given QR codes:

• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates hybrid

supports teachers to identify teaching model.

students’ skill learning curve.

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As
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195
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1. Aim: To demonstrate that light travels in a straight line

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Materials required: Three pieces of same-sized cardboard, 6 strips of wood, nail or punching machine, a candle

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and matchbox or lighter

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What to do:
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1. Take three cardboard pieces of the same size. Punch holes through them at the exact same spot using
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a nail or a punching machine.

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2. Fix the three cardboards on the table using the 6 strips of wood,
U

with two strips placed on either side of the cardboard to hold

m
them vertically. Adjust the cardboard such that their holes are in
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ss
a straight line as shown.

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3. Place a burning candle behind the farthest cardboard. The candle should have its flame at about the
br

As
same height as the holes in the cardboards.
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4. Look at the candle flame through the hole in the first cardboard.
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Observation: The candle flame should be visible through the holes in the cardboard.
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5. Now push any one of the cardboard slightly out of its position such that the three holes are no longer
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in a straight line.
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6. Look at the candle flame through the hole in the first cardboard.
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Observation: The candle flame should not be visible through the holes in the cardboard.
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t
Conclusion: When all the holes of the cardboard are in a straight line, light can reach us, but when all the
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holes are not in a straight line, then light does not reach us. This shows that light travels in a straight line.
U

m
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2. Aim: To demonstrate the working of a pinhole camera

ss
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id

Materials required: A cylindrical tube, sharp needle, pieces of black and white chart papers, sticky tape
and a large piece of butter paper
br

As
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What to do:
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1. In the cylindrical tube, make a hole on one side with a nail.

s
es

2. Cover the hole with a piece of black chart paper and make a small hole in it with a sharp needle.
Pr

3. Make a cylinder of the white chart paper of smaller size so that it fits into the tube and can be rolled
in and out easily.
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4. Place a sheet of butter paper across one of the open ends of the cylinder made of the chart paper.
rs

Put the cylinder back inside the tube allowing the butter paper end to face the larger cylindrical tube
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where the hole has been pierced.

Cylinder made
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Cylindrical tube
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of chart paper
5. The pinhole camera is ready.
U

6. Demonstrate how the camera is to be used. Hold Black chart

paper with
g

the pinhole camera in your hands so that the pin hole

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id

pinhole is towards the object (say, a distant tree or

Butter paper
As

a building) which we want to observe. Keep your

eye behind the open end of the chart paper cylinder and look at the distant object through it. Move
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the bigger box forward or backwards till you get an image (or picture) of the object on the butter
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paper screen inside the chart paper cylinder.

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Observation: The image formed on the butter paper screen is upside down or inverted. Let students observe
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objects in bright sunshine with this pinhole camera. Let them note the size of the image as well as note the
changes taking place in the image as the chart paper cylinder is moved forward and backwards in the tube.
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196
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Materials required: A torch, a few small opaque objects of different shapes and sizes and a white screen

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(a piece of cardboard covered with white paper or sticking large sheets of chart paper to the wall)

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What to do:

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1. Turn on the torch and place the object (whose shadow you want to study) in front of it.

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2. Hold the screen on the other side of the object to get the shadow.
rs
3. Let a student trace out the outline of the shadow on the screen.
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4. Now, keeping the positions of the torch and the screen intact, move the object closer to the torch.
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Let students note the colour and the size of the shadow formed.
U

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5. Repeat steps 1 to 4 for different objects.

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Observation: The shadow becomes bigger when the object is moved closer to the torch and smaller
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when it is moved closer to the screen. The colour of the shadow is always black.
As
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4. Aim: To demonstrate reflection of light

&
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Materials required: A plastic comb, a sheet of black chart paper, a cardboard or Thermocol sheet, a
s

small mirror and torch

es
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What to do:
1. Stick the black chart paper on the thermocol sheet.
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2. Fix the comb on one side of the thermocol sheet.

rs
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3. Fix a mirror at a slight angle on the other side.

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4. Darken the room and place a torch facing the comb and switch it on so that a beam of light falls on the comb.
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Observation: The rays of light should be travelling along the black paper. The direction of rays that are
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reflected after hitting the mirror are also in a straight line.

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id

Conclusion: The light rays travelling through the teeth of the comb are reflected from the mirror and
br

one gets a pattern of parallel light rays.

5. Aim: To demonstrate the working of a periscope

&
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Materials required: The given template, two rectangular pieces of mirror, a transparent adhesive tape
es

and scissors
Pr

What to do:
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1. Trace out the given template on a thick (a) (b) (c) (d)
rs

card paper.
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2. Cut two holes in the cardboard. X:

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periscope length; Y: effective length of X Y

the periscope.
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e

3. Fold the cardboard and tape it closed.

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id

4. Cut slits for the mirrors and insert the mirrors such that the two mirrors face each other.
br

5. The periscope is ready to be used.

Conclusion: A periscope is a practical example of how plane mirrors are used. The light from one mirror
&
'C

falls on the second mirror such that the person viewing the object can remain hidden from view. A
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periscope is a device for seeing things from a hidden position used commonly in submarines to view
objects above water while the submarine stays underwater.
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197
v

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1. Give one word for the following
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(a) Objects that do not give out light ........................

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(b) Sources of light that are human-made ........................
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(c) Organisms that produce light ........................

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(d) Objects that allow most light to pass through them ........................
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(e) Objects that allow a part of light to pass through them ........................

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(f) Objects that do not allow any light to pass through them ........................
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(g) Reflection produced when light falls on an irregular surface As ........................

(h) Reflection produced when light falls on a smooth surface ........................

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2. Fill in the blanks.

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(a) The Sun and stars are ........................ sources of light.

(b) Light bulb is a ........................ source of light.
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(c) When light falls on a non-luminous object it becomes ........................ .

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(d) Fireflies give off a pale greenish yellow ........................ that glows.
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(e) Light travels at a speed of ........................ km/s.

(f) Image formed in a pinhole camera is ........................ .

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(g) Closer the object, ........................ the image on screen of pinhole camera.
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(h) ........................ objects cast clear shadows.

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3. Answer the following questions.

(a) What are luminous objects?

id
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(b) Identify transparent, translucent and opaque window. Give reason.

As
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i. ii. iii.
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'C

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.................................................. .................................................. ..................................................

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(c) Explain rectilinear propagation of light.

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(d) Explain the working of pinhole camera.

(e) List the characteristics of a shadow.

(f) Explain reflection of light with a diagram.

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4. Project Work
id

(Skills instilled: Technology literacy, Information literacy, Thought provoking, Multiple intelligence)
br

Note down the size and direction of shadows at intervals of 1 hour on a sunny day. Also note size and direction of shadow while walking
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up and down the street with lamppost at night.

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Compare your observations with classmates.

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198
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Pr
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1. Give reasons for the following.
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(a) Why transparent objects do not cast a shadow?

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(b) Why translucent objects cast a faint shadow?

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(c) Why opaque objects cast a clear shadow?

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(d) Why cannot we see a shadow of flying aircraft?
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(e) Why we see reflection of our face in mirror?

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(f) Why are periscopes used in submarines?

(g) Why is metal surface a good reflector? As

2. Give examples for the following.

&
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(a) Natural source of light ........................

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(b) Artificial source of light ........................

(d) Transparent object ........................

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(e) Translucent object ........................

(f) Opaque object ........................

(g) Reflector of light ........................

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3. Answer the following questions.

(a) What is light and why is it needed?

(b) Which of these is regular and irregular reflection. Explain the reason.
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Light ray Reflected ray

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&
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i.
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Light ray Reflected ray

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ii.
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(c) Why a pinhole camera is used to watch solar eclipse?

(d) Give characteristics of image formed in a mirror.

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(e) Give differences between reflection and shadow.

(f) How shadow formation explains rectilinear propagation of light?

4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

Why on an ambulance the word AMBULANCE is written from right to left?

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15

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WATER

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21st Century Skills
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Unit 7 | Natural Resources

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• Observing
15 WATER
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• Analysing

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• Exploring

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Life Skills
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As CHAPTER PREVIEW
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• Critical thinking • Uses and sources of water

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• Communication • Water cycle
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• Conservation of water
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Warm-up 7E Engage, Explore

Skills instilled: Observing, Analysing, Wha

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Critical thinking you will learn

Get pictures of places where water • Learn the uses and sources of
water
is found around you.
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• Understand the different

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states of water in nature in a
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Ask students to think what will water cycle

happen if these water bodies
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• Learn about the effects of

disappear. floods and droughts

• Understand the need as well

as some ways to conserve
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water
br

As
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Why
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it is important to learn
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The Earth has an abundance of

water, but unfortunately, only
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a small percentage is usable by

humans. With human population
21st
increasing every year, water scarcity WARM-UP
ity

Century Thought provoking

is becoming a global problem. Skills
Water is an integral part of our lives. We cannot imagine
rs

It is, therefore, important to learn

life without water.
about the sources and uses of water
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as well as ways in which we can What would you do if one day you find no water in the taps
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conserve water. at home?

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200
e

ss
g

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Activity Corner 7E Explain, Engage, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to list sources of water that are consumable and that are not.
'C

Discuss why all forms of water cannot be consumed.

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200
v

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Everyone needs water to survive. Water helps our body functions to be carried out.
Water is also used for household chores, transportation, farming and generating electricity.
• Analysing

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• Observing

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How do we use water? Where does water come from? • Technology literacy

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Water forms an integral part of our life. We depend on water for many things.

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What are the ways in which we use water? Life Skills
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We use water in several ways. Some of the ways in which we use water are given below. • Critical thinking
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Personal use: We drink water to maintain different body functions. • Problem-solving

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1. Water is a major constituent of our blood and the cells of our body. Blood, which is around
90% water, is a medium of transport inside the bodies of living things. It transports food,
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Teaching Idea 7E Explain

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waste materials and gases such as oxygen and carbon dioxide.
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ss
2. Water is essential for digestion of food, absorption of food and also excretion of wastes Skills instilled: Observing, Analysing,
from our body. Critical thinking

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id

3. Water is useful to keep the body cool and regulate body temperature. As water in sweat
br

evaporates, the surface of the skin cools.

As Discuss how water is very important for
us. Then ask them about different uses
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4. A correct concentration of salts in our body is maintained by water, which makes the
of water in daily life.
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conduction of nerve impulses possible.
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Domestic use: We use water in our homes in different ways. Let them discuss and prepare a list
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of all the activities for which water is

1. We use water for keeping our bodies clean (Fig. 15.1) by
used at home.
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bathing, brushing our teeth and using the toilet.

2. Water is used for washing clothes, cleaning utensils and Ask some students to share their
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cleaning our homes and vehicles. information in class.

3. We use water for washing and cooking food items.

4. We water plants in and around our homes as well as give

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Fig. 15.1 Washing hands
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water to domestic animals and pets.

Recreational use and transportation

1. We enjoy various recreational activities on water such as

swimming, rafting and sailing.

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2. Waterways are also modes of transportation (Fig. 15.2) for

carrying people and goods using large ships, tankers, boats

and barges.
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Industrial use: Water is needed by almost all industries,

Fig. 15.2 Water transport

especially those industries that produce and process paper, food, chemicals, petroleum and
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oil. Each of these products uses water as a part of the production process such as washing,
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processing, fabricating, cooling and transportation.

201
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Concept Building 7E Elicit, Explain, Elaborate

Skills instilled: Observing, Analysing, Critical thinking

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How do we use water? Where does water come from?

m
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Divide different uses of water under five categories: personal, domestic, recreational, industrial and agricultural.
g

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What are the ways in which we use water?

As
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Discuss each category based on the pointers given in the book asking for examples wherever needed from the students.
&
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201
v

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• Analysing Agricultural use: In India, agriculture uses
up the largest amount of water. Agriculture

s
• Observing plays an important role in the growth of a

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• Exploring nation’s economy. Farmers depend largely on

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rainfall. However, when there is insufficient
rain, farmers use various irrigation methods to

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Life Skills water plants (Fig. 15.3). Water is also used for
rs rearing fish and other seafood in large-scale
• Critical thinking water tanks. Fig. 15.3 Water use in agriculture IVID
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• Self-awareness Where does water come from?

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Water can be found in many places on Earth.

(Salt water)
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Concept Building 7E Elicit, Explain Rain is our main source of water. We get

m
Oceans, 97%
water either from surface water or from
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ss
Skills instilled: Observing, Analysing, groundwater. Water found on the surface Fresh water, 3%
Critical thinking of the Earth is called surface water. Surface

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id

water is found in rivers, ponds and lakes, as

Where does water come from? As well as in seas and oceans. Ice caps and glaciers, 70%
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Rainwater passes through the soil into the er, 29%

Groundwat
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Define surface water and groundwater. Earth’s surface and becomes underground Easily accessible
'C

Then draw the pie chart and explain water or groundwater.

fresh water, 1%
s

the percentages.
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Fig. 15.4 Water distribution on the Earth

The Earth’s oceans hold 97% of the world’s
surface water. The other 3% of the Earth’s water is fresh water (Fig. 15.4). Of that 3% of fresh
Pr

Now, ask why only 1% is accessible.

Explain how getting water from polar water, 70% is stored in glaciers and polar ice caps, 29% is stored as groundwater and only 1%
is easily accessible fresh water. This means that of the entire world’s surface water, only 0.03%
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ice caps is difficult.

is easily accessible fresh water!
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Then explain that about 97% of water is

Section Review 1
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7E Evaluate
present in oceans. But it is saline water.
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To list the various sources of water in order to conclude the importance of oceans as a major
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Only 3% of the water present on the source of water.

Glaciers
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Earth is freshwater. Pollution and

Look at the given picture and answer the questions.

Groundwater
disposal of waste materials and sewage 1. Based on the diagram, which water body has the
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Rivers and
water has led to great deterioration maximum amount of water on the Earth? Tick the
lakes
correct option.
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id

of the quality of fresh water and has

(a) Oceans (b) Glaciers
made it unfit for drinking.
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(c) Groundwater (d) Rivers and lakes Oceans

(salt water)
2. Why can we not use water from oceans?
&
'C

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es
Pr

202
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Section Review 1 7E Evaluate

Skills instilled: Analysing, Critical thinking, Problem-solving

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en
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This section helps in the evaluation of students.

Let the students complete their worksheets on their own in class.

ss
g

Then, read out the answers so that students can verify their answers.
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id
br

If students have doubts, revisit the respective section to clarify concepts.

As
am

&
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202
v

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What is water cycle? IVID • Analysing

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Rain is the main source of water on the Earth. It is the water cycle that is responsible for • Observing

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bringing in the rain. Let us recall the three states of matter of water to help understand
the movement of water in a water cycle.
• Exploring

Pr
What are the three forms in which water is found in nature?

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Water is found in all the three forms or states of matter. Water can easily change from one state Life Skills
rs
to another either by heating or by cooling.
• Critical thinking
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On heating: When water absorbs enough heat, it becomes a gas (water vapour). The process • Self-awareness

t
by which water converts into water vapour on heating is called evaporation. Water vapour

en
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(steam) mixes with air and seems to disappear. A few examples of evaporation are water boiling • Communication
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in a teapot and escaping into the air, water spilt on the floor drying up and disappearing, and

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wet clothes on a clothesline drying.
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Droplets
Teaching Idea 7E Engage, Explain

ss
of water
In plants, water is absorbed from the soil and is transported from the roots to

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id

the stem, and to the leaves. Plants release water into the air as water vapour Polythene Skills instilled: Analysing, Critical
bag
thinking
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through small pores in their leaves called stomata. The loss of water from
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plants as water vapour through their leaves is called transpiration (Fig. 15.5).
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This process releases large amounts of water vapour into the air. If you cover Plant What is water cycle?
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the leaves of a potted plant with a clear polythene bag, tie the end and leave
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Pot Talk about the process of water cycle and

the pot in the Sun, you will find water droplets in the bag after some time.
how it takes place in nature.
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This is water vapour released due to transpiration.

Fig. 15.5 Transpiration
On cooling: When water vapour loses heat or cools, it becomes liquid Introduce the term transpiration and
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water. The process by which water vapour converts into liquid on cooling is called discuss how it takes place in plants and
condensation. Rain is an example of condensation. If you keep a glass of water
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Cold contributes to the water cycle in nature.

with ice cubes on a table on a hot summer day, you will find water droplets surface
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forming on the outside of the glass (Fig. 15.6). This is because water vapour in
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the air condenses when it touches the cold surface of the glass.
Water
t
en

Evaporation and condensation of water take place on a very large scale on the vapour
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surface of the Earth and in air. These processes help in cloud formation and rain.
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Droplets
How do clouds form? Fig. 15.6 Condensation
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As air on Earth’s surface gets hotter, it gets lighter and moves up in the atmosphere carrying with it
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id

water vapour. Some of the water vapour moves high up into the atmosphere where it is really cold.
As the water vapour cools, it becomes attracted to other water vapour around it. These condense to
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form small droplets of liquid water that attach themselves to tiny pieces of dust in the air. A cloud is
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thus a collection of lots of tiny liquid-water droplets and dust particles.

Therefore, clouds are formed by two processes: evaporation and condensation.

Evaporation + Condensation = Clouds

(from Earth) (on dust particles in the cold air) (tiny drops of liquid water)
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203
ity
rs

Concept Building 7E Engage, Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What are the three forms in which water is found in nature?

m
e

Recall the three states of water – ice, water and water vapour.
g

se
id

Define evaporation. Ask students to state examples of how evaporation is useful. Then talk about transpiration.
br

Define condensation. Explain the concept by showing water droplets collected on the outside of a glass full of ice.
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How do clouds form?

&
'C

Explain how water from water bodies evaporates to form water vapour. Then it reaches cooler places to condense and form clouds.
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203
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• Analysing How does water move in a water cycle? Look It Up! 7E Explore

s
Water on the Earth is always moving through water cycle. Water
• Observing Search online for answers

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cycle is a continuous movement of water between the air and the and discuss in class.
• Exploring Earth with change in state of water. Find out the names of a

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• Clouds are moved around by air currents. Clouds are made up few types of clouds.

Life Skills of water drops, which later fall to the ground as rain, hail or

ity
snow. Water droplets in clouds collide to form larger droplets. They become heavier and
• rs
Critical thinking when clouds become too heavy with the droplets, they fall as rain. Where the temperatures
are very low, the water droplets form ice crystals that fall to the ground as snowflakes or as
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• Self-awareness solid ice or hail. These forms of water fall back to Earth as precipitation. Precipitation is any

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en
• Communication
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form of water such as rain, snow and hail that falls to the Earth’s surface.
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• Liquid water also forms when winter ice and snow begin

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to melt. Much of this water is called run-off. Run-off Integrated English
Pedagogy
Look It Up! 7E Extend
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ss
water flows downhill through streams, rivers and lakes,
and some of it eventually reaches the oceans. Some liquid Language Check

se
Skills instilled: Analysing, Critical
id

water seeps into the ground as groundwater, trickles

Find out another meaning
thinking, Observing
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down through openings in the soil and cracks in rocks,

As and fills all the available spaces in loose rock and soil.
of the word 'precipitation'.
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Ask students to find out the names Some of this also reaches the oceans.
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of a few types of clouds. Discuss their • The surface water, thus collected, evaporates to become water vapour, starting the water
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findings in class and explain them about

cycle all over again.

cirrostratus, cirrocumulus, nimbostratus, Therefore, water on the Earth moves between the air and the Earth by changing its state from
cumulonimbus clouds, etc. one form to another, over and over again. This movement is the water cycle (Fig. 15.7).
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Precipitation: The droplets in Condensation: Water vapour in

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clouds become larger and heavier.

Language Check 7E Extend These droplets fall down to the
the air cools and changes to tiny
droplets. Tiny droplets form clouds.
Earth as rain, hail and snow.
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Skills instilled: Analysing, Observing

Ask students to look up the meaning

t
en
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of the word precipitation. Clouds

Evaporation: Heat from the
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Sun causes water in oceans

Then discuss how precipitation means to change into water vapour.
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Transpiration
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the water that falls down in the form

of rain or snow.
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id
br

As
am

&
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Ocean
Groundwater
es
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204 Fig. 15.7 Water cycle

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rs

Concept Building 7E Engage, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni
U

How does water move in a water cycle?

m
e

Call students to the board to draw the different parts of the water cycle one by one as the teacher explains the movement of
g

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water in nature.
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Define water cycle, precipitation and run-off.

&
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s
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Pr
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204
v

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What happens when there is a lot of rain? • Analysing
A good rainfall nourishes plants as well as replenishes surface and groundwater supplies. The

s
• Observing

es
time, duration and amount of rainfall vary from place to place. In some parts of the world, it rains
all through the year while there are places where it rains only for a few days, and some places • Exploring

Pr
hardly get any rain at all. In India, most of the rainfall occurs during the monsoon season.
Too much rain for a long duration can lead to a lot of problems.

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Life Skills
Heavy rain and overflowing of rivers causing land
rs
to get submerged underwater is called flooding. • Critical thinking
ve
• Excessive rains could cause rivers or lakes to overflow their • Self-awareness

t
banks, spilling water across the ground. The water may then

en
ni

spread over large areas causing floods (Fig. 15.8). It can cause • Communication
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extensive damage to animals, crops, property and human life.

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Fig. 15.8 Flood
• Heavy rain can also transform a small stream into a ‘sea’ of water in minutes, leading to
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Teaching Idea 7E Elicit

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dangerous flash floods.

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• Farmers depend on rain for growing crops. However, too much rain can harm crop Skills instilled: Analysing, Critical thinking
production. Rain floods fields and washes away seeds and precious topsoil. Wet weather
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encourages bacteria and fungus growth which can further damage crops. Show pictures of floods that occurred
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What happens when there is hardly any rain? on 6th September 1970 on the
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It sometimes happens that places do not get rain continually for a Narmada river. Discuss about the
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destruction it caused to property.

year or two. The abnormally long period of insufficient or no rainfall

is called drought. The soil continues to lose water by evaporation (Avoid pictures showing people).
and transpiration. Since water is not being brought back by rain,
Pr

the soil becomes dry (Fig. 15.9). The level of water in ponds, Similarly, show the pictures of droughts.
Fig. 15.9 Drought
lakes, rivers and wells go down and some of them may even dry
Discuss the contrast between the two.
ity

up. The groundwater may also dry up causing a drought. Look It Up! 7E Explore
In drought conditions, it is difficult to get food and water.
rs

Crops die as a result of lack or water. Most plants wither Search online for answers and
discuss in class. Section Review 2 7E Evaluate
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and die due to lack of water. Animals that depend on plants

Find out about the latest flood
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start to die of starvation. Both floods and droughts are called
Skills instilled: Analysing, Critical
en
ni

natural disasters as they are natural conditions that lead to and drought situations in India
and other parts of the world. thinking, Problem-solving
U

widespread destruction to land and life.

This section helps in the evaluation

Section Review 2 7E Evaluate

of students.
se
id

To create a concept map of the water cycle to explain the processes that take place during
water cycle. Let the students complete their
br

Write in your own words what a water cycle is. Use scientific words such as evaporation, worksheets on their own in class.
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condensation and precipitation, wherever required.

Then, ask them to read out their answers.
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Water cycle is the

If students have doubts, revisit the

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When surface water heats up respective section to clarify concepts.

205
ity
rs

Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

What happens when there is a lot of rain?

m
e

Show the images of floods and define flooding. Ask students to think how floods can affect life and livelihood.
g

se
id

What happens when there is hardly any rain?

As
am

Show pictures of drought and define drought. Explain how it is caused and how it affects life and livelihood.
&
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s
es
Pr
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205
v

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• Analysing Why and how should we conserve water?

s
• Observing We have learnt how important water is for the survival of all living beings.

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• Exploring Why is it important to conserve water?

Pr
Without water, life as we know would not exist. If there
is no water, there is no life. Clean fresh water is a limited
Life Skills

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resource. Usable water is becoming increasingly scarce due
• rs
Critical thinking to increase in human population. The number of people
using water is increasing with a rapidly growing population
ve
• Self-awareness (Fig. 15.10). Also, more and more water is being used by

t
en
• Communication
ni

industries for various purposes. Hence, water conservation

Fig. 15.10 People queueing to
is essential. Water conservation is the practice of using
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collect water

m
water efficiently to reduce water wastage.
Do You Know? 7E Extend
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ss
How can we conserve water? Do You Know? 7E Extend
March 22 is celebrated as

se
Skills instilled: Analysing, Critical thinking
id

For water conservation, it is necessary that the Government,

World Water Day every
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the community of people and each individual participate in it. year to focus on the
Ask students to find out more about As importance of fresh water.
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World Water Day. The following methods can be adopted for water conservation.
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Rainwater harvesting: Harvesting water is the method of collecting water for use during times that
Discuss their findings in class.
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water is scarce. In rooftop rainwater harvesting system, rainwater is collected from rooftops to an
s
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underground storage tank, through pipes

Real-world Connect! 7E Extend (Fig. 15.11). This water may contain impurities Real-world Connect! 7E Extend
Pr

and can be used after filtration. Instead of Tarun Bharat Sangh (TBS) was established in
Skills instilled: Analysing, Critical collecting this rainwater in the tank, the pipes 1985 under the guidance of Shri Rajendra
ity

thinking, Thought provoking can also go directly into a pit in the ground. This Singh to conserve water in Rajasthan. Today
water then seeps into the soil to recharge or refill you can see the river Aravari that was ‘dead’
rs

for 40 years flow again, thanks to TBS. Read

Ask the students to research on TBS the groundwater. more about this movement.
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and how it helped to save the

t
river Aravari.
en
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Run-off
Gutter
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Gutter
Discuss their findings in class.
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Collection area
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Conduit
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id
br

Tap
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Storage
Recharge
&

tank
facility
'C

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Fig. 15.11 Rainwater harvesting

206
ity
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Concept Building 7E Engage, Explain

Skills instilled: Analysing, Critical thinking

t
en
ni
U

Why and how should we conserve water?

m
e

Recall how there is only 1% water that can be consumed. Now, explain the need to conserve water.
g

se
id

Why is it important to conserve water?

As
am

Ask the students why water should be conserved. Give a few examples of how ladies have to walk miles looking for water in
&

Rajasthan and Gujarat. Talk about how our population is increasing tremendously and hence there is a need to conserve water.
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How can we conserve water?

es
Pr

Talk about rainwater harvesting and dams and reservoirs that help to conserve water. Explain what a dam and reservoir are.
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206
v

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Building of dams and reservoirs: Storage of water by construction of various water reservoirs
• Analysing
has been one of the oldest measures of water conservation. Dams and reservoirs constructed

s
on rivers allow run-off water to be collected and used. The water of rivers should be saved • Observing

es
from pollution due to domestic and industrial waste. • Exploring

Pr
What can an individual do to conserve water?
• Do not leave the tap running while you are brushing your teeth or washing your face.

ity
Life Skills
• Avoid flushing the toilet unnecessarily.
rs
• When washing a car, use water from a bucket and not a hose pipe. • Critical thinking
ve
• Do not throw away water that has been used for washing vegetables, rice or dals; use it to • Self-awareness

t
en
water plants, clean the floors, etc.
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• Communication
• Make sure that your home is leak-free. Many homes have leaking pipes that go unnoticed.
U

m
ge

Test It Yourself! 7E Engage

ss
21st
Century Accountability
Test It Yourself! Skills
Bottle filled with water

se
id

Save water in the toilet. Skills instilled: Analysing, Critical

thinking, Observing
br

You can reduce the amount of water flushed in toilets.

As
Keep a water bottle filled with water in the toilet cistern tank.
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Each time the toilet is flushed, you are saving water!

Ask students to find out the capacity of
&
the flush tank and that of the
'C

INT
water bottle.
s
es

Section Review 3 7E Evaluate

Now, ask them to follow the practice
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To devise possible strategies for individual- or community-level rainwater harvesting five times and calculate how much
techniques.
water they save. Suppose the capacity
Which is the most appropriate method of rainwater harvesting homes can adopt? Tick the correct
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option. of the tank is 10 litres and that of

the bottle is 1 litre. For 5 times, they
rs

1. Cover the roof with grass. 2. Construct drains that lead to rivers.
would have used up 5 times 10 which
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3. Cover the roof with buckets. 4. Connect rooftop with pipes to a storage
tank or pit in the ground. is 50 litres of water. Now, they use 5
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en
ni

times 9 (10-1) which is 45 litres of

Keywords
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water. Thus, they save 5 litres of water

Surface water: Water found on the surface of Drought: The abnormally long period of in a few hours!
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the Earth insufficient or no rainfall

Water cycle: A continuous movement of water Rainwater harvesting: The method of collecting
se
id

between the air and the Earth with the change in rainwater for use during times when water is
Concept Building
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state of water scarce

SVID
Flooding: Heavy rain and overflowing of rivers 7E Engage, Explain, Elaborate
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causing land to get submerged underwater

Skills instilled: Analysing, Critical

thinking
s
es

What can an individual do to

207
conserve water?
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Ask students to make a list of ways they

Section Review 3 7E Evaluate are misusing water and how they can
ve

avoid the misuse.

Skills instilled: Analysing, Critical thinking, Problem-solving
t
en
ni

This section helps in the evaluation of students.

Experiential Learning (page 208)

Let the students complete their worksheets on their own in class. 7E Explore
e

ss
g

Then, read out the answers so that students can verify their answers.
se
id

Skills instilled: Analysing, Critical

thinking, Problem-solving
br

If students have doubts, revisit the respective section to clarify concepts.

As
am

This section will help students to analyse

water usage at home and understand the

importance of saving water.

s
es
Pr
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207
v

t
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ni

&
5. Observe and answer.
• Analysing
What does the given picture show? Describe it in two to

s
• Observing three sentences.

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• Exploring

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ity
Life Skills
• rs
Critical thinking
ve
• Self-awareness

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B. SUBJECTIVE TYPE QUESTIONS REASONING 1 1-2 2

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• Communication
1. Answer the following in brief.
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m
(a) List at least five uses of water.
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Puzzle Over 7E Engage

ss
(b) Describe briefly how water can be converted from one form to another.
(c) Differentiate between floods and droughts.

se
id

Skills instilled: Analysing, Critical

(d) Define conservation and give one reason why we need to conserve water.
thinking, Problem-solving
br

As (e) List any three ways in which you can conserve water at home.
am

Ask students to perform the calculation. 2. Answer the following in detail.

Show how 10 minutes a day is 70 minutes (a) Infer: Evaporation and condensation are opposite processes.
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in a week. A hose pipe will use 2100 litres (b) Explain with a simple diagram the stages in the water cycle.
es

of water as opposed to 140 litres by (c) Explain rainwater harvesting, giving one use of this method.
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bucket, assuming one bucket is sufficient. (d) Think why water droplets form on the outside of a cold glass on a hot summer day.
(e) Describe a simple experiment to show that transpiration occurs in plants.
Thus, 1960 litres of water can be saved.
ity
rs

21st
C. PUZZLE OVER Century Responsibility PROBLEM-SOLVING - - 1
Discuss and Answer 7E Extend
ve

Skills
1. Washing a car with a bucket of water uses 20 litres of water, while washing with a hose pipe for
t
Skills instilled: Critical thinking, Thought
en

10 minutes uses about 300 litres of water. How much water can a family save in a week by using a
ni

provoking, Multiple intelligence bucket of water to wash the car?

Recall about floods and droughts. D. SKILL CRAFT ANALYSIS & CREATING - 1-2 3-4
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21st
1. Project Work Century Civic literacy
Ask students to work in groups and Skills
se
id

Find out what the national water policy is. Create a report on its main directives and present it
discuss how rain can be a curse or a
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in class.
As

blessing. They can pick any one side and 2. Discuss and Answer
21st
am

Century Critical thinking

present a roleplay on the same. Skills
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Discuss why rain is said to be a blessing as well as a curse.

s
es
Pr

210
ity
rs

Project Work 7E Extend

Skills instilled: Analysing, Critical thinking, Thought provoking, Information technology

t
en
ni

Ask the students to look up the internet and find about the national water policy.
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Encourage them to create a report citing need, points and implementation of the policy in practical life.
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ss
g

Ask them to present their reports in class.

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id
br

As
am

&
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Pr
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208
v

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3. Research/Activity Integrated
Pedagogy
Social Science
• Analysing

s
• Observing

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Ancient India had a system of conservation of water that is slowly being revived today. Find out:
(a) What are baolis? • Exploring

Pr
(b) Which state in India has the maximum number of baolis?
(c) How are baolis useful?

ity
Value
Life Skills
4. Connect to Life Education Empathy
rs • Critical thinking
Try this at home. Fill two buckets of water. Try to lift the two buckets of water off the floor. Was it
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easy or difficult? There are regions of the world including in India where children such as yourself • Self-awareness

t
en
walk several kilometres carrying water as heavy as the two buckets you tried to lift. It is important
ni

that we understand that water scarcity is already a global problem. Save water!
• Problem-solving
U

m
Life
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Self¯check Research/Activity

ss
Skills Self-awareness
I can:
7E Engage, Extend

se
id

write a note on at least three uses and sources of water.

As
describe how the different forms of water can be interconverted by heating or cooling. Skills instilled: Critical thinking,
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describe an activity to show that transpiration occurs in plants. Thought provoking, Creativity
&
describe with a diagram the water cycle in nature.
Ask students to find out more about:
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write a short note on the need to conserve water.

1. Baolis
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describe briefly rainwater harvesting.

2. State with maximum number of

baolis
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3. Use of baolis
Discuss in class:
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1. A baoli is a reservoir made

t
specially to conserve water in
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times of droughts.
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ed L a 2. Rajasthan, being the driest state,

vis
ge

ss
bW
Super

has the greatest number of baolis.

or k

Activities in Teacher’s Book

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id

3. In early days, baolis were

Refer to the Teacher’s book for additional activities to reinforce concepts. constructed by the ruling clans in
As

1. To demonstrate the process of evaporation of water.

which water was collected during
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2. To demonstrate the process of condensation of water on the outside of a cold glass.

the rainy season and then used
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3. To demonstrate the process of condensation of steam.

throughout the year by the people
'C

4. To demonstrate plant growth in normal soil, water-deficient soil and soil with excess water (waterlogged soil) and
s

relate it with drought and flood. in the neighbourhood.

es
Pr

211
ity
rs

Connect to Life 7E Engage, Extend

Skills instilled: Critical thinking, Thought provoking, Empathy

t
en
ni

Tell students that in earlier times people travelled long distances to get water.
U

Discuss how children did not go to school so that they could help their parents in getting water. These containers of water had
e

ss
g

to be carried long distances to reach home.

se
id

So, talk about the struggles of the children and thus the need to conserve water.
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As
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Teacher’s Support
&
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Access additional Teacher’s Support resources that create energised textbooks and enable
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learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

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209
v

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1. Aim: To demonstrate the process of evaporation of water

s
es
Materials required: Two identical shallow plates and water

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What to do:
1. Using a measuring cylinder, measure out and pour equal amounts of water in the two plates.

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2. Place one plate containing water out in the Sun, and the other plate containing water in shade such
rs
as a verandah or in a room.
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3. Observe the two plates after 1 hour. Measure the water remaining in the plates using a measuring cylinder.

t
en
ni

Observation: The plate kept out in the Sun has less water than the plate kept in the shade.
U

m
Conclusion: During daytime, the heat given out by the Sun heats the air around us. This warm air is present
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ss
around the plate kept in the Sun as well as around the plate kept in the shade. This warm air provides heat

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id

for the evaporation of water. Though evaporation of water takes place in shade as well as in sunshine, it is
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faster in sunshine. As
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2. Aim: To demonstrate the process of condensation of water

&
Materials required: A glass or metal tumbler, ice-cold water and a clean cloth
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What to do:
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1. Using the clean cloth, wipe the outside of the tumbler dry.
Pr

2. Pour ice-cold water into the tumbler.

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3. Wait for some time and let students observe the outer surface of the tumbler.
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Observation: The outer surface of the tumbler shows water droplets on it.
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Conclusion: Water droplets form on the outside of the tumbler because water vapour in the air
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en

condenses when it touches the cold surface of the glass.

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U

3. Aim: To demonstrate the process of condensation of steam

m
ge

Materials required: A vessel to boil water in, water, a metal lid and a Bunsen burner
ss

What to do:
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id
br

1. Boil some water in a vessel and carefully place the vessel on a table.
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2. Cover the vessel with a metal lid such that the steam coming from the water touches it.
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3. Take out the metal lid after a little while and let students observe the lid.
'C

Observation: The side of the lid facing the steam has droplets of water.
es

Conclusion: Steam from the water cools down on touching the metal lid and condenses to form
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water droplets.
4. Aim: To demonstrate plant growth in normal soil, water-deficient soil and soil with excess water
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(waterlogged soil) and relate it with drought and flood

Materials required: Three identical potted plants

What to do:
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1. Take three identical potted plants and mark the pots as A, B and C. Let students observe the plants
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and write down a brief description of each potted plant.

2. Keep all the three pots in a sunny area.

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3. Water plant A according to requirement. Do not water plant B at all. Water plant C every 2 hours till
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the pot is flooded each time.

4. Maintain this watering schedule for a week.

Observation: Plant A grows normally, plant B withers and plant C withers or dies.
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Conclusion: Water is essential for the proper growth of plants. However, it has to be in the right quantity.
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If plants are underwatered, they wither and if overwatered, the roots rot away and the plants die. Therefore,
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adverse conditions such as drought and floods cause overwatering and underwatering, respectively, in
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plants, thereby destroying them.

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1. Name the following.
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(a) Mode of transportation for carrying people and goods using large ships, tankers, boats and barges ......................................

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(b) A continuous movement of water between the air and the Earth with change in the states of water ......................................
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(c) The abnormally long period of insufficient or no rainfall ......................................

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(d) Natural conditions that lead to widespread destruction to land and life ......................................
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(e) The practice of using water efficiently to reduce water wastage ......................................

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(f) It was established in 1985 under the guidance of Shri Rajendra Singh to conserve water in Rajasthan ......................................
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(g) This form of water evaporates and makes the skin cool ......................................
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(h) Rainwater that passes through the soil into the Earth’s surface ......................................
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2. Match the following.

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(a) Percentage of water in blood i. Evaporation

(b) Percentage of water in oceans ii. 90

(d) Percentage of groundwater iv. Harvesting

(e) The process by which water converts into water vapour v. 97

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(f) The process by which water vapour converts into water vi. Precipitation
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(g) Any form of water such as rain, snow and hail that falls to the Earth’s surface vii. 70
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(h) The method of collecting water for use during times that water is scarce. viii. 29
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3. Answer the following questions.

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(a) Water seeps out of the glass of ice water as it remains standing for long. This is visible as the water droplets on the outside of the
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glass. Is the statement true or false. Justify.

(b) What is a cloud? How is it formed?

(c) How are floods harmful for farmers?

(d) What does the diagram depict? Label the parts A, B and C.
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A
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B
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C
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(e) Name a few industrial uses of water.

(f) State three ways in which you can conserve water.

4. Project Work
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(Skills instilled: Information literacy, Thought provoking, Multiple intelligence)

Plan a trip to baoli/dam in your city. Observe its construction and how it stores water. Make a PowerPoint presentation showing the
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images of water being conserved and its use.

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1. Write T for True. Write F for False.
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(a) Water found on the surface of the Earth is called ground water.

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(b) Of the entire world’s surface water, only 1% is easily accessible fresh water.
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(c) As air on Earth’s surface gets hotter, it gets heavier and moves up in the atmosphere carrying with it water vapour.
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(d) Where the temperatures are very low, the water droplets form ice crystals that fall to the ground as snowflakes
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or as solid ice or hail.

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(e) Run-off water flows downhill through streams, rivers and lakes, and some of it eventually reaches the oceans.
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(f) Groundwater trickles down through openings in the soil and cracks in rocks and fills all the available spaces
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in loose rock and soil.

(g) Dams and reservoirs constructed on rivers allow groundwater to be collected and used.
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(h) When washing a car, use water from a bucket and not from a hose pipe.
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2. Fill in the blanks.

(a) Plants release water into the air as water vapour through small pores in their leaves called ........................ .
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(b) The process by which water vapour converts into liquid on cooling is called ........................ .
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(c) Clouds are moved around by ........................ ........................ .

(d) Rain floods fields and washes away seeds and precious ........................ .
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(e) ........................ is celebrated as World Water Day.

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(f) The river ........................ that was ‘dead’ for 40 years flows again, thanks to TBS.
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(g) In rooftop rainwater harvesting system, rainwater is collected from rooftops to an underground ........................ ........................ ,
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through pipes.
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(h) Water conservation is the practice of using water efficiently to reduce ........................ ........................ .
&
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3. Answer the following questions.

(a) How does water help in the conduction of nerve impulses?

(b) State two agricultural uses of water.

(d) State two problems caused due to floods.

(e) How do droughts impact our lives?

(f) What does the diagram depict? What are the parts labelled as A, B, C and D called?
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C D
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A
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B
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4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

Ask the students to cover a few leaves of a plant with a polybag and leave it out in the sun for two days. Ask them to list their
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observations and their conclusions.

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16

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AIR AROUND US

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21st Century Skills
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Unit 7 | Natural Resources

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• Observing
16 AIR AROUND US
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• Analysing

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• Exploring

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Life Skills
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CHAPTER PREVIEW As
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• Composition of air • Critical thinking

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• Importance and uses of air • Communication
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Warm-up 7E Engage, Explore

Skills instilled: Observing, Analysing,

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Self-awareness
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Wha
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you will learn Take students to the playground and

ask them to feel the air. Ask students
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• Learn that air is around us

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to hold the air and see the air.
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• Understand the different

components of air
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• Understand the uses of air

• Learn about the balance of Activity Corner 7E Engage
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oxygen and carbon dioxide

in nature Skills instilled: Observing, Analysing
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• Learn about air pollution

Ask students these questions:
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As
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• Can you see, smell or feel air?

• Can you give some uses of air?

• Winnowing is more effective in

Why
moving air. Why?
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it is important to learn Lead the discussion by telling

Air is made up of a mixture of gases. students that air is one of the
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These gases are useful to plants and unique components that makes life
animals. We cannot live without air. 21st
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WARM-UP Century Thought provoking

Skills
possible on the planet Earth. It is
It is, therefore, important to learn
essential for the survival of living
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about the different components of Air is all around us. We cannot see air as it is colourless.
things because they breathe in air.
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air and how air is useful to us. How do we then know that air is around us?
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212
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• Analysing What is the composition of air?

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• Observing Air is essential for life on the Earth. Without air to breathe, we would not survive.

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• Technology literacy How do we know there is air around us?

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Air is all around us but we cannot see, taste or touch it. However, we know that air is present all
around us.
Life Skills

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• rs
Critical thinking Test It Yourself! 7E Explore
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• Problem-solving Feel air

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1. Take a polythene bag and fill air in it.

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2. Tie the top of the bag tightly.

Concept Building

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3. Push against the bag, squeeze it and toss it up in the air!
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7E Explain, Elaborate What do you feel? Can you feel that the bag seems to be full of something?

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Skills instilled: Observing, Analysing, 21st

Critical thinking Test It Yourself!
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Century Observation, Analysis

As Skills
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See air
What is the composition of air?
&
1. Take an ‘empty’ clear plastic bottle and shut its
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cap tightly.
Talk about the importance of air for
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Air
2. Immerse it in a bucket or large bowl of water. Water
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all living things. Emphasise that even bubbles

go out
enters the
3. Open the cap underwater. bottle
plants and animals need air to live.
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What do you see? Can you see bubbles coming out

of the bottle?
How do we know there is air
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We can see air as bubbles coming out of the bottle.

around us?
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Help them to recall their observations We can see air when the leaves
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of trees are moving. When we
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when they went to playground.

run fast, we feel air on our face

Explain that we can only feel the
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as wind. Moving air is called

moving air but cannot see it. wind. Wind can move things.
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Wind helps fly a kite in the

sky or move a pinwheel (firki)

Test It Yourself! 7E Explore

(Fig. 16.1). A strong wind can
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Skills instilled: Analysing, Critical even uproot trees and damage

property. A device called wind

thinking
&

vane (Fig. 16.2) or weather cock

1. Ask students to follow the steps shows the direction of wind. Fig. 16.1 Pinwheel Fig. 16.2 Wind vane
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mentioned in the book. Discuss the

questions that follow the activity.

2. Ask students to perform this 213

activity at home and record their
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observations. Discuss this activity

in the class the next day and let the Concept Building 7E Explain, Elaborate
students find the reason behind the
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Skills instilled: Observing, Analysing, Critical thinking

bubbles coming out of the bottle.

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Wind
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Ask students what causes leaves to rustle, helps a kite fly and moves a
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pinwheel. Lead this discussion to define wind to the students and ask them to
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name the device used to identify the direction of wind. Ask them where they
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have seen it.

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214
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Our Earth is surrounded by a thin layer of air called the atmosphere. This layer extends up
to many kilometres above the surface of the Earth. Although we cannot see or touch air, it is
• Analysing

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composed of several materials that help life possible on the Earth. • Observing

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What is air composed of? • Exploring

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Other gases, 1%
Air is a mixture of many gases. The air is mainly composed of
nitrogen and oxygen (Fig. 16.3). Under normal conditions, Life Skills

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nitrogen makes up 78% of air and oxygen makes up 21% of air. Oxygen
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The remaining 1% is made of carbon dioxide, ozone, argon, water 21% • Critical thinking
vapour, dust particles, etc.
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Nitrogen
• Self-awareness

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The composition of air may not be the same everywhere. Areas

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78%
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such as coastal regions have air that has more water vapour than
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Concept Building

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deserts. Similarly, places with polluted air will have more carbon
dioxide as compared to non-polluted places. However, the overall Fig. 16.3 Composition of air
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7E Explain, Extend, Elaborate

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percentages of materials in the air remain mostly constant.

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Nitrogen: Nitrogen is a major component of air. It is an odourless and colourless gas. Skills instilled: Analysing, Critical
thinking
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• It is an inert gas and a non-supporter of combustion. As

• Nitrogen is important for plants and animals. Atmosphere

&
• Plants use nitrogen to make proteins which are then used by plants for their growth.
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Nitrogen is also used to prepare fertilisers that provide vital nitrogen to plants. Ask the students to explain the
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Oxygen: Oxygen is one of the major components of air. meaning of atmosphere.

• Oxygen supports life as it is necessary for respiration in almost all living beings.
• Aquatic animals use the oxygen dissolved in water for respiration.
What is air composed of?
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• Oxygen supports combustion. Therefore, burning can only occur in the presence Explain to students that air is a mixture
of oxygen.
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of gases. Ask them to name various

• As we move higher in the atmosphere, the air gets thinner and so the amount of oxygen
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gets lesser. This is the reason why mountaineers carry oxygen cylinders when they
components of air. Show the pie chart to
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the students in the book and ask them
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climb mountains.
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ANM
21st to read out the percentage composition
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Test It Yourself! Century Observation, Analysis

Skills of the different components. Discuss

1. Fix two small candles of the same length on a table. Light both the candles. Cover one of
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with the students if the composition of

the candles with an inverted glass tumbler.

air is the same everywhere. Take each
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2. We will observe that the candle covered with a Inverted

glass tumbler got extinguished after some time, Burning
gas jar component one by one and explain its
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whereas the other candle continued burning. The candle Candle

stops
importance and features to the students.
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candle gets extinguished because the component burning

inside of the glass tumbler, which supports Nitrogen
&

burning, is limited. However, the other candle is

getting a continued supply of air. This component

Explain the features and importance
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of air, which supports burning, is oxygen.

of nitrogen.
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214
Oxygen
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Ask students to tell the importance of

Test It Yourself! 7E Explore oxygen. Ask them the consequences of

Skills instilled: Analysing, Critical thinking, Observing decrease in the percentage of oxygen
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in the atmosphere.
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Conduct the given experiment in class and let students observe the
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experiment. Explain how the oxygen is important for combustion.

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215
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Carbon dioxide: Carbon dioxide is an odourless and a colourless gas that makes up a small
• Analysing component of the air. The percentage of carbon dioxide varies from place to place. Although

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• Observing air contains only about 0.03% of carbon dioxide, it is a very important gas.

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• Exploring • Carbon dioxide is useful to plants. Plants use the carbon dioxide they take into their

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leaves to make food through photosynthesis. During photosynthesis, plants take in
carbon dioxide and release oxygen. Plants, like animals, take in oxygen and give out

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Life Skills carbon dioxide during respiration.
rs • Carbon dioxide is used in fire extinguishers as it does not support burning.
• Critical thinking
• When we burn things such as firewood, coal and other fuels, carbon dioxide is released
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• Self-awareness into the air and is a major cause of air pollution.

t
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• Communication Water vapour: Water vapour plays an important role in heating and cooling of the atmosphere
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m
and in the day-to-day change in weather. There would be no water cycle if there was no water
vapour in air.
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Concept Building
• Clouds, rain, snow, fog, frost and dew, all result from water vapour present in the atmosphere.

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7E Elicit, Elaborate
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• Water vapour comes into the atmosphere through evaporation and transpiration.
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Skills instilled: Analysing, Critical As • Wet clothes dry due to the evaporation of water from the clothes.
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thinking • Water evaporates from water bodies due to the heat of the Sun, forms clouds and then falls
&
as rain upon condensation. Water cycle in nature is dependent on the amount of water
Carbon dioxide
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vapour present in air.

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Dust and smoke: Dust is the collective name given to

Explain the features of carbon dioxide the small pieces of dirt which we find outdoors as well as Real-world Connect! 7E Extend
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and ask students to tell the importance indoors on furniture, floor, etc. Dust particles are present Our nostrils have fine hair
of this gas. Ask them if there is any in the air. However, the amount of dust particles in the that prevents dust from
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harmful effect of having this gas in air is not the same at all times and places. If a beam of entering our respiratory
excess quantity in the atmosphere. system. This is why we should
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light enters a dark room, sometimes one can see dust

breathe through our nose and
particles clearly floating in air. The burning of fuel
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not through our mouth!

Water vapour produces smoke, and it contains gases and fine dust
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particles that are often harmful and lead to air pollution.

Explain the importance of water
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Air pollution: The addition of substances in the air in quantities that are harmful to living beings is
vapour to the students. Ask them called air pollution. The major causes of air pollution are burning of fuels such as coal and
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IVID
to explain its importance in the petroleum, excessive burning of fuels such as wood, smoke and harmful gases released from
water cycle.
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industries and smoke released by vehicles (Figs. 16.4 and 16.5).

Dust and smoke

Ask students to explain the meaning of

dust and smoke. Talk about the factors

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contributing to air pollution.

Fig. 16.4 Gases released from factories Fig. 16.5 Smoke released by cars
Air pollution 215
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Ask students to explain air pollution

and the factors that contribute to it.
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Discuss with them the ways to curb it. Real-world Connect! 7E Extend
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Skills instilled: Analysing, Critical thinking, Thought provoking

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Ask students which body part is used for breathing in humans. Emphasise on
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the importance of breathing from nose.

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216
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Harmful gases spread and mix in the air and
spoil the quality of air, thereby making it impure.
• Analysing
Search online for answers and discuss

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Such gases present in polluted air make breathing in class. • Observing

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difficult and lead to diseases such as asthma. 1. How do plants reduce indoor • Technology literacy

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Planting more trees and using green fuels are a pollution in homes and offices?
few ways to reduce air pollution. 2. What are greenhouse gases?

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Life Skills
rs Section Review 1 7E Evaluate
INT • Critical thinking
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To show the presence of carbon dioxide, oxygen, water vapour, nitrogen, dust and
• Problem-solving

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smoke in air.

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Look at the pictures. Write what air contains against each picture.
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Section Review 1 7E Evaluate

m
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Skills instilled: Analysing, Critical
thinking, Problem-solving

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id
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As This section helps in evaluating if

1. Air contains 2. Air contains 3. Air contains 4. Air contains
students have understood the concepts
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smoke and that that as it

taught so far. Let students complete the
&
that comes from comes from wet comes when we helps a candle
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burning fuel in clothes when sweep the floor. burn. exercise on their own in class. Then,
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factories. they dry.

discuss the answers so that students
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can verify their responses. If students

How is air important to us? Do You Know? 7E Extend have doubts, revisit the respective
It is believed that a human section to clarify concepts.
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Air plays an important role in supporting life of all living

being breathes in air
things on planet Earth. Oxygen and carbon dioxide are gases about 22,000 times a day.
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that are useful to plants and animals.

Look It Up! 7E Extend
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How is air important to plants?

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Skills instilled: Analysing, Critical
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Plants take in air through small openings in their leaves called stomata. Plants use the oxygen from
thinking
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air for the process of respiration. During respiration, oxygen is used to break down food to release
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energy. Plants use carbon dioxide from the air to make food through a process called photosynthesis. Ask students to explain the importance
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The process of photosynthesis results in creating of plants. Give two questions as

oxygen that the plants release back into the air.
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homework to the students and ask them

Atmosphere
Oxygen
Oxygen and carbon dioxide balance in air: to write the answers in their notebooks.
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Plants give out

The balance of oxygen and carbon dioxide in the oxygen during Animals
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photosynthesis. and plants

atmosphere is maintained through respiration in
breathe in
&

plants and animals, and by photosynthesis in plants oxygen. Do You Know? 7E Extend
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(Fig. 16.6). Oxygen is used up during respiration,

Carbon dioxide
Skills instilled: Analysing, Critical
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while carbon dioxide is released.

Fig. 16.6 Balance of oxygen and carbon dioxide
thinking
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216 Tell the given fact to the students and

ask them to find the same for any two
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animals of their choice.

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Concept Building 7E Explain, Elaborate

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Skills instilled: Observing, Analysing, Critical thinking

m
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How is air important to us?

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Ask students to share the importance of air to human beings.

How is air important to plants?

Ask students to explain the meaning of photosynthesis and the use of stomata. Explain the role of carbon dioxide and
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oxygen in photosynthesis.
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Oxygen and carbon dioxide balance in air

Ask the students to look into the diagram in the textbook and understand it. Ask any one student to explain the same.
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217
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Photosynthesis by plants uses the carbon dioxide from the air and releases oxygen into the air. In
• Analysing this way, plants and animals help in maintaining the balance of oxygen and carbon dioxide gases

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• Observing in the air. This balance of gases ensures that the levels of these gases in the air remains constant.

es
• Technology literacy Since oxygen has the ability to dissolve in water, plants and animals that live in water are able to

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take in this oxygen for respiration.

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Life Skills How is air important to animals?
rs Like plants, animals require oxygen for respiration. Different
• Critical thinking animals have different organs for taking in oxygen and giving
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• Problem-solving out carbon dioxide.

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• Animals such as earthworms have moist skin that helps

them breathe (Fig. 16.7). An earthworm lives in the
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Concept Building

m
soil and takes in oxygen and gives out carbon dioxide
Fig. 16.7 Earthworm
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7E Explain, Elaborate through its moist skin from the air present in the air
spaces between soil particles. However, floods and excessive rain cause water logging

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Skills instilled: Observing, Analysing, of the soil. This is why we see earthworms after heavy rain.
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Critical thinking As 21st

Test It Yourself! Century Observation
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Skills
How is air important to animals? Soil has air.
&
1. Take a glass vessel and half fill it with soil.
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Give names of some animals like 2. Pour enough water to cover the soil.
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Bubbles
elephant, tigers to the students and ask 3. You will see bubbles coming out of the soil and rising to the surface of air
them how they breathe. of the water.
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These are bubbles of air that are present in the air spaces between the
Emphasise on the breathing soil particles.
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mechanism of earthworm, fish,

whales, dolphins, frogs, grasshoppers • Aquatic animals such as fish have gills (Fig. 16.8). As water passes Gills
and explain them in detail to
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through gills, the oxygen dissolved in water is taken in by the fish. Some
the students. aquatic animals such as dolphins and whales do not breathe the dissolved
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air. They come to the surface of water regularly to breathe air. They have
an opening on the top of their head for breathing called a blowhole. Fig. 16.8 Fish uses
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gills for breathing.

Test It Yourself! 7E Extend 21st
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Test It Yourself! Century Observation

Skills
Skills instilled: Analysing, Critical Water has air.
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id

thinking 1. Take some water in a glass or a metal container.

2. Heat it slowly.
Conduct the given experiment in class
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3. As the water starts to heat up, look carefully at the inner surface
and let students observe the bubbles
&

of the container. You will see tiny bubbles.

from the soil. Explain how the bubbles
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These are bubbles of air dissolved in water. When water is heated,

tell us that soil contains air. the air escapes in the form of bubbles. As we continue to heat, the
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water itself starts to turn into vapour and the water begins to boil!
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217
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Test It Yourself! 7E Extend

Skills instilled: Analysing, Critical thinking

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Ask students to conduct this activity at home and record their observations. Let the students share their observations in the
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class the next day. Ask students to share the reason for the same.
e

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&
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218
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• Animals, such as frogs, that live
in both land and water breathe Scientific • Analysing
Proficiency Conceptual understanding

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through their moist skin as well as Science Fact • Observing

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have well-developed lungs for the Breathing and respiration are not the same!
exchange of gases. Breathing is the process of taking in and giving out
• Technology literacy

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air, while respiration is the chemical process within
• Insects like grasshoppers have small our body that breaks down food to release energy.

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holes in their bodies called spiracles. Life Skills
• We humans breathe in air through
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our nostrils. • Critical thinking
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What are the other uses of air? • Problem-solving

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• Water cycle is possible only because of the water vapour present in air.
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• The layer of atmosphere and the gases present in air protect us from harmful radiations Concept Building

m
of the Sun.
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• We hear sounds because air acts as a medium for sound to travel. 7E Explain, Elaborate

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id

• Air helps in the dispersal of seeds that are light. Skills instilled: Observing, Analysing
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• Air helps move windmills to generate electricity.

• Air helps birds and insects fly.
As What are the other uses of air?
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• Movement of sailboats, gliders, parachutes and aeroplanes is possible because of air.

&
Therefore, it is extremely important for transportation. Ask the students to tell the uses of air.
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• Land and sea breezes are due to movement of air. Use the explanation given in the book
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• Air is used inside tyres to reduce friction between automobiles and the road.
and explain all the uses in detail.
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INT
Section Review 2 7E Evaluate Science Fact 7E Extend
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To evaluate the importance of air for the sustenance of life on the Earth.
Skills instilled: Analysing, Critical
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Write a brief description of the importance of air, without using the word ‘air’ in any of your
thinking
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sentences. Read it out to your classmates and ask them to guess what you are describing.
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Ask the students to tell the difference
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between breathing and respiration.

Discuss the differences with them.

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218
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Section Review 2 7E Evaluate

Skills instilled: Analysing, Critical thinking

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This section helps in evaluating if students have understood the concepts taught so far. Let students complete the exercise
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on their own in class. Let students read out the sentences in the class.
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ss
g

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&
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4. Fill in the blanks.
• Analysing
(a) Moving air is called .

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• Observing

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(b) A device called or weather cock shows the direction of wind.
• Exploring (c) Our Earth is surrounded by a thin layer of air called the .

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(d) Air is a of many gases.
(e) The air is mainly composed of and oxygen.

ity
Life Skills
5. Observe and answer.
• rs
Critical thinking How can we release some of the air from the glass shown here?
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• Self-awareness

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Air

en
Glass
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• Problem-solving
U

m
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ss
Experiential Learning (page 219) Basin
Water

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7E Engage
id
br

Skills instilled: Analysing, Critical As B. SUBJECTIVE TYPE QUESTIONS REASONING 1 1-2 2

thinking
1. Answer the following in brief.
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This section will help students to
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(a) Name the organs that help in breathing in the following animals:
s

reinforce the concept of air and its i. Earthworms ii. Fish iii. Insects
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presence around us. (b) List any five ways in which air is useful to humans.
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(c) Draw a pie chart indicating the percentages of different components of air.
Puzzle Over 7E Engage (d) Define air pollution.
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(e) Name the gas that is used to make fertilisers.

Skills instilled: Analysing, Critical
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2. Answer the following in detail.

thinking
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(a) Describe with a diagram an experiment to show that air is around us.
t
Explain the questions to the students
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(b) List and describe any one use of each of the main components of air.
ni

and ask them to write answers in their (c) Infer: Air exists around us even if we cannot see it.
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notebook. (d) Explain using an example to show that oxygen is required for burning.
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(e) Describe how air is important to plants and animals giving one example of each.
Discuss the answers and give
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clarifications if needed. C. PUZZLE OVER

21st
Century Critical thinking PROBLEM-SOLVING - - 1-2
br

Skills
As

1. Animals and plants help keep the amount of oxygen and carbon dioxide in the air about the same.
am

What might happen to our air if we cut down too many trees and other plants on the Earth?
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2. Can a human swimming in deep water use the air dissolved in water to breathe? Why?
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221
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rs
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As
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D. SKILL CRAFT ANALYSIS & CREATING - 1-2 3-4 • Analysing
21st

s
1. Project Work
Century Creativity • Observing

es
Skills
Create a pinwheel (firki) in a few simple steps. Tear a • Exploring

Pr
square sheet of paper and draw diagonal lines as shown
in the image. Cut along the diagonals till the edge of the
circle in the centre. Fold each dotted end to the central
Life Skills

ity
circle and fasten with a pin. Push the pin on a piece of
stick. Your pinwheel is ready!
rs • Critical thinking
21st
ve
2. Research/Activity Century Media literacy
Skills • Self-awareness

t
en
Using the internet, learn how plants use air and the role of various gases present in the atmosphere. • Problem-solving
ni

Prepare a PowerPoint presentation on ‘Photosynthesis’ and ‘Respiration’ and present it in class.

m
Life
3. Discuss and Answer Skills Communication Project Work 7E Engage, Explain
ge

ss
You must have seen earthworms, snails, etc. commonly during the rainy season. Discuss why these

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Skills instilled: Creativity, Analysing,
id

animals can be spotted easily after the rains.

Critical thinking, Self-awareness
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4. Connect to Life
21st
Century Health literacy As
am

Skills
Exposure to air pollution leads to respiratory conditions, heart attacks, strokes, cancer and other
Conduct the activity in the class and
&
medical issues. Therefore, we should protect ourselves from air pollution by wearing masks and let the students make a pinwheel.
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follow steps that do not contribute to air pollution. Fix them on the windowpanes of
s

the classroom.
es

Life
Self¯check Skills Self-awareness
Pr

I can:

write about air and list the components of air.

Research/Activity 7E Engage
ity

describe at least one use of each of the components of air. Skills instilled: Creativity, Critical
rs

draw a pie chart showing the percentage of the components of air.

thinking, Technology literacy,
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describe simple experiments to show that air is all around us.

Environment literacy
t
define terms such as atmosphere and air pollution.
en
ni

explain how plants and animals work together to maintain the balance of gases in nature. Ask students to make a PPT on the
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topic mentioned in the book. Let the

students display their presentation

ed L a in class using projectors or in the

vis
bW

se
Super

computer lab.
or k

Activities in Teacher’s Book

As
am

Refer to the Teacher’s book for additional activities to reinforce concepts.

1. To demonstrate the presence of air in a bottle that 2. To demonstrate the presence of oxygen and nitrogen
Connect to Life 7E Explain, Engage
&

looks empty. in air.

Skills instilled: Creativity, Critical
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3. To demonstrate the presence of air in soil.

thinking, Environment literacy,
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Teamwork
Pr

222
Divide the class into groups of five.
Let them make a presentation on air
ity

pollution. Ask them to include the

Discuss and Answer 7E Explain, Engage factors responsible, effects and how we
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can stop air pollution.

Skills instilled: Critical thinking, Self-awareness, Environment literacy
t
en
ni

Discuss why earthworms and snails are mostly seen during rainy season.
U

Encourage them to share their experiences if they have seen earthworms while
e

playing in the playground.

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id
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Teacher’s Support
As
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Access additional Teacher’s Support resources that create energised textbooks and enable
&

learning/teaching more proficient and technology-driven through the given QR code:

• Lesson-wise PPT facilitates hybrid teaching model.

es
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1. Aim: To demonstrate the presence of air in a bottle that looks empty

s
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Materials required: A large glass trough of water and an empty bottle

Pr
What to do:

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1. Take an empty bottle and hold it upside down in a large glass vessel filled with water. Let students
rs
take a note of their observations.
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Observation: Water does not enter the inverted bottle.

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en
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2. Now, tilt the bottle a little. Again let them note their observations.
U

m
Observation: Bubbles form around the mouth of bottle and water enters the bottle.
ge

ss
se
id

Conclusion: In the first instance, water does not enter the bottle because bottle is filled with air. The air
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present in the empty bottle prevents the water from entering it. When the bottle is tilted, air from the
As
am

bottle escapes as bubbles and water starts entering the glass bottle. This shows that the bottle which
&
appears empty to us is in fact filled with air.
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2. Aim: To demonstrate the presence of oxygen and nitrogen in air

Materials required: Big bowl, water, a candle, a matchbox and a glass

What to do:
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1. Take a candle and fix it in a big bowl.

2. Now fill the bowl with some water.

t
en
ni

3. Light the candle and cover it with an inverted glass, taking care that no part of the glass touches the
candle. Let students observe what happens.
U

m
ge

Observation: The candle burns for some time and then goes out. When candle goes out, the water level
in the bowl decreases while the water in the glass rises.
se
id
br

Conclusion: Oxygen helps in burning. When the oxygen inside the glass is used up, the candle goes off.
am

Water rises up to occupy the space left when oxygen gets used up. Water rises up to occupy about
&

one-fifth of the space in the glass. A major part of air which is not used up by the burning candle is
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nitrogen that remains in the glass.

3. Aim: To demonstrate the presence of air in soil

Materials required: A wide-mouthed glass bottle, some soil and a jug of water
ity

What to do:
rs

1. Take some soil in the glass bottle.

t
en

2. Pour water into it. Let students note what they observe.
ni
U

Observation: Bubbles form over the soil.

Conclusion: Bubbles show the presence of air in soil. This air is useful to the animals that live in soil.
g

se
id
br

As
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s
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Pr
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ity
1. Fill in the blanks.
rs
ve
(a) Moving air is called ....................... .

t
en
(b) Oxygen makes up ....................... of air.
ni
U

m
(d) Air is a ....................... of gases.
ge

ss
(e) The addition of substances in the air in quantities that are harmful to living beings is called ....................... .

se
id

(f) Plants use carbon dioxide from the air to make food through a process called ....................... .
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As
(g) Plants take in air through small openings in their leaves called ....................... .
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(h) Some aquatic animals such as whales have an opening on the top of their head for breathing called ....................... .
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2. Write T for True. Write F for False.

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(a) Air is used inside tyres to reduce friction between automobiles and the road.
Pr

(b) Land and sea breezes are due to movement of water.

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(d) Nitrogen makes up 13% of air.

t
en

(e) Oxygen does not support combustion.

ni
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(f) Clouds, rain, snow, fog, frost and dew, all result from water vapour present in the atmosphere.
ge

(g) Aquatic animals such as fish have lungs to breathe.

se
id

(h) We hear sounds because air acts as a medium for sound to travel.
br

As
am

3. Answer the following questions.

(a) Explain the term atmosphere.

(b) What is the composition of air?

(c) Write a short note on nitrogen.

(d) What is air pollution?

(e) Write a short note on water vapour.
ity

(f) Explain the importance of air for plants.

(g) Identify the device. What is it used for?

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ni
U

m
e

ss
g

se
id
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As
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(h) Why do mountaineers carry oxygen cylinders when they climb mountains?
&
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4. Project Work
es

(Skills instilled: Technology literacy, Information literacy, Multiple intelligence)

Make a wind vane and fix it on your windows or balcony. Check the direction of wind for a week and record your observations in
your notebook.
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si
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223
v

t
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ni

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Pr
ity
rs
1. Choose the correct answer.
ve
(a) A device that shows direction of wind.

t
i. Wind vane ii. Pressure gauge iii. Thermometer

en
ni

(b) Air helps windmills to generate this.

m
i. Water ii. Electricity iii. Pollution
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ss
(c) Frogs breathe through this.

se
id

i. Spiracles ii. Gills iii. Moist skin

As
(d) This gas is released when humans do respiration.
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i. Oxygen ii. Nitrogen iii. Carbon dioxide

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(e) Pollution makes breathing difficult and leads to disease like this.
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i. Asthma ii. Cancer iii. Diarrhoea

(f) The major cause of air pollution is this.

i. Burning of fuels ii. Gases released from industries and vehicles iii. Both
(g) It is the collective name given to the small pieces of dirt which we find outdoors and indoors.
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i. Air ii. Dust iii. Water vapour

(h) Wet clothes dry due to this.

i. Evaporation ii. Condensation iii. Precipitation

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en
ni

2. Match the following.

Column A Column B
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(a) Earthworm i. Stomata

se
id

(b) Fish ii. 0.03%

(c) Humans iii. Skin

As
am

(d) Nitrogen iv. Spiracles

(e) Oxygen v. Nostrils

(f) Insects vi. Gills

(g) Carbon dioxide vii. 78%

(h) Openings in leaves of plants viii. 21%

ity

3. Answer the following questions.

(a) Why do whales and dolphins have blowholes?
rs

(b) What is the importance of oxygen?

(c) How does carbon dioxide contribute to air pollution?

en
ni

(d) Write a short note on dust and smoke.

(e) Explain the breathing mechanism of the following animal.

ss
g

se
id
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As
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(f) What is the importance of hair in our nostrils?

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(g) State any five uses of air.

s
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(h) How is the balance of oxygen and carbon dioxide maintained in air?
Pr

4. Subject Enrichment
(Skills instilled: Critical thinking, Self-awareness)
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How does the atmosphere act as a blanket and protect us?

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17

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GARBAGE IN, GARBAGE OUT

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ity
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21st Century Skills
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Unit 7 | Natural Resources

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• Observing
17 GARBAGE IN, GARBAGE OUT
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• Analysing

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• Exploring

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Life Skills
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CHAPTER PREVIEW As
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• Types of waste • Critical thinking

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• Managing waste • Communication
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Warm-up 7E Engage, Explore

t Skills instilled: Observing, Analysing

Wha
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you will learn Ask students to name some of the

• Learn that wastes are of waste materials which are produced

different types in their daily routine.
ve

• Understand how to manage

t
en
ni

different types of waste Ask students if they can suggest

• Learn about how managing
some ways to dispose of waste.
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waste is becoming very

important Some ways could be burning and
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• Learn about what we can do dumping. But are they safe?

to manage waste
se
id

Explain that it is not a good idea

to burn waste materials as it gives

off smoke and harmful gases.

The waste, if thrown into water
&

Why
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bodies, would pollute the water

it is important to learn and adversely affect aquatic plants

Accumulation of waste is now and animals. Waste should not be

becoming a global problem.

Unless we all consciously reduce 21st left out in the open as the gases
WARM-UP Century Thought provoking
generation of waste, we will soon Skills produced from rotting waste would
ity

see very unhygienic conditions We generate a large amount of garbage in the form of
around us. plastic bottles, used polythene bags, wrappers, etc. Some
pollute the air.
rs

people throw this garbage on roadsides.

It is, therefore, important to learn For these reasons, waste should be
ve

about the different types of waste and How do you think throwing garbage on roadsides can
managed in the best possible way
t

the ways in which to manage them. be stopped?

en
ni

using various methods.

223
e

ss
g

se
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Activity Corner 7E Explain, Elaborate, Extend

Skills instilled: Observing, Analysing, Critical thinking

Ask students to make flash cards for different types of waste items they see at
&
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home, school or on road. Then let them show each other the cards and guess
s
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what items are drawn on the cards.

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Anything that is discarded as unwanted is called garbage or waste. We generate enormous
• Analysing amounts of waste in the form of leftover food, kitchen waste, packaging material of various

s
• Observing kinds, etc. Accumulation of waste leads to unhygienic conditions and is the breeding ground

es
• Technology literacy for germs and diseases. Thus, we need to find ways to reduce waste as well as find ways to

Pr
manage the waste that is generated. Different types of waste have different ways in which they
are managed.
Life Skills

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What are the sources and types of waste?
• rs
Critical thinking Waste can be in the form of solids, liquids or gases, and can be generated by various sources.
ve
• Problem-solving
What are the sources of waste?

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There are different sources of waste. However, domestic waste and industrial waste are the
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Teaching Idea 7E Explain

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most common sources. Some sources of waste are:
1. Domestic waste 2. Industrial waste
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ss
Skills instilled: Observing, Analysing,
3. Agricultural waste 4. Biomedical waste
Critical thinking

se
id

Domestic waste: Waste produced in households during day-to-

Describe various waste products and As day activities is called domestic waste. Such waste includes food
unhygienic conditions created due to
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waste such as vegetable and fruit peels (Fig. 17.1), dirty water
their accumulation. produced during bathing and washing utensils, plastic carry bags, Fig. 17.1 Domestic waste
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used paper and wrappers, broken glass, human excreta, etc.

s
es

Concept Building Industrial waste: Waste produced by industries during

manufacturing or industrial processes is called industrial waste.
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7E Explain, Elaborate Some common industrial wastes are toxic gases, fluid wastes
(Fig. 17.2), waste from food industries, waste from soap, detergent
Skills instilled: Observing, Analysing,
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and leather factories, as well as metal scraps. Fig. 17.2 Industrial waste
Critical thinking
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Agricultural waste: Waste produced due to agricultural processes is called agricultural

What are the sources and types waste. Farm wastes such as fertiliser run-offs in the form of excess insecticides, pesticides,
ve

herbicides and fungicides, animal waste from cattle and poultry farms as well as husk from
t

of waste?
en
ni

plants are examples of agricultural waste.

Explain that waste can be in any form— Biomedical waste: Waste produced by hospitals and other
medical and research institutions is called biomedical waste. These
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solid, liquid or gaseous and is classified

wastes are extremely dangerous and hazardous in nature. These
based on various factors.
se
id

include used syringes, medicines, cotton, needles, gloves, surgical

masks, human tissues, blood, etc. (Fig. 17.3).
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What are the sources of waste?

As
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What are the types of waste? Fig. 17.3 Biomedical waste

Explain that depending on the source
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On the basis of their form, wastes are divided into three types.
of waste, it can be classified as:
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1. Solid waste: These are solids such as garbage coming from our homes, from industries,
s
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• Domestic waste shops, offices, restaurants, hotels, schools and roadside eateries.
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• Industrial waste 224

• Agricultural waste
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• Biological waste
rs

Define and discuss each type and ask

students to give examples according to

t
en

their understanding.
ni
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What are the types of waste?

ss
g

Now discuss classification of waste on

se
id

the basis of its form:

• Solid waste
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• Liquid waste
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• Gaseous waste
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Pr
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226
v

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2. Liquid waste: These are liquid effluents such as domestic sewage and dirty water IVID • Analysing
produced during bathing and washing utensils as well as fertilisers and excess

s
chemicals from industries that are mixed with water and discarded. • Observing

es
3. Gaseous waste: These are gaseous discharges such as smoke from fire and burning • Exploring

Pr
materials as well as gases released from industries and vehicles.
On the basis of how easily the waste can degrade, waste has been divided into two types. Life Skills

ity
1. Biodegradable waste: Waste that can easily rot or be broken down (degraded) by the action
rs
of decomposers is called biodegradable waste. Vegetable and fruit peels, dry leaves, paper, • Critical thinking
ve
eggshells, tea leaves, etc. are examples of biodegradable waste. • Self-awareness

t
en
2. Non-biodegradable waste: Waste that cannot be broken down by the action of decomposers
ni

is called non-biodegradable waste. Scrap metal, tin, glass and plastics are examples of
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Concept Building

m
non-biodegradable waste.
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7E Explain, Extend, Elaborate

ss
The garbage we generate every day has not only increased in
volume phenomenally but also there is now increasing use

se
id

Skills instilled: Analysing, Critical

of non-biodegradable materials such as plastics, metals and
thinking
br

As
glass, specifically in urban areas. For easy segregation of waste,
am

municipal corporations across India have started the two-colour Let students give examples of the types
bin system (Fig. 17.4). The green-coloured bin for biodegradable
&
of waste from their day-to-day life.
waste and a blue-coloured bin for non-biodegradable waste. We
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must segregate our waste before throwing them away. When we Fig. 17.4 Green-coloured bin for Next, discuss about the classification
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biodegradable waste and blue-coloured

segregate waste, it makes it easy to manage these wastes. bin for non-biodegradable waste based on the ease of degradation:
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Where does our waste go? • Biodegradable waste

IVID
In cities and towns, the collection of garbage is the responsibility of the respective
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• Non-biodegradable waste
municipalities. Garbage is collected by safai karamcharis, which then goes through a
Explain these in detail and discuss
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process of segregation, treatment and final disposal in the landfills.

how waste generation is increasing and
ve

An area designated as a dumping ground of segregated solid waste is called a landfill. The
measures taken for its segregation
t
process of segregation in our country is mostly done manually by rag pickers.
en
ni

and management.
In this process, materials that can be recycled are separated, while toxic wastes are sorted out
U

and kept separately. This process of segregation ensures that the solid waste which is ultimately Ask students to use the flash cards
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disposed of by spreading in the landfills is such made previously and divide them in
that it can neither be reused nor recycled. The Do You Know? 7E Extend
different groups based on different
se
id

The reality is that all kinds of waste are

non-useful component once separated out, is classifications of waste materials.
being dumped at landfill sites since the
br

spread over the landfill and then covered with a

system of segregation and recycling is not

layer of soil. Where does our waste go?
am

strictly in place. This has turned our landfills

into tinderboxes that can catch fire anytime!
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Once the landfill is completely full, it is usually

Delhi’s main landfill at Ghazipur, which is a
Define landfill and further explain the
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converted into a park or a playground. For the

65-metre-high hill of garbage, occasionally

next few decades, no building is constructed process of waste segregation before
es

catches fire that results in a spike in air

on it. pollution. dumping in that area. Talk about how
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225 fully occupied landfills are converted

into parks. Ask students if they know
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any such parks build on landfills.

Do You Know? 7E Extend, Elaborate

Skills instilled: Analysing, Critical thinking, Thought provoking

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Discuss how various landfills are dumped with garbage without segregation
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and its consequences. Explain with example of Gazipur landfill. Ask students to
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search about more such landfills.

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id
br

As
am

&
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Pr
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227
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Despite garbage collection, open and unattended garbage is Look It Up! 7E Explore
• Analysing a common sight in marketplaces, streets or in the vicinity

s
Search online for answers and
• Observing of our homes. Most often, it emits such a foul smell that we

es
discuss in class.
• Exploring have to cover our noses when passing by. When garbage
What is special about the

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is allowed to collect in the open for a long time, it attracts Indraprastha Park in New Delhi?
flies, cockroaches and other insects. It also attracts rats

ity
Life Skills and stray dogs. It is, therefore, important that we learn to
manage our waste.
• rs
Critical thinking
ve
• Self-awareness Section Review 1 7E Evaluate

t
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To discuss the waste management system in the community in order to explain the process of
ni

• Communication garbage disposal by safai karamcharis.

m
1. In Rama’s city, a safai karamchari comes every morning to collect garbage from outside their
homes. Rama learned that the garbage goes through segregation before getting spread in the
ge

Concept Building

ss
landfill. What type of garbage is spread in the landfill? Tick the correct option.
7E Explain, Extend

se
(a) The one that can only be reused
id

(b) The one that can only be recycled

Skills instilled: Analysing, Critical As (c) The one that can be either reused or recycled
am

thinking (d) The one that can be neither reused nor recycled
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2. Sort these materials into biodegradable or non-biodegradable waste by filling in the correct column.
(continued from page 225)
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Plastic bag Apple peels Tea leaves Eggshells Spoilt rice Broken plate
es

Bread wrapper (plastic) Bread wrapper (paper) Groundnut shells

Ask students if they can see waste Torn paper Plastic straws Aluminium cans Soft drink bottles
Pr

being dumped at any place other than

a landfill? Biodegradable Non-biodegradable
ity

Discuss their answers and talk

about garbage being dumped on

road and creating foul smell and

t
unhygienic environment.
en
ni

How and why do we manage waste? INT

How and why do we manage waste?

The collection, recycling or disposal of waste materials is called waste management. It is
ge

easier to manage biodegradable waste than non-biodegradable waste.

Define waste management.
se
id

Explain why it is easier to manage How do we manage biodegradable waste?

biodegradable waste.
As

Biodegradable waste can be managed through composting. It is an inexpensive and easy method.
am

Composting: The process of decomposition of biodegradable waste by the action of decomposers

How do we manage biodegradable
&

resulting in the formation of humus-like material called compost is called composting. Compost
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waste? is rich in nutrients and can be used for gardening, horticulture and agriculture. Therefore, it is
s
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referred to by farmers as black gold.

Ask students how do they think
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biodegradable waste is managed. 226

Let them think and answer according

ity

to their understanding and

knowledge. Introduce the concept Section Review 1 7E Evaluate

of composting as a method of
Skills instilled: Analysing, Critical thinking, Problem-solving
t
en

decomposition to convert waste into

a very useful product. This section helps in evaluating if students have understood the concepts
U

taught so far. Let students complete the exercise on their own in class. Then,
e

discuss the answers so that students can verify their responses. If students
g

Look It Up! 7E Explore, Extend

have doubts, revisit the respective section to clarify concepts.
se
id

Skills instilled: Analysing, Critical

thinking
am

Ask students to search about

&
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Indraprastha park. Let them

present their search results and discuss

in class.
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228
v

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&
ANM
Compost your kitchen waste • Analysing

s
1. Collect kitchen waste such as vegetable and fruit peels, used tea leaves and eggshells. • Observing

es
Do not use bones or dairy products like milk, curd, cheese or paneer.
• Exploring

Pr
2. Take a small empty flowerpot that has a few drainage holes. Place a
thick layer of soil.

ity
3. Place the kitchen waste on this layer. Place some bits of newspapers or Life Skills
used paper napkins or used kitchen roll over this.
rs
4. Top it with a thin layer of soil, and sprinkle each layer with some water. • Critical thinking
ve
5. Repeat till the pot is 3/4th full.
• Self-awareness

t
6. Cover tightly, place a plate under the pot, and keep the pot in the Sun for a few weeks. Mix it

en
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once in a few days, if you can. The black soil-like material that you will find in the pot after a few • Problem-solving
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weeks is compost!

m
ge

Concept Building

ss
Vermicomposting: The method of making compost
from kitchen wastes by using redworms is called 7E Extend, Elaborate

se
id

vermicomposting. The compost made by using redworms

is called vermicompost. Redworms are a variety of As Skills instilled: Analysing, Critical

earthworms that are used in vermicomposting (Fig. 17.5). thinking

&
Redworms eat waste material and excrete casts. These casts
(continued from page 226)
'C

give rise to the nutrient-rich vermicompost that is used for

Fig. 17.5 Redworms

growing plants. Vermicomposting is a faster process than
es

traditional composting because redworms can eat food equal Introduce the method of
Science Fact 7E Extend
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to their own weight in a day. vermicomposting which uses

Redworms do not have
Kitchen waste is best for vermicomposting. However, we teeth. They have a structure
redworms to convert kitchen
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should not put kitchen wastes containing salt, pickles, oil, called ‘gizzard’, which helps waste into compost. Talk about the
them in grinding their food. advantages and cost-effectiveness of
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vinegar, meat and dairy products in a vermicomposting pit as

redworms do not eat these. the process.
ve

t
Composting and vermicomposting have the following Look It Up
Up!! 7E Extend
en

How do we manage non-

advantages: Search online for answers

biodegradable waste?
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1. They are easy methods and do not need any expensive and discuss in class.
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materials.
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What is a composting toilet

2. They do not pollute the Earth as chemical fertilisers do. or a dry toilet? Let students answer the following
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3. They result in zero waste as all the biodegradable waste is converted

questions:
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into useful compost. • Give some examples of non-

How do we manage non-biodegradable waste? biodegradable waste material.

As non-biodegradable waste cannot be degraded by decomposers, • Can it be decomposed like

such waste is managed by following the 3R’s—Reduce, Reuse, Recycle biodegradable waste?
es

(Fig. 17.6). Fig. 17.6 3R’s

• How can we prevent generation of
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227 such waste?

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Look It Up! 7E Explore, Extend

Science Fact 7E Extend, Elaborate

Skills instilled: Analysing, Critical
ve

Skills instilled: Analysing, Critical thinking, thought provoking thinking

t
en
ni

Show the picture of redworms and discuss how they eat food. Let students research on the topic ‘dry
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toilet’ online and then discuss in class.

Give further explanations and help

Test It Yourself! 7E Explore, Engage

with doubts.
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id

Skills instilled: Analysing, Critical thinking

As
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Ask students to collect some kitchen waste, a flower pot and some soil. Let
them perform the experiment as instructed. After few weeks they can discuss
&
'C

their observations.
s
es
Pr
ty
si
er

229
v

t
en
ni

&
You must have heard the slogan, Reduce, Reuse and Recycle. This slogan is associated with the
• Analysing
practice of waste segregation and management. Waste segregation and management is a process

s
• Observing by which we categorise waste products and garbage, on the basis of what we can reduce, reuse and

es
• Exploring recycle. IVID

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Reduce: Reduce means to minimise the amount of waste we create. The process of
‘reduce’ begins with an examination of what you are using and what it is used for. There

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Life Skills is a need to reduce the generation of waste from the source. This is responsible for the
• rs
Critical thinking production of waste to a large extent.
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• Self-awareness Reuse: Reuse refers to using items more than once. It makes economic and environmental

t
sense to reuse products. Reusing discarded items means that instead of dumping them and

en
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• Problem-solving increasing the load of waste, we can reuse these items. For example, we can reuse empty jam
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jars to store spices, pickles, etc.

m
ge

Concept Building

ss
Recycle: Recycling involves the production of 21st
Century Responsibility
new products from used and discarded products. Green Check
7E Explain, Elaborate Skills

se
id

Recycling helps not only in reducing the amount There is a 4th R—Refuse!
br

Skills instilled: Observing, Analysing, As of waste, but also conserves natural resources. For We can choose to refuse to buy
example, glass is something that can be recycled
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Critical thinking items that can generate waste

over and over again without any loss of quality. that is harmful to the environment.
&
Broken and discarded glass is melted down and For example, we can refuse to use
(continued from page 227)
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materials that contain single-use

used to make new glass products. Materials such as

plastics. Single-use plastic bags are
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paper, plastic and metals can also be recycled. a big problem and most of this land
Let students think about the
in our oceans choking marine life.
Pr

questions asked and give their You may have come across the kabadiwala who visits
answers accordingly. Referring to our home, and to whom we sell old newspapers,
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magazines, bottles, tins, etc. Do you know where these products go and what happens to them?
their answers, discuss and further
These products are sold to industries that use them as raw materials for manufacturing other
elaborate the topic explaining about
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products. In other words, these products are recycled. This is an age-old practice in India.
reduce, recycle and reuse as the
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effective measures to manage non-

t
What are the effects of plastic on the environment?
en
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biodegradable waste.
While plastic has many valuable uses, it is estimated that half of all plastic produced is
U

What are the effects of plastic on the single-use plastic that is designed to be used only once and then thrown away. Some
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plastics we use once and throw away are water bottles, drinking straws, shampoo and soap
environment? dispensers, food packets, single-use face masks, disposable cups and packaging material.
se
id

Some effects of plastic waste are as follows:

Ask students if they use plastic often
br

and what do they do after using it. 1. Plastic waste such as used water bottles, bottle caps, food wrappers and polythene grocery
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bags accumulate on land causing land pollution.

Name some plastic products used daily.
&

2. Rivers and other water bodies carry plastic waste and cause water pollution in ponds,
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Listen to the answers and talk about rivers and even the oceans. Plastic waste clogs drains and sewers providing breeding
s
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the hazards of using single-use plastic grounds for mosquitoes.

products. Discuss in detail the effects
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of plastic waste. 228

ity
rs

Green Check 7E Explain, Elaborate

Skills instilled: Analysing, Critical thinking

t
en
ni

Talk and explain how refusal to usage of single-use plastic is very important
U

for the environment.

ss
g

se
id
br

As
am

&
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s
es
Pr
ty
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230
v

t
en
ni

&
3. Animals such as stray cows end up eating plastic waste along with left-over food that is
thrown on roadsides. The plastic chokes many of them leading to their death.
• Analysing

s
4. When plastic waste is burned, it releases toxic fumes that are harmful not only to humans • Observing

es
but also to animals and plants. • Exploring

Pr
The most effective method to protect the environment from the hazards of plastic waste is by:

ity
• reducing the use of plastics as far as possible. It Do You Know? 7E Extend Life Skills
means only using plastic where it is absolutely Plastic products that have
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necessary and not using plastic when there are
other alternatives available.
numbers 1, 2 and 5 marked on • Critical thinking
ve
their underside can be recycled.
• reusing plastic material as far as possible. Before
• Self-awareness

t
en
ni

throwing away plastic items, it is important to consider how they can be reused. • Problem-solving
U

• recycling plastic so that plastic waste can be reprocessed to create new products.

m
ge

Concept Building

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What can YOU do to reduce waste production?
• Use bags made of cotton or jute or recycled paper Look It Up! 7E Explain, Elaborate

se
id

7E Explore
when you go shopping.
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Search online for answers and discuss

• Use a steel lunch box instead of a plastic box. As in class. Skills instilled: Observing, Analysing,
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• When travelling, carry a few bottles of water with What is the ‘recycle for life’ Critical thinking
&
you from home, instead of buying bottled water. programme initiated by HiH India?
(continued from page 228)
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• Use glass plates and glasses instead of plastic

plates and glasses.

• Use metal straws instead of plastic straws or do not use straws at all. Further talk about how plastic
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• Use flower pots made of mud and not plastic. INT waste should be reduced to protect
environment. Reuse should always be
• Do not litter!
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considered before creating plastic waste.

Section Review 2 7E Evaluate

Ask students to think of ways to
ve

To compare distinguishing features between biodegradable waste and non-biodegradable reduce plastic waste. Discuss answers
waste, in connection with properties of the end product.
t
and add points to it.
en
ni

Sahil’s family conducted an experiment. Two heaps of garbage, heap A with kitchen waste and
U

heap B with plastic waste were kept in two different pits and covered by soil. The pits were
m

left undisturbed for a few weeks, and after that, the soil was removed to check the changes in
Do You Know? 7E Extend
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the garbage. It was observed that garbage in heap A turned black, whereas garbage in heap
ss

B remained as is. Based on the activity, which statement correctly describes the feature of
Skills instilled: Analysing, Critical
se

biodegradable and non-biodegradable waste? Tick the correct option.

1. Biodegradable waste remains the same as it does not degrade. thinking, Thought provoking
br

2. Non-biodegradable waste turns black once it degrades.

Tell about how to identify the plastic
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3. Biodegradable waste turns black after it degrades completely.

products that can be recycled and are
&

4. All these statements are untrue.

not for single-use only.
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Heap A had biodegradable/non-biodegradable waste.

Heap B had biodegradable/non-biodegradable waste.

229
ity
rs

Look It Up! 7E Explore

Skills instilled: Analysing, Critical thinking

t
en
ni

Ask students to research about the topic and have a discussion in class.
U

m
e

ss
g

Section Review 2 7E Evaluate

se
id

Skills instilled: Analysing, Critical thinking, Problem-solving

As
am

This section helps in evaluating if students have understood the concepts

taught so far. Let students complete the exercise on their own in class. Then,
&
'C

discuss the answers so that students can verify their responses. If students
s

have doubts, revisit the respective section to clarify concepts.

es
Pr
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231
v

t
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&
(d) The method of making compost from kitchen wastes by using redworms
• Analysing
(e) The process of the production of new products from used and discarded

s
• Observing products

es
• Exploring 5. Observe and answer.

Pr
Look at the given picture. Think of any three different ways this can be reused.

ity
Life Skills
rs B. SUBJECTIVE TYPE QUESTIONS REASONING 1 1-2 2
• Critical thinking
1. Answer the following in brief.
ve
• Teamwork

t
(a) Define waste giving any two examples.

en
ni

• Problem-solving (b) List any three sources of waste.

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(c) Define waste management giving one reason why we need to manage waste.
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Experiential Learning (page 230) (d) Infer: Composting and vermicomposting result in ‘zero’ waste.

ss
(e) Differentiate between biodegradable and non-biodegradable waste.
7E Engage

se
id

2. Answer the following in detail.

Skills instilled: Analysing, Thought As (a) Compare and contrast the following.
am

provoking i. Solid, liquid and gaseous wastes

&
ii. Composting and vermicomposting
This section will help students
'C

(b) Describe a method to compost kitchen waste at home.

to reinforce the concept of waste

(c) Define landfill. Describe briefly what happens to waste before it finally reaches a landfill.
management and its relevance.
(d) Explain the 3R’s giving one example of each.
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(e) Think: Why is it better to reduce than to reuse or recycle?

Puzzle Over 7E Extend
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21st
Century Critical thinking PROBLEM-SOLVING - 1 2-3
C. PUZZLE OVER Skills
Skills instilled: Analysing, Critical
rs

1. Rama told her friend that a kabadiwala is a friend of the environment. Do you agree or disagree
thinking, Thought provoking with her? Why?
ve

t
• Talk about kabadiwala and 2. What useful things can you make out of waste such as cold-drink cans, plastic bottles and shoe
en
ni

boxes? Give one example of each.

their work.
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3. What two suggestions do you think you can give to members of your locality to solve the problem
• Ask students to think of some of waste accumulation?
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useful things that can be made

from waste. D. SKILL CRAFT ANALYSIS & CREATING - 1-2 3-5
se
id

1. Project Work Life Self-management

• Have a discussion on waste
br

Skills
As

management. Perform a ‘waste audit’ for your household. Take two empty buckets and weigh them. Note their
am

weight. Place these two buckets in your home and have family members use one bucket for
Let students answer the questions
&

throwing biodegradable waste and the other for non-biodegradable waste. At the end of the day,
based on above discussion. weigh the buckets. This will tell you how much waste your family generates in a day and also
'C

the type of waste that is generated more. Make a report on this ‘waste audit’ and share with your
es

family. Discuss with your family on what can be done to reduce waste in your household. Share
these steps in class.
Pr

232
ity
rs

Project Work 7E Extend

Skills instilled: Analysing, Critical thinking, Problem-solving, Teamwork

t
en
ni

Ask students to make a report on the waste audit program as instructed and
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discuss the steps suggested.

ss
g

se
id
br

As
am

&
'C

s
es
Pr
ty
si
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232
v

t
en
ni

&
2. Research/Activity Century Civic literacy
Skills • Analysing

s
What is your local municipal corporation doing for waste management in your neighbourhood?
• Observing

es
Visit their office or website to get details. Prepare a report on your findings.
3. Discuss and Answer Life Teamwork • Exploring

Pr
Skills
How can we reduce and reuse paper in our classroom?

ity
4. Connect to Life
21st
Century Environmental literacy
Life Skills
Skills
rs
With increasing use of mobile phones and computers, e-waste has increasingly become a new • Critical thinking
ve
category of waste that is being generated. Read about organisations that deal with e-waste
management such as E-Parisaraa in Bengaluru. Find out about some organisations that deal in • Teamwork

t
en
managing e-waste in your city.
ni

• Problem-solving
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21st

m
5. Value Education Century Initiative and self-direction
Skills
7E Engage
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Research/Activity

ss
The Rock Garden of Chandigarh is a garden spread over several acres and is completely built from
industrial waste and discarded items. It is also known as Nek Chand Saini’s Rock Garden after its

se
id

creator, Nek Chand Saini, a government official who started building the garden secretly in his Skills instilled: Analysing, Critical
spare time in 1957. Read about how Nek Chand wanted to reuse waste and the difficulties he faced
thinking, Information literacy
br

to create the garden. What value does this teach us? As

Life
Let students visit the municipal
Self¯check
&
Skills Self-awareness corporation office and make a report
'C

I can:
in notebook.
s
es

write a note on waste and its common sources.

describe briefly what happens to waste once it leaves our household till it reaches a landfill.
Discuss their work in class.
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describe the process of composting and vermicomposting.

write the differences between biodegradable and non-biodegradable waste with at least three examples
Discuss and Answer
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of each.
7E Elaborate, Extend
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write a short note on the need for waste management.

describe briefly the 3R’s of waste management.
ve

Skills instilled: Thought provoking,

t
Empathy
en
ni
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Have a discussion in class and ask

students to give suggestions and note

ed L a
vis each other’s points.
bW
Super

se
id or k

Activities in Teacher’s Book

Refer to the Teacher’s book for additional activities to reinforce concepts.

Value Education 7E Elicit, Extend
am

1. To demonstrate the kind of waste that can be 2. To demonstrate, if possible, composting at the
Skills instilled: Thought provoking,
&

segregated at home and school. school garden.

Empathy
'C

3. To demonstrate, if possible, the difference between 4. To demonstrate how to recycle used paper to make
s

biodegradable and non-biodegradable waste at the recycled paper.

school garden. Let students search about rock

garden and understand how waste
Pr

233 can be managed and used for creative

purpose also.
ity
rs

Connect to Life 7E Extend

Skills instilled: Critical thinking, Thought provoking

t
en
ni

Discuss about e-waste and do the required research. Talk about findings
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in class.
e

ss
g

se
id

Teacher’s Support
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Access additional Teacher’s Support resources that create energised textbooks and enable learning/teaching
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more proficient and technology-driven through the given QR codes:

&
'C

• Diagnostic test (unit-wise) • Lesson-wise PPT facilitates hybrid

s
es

supports teachers to identify teaching model.

students’ skill learning curve.
Pr
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233
v

t
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ni

&
1. Aim: To demonstrate the kind of waste that can be segregated at home and school

s
es
What to do: At home

Pr
A. Separate the waste (garbage) into two groups as follows:

ity
(a) Garbage from the kitchen or kitchen waste such as fruit and vegetable peels, leftover cooked food,
rs tea leaves, coffee grounds and eggshells as well as bits of paper, cardboard cartons, tissues, etc.
ve
in the first group.

t
en
ni

(b) Material such as plastic bags, broken plastic items, broken glass, used tin cans, aluminium foil,
U

plastic wrap, bubble wrap, etc. in the second group.

m
ge

ss
What to do: At School

se
id

B. Separate waste into two groups as follows:

(a)
As
Leftover food from the tiffin box, fruit peels as well as torn paper, paper napkins, ice-cream
am

sticks, pencil shavings, etc. in the first group.

&
'C

(b) Plastic bags, toffee or chocolate wrappers, chips packets, aluminium foil, plastic wraps, etc. in
s
es

the second group.

Conclusion: The first group consists of biodegradable waste, i.e., waste that can easily rot or be broken
down (degraded) by the action of decomposers. The second group consists of non-biodegradable waste,
ity

i.e., waste that cannot be broken down by the action of decomposers. When we segregate waste, it
rs

makes it easy to manage these wastes. Therefore, students must be encouraged to segregate waste at
ve

home and at school by keeping separate waste bins for their collection.
t
en
ni

Note: For easy segregation of waste, municipal corporations across India have started the two-colour
U

bin system. The green-coloured bin is for biodegradable waste and the blue-coloured bin is for non-
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biodegradable waste.
se
id

2. Aim: To demonstrate, if possible, composting in the school garden

What to do:
am

1. Take the assistance of the school gardener to help dig a pit in the corner of the school garden.
'C

2. All the biodegradable waste collected from all the classes in the school can be placed there daily.
es

3. Dried leaves and twigs as well as dried grass can be layered over this. Each layer should be sprinkled
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with some water as well.

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4. When the pit gets filled to the top add some water into the pit.
rs

5. Cover the pit with soil, mark the area with a wooden post and leave this undisturbed for a couple
ve

of months.
t
en
ni

6. Ask the gardener to move the soil cover on top and dig the pit. Let students observe what they see.
U

Observation: The waste gets converted to black soil-like compost.

ss
g

Conclusion: Microorganisms present in soil decompose the waste material buried in the pit to form
se
id

compost. The compost formed can be dug up from the pit and used as manure in the garden to
br

grow plants.
am

&
'C

s
es
Pr
ty
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234
v

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Copyright Material
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s
se
As
3. Aim: To demonstrate, if possible, the difference between biodegradable and non-biodegradable waste

&
in the school garden

s
What to do:

es
1. Take the assistance of the school gardener to help dig a small pit in the corner of the school garden.

Pr
2. All the non-biodegradable waste collected from the class can be placed there daily.

ity
3. When the pit gets filled, cover the pit with soil, mark the area with a wooden post and leave this
rs
undisturbed for a couple of months.
ve

t
4. Ask the gardener to move the soil cover on top and dig the pit. Let students observe what they see.

en
ni
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Observation: The waste remains the same as what was placed in the pit with no signs of decomposition.

m
ge

ss
Conclusion: Microorganisms present in soil cannot decompose the non-biodegradable waste buried
in the pit. Accumulation of such non-biodegradable waste is a major cause of land pollution. Therefore,

se
id

students should be encouraged to refuse, reduce, recycle and reuse non-biodegradable waste as far
br

as possible.
As
am

&
4. Aim: To demonstrate how to recycle used paper to make recycled paper
'C

Materials required: Torn bits of used paper, newspaper, old magazines, etc. ( use only paper that does
es

not have a plastic coating on it), a medium-sized bowl, a shallow square tub, water, a piece of flat mesh
Pr

(with fine mesh), a plastic or silicon sheet and a thick cloth

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What to do:
rs

1. Ask students to tear the used paper into small pieces and place them in the medium-sized bowl till
ve

the bowl is three-fourth full of paper.

t
en
ni

2. Add enough water to cover all the paper pieces. Leave this overnight or for at least 8 hours.
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3. Using fingers mash the soaked paper to form a fine paste. (If the school has a blender, it could be
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used to grind the soaked paper)

se
id

4. Pour this paste in a square shallow tub and add more water to make it into a runny paste. Stir well.
br

5. Use the flat mesh and place it under the surface of the water and lift it up carefully such that the
am

paste covers the pores of the mesh and forms a few millimetre-thick layer over the mesh.
&
'C

6. Place the plastic sheet on a table and carefully upturn the flat mesh onto the plastic sheet.
es

7. Place a thick cloth over the mesh and press down to soak up extra water as well as to flatten the
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paper pulp onto the plastic sheet.

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8. Carefully remove the mesh from the paper pulp.

9. Allow this to dry overnight. Place a few heavy objects on the corners so that the paper does not
ve

curl over.
t
en
ni

10. Next day, place it in the sun till it is completely dry.

11. Recycled or hand-made paper is ready.

ss
g

Note: Students should be encouraged to try this out at home too to make their own hand-made paper.
se
id
br

As
am

&
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s
es
Pr
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235
v

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es
Pr
ity
1. Name the following. rs
ve
(a) Waste produced in households ............................. .

t
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ni

(b) Waste produced by the industries ............................. .

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(c) Waste produced due to agricultural process ............................. .
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ss
(d) Waste produced by hospitals and medical institutes ............................. .

se
id

(e) Liquid effluents such as domestic sewage ............................. .

(f) Gases released from industries and vehicles As ............................. .

&
2. Write T for True. Write F for False.
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(a) We should use plastic bags for shopping.

(b) Plastic waste produces toxic fumes on burning.

(c) Never reuse any plastic material.

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(d) Composting is a very expensive method.

rs
ve

(e) Redworms eat dairy products.

t
en
ni

(f) Reduce refers to minimise amount of waste generated.

(g) No building is constructed on landfills for a few decades.

3. Answer the following questions.

se
id

(a) How is garbage generated?

As
am

(b) What are different forms of waste?

s
es
Pr
ity
rs

Green Blue
ve

t
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ni

(d) What is waste management?

(e) Explain vermicomposting.

ss
g

(f) How is non-biodegradable waste managed?

se
id

(g) Write some effects of plastic on the environment.

As
am

4. Project Work
&

(Skills instilled: Information literacy, Multiple intelligence)

Students should connect with a kabadiwala and visit to industries where non-biodegradable waste is sent for recycling. Observe the
es

whole process and create a report for discussion in class.

Pr
ty
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236
v

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s
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Pr
ity
1. rs
Give one example for each of the following.
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(a) Liquid waste .....................................

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ni

(b) Solid waste .....................................

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(c) Gaseous waste .....................................
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ss
(d) Biodegradable waste .....................................

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id

(e) Non-biodegradable waste .....................................

(f) Agricultural waste As

.....................................
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(g) Plastic waste .....................................

&
'C

2. Fill in the blanks.

s
es

(a) Garbage is collected by safai .............................. .

(b) Green colour bins are for ..............................waste.

(d) We must .............................. our waste before throwing away for easy management.
rs

(e) Biodegradable waste is .............................. to manage than non-biodegradable waste.

(f) Compost is rich in .............................. .

t
en
ni

(g) .............................. waste is best for vermicomposting.

m
ge

3. Answer the following questions.

(a) Why is there a need to manage waste?

se
id

(b) What are the different sources of waste?

(d) What are landfills? How are they used?

&
'C

(e) Explain composting.

s
es

(f) What are the advantages of composting?

(g) What does this logo and slogan stand for?

ity
rs
ve

t
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ni
U

m
e

ss
g

se
id

4. Subject Enrichment
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(Skills instilled: Critical thinking, Self-awareness)

Ask students to collect plastic waste from home and neighbourhood for 7 days. Search for some organisations which take the plastic
&

waste for recycling or reuse. Hence, spread awareness of protection of environment from plastic waste.
'C

s
es
Pr
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237
v

t
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t
en
1. Choose the correct answer.
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(a) Food is stored as …………… in leaves.

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i. starch ii. oxygen iii. glucose iv. carbon dioxide
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ss
(b) …………… need canines to kill prey and tear meat.

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i. Herbivores ii. Omnivores iii. Parasites iv. Carnivores

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(c) Which of the following are not decomposers?
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i. Bacteria ii. Fungi iii. Algae iv. All of these

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(d) …………… are essential for the proper functioning of the body.
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i. Proteins ii. Vitamins iii. Minerals iv. Carbohydrates

(e) Which of the following removes wastes from our body in the form of sweat and urine?
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i. Water ii. Fibre iii. Fats iv. Protein

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2. Write T for True. Write F for False.

(a) Wool is a fluffy fibre and hence retains air.

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(b) Gases do not occupy space.
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(c) The different substances present in a mixture are called components.

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(d) Cream is separated from milk using the centrifugation process.

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(e) The conversion of milk into cottage cheese is a chemical change.

3. Fill in the blanks.

(a) Each living organism has different ways of deriving ……………… .

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(b) Photosynthesis takes place in the presence of a green pigment called ……………… .
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(c) Decomposers are also called ………………

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(d) ……………… helps to prevent constipation.

(e) The deficiency of ……………… in a diet leads to weakness and tiredness.

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4. Answer the following questions.

(a) Define consumers. How are they classified?

(b) Explain the role of fibre in our diet.

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(d) List the uses of jute.

(e) Explain the magnetic property of materials.

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(f) How is filtration carried out?

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1. Choose the correct answer.
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(a) The distance between Prisha’s house and Pavit’s house is 1728 m. This distance is equal to which of the following?
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i. 17.28 km ii. 1.728 km iii. 0.1728 km iv. 172.8 km
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(b) Which of the following motions is not exhibited by the moon moving around the planet?

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i. Rotational motion ii. Rectilinear motion iii. Circular motion iv. Periodic motion
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(c) Which of the following metals is used for the filament of an electric bulb?
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i. Tungsten ii. Aluminium iii. Copper iv. Gold

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(d) Which of the following uses a magnet?
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i. A can opener ii. A screwdriver iii. A pencil sharpener iv. A door stopper
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(e) A free-turning magnet will always rest in

i. South-west direction ii. North-east direction

iii. North-south direction iv. East-west direction
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2. Write T for True. Write F for False.

(a) Garbage heaps of dried leaves should be burnt.

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(b) Polythene bags are made from biodegradable material.

(c) Soil also contains air.

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(d) Excessive rain in an area leads to drought.

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(e) Colourful objects have a colourful shadow.

3. Name the following.

(a) A device used to close or open the electric circuit

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(b) One way to demagnetise a magnet

(c) A device that converts electric energy into light energy

(d) A device that can be used to measure the girth of a tree
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(e) The type of motion which repeats itself after equal interval of time
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4. Fill in the blanks.

(a) The loss of water from the leaves of plants as water vapour through the stomata is called ………………
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(b) The blanket of air around the Earth is known as ………………

(c) ……………… are used to make vermicompost.

(d) Aquatic animals use ……………… under water for respiration.

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(e) Light travels in a ……………… line.

5. Answer the following questions.

(a) Can the poles of a magnet be isolated?

(b) Why are electric wires insulated by using rubber and plastic?
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(c) Why footsteps can not be used as standard unit of length?

(d) Why is the word ‘AMBULENCE’ written left-right inverted on the vehicle?
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(e) Why is sea water not fit for drinking?

(f) ‘It is not possible to light a candle on the moon.’ Justify the statement.
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Coursebook Answers

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Section Review 1 Chapter Review

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1. (b) Rice, milk, sugar, ghee and dried fruits A. OBJECTIVE TYPE QUESTIONS
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2. (a) (b) (c) (d) 1. (a) iii. Tomato sauce (b) i. Elephant
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Section Review 2 (c) iii. Banana (d) i. Spinach

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1. Scrambled paneer = Paneer + spices + garlic + ginger + (e) ii. Goat

tomatoes + onions + oil As 2. (a) food (b) producers (c) edible

Animal sources Plant sources (d) herbivores (e) omnivores

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3. (a) Carrots (b) Mustard (c) Horses
Paneer Spices (Seed)
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(d) Lions (e) Crows

Garlic (Stem)
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4. (a) T (b) T (c) F (d) F (e) F

Ginger (Stem)
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5. It is honey. Honey comes from bees.

Tomatoes (Fruit)
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Onions (Stem) B. SUBJECTIVE TYPE QUESTIONS

1. (a) Any substance eaten by living organisms that helps
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Oil (Seed)
maintain life and growth is called food. For example,
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2. Kheer = Milk + rice + sugar + cardamom + ghee Idli and sambhar.

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Animal sources Plant sources (b) The four ingredients that obtained from plants are spices,
oil, onions and pulses and the four ingredients that
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Milk Rice (Seed) obtained from animals are milk, eggs, honey and meat.
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Cardamom (Seed) (c) Plants are called producers because they prepare their
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food themselves by the process of photosynthesis.

Ghee
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(d) Herbivores have broad front teeth to bite off leaves

3. Chicken curry = Chicken + tomatoes + cream + ghee + spices

and grass and strong back teeth to help them chew
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Animal sources Plant Sources and grind the food well.

Chicken Tomatoes (Fruit) (e) Scavengers are animals that feed on the flesh of
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dead animals.
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Cream Spices (Seed)

2. (a) The different parts of plants that we eat are roots,
Ghee
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stems, leaves, flowers, fruits and seeds.

Two examples for each are as follows:
Section Review 3
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Roots – Beetroots, radishes

Herbivores Carnivores Omnivores Stems – Ginger, onions

Definition Animals that Animals that Animals that Leaves – Coriander, mint
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eat only plants eat the flesh of eat both plants

Flowers – Cauliflower, broccoli

and parts of other animals and the flesh of

Fruits – Grapes, cherries

plants are called are called other animals

Seeds – Chickpeas, cardamom
e

herbivorous carnivorous are called

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animals. animals. omnivorous (b) Milk, meat and eggs are the food items we get
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animals. from animals.

Milk - Cows are our chief source of milk, though

Any one They have They have They eat plants

buffaloes and goats also give us milk. Milk is a rich
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feature broad front strong and as well as animals

teeth to bite sharp front like birds such source of proteins and calcium. Calcium is essential
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for the healthy development of teeth and bones. Milk

off leaves and teeth to as crows eat

grass. tear and eat grains as well as is used to make dairy products such as cottage cheese
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the flesh of small insects and (paneer), butter, cheese, curd, cream and ghee.
Meat - Meat is obtained from animals such as goat,
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animals. animals.
chicken, sheep and duck. We also eat seafood like
Any two Horses and Lions and Humans and fish, crabs and prawns. Meat and seafood are rich in
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examples giraffes tigers dogs proteins, vitamins and minerals.

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Eggs - We get eggs from hens, ducks and geese. No, Rani’s beans wouldn’t sprout at all because the process
Eggs are nutritious and a rich source of proteins and of boiling damages the bean or seed from inside. Also,

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vitamins. Eggs can be eaten in the form of scrambled when the beans are boiled, the moisture content is lost and
eggs, boiled eggs, curried, omelette, etc. hence they fail to grow. Thus, boiling can kill the seeds too.

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(c) Honeybees make honey in beehives by collecting

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nectar from flowers. Chemicals present in bee saliva D. SKILL CRAFT

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break down the sugar present in nectar which is stored 1. Ask students to make a PowerPoint presentation on ‘Food
in honeycombs to feed the beehive over the winter. loss and wastage in India’ and then motivate them to share

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The hive bees beat their wings constantly, fanning the their opinions in the class. This activity will help students to
nectar to evaporate its remaining water content. The
rs bring more knowledge about food waste problem in India.
resulting thick, sticky liquid is honey. 2. Answers may vary, so accept all suitable answers. An
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(d) Carnivores have long, strong and sharp front teeth advertisement on ‘Benefits of eating fruits and vegetables’.

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which help them to tear and eat the flesh of animals 3. Fish are more abundant in West Bengal and Orissa than in
whereas omnivores have a mixture of sharp teeth for
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Punjab and Uttar Pradesh because these states are coastal

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eating meat and flat teeth for chewing. regions. Apart from the sea, ponds, lakes and rivers are
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(e) Decomposers are organisms that break down dead and always covered with water, making fish farming a vital
decaying organisms. For example, bacteria and fungi. industry and allowing for daily fish consumption.

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Scavengers are animals that feed on the flesh of dead 4. We have learned that food is very important for us. We can
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animals. For example, vulture, crow, jackal and hyena. live without house or shelter but we cannot live without
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food. Many people are unable to buy the basic required

C. PUZZLE OVER
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food supplements. Therefore, we should not waste food
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1. Sheela’s mung beans would sprout faster. It is because because food is our life.
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water will go inside the seed and cause it to plump up from

inside. The sprouted beans are more nutritious than the
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original beans, and they require much less cooking time.

They even protect us against diseases and also help in
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reducing weight.
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Chapter 2: Components of Food

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Section Review 1 3. (a) Scurvy

Tomatoes and orange are two food items that can help
1. (d) Presence of carbohydrates to prevent this disease.
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When Monica added 2–3 drops of dilute iodine 4. (b) Iron as it results in anaemia.
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solution on the slice of potato, a blue-black colour

is developed on the slice indicating the presence of Chapter Review

starch on the potato slice.

2. (c) Test tube 3 A. OBJECTIVE TYPE QUESTIONS

Asim took food samples in four different test tubes. 1. (a) ii. A piece of potato (b) i. Proteins
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He added few drops of caustic soda and copper (c) iii. Vitamin C (d) iv. Vitamin D
sulphate solution to each test tube. The solution
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(e) ii. Iodine

turns purple in the test tube 3 which confirms that it
2. (a) nutrients (b) Benedict’s (c) Carbohydrates
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contains protein.
(d) fat-soluble (e) macro
3. (b) Milk helps in keeping our bones strong.
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4. (c) Constipation 3. (a) Vitamin D, Eggs (b) Vitamin C, Orange

(c) Dietary fibres (roughage), Whole grains

Section Review 2
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(d) Water, Cucumbers (e) Vitamin A, Meat

1. (c) Milk, fruits

4. (a) F (b) T (c) F (d) F (e) T

2. A balanced diet should have adequate amounts of 5. It is carrot and vitamin A (Fat-soluble vitamin) is present
e

carbohydrates, fats, proteins, vitamins, minerals, roughage in this vegetable.

and water. No single food item can provide all the required
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Night-blindness can be cured by eating a diet which

nutrients. It is, therefore, recommended that we eat food
includes this vegetable.
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from each of the following groups:

i. Sprouted gram, roti, jaggery, banana, spinach, orange, B. SUBJECTIVE TYPE QUESTIONS
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soya bean, water all are major sources of most nutrients.

1. (a) The components of food that are needed by our body
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ii. Sprouted gram and soya bean contain proteins.

to grow and live are called nutrients.

iii. Jaggery, orange, spinach, banana and roti are the

energy-rich food as they contain carbohydrates. The essential nutrients are carbohydrates, fats,
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proteins, vitamins and minerals. Dietary fibres and

iv. Orange, banana and spinach are protective food as
water are some other nutrients which are needed by
they contain vitamins and minerals.
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our body.
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(b) One of the main benefits of eating roughage is that it iv. Fat - Take a small amount of food sample and
helps to regulate your digestion. Roughage does not place it in between a folded paper. Gently crush

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provide any nutrient to our body, but is an essential the food item by pressing over the paper. Open
component of our nutrition as it helps our body get rid the paper and remove the crushed food item.

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of undigested food. As roughage remains undigested, If the food sample is a liquid, just place a few

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it passes through the entire digestive system keeping drops on a paper. Wait for a few minutes. The

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food moving smoothly through the system. It is appearance of oily patches on the paper shows
mainly provided by plant products in our food. Whole that the food sample contain fats.

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grains and pulses, potatoes, fresh fruits and vegetables (b) A basketball player needs to eat more carbohydrates
are some common sources of roughage.
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(c) Water is essential to all living organisms. Water helps energy-giving food. They provide energy to the player
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our body absorb nutrients from food. It transports so that they can play effectively. While librarian job is

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digested food as well as important chemicals a sitting job. It doesn’t take much energy to complete
throughout the body. It also helps in eliminating waste their work. Therefore, they shouldn’t consume a lot of
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from our body in the form of urine and sweat. Water carbohydrates.
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also helps control our body temperature by sweating (c) A balanced diet is not the same for all people. It varies
when the weather is hot, as the evaporation of sweat with age, occupation and state of health.

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makes us feel cool. We get most of the water that our

i. While children are growing, they need more
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body needs from the liquids we drink such as water,
proteins than adults do.
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milk, juices and tea. Food also contributes water to

the body. There are some fruit and vegetables that also ii. Generally, males use up more energy than females.
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contributes water to the body. For example, spinach, However, this varies from person to person.
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carrots, watermelons and apples. iii. People who lead a more active lifestyle such as
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(d) A diet that contains all essential nutrients in adequate sportspersons or who do manual labour jobs
such as construction workers or porters require
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amounts, as well as roughage and water, to provide the

necessary energy that keeps our body in a healthy state more energy. Therefore, they will have higher
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is called a balanced diet. carbohydrate and fat requirements.

A balanced diet is very important to our body. It can iv. Pregnant females require a lot of proteins, iron,
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protect our body against different types of diseases vitamin D and calcium.
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like obesity, diabetes, heart disease, cancer, etc. Eating Eating the right kind of food is not enough. Many
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a variety of foods and consuming less salt, sugars, times, nutrients in food are lost if food is not
and saturated fats are essential to ensure your body prepared or cooked properly.
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functions at its best. (d) Comparison and contrast between fat soluble vitamins
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(e) The three ways by which nutrients can be lost are and water-soluble vitamins are as follows:
as follows:
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Fat-soluble vitamins Water-soluble vitamins

i. The skin of fruits and vegetables contains a lot of
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vitamins, minerals and fibres. So, we should eat Vitamins that are soluble Vitamins that are soluble
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them with the skin, if possible. in fats are called fat- in water are called water-
soluble vitamins. soluble vitamins.
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ii. We should not wash fruits after peeling them.

Vitamins A, D, E and K Vitamin C and Vitamin

This results in loss of nutrients.

are fat-soluble vitamins. B-complex (set of 8

iii. Pulses and rice are washed at homes to remove
vitamins) are water-
impurities. When we wash them repeatedly, we lose
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soluble vitamins.
many water-soluble vitamins present in them. We
These vitamins dissolve The water-soluble
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should not wash them too many times.

2. (a) i. Sugar - Take a food sample and crush it. Put in fats in the body for vitamins are not stored
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this crushed sample into the test tube containing long periods of time. by the body.
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small amount of water. Now add a few drops Carrot, broccoli, nuts, Lemons, oranges,
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of Benedict’s solution to it. If the content of the egg yolk, butter, spinach, green leafy vegetables,
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test tube changes to green or yellow, it shows the etc. are some fat-soluble mushrooms, etc. are
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presence of low amount or medium amount of vitamins. some water-soluble

sugar in the food sample, respectively. However, if vitamins.

the colour changes to orange or brick-red, it shows (e) Deficiency disease is a disease caused by a lack of
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the presence of high sugar in the food sample. essential dietary elements and especially a vitamin
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ii. Starch - Take a food sample and put it in a test or mineral. A balanced diet is the diet that focuses
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tube. Now add a few drops of iodine solution to on providing all the nutrients that the body needs.
it and observe the colour change. If the colour of It comprises of macronutrients like protein,
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the food sample changes to blue-black, it shows

carbohydrates and fat along with micronutrients like

that the food item contains starch. vitamins and minerals. Hence, by eating a balanced
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iii. Protein - Take a food sample. Crush it well and add diet, deficiency diseases can be prevented.
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it to a test tube. Mix some water with it. Now add

a few drops of caustic soda and copper sulphate
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solution to the test tube. If the food sample turns

purple, it shows that it contain proteins.

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C. PUZZLE OVER 2. List of some traditional food of India that is slowly losing
1. Rice give positive iodine test because it contains starch its popularity due to the predominance of the ‘fast-food’

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whereas boiled egg does not contain starch. Therefore, it are as follows:
does not give positive test with iodine solution.

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Traditional food Fast food

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Take rice in a test tube. Now add a few drops of iodine
Appam Burger
solution to it. After some time, you will observe the white

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colour changes into blue-black that shows that the rice Misal pav Pizza
contains starch.

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Dhokla Momos
Take boiled egg in a test tube. Now add a few drops of
rs Litti chokha French fries and soft drinks
iodine solution to it and observe it. No change in colour
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appears in the test tube indicating negative result with Daal baati churma Sandwich and shakes

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iodine solution.

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3. Tasty food may not always be nutritious and nutritious

food may not always be tasty because:
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D. SKILL CRAFT
(a) Burgers, potato chips, and pizza are junk food and
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1. Answers may vary, so accept all suitable answers. The nutritive
value of many gourds family are as follows: rather delicious, but they are not healthy.

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(a) Bitter gourd is a good source of vitamins and minerals (b) Junk food, fried food, etc. are high in refined flour, oil,
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such as iron, magnesium, potassium, zinc, and and spices, which are not good for the liver and heart
in long run.
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vitamins like A, C, E, B1, B2, B3, and B9. It helps in

lowering the bad cholesterol levels, thus helping in (c) Foods such as boiled vegetables, juices, legumes, etc.
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reducing the risk of cardiovascular disease and stroke. may not be particularly tasty, but they are high in
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(b) Pumpkin is a great source of vitamins A and C, nutrients such as vitamins and proteins that keep
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potassium, and phosphorus. us healthy.

A cup of cooked pumpkin that is boiled and drained (d) It is usually recommended to have a well-balanced diet.
with no added salt provides 49 calories, 1.8g of (e) A balanced diet is one that includes all of the
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protein, 12g of carbohydrates, and 0.2g of fat. nutritious content of food, such as carbs, proteins, fats,
and vitamins, in a ratio that is beneficial to general
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(c) Bottle gourd is one of the lowest-calorie vegetables-

health development.
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carrying just 14 calories per 100 g. It is one of the

vegetables recommended by dieticians in weight- (f) If we chase after tasty food, we may be diverted from
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control programs. the road of nutrition since pleasant food may not be
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as nutritious.
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The other uses of gourd across the world are as follows:

4. Amit loves to eat French fries and drink soft drinks. But
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(a) Dried gourds can be made into a wide variety of useful

objects, including utensils, cups, bottles, scoops, ladles, after reading about them he declined to have them as they
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fishnet floats, and birdhouses. are not good for health in long run. He may get certain
type of diseases like obesity, diabetes, etc. therefore, he
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(b) Today people use gourds for all kinds of handmade avoids such food and follow the healthy balanced diet.
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crafts, tools, and even household products.

(c) Numerous musical instruments made from gourds are

found on nearly every continent.

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Study Guide 1
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Developing Scientific Vocabulary Recalling Concepts

1. Herbivores 1. (b) Vitamin A and (d) Vitamin D

2. Staple 2. (a) Carbohydrate

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3. Ingredients 3. (a) Starch

4. Constipation 4. (b) Vitamin C

5. Nutrients 5. (b) Roughage

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6. Seeds 6. (a) Carrot

7. Honey 7. (c) Wheat

8. Lemons 8. (a) Cow

9. Haemoglobin 9. (a) Bear

10. Fat 10. (a) Fungus

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Sources of food

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Plants Animals

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Some edible parts and example:
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Carrots

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Root:
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Animal products: Eating habits and example:

Stems Ginger
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Honey Cows

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Milk Herbivores:
Leaves Mint
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Eggs Seafood Carnivores Lions
Flower Broccoli Meat Ghee Omnivores Bears

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2.
Components of food
&
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Carbohydrates Proteins Minerals Roughage and

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water
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Fats Vitamins
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Types Types Types Types

Simple Saturated Fat-soluble Macro minerals

Complex Unsaturated Water-soluble Trace minerals

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Deficiency diseases Deficiency diseases

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Night blindness Rickets

Beri-beri Anaemia
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Scurvy Goitre
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Thinking Critically (c) Stems – Ginger, onions and garlic

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(d) Seeds – Peas, pepper and green gram

1. We should avoid wastage of food because:
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(e) Flowers – Cauliflower, pumpkin and broccoli.

i. Sufficient food is not available for everyone.
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4. Animals are sources of food because we eat some animal

ii. Food is very costly and poor people cannot afford to
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products such as milk, eggs, meat, seafood and honey.

buy even the minimum required amount of food.
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• We get milk from animals such as cow, goat and

2. Omnivores are organisms which consume both plants
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buffalo. Milk is a rich source of proteins and calcium.

and animals. Humans eat plants in the form of different

vegetables. They also eat the flesh of animals and fish • We get eggs from hens, ducks and geese. Eggs are
products. Hence, humans are said to be omnivorous. nutritious and a rich source of proteins and vitamins.
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3. (a) Roots – Beetroots, carrots and radishes 5. Animals that eat only plants and parts of plants are called
herbivorous animals or herbivores. Humans do not have
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(b) Leaves – Cabbage, celery and lettuce

the same body structure as herbivores.
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Vegetarians in addition to plant products consume animals 9. A disease which arises due to the lack of essential nutrients,
products like milk and honey due to which they cannot be such as carbohydrates, fats, proteins, vitamins or minerals,
in our diet over a long period of time is called a

&
called herbivores.
6. i. Cooking at high temperatures leads to loss of vitamin C. deficiency disease.

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Deficiency of vitamins: Lack of vitamins can cause several

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ii. Washing pulses and rice too many times can lead to
deficiency diseases.
lose many water-soluble vitamins present in them.

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Example: Night blindness and scurvy.
iii. Washing fruits after peeling them can result in loss
Deficiency of minerals: Lack of some minerals can cause

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of nutrients.
deficiency diseases.
7. Macro Minerals:
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Minerals that are needed by our body in larger amounts are
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called macro minerals. Calcium, magnesium, sodium and 10. A balanced diet is not the same for all people. It varies with

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age, occupation and state of health.

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potassium are examples of macro minerals.
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Trace Minerals: • While children are growing, they need more proteins
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than adults do.
Minerals that are needed by our body in smaller amounts
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are called trace minerals. • Generally, males use up more energy than females.
However, this varies from person to person.

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Iron, copper, iodine, zinc and fluoride are examples of

trace minerals. • People who lead a more active lifestyle such as
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8.
As
Roughage does not provide any nutrient to our body, but is
sportspersons or who do manual labour jobs such as
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construction workers or porters require more energy.

an essential component of our nutrition as it helps our body Therefore, they will have higher carbohydrate and
&
get rid of undigested food. As roughage remains undigested, fat requirements.
'C

it passes through the entire digestive system keeping food

• Pregnant females require a lot of proteins, iron,

moving smoothly through the system. Not having enough

roughage leads to constipation, as our faeces become hard vitamin D and calcium.
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and difficult to eliminate from the body.

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Chapter 3: Fibre to Fabric

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2. (a) F (b) F (c) F (d) T (e) T
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Section Review 1
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3. (a) yarn
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1. (c) Nylon and acrylic

(b) fibre
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2. (b) Cotton and linen (Goa trip)

(d) natural
Reason: In Goa, the weather is hot and humid
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therefore Ria should buy cotton and linen clothes as (e) Coir
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they keep us cool during summers. 4. (a) Ginning

In Kashmir, the weather is very cold, therefore Ria (b) Spinning

should buy woollen and acrylic clothes as they keep us

warm during winters.

(d) Power looms
3. (a) Silk
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(e) Knitting
4. (d) Linen saree
5. The items shown in the given picture are wool and
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Section Review 2 knitting needles.

1. (a) Warm climate, black soil, receiving medium rainfall They are used for knitting sweaters, socks, etc.
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2. (d) Assam
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B. SUBJECTIVE TYPE QUESTIONS

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Reason: Jute fibre mainly grows in hot and humid 1. (a) The hair-like structure that yarn is made of is called
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areas that receive heavy rainfall. Also there is alluvial

a fibre.
or loamy soil found in Assam. Therefore, Assam is best
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suited for the cultivation of jute plants. There are two types of fibres namely artificial or
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synthetic fibres and natural fibres.

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3. black, bolls, fibres, ginning, spinning, washed

(b) A fibre can be a thin thread from either natural or
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4. (b) It was promoted as hand-spun cotton yarn to shun

synthetic sources, such as a seed hair from a cotton

imported textile.
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bolls. Fibres are usually spun together to make

Chapter Review continuous strands, which may be further combined

by twisting. This is called a yarn. Yarns can be knitted

A. OBJECTIVE TYPE QUESTIONS or woven into flat sheets which are called fabrics.
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1. (a) i. Cotton (b) iii. Silk

(c) iv. Spinning (d) iv. Looms

(e) i. Fibre Yarn Fabric

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(c) The comparison and contract between natural and iv. Spinning: Spinning is the production of cotton
artificial fibres are as follows: yarn from cotton fibre. In this process, individual

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strands of cotton fibre are twisted tightly together
Natural fibres Artificial fibres
to create a thicker cotton yarn. Spinning is done

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Fibres that we get from Fibres obtained using spinning machines like hand spindle (takli)

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natural sources are called artificially by chemical and spinning wheel (charkha).

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natural fibres. processes are called (d) Retting is the process of rotting the stems of the
synthetic fibres. plant in water to remove the sticky substance and

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These fibres are These fibres are strong separate the fibres from jute stems. It is important
environment friendly,
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comfortable to wear, are require less maintenance, are dissolved by the action of micro-organism and
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absorbent and good for do not wrinkle easily and moisture and separated from the stem.

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people with sensitive skin. are easily available. (e) The different steps involved in the process of
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For example, cotton and For example, polyester, manufacturing jute fabric from jute plants are as follows:

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jute (Plant fibres), wool rayon, nylon and acrylic. i. Step 1: Jute fibre is obtained from the stem of the
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and silk (Animal fibres). jute plant which are more than 3 metres in height.

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(d) Cotton clothes are very soft and comfortable to wear. ii. Step 2: The jute plant is normally harvested at
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They also have good moisture absorbency. Therefore, flowering stage. The stems of harvested plants are
bundled and immersed in water for 2–3 weeks.
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it is used for making summer clothing as well as

for towels, socks, curtains, napkins and bedsheets. During this period, the stems rot and a gum
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Whereas jute is a rough and coarse fibre. They have like substance that binds the stems together get
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rough surface that can cause rashes on the skin and destroyed. This process is called retting.
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hence is uncomfortable to wear. Jute fibers are usually iii Step 3: Fibres are then separated manually. The
fibers are also commonly drawn evenly into a
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used in making bags, carpets, ropes, etc.

(e) The comparison and contract between weaving and sliver or loose untwisted parallelised band. The
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knitting are as follows: sliver so formed, are then finally drawn out and
twisted in a spinning unit to form yarn. The yarn
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Weaving Knitting is packed into bales and is sent out to factories for
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The process of making The process of manufacturing jute fabric.

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fabric by arranging at least making fabric by
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iv. Step 4: In the factories, the yarn is then woven or

two distinct sets of yarns interconnecting knitted to make different products.

interlaced at right angles is loops of yarn is called

called weaving. knitting. C. PUZZLE OVER
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Fabric is usually woven Knitting can be done 1. Ginning process is a very important step in the production
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on a loom which can be by hand with two of cotton products. If one did not go through the process
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of ginning then seed bits would spin into yarn which

operated either by hand or knitting needles and

can cause the yarn to break and affect the value of the
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by machine. a ball of yarn, or by

using machines. commodity on the market.
&
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For example, mats, baskets, For example,

D. SKILL CRAFT
denim, etc. sweaters, socks,
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jersey, etc. 1. India has hundreds of weaver communities such as the

Julaha, Padmashali, Koshta, etc. weavers who have kept
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2. (a) A towel is made of cotton fabric because it has good the weaving traditions alive for centuries. Here, we look at
moisture absorbency. It absorbs water from our body. some of the dedicated weaver communities of India, whose
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(b) Cotton plants are usually grown at places having lives are intertwined in the very patterns they create.
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black soil and warm climate with moderate rainfall. (a) Julaha: This community derives its name from the
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While jute plants grows in hot, humid climates with Persian word julah, meaning a ball of thread. These
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abundant rainfall and alluvial or loamy soil. artisans are known to incorporate bold colours into
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manufacturing cotton fabric from cotton plants are Delhi, the Julaha community can also be found in parts
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as follows: of Rajasthan, Uttar Pradesh, Uttarakhand, Himachal

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i. Cotton cultivation: At maturity, the cotton bolls Pradesh, Jharkhand, Bihar, Jammu and Kashmir and
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burst open, and the white cotton fibre can be seen. Maharashtra. Most of them are Hindus, although some
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Muslim Julaha communities, such as Ansaris or Nurbafs,

ii. Harvesting: The fibres inside cotton bolls are

also exist. Punjab and Chandigarh are populated by
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stripped from the plant either by hands or

Julahas who follow Sikhism (called Ramdasis), and many
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by machines.
are animists who worship their ancestors.
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iii. Ginning: The cotton that is harvested from the

(b) Padmashali: The Padmashali community is identified

plants has seeds in it. The process of separating

by different names in various regions of India. The
the fibres from the cotton seeds is called ginning.
name Padmashali comes from two words-padma,
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Traditionally, it was done by hand, but nowadays

meaning ‘lotus’ and shali, meaning both ‘weaver’ and
this is done by machines called cotton gins.
‘spider’. This Telugu-speaking Hindu community is
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largely found in Andhra Pradesh. The community

claims to be descended from Rishi Markandeya.

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According to a Hindu legend, Markandeya supposedly 2. Answers may vary, so accept all suitable answers. The various
wove the first fabric from the fibres of the lotus products sold in ‘Khadi Gram Udyog’ are handmade soap,

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flower to clothe the gods. Currently, the Padmashali herbal shampoos, khadi clothes, khadi beauty products,
community and its various sub-categories weave cloths khadi medicines, etc.

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using materials ranging from cotton to silk.

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Khadi is a well-known, handwoven, natural fiber fabric
(c) Koshta: Koshta (also spelt as Koshti) is a Marathi and usually made from cotton, silk, or wool in the eastern

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Telugu community of Kabirpanthis and Lingayats. regions of the Indian subcontinent and Bangladesh. Khadi
Artisans from this community are spread over products create new opportunities for artisans and weavers

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northern India and in the states of Uttar Pradesh, that support the local economy and the well-being of
Bihar, Madhya Pradesh, Chhattisgarh, Maharashtra
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and Andhra Pradesh. They speak a distinct language, supply chain in the country, based on awareness, self-
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with words borrowed from Sanskrit, Marathi, Khari- reliance, and economic independence.

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boli, Bundeli, Chhattisgarhi and variants of Hindi. 3. If a cloth is in good condition (no stains, holes, or tears)
Just like Padmashali, the Koshtas also claim to be
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and is clean, it’s probably perfect for clothing donation.

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descendants of Rishi Markandeya. The Koshtas are Therefore, Shalini is doing right thing of donating clothes
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famous for their silk-bordered textile-a white cloth which are in a good condition and is clean.
with a red silk border.

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Chapter 4: Sorting Materials Into Groups
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&
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Section Review 1 i. A single object can be made from different types

of materials. For example, a container can be

1. (c) iv and v made using glass, plastic or metal.
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2. (d) Ceramic plates can break if dropped on the floor. ii. A single material can be used to make different
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objects. For example, wood can be used to make

Section Review 2 tables, chairs, windows or doors.
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1. (b) Dusty wooden box iii. Objects can be made with a combination of
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Reason: A dusty wooden box is made of wood which materials. For example, a cake can be made of a
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is a non-lustrous object. Therefore, it will not shine combination of flour, sugar, butter, baking powder
even if it is rubbed with sandpaper. and eggs.
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2. (b) ii, iii, i (b) An object is something that you can touch. A material
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3. (b) Salt and sugar are soluble in water, but sawdust is what the object is made from. The objects are
spoons and doors. The materials are plastic and wood.
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is insoluble.
(c) Materials can be classified in five ways namely
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4. (c) The ice-cream stick will float and the other two items
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will sink. appearance, hardness, solubility, flotation and

transparency.
Reason: Ice-cream stick is lighter than water, therefore
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it floats in water whereas coin and marble are heavier (d) The comparison and contrast between soluble and
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than water, therefore they sink in water. insoluble materials are as follows:
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5. (b) Only water is transparent. Soluble materials Insoluble materials

Chapter Review Materials that dissolve Materials that do not

in water are said to be dissolve in water are said
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A. OBJECTIVE TYPE QUESTIONS soluble materials. to be insoluble materials.

1. (a) ii. Steel (b) ii. Cotton (c) i. Sugar For example, salt, sugar, For example, sand,
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(d) ii. Ice cubes, oil (e) iii. Frosted glass milk, etc. pebbles, oil, etc.
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2. (a) F (b) F (c) T (d) F (e) F (e) i. Lustrous materials: Gold and silver
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3. (a) classification (b) lustre (c) hardness ii. Materials that do not float in water: Iron
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(d) solubility (e) flotation and stone

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4. (a) Aluminium (b) Diamond (c) Salt iii. Soft materials: Cotton and wool
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(d) Waxed paper (e) Cardboard 2. (a) i. Lustre: The ability of a material to shine is
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called lustre.
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5. Coins are heavier than water, therefore they drop to the

bottom of the glass full of water. ii. Solubility: The extent to which a substance can
dissolve in water at a particular temperature is
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called solubility.
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B. SUBJECTIVE TYPE QUESTIONS

iii. Flotation: The ability of a material to float in

1. (a) The sorting of objects into groups such that each

water is called flotation.
group has its feature or property is called classification
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of objects. iv. Transparency: The property of a material

that allows us to see clearly through it is called
Let us understand the meaning of “Classification” with
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transparency.
the help of some examples:
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(b) An experiment to test if objects are soluble in water: D. SKILL CRAFT
• Take a spoonful of salt, sugar, sand and stone in 1. Answers may vary, so accept all suitable answers. I would

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four different glasses. prefer good quality plastic material for arranging and
storing all my toys and books. It is because the material

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• Add small amount of water into each glass.

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• Now stir them with the help of spoon and observe. on which the toys kept should be made of hard material
otherwise it will fall down. If it will not take the weight of

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• After sometime, you will notice that the salt and
the toys or the books kept in it, then it will be of no use.
sugar completely dissolve in water. Whereas sand

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and stone do not dissolve in water. They settle
down in the glass.
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• Therefore, salt and sugar are soluble materials,
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whereas sand and stone are insoluble materials.

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(c) Wood float on water because it is lighter than water.
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(d) The comparison and contrast between transparent,

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translucent and opaque objects are as follows:
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Transparent Translucent Opaque

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Materials that Materials that Materials that do

allow all the allow some lightAs not allow light

light to pass to pass through to pass through

2. Answers may vary, so accept all suitable answers. Some other
through them them are called them are
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ways to classify objects are as follows:
are called translucent called opaque
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transparent materials. materials. i. Heaviness or lightness: The density of a substance is

materials. its mass per unit volume. According to density, we can

decide the heaviness and lightness of the substance.
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Glass, water, Coloured Paper, wood, Density simply means we can measure their heaviness
cling film, plastic, frosted aluminium according to their size and shape. It may be higher and
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etc. are some glass, waxed foil, etc. are lower both.
examples of paper, etc. are some examples
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transparent some examples of opaque ii. Good conductor of Heat: A material that allows it to
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materials. of translucent materials. flow through them is called as a good conductor of

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heat whereas some are do not allow it to flow is called
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materials.
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as an insulator. Generally, metals are good conductor

(e) A paper can be made translucent by applying oil to of heat. Non-metals like plastic, glass, paper are the
it. Paper is made up of cellulose fibre in crystalline insulators of heat.
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form and is opaque naturally. However, when it is iii. Good conductor of electricity: Material that allowed
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greased with oil, the paper will allow refraction of light to flow the electricity in it is called a good conductor
through it making it translucent.
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of electricity just like the example of copper. Copper

is a one kind of a metal. It is used in electricity fitting

C. PUZZLE OVER because it is a good conductor of electricity.

1. In a game of hide and seek, if you hide behind a glass door, iv. State: All substances are made up of matter and matter
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you will easily be viewed by the other person. It is because exists in three states namely solids, liquids and gases.
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the glass door is a transparent material that allows light

3. Answers may vary, so accept all suitable answers. Yes, the
rays to pass through them. One can easily find out the
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properties of materials help us create suitable objects.

person who is hiding behind the glass door.
Let us take an example of a hammer. Suppose if a hammer
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2. Answers may vary, so accept all suitable answers. In order

is made up of glass, then it will not be used for breaking any
to make it simpler for customers to find what they need,
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substance as it itself gets broken down on striking. Therefore,

supermarkets have labels (boards) indicating the types of
it should be made of some hard object like metal.
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items that are available in each aisle.

4. Answers may vary, so accept all suitable answers. We must
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If there were no such boards in the supermarket, then it

sort our household waste before throwing it away. This helps

will become very difficult for customers to select their own
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in separating waste from the materials that can be recycled.

items. They will waste most of their time in searching for

If sorting does not happen, a lot of recyclable materials can
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their items.
end up in landfills or be incinerated, and valuable resources
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lost from our economy.

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Chapter 5: Separation of Substances

Section Review 1 (b) A mixture of sand and iron filings can be separated by
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magnetic separation because iron filings are magnetic in

1. (a) The blue candies can be separated by handpicking

nature therefore, they get easily attracted to a magnet.

because they can be easily distinguished from the
(c) A mixture of flour and husk can be separated by
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other candies by their colour.

sieving because flour is smaller than the holes of sieve
therefore, they easily pass through them, whereas husk
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are larger particles therefore, they remain in the sieve.

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2. Harvinder is a farmer from Punjab. He is happy that he has (b) Mixtures need to separate due to following reasons:
harvested his crop. His family is helping him at the farm. i. To remove impurities or undesirable or harmful

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The women and men of his family are threshing the dried components
harvested crop. Threshing is the method of separation

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ii. To obtain the pure sample of a substance
which is used to separate hard grains from their dried

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covering called chaff as well as from the dried stalk. Some iii. To obtain a useful component

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women are taking the threshed grains and winnowing (c) Three general properties of a mixture are as follows:
them. Winnowing is the process of separating heavier and i. Each components keep their original properties.

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lighter components of a mixture by wind or by blowing air. For example, if you mix different fruits to make
Section Review 2 rs a fruit salad, it is a mixture of fruits. Each type
of fruit in the fruit salad continues to keep its
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1. (d) Pour the solution through a filter paper. original properties.

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2. Siya was given a mixture of a few red marbles, yellow ii. The proportion of the components is variable.
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marbles, green marbles, some sand and some sugar mixed For example, in a fruit salad, one can put more

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in water. The different methods used to separate each apples and grapes, and less bananas or any other
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component of the mixture are as follows: combination of fruits.

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i. The marbles (red, yellow, green) can be easily iii. The components of a mixture can be easily
separated from the mixture using the handpicking separated by different methods. For example,
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method. It is because the marbles are large in size and someone who does not like grapes can simply pick
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easily distinguished from the other components. out the grapes from the fruit salad.
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ii. Now sand and sugar are left in a container. Sand can (d) The constituents of a mixture are crucial since only by
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be separated using filtration technique. Since sand studying their physical properties, reactions and nature
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is insoluble in water, when the solution mixture is one can separate the mixture. Therefore, it is important
poured through a filter paper in a funnel, the sand to know the physical properties of the components
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particles remain as a solid in the filter paper, while the of a mixture before choosing a method to separate
water along with sugar is collected in the container. them. For example, the constituents of different sizes
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iii. Since sugar is soluble in water, therefore it can easily are separated by handpicking method, the heavier and
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pass through the filter paper. Now, the sugar can be lighter constituents of the mixture are separated using
winnowing method, etc.
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separated using the evaporation technique. When

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the sugar solution is heated, slowly the water will get (e) i. Handpicking
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evaporated leaving behind sugar as a solid.

ii. Sedimentation and decantation
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3. (d) 10 mL
2. (a) Let us perform an experiment to show that solubility
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Reason: Siya mixed 5 g of salt in a beaker having increases on heating a saturated solution. For this
30 mL of water. Now Siya added 5g more salt in the
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experiment, we need water, beaker, salt and glass rod.

same beaker. But this time the salt does not dissolve
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• Take a spoonful of salt in the beaker.

due to the mixture reaches its saturation point. So,

• Add 100 mL of water into the beaker.
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she added 20 mL more water in the beaker. Therefore,

some salt has dissolved. The leftover salt will dissolve • Now stir the solution well and observe.
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on adding 10 mL water.
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• After sometime you will notice that the salt will

completely dissolve.
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Chapter Review
• Now add more salt to the same solution and stir
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A. OBJECTIVE TYPE QUESTIONS again. Do it again and again till no more salt
1. (a) i. Pure substances (b) ii. Handpicking dissolve in the solution. The point where no more
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saturated solution.
(e) iv Alum
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• Now heat the solution and add salt into it.

2. (a) T (b) T (c) F (d) F (e) F
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• You will notice that the salt will be soluble in the

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3. (a) mixture (b) handpicking (c) sieving same amount of solvent.

(d) magnetic (e) threshing • Therefore, we can conclude that solubility

4. (a) Winnowing (b) Solubility (c) Sediments increases on heating a saturated solution.
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(d) Residue (e) Condensation (b) We cannot use handpicking method to separate a
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5. In the given picture, sieving method is used for separating mixture of salt and sand because in the handpicking
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method, substances should be large enough in size

the mixture.
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to be recognized and picked out by hand but sand

and salt particles are very small in size so they can’t

B. SUBJECTIVE TYPE QUESTIONS
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be picked by hand. It can be separated by filtration

1. (a) A mixture is made up of two or more pure substances. technique.

A mixture can be a solid, a liquid or a gas. For

a mixture that has magnetic and non-magnetic

gases (oxygen, nitrogen, carbon dioxide, water
components. Here iron nails are magnetic and copper
vapours, etc.) and the vast oceans are a mixture of
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nails are non-magnetic, therefore they can be easily

different salts and water.
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separated by this method.

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Handpicking technique is when the quantity of heat it up to boiling. Keep this boiled water aside for
mixture is small, the components to be separated are some time to cool it down. Now this water is pure and

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large in size and easily distinguished from the other can be used for drinking purpose.
components. Hence, magnetic separation is better

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than handpicking to separate iron nails from copper D. SKILL CRAFT

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nails in a very large box of nails. 1. Separating funnel technique is the one that can be used to

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(d) The two powders mixed together can be separated separate a mixture of three substances.
using filtration technique as one powder is soluble and

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the other is insoluble in water.
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• Take both the powder in the beaker and add small
amount of water into it.
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• Now stir it well and notice one powder is

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completely soluble in the water and the other

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is insoluble.
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• Now pour this solution through the filter paper.

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You will notice that the one which is soluble will

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pass through the filter paper and collect as filtrate

2.
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in another beaker. As Answers may vary, so accept all suitable answers. In recent
years, many major oil spills have taken place: The Persian
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• The other powder will remain in the filter paper

as residue. Gulf war oil spill, the prestige oil spill in 2002 and the
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Deepwater horizon oil spill in 2010.
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(e) The solution of sugar and water will not separate using
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filtration technique as the sugar is completely soluble The methods that were used to clean the oil from the water
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in water and when we filter it through filter paper, the are as follows:
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complete solution will pass through it. Evaporation is the (a) Using oil blooms
best technique to separate the sugar and water solution. (b) Using skimmers
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(c) Using sorbents

C. PUZZLE OVER
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(d) Burning in-situ

1. During camping in remote area, the muddy water can be
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made useful for drinking in the following ways: (e) Using dispersants
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(f) Chemical stabilization of oil by elastomizers

• First pass the muddy water through the clean socks

and collect the filtrate in a water bottle. Notice, the 3. The kidneys are two bean-shaped organs, each about the
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insoluble mud remains at the socks. size of a fist. They are located just below the rib cage, one
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• The water is still not pure to drink as some soluble on each side of your spine. Healthy kidneys filter about a
half cup of blood every minute, removing wastes and extra
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particles has passed through the socks.

water to make urine. The urine flows from the kidneys
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• Now add some alum into the bottle. The particles

to the bladder through two thin tubes of muscle called

of dissolved alum deposit on the suspended mud
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ureters, one on each side of your bladder. Your bladder

particles. Due to this, the mud particles become stores urine. Each of your kidneys is made up of about
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‘loaded’ or heavy with the alum particles and quickly

a million filtering units called nephrons. Each nephron

settle down at the bottom of the bottle. When all includes a filter, called the glomerulus, and a tubule. The
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the suspended mud particles settle down, the water nephrons work through a two-step process: the glomerulus
becomes clear.
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filters your blood, and the tubule returns needed

• The water is still not pure to drink as some micro- substances to your blood and removes wastes.
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organism may also present in the water. Therefore, this

water can be taken in a pan and put it on the stove and
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Chapter 6: Changes Around Us

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Section Review 1 Chapter Review

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1. (a) Reversible (b) Irreversible (c) Reversible A. OBJECTIVE TYPE QUESTIONS

(d) Irreversible (e) Irreversible (f) Reversible

1. (a) iv. Both (ii) and (iii) (b) ii. Irreversible change
2. (d) Step 2 is a reversible change and step 1 is an (c) i. Chemical change (d) ii. Chemical change
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irreversible change. (e) i. Expansion

2. (a) T (b) T (c) F (d) T (e) F

Section Review 2
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3. (a) change (b) reversible (c) irreversible

1. (d) Change in temperature of rod. (d) physical (e) chemical

Reason: On increasing temperature, the iron rod 4. (a) Melting of ice-cream (b) Burning of paper
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expands whereas on cooling they contract.

surface remains at room temperature. This difference (d) Growing of a baby to a child (e) Sharpening a pencil
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in temperature causes the glass to break.

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5. (a) Physical change (reversible change) (c) Electric wires should not be fixed tightly on electric
(b) Chemical change (Irreversible change) poles because during winter, the wires contract

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and if they are placed tightly, they would snap on
B. SUBJECTIVE TYPE QUESTIONS contraction. In summer, the wires will expand and so

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will sag a little.

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1. (a) The transformation in the appearance or properties of
a substance is called a change. (d) Wooden wheels often have a covering of iron over

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For example, melting of chocolate. It becomes hard their rim. This is in the form of an iron ring. The iron
again when kept in the refrigerator. ring is usually a little smaller than the wheel. The ring

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is first heated so that it expands. This expanded iron
(b) The comparison and contrast are as follows:
rs ring is fitted around the wooden wheel. As the iron
i. cools, it contracts and the iron ring fits tightly over the
Reversible changes Irreversible changes
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wooden wheel.

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Changes in which Changes in which

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substances or materials substances or materials (e) Thermometers have mercury placed in a very thin
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tube. When the thermometer is kept in hot water,

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can be changed back cannot be changed
or reversed to their back or reversed to the liquid expands and rises up the tube. When the
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original form are called their original form thermometer is removed from the hot water, the
liquid contracts and comes down in the tube. In

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reversible changes. are called irreversible

thermometers, the rise and fall of mercury are used to
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changes.
As measure the temperature of people.
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For example, melting of For example, ripening

ice, stretching a rubber of fruit, rusting of iron,
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C. PUZZLE OVER
band, etc. etc.
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1. The concrete slabs undergo thermal expansion during

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ii. summer. The gap allows space for this expansion. If these
Physical changes Chemical changes gaps were not left, the concrete slabs would crack during
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Changes in which Changes in which new summer due to thermal expansion. The filling of this
no new substances substances are formed gap with the sand (soft substance) does not affect the
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are formed are called having properties expansion process. Instead, it helps to make concrete free
from voids, increase strength of concrete and also increases
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physical changes. different from the

original substances are the workability of concrete.
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called chemical changes.

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They can be reversible They are permanent D. SKILL CRAFT

or irreversible. and irreversible. 1. Ask students to make a PowerPoint presentation on any

three conditions or situations where thermal expansion

For example, For example, curdling of and contraction could be a problem while making a
crumpling paper, milk; rusting of iron, etc.
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building. This project helps in evaluating the critical

cutting of wood, etc. thinking ability of the student.

iii. Physical change iv. Chemical change occur in our nature and also classify them under different
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(d) i. Stretching a rubber band and blowing air into types of changes.
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a balloon 3. No, it is not a good idea to store bottles full of soft drinks
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ii. Boiling an egg and baking a cake in the freezer for a few days because they would break. It
is because water contracts when cooled but only up to 4
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iii. Expansion joints in bridges and railway tracks

and expansion in wheel rims degrees Celsius after which, on further cooling, it starts
expanding. However, the bottle keeps on contracting, while
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(e) Tyres of vehicles is an example of expansion and

the water inside it starts to expa nd. Due to a lack of space
contraction in gases.
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for the expansion, the bottle breaks.

2. (a) Rolling dough is a reversible change as here only shape
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of the dough is changed and no new substance is formed 4. Ask students to carefully observe the fluctuation in the
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mercury level and also ask them to learn how to measure

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but cooking the rolled dough is an irreversible change

because the chapati cannot change back into dough. temperature using this thermometer.
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(b) A wooden door is most likely to expand in the summer

months especially during humid season. In this season,

they absorb moisture from the environment and being

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the reason of expansion of wood.

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Study Guide 2
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Developing Scientific Vocabulary Recalling Concepts

1. Synthetic 2. Alluvial 1. (a) Knitting 2. (a) Spinning

3. Solubility 4. Evaporation 3. (a) Handpicking 4. (a) Distillation

5. Transparency 6. Float 5. (c) lustre 6. (a) transparent
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7. Irreversible 8. Reversible 7. (c) Reversible 8. (d) soft

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Types of fibres

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Examples:

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Wool
Natural

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Synthetic fibres fibres Silk

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Animal fibres
Examples: rs Examples:
Cotton
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Polyester Plant fibres

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Jute

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Nylon
Linen
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Rayon

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2.

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Separation of substances
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Separation of solid mixtures Separation of solution

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Methods Methods
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1. Handpicking 2. Magnetic separation 1. Filtration 2. Evaporation

3. Sieving 4. Threshing 3. Condensation 4. Loading

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5. Winnowing 5. Distillation
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3.
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Classification of materials
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We classify (group) objects because: Based on properties

Lustre Gold
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1. It is easy to locate objects when we

Appearance
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group them.
Without lustre Wood
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2. It is easy to learn about the objects if we Hardness

know the features or properties of the group. Hard Iron

Solubility
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Soft Cotton
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Ability to float
Transparent Glass
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Transparency
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Translucent Waxed paper

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Opaque Wood
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4.
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Types of changes
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Reversible change Irreversible change Physical change Chemical change

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Definition: Definition: Definition: Definition:

Changes in which. Changes in which.materials cannot Changes in which no new Changes in which new
materials can be reversed substances are formed.
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be reversed to their original form. substances are formed.

to their original form
Example: Baking a cake Example: Example:
Example:
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Boiling water Tearing of paper Burning of paper

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Thinking Critically 5. If we place a few drops of oil on the normal paper and hold
it against light, the normal paper appears translucent.
1. Natural fires are better than synthetic fibres because

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6. Materials around us differ in properties. To choose a
natural fibres are environment-friendly, comfortable to
material with the best performance for a particular

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wear, are absorbent and good for people with sensitive

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application, we will need to consider the properties
skin. However, synthetic fibres do not allow air circulation,
of the available materials. Properties are the observed
making them sticky, sweaty and uncomfortable to wear in

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characteristics of materials. That’s why it is important to
hot and humid climate.
know the properties of materials before using them to

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2. Spinning is the technique of making yarn from fibres. make an object.
The yarn is then used to make fabric by methods such as
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weaving and knitting. Thus, spinning fibre is important
following reasons:
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when making yarn.

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• To remove impurities or undesirable or harmful

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3. On the basis of solubility, materials can be classified as

components.
follows:
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• To obtain a useful component.
• Materials that are soluble: Examples of soluble
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materials are salt, sugar, milk and lime juice. 8. Handpicking is used when the quantity of mixture is small,
the components to be separated are large in size and easily

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• Materials that are insoluble: Examples of insoluble

distinguished from the other components. As the particles
materials are sand, pebbles, oil, glass and plastic.
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4. When electric wires and telephone lines are fixed to poles,
of salt and sugar are very small in size, they cannot be
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separated by handpicking.
the wires are not fixed very tightly because during winter,
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the wires contract and if they are placed tightly, they would
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snap on contraction. In summer, the wires will expand and

so will sag a little.

Chapter 7: Getting to Know Plants

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Section Review 1
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1.
S. No. Size Stem Position of branches Type of plant
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Green Tender Thick Hard Base of the Higher up on the

stem stem
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(a) Small Yes Yes Yes Herb

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(b) Medium Yes Yes Yes Shrub

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(c) Tall Yes Yes Yes Herb

(d) Tall Yes Yes Yes Tree

(e) Medium Yes Yes Yes Tree

(f) Small Yes Yes Herb

2. (d) No, the plant has a weak stem and spreads on the 2. (a) Petals: This is the colourful part of the flower. Its main
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ground. It is a creeper. function is to attract insects.

Section Review 2
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1. (d) Absorption of nutrients from the soil.

Petals
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Reason: Absorption of nutrients from the soil is the

main function of roots.

2. (c) Red streaks were seen on cutting the stem.

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Section Review 3 (b) Anther: It is a swollen tip part of the stamen.

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Filament: It is a long part of the stamen.

1.
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Name of the Venation Type of root

plant Anther
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Mango Reticulate Taproot

Grass Parallel Fibrous root

Maize Parallel Fibrous root Filament

Banyan Reticulate Taproot

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(c) Stigma: It is a swollen tip part of the pistil. iii. Leaf: I. Leaf prepares food for plants by the
Style: It is a long part of the pistil. process of photosynthesis.

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Ovary: It is a swollen base which contains small II. The leaf is the main site of water loss through
the process of transpiration.

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bead-like structures called ovules.

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(d) i. Photosynthesis: The process by which green
Stigma plants use sunlight to put together carbon dioxide

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Style and water in order to make sugars and release
oxygen is called photosynthesis.

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Ovaryrs ii. Transpiration: The process by which water
vapour is lost from the surface of leaves is called
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transpiration.

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(e) Petals of flowers are usually brightly coloured because
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they attract insects. Flowers produce the sweet smell

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and bright coloured petals, which increases the chances
Chapter Review
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of pollination. Flowers provide nectar to insects which

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results in insects pollinating in exchange.
A. OBJECTIVE TYPE QUESTIONS

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2. (a) The comparison and contrast are as follows:

1. (a) i. Rose (b) ii. Grape (c) i. Pumpkin
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(d) iii. Stomata (e) ii. Stigma, style and ovary

As i. Climbers Creepers
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2. (a) F (b) T (c) F (d) F (e) F Plants with weak and Plants with weak
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thin stems which stems that cannot

3. (a) herbs (b) shrubs (c) trees

cannot stand upright stand upright but

(d) trunk (e) bark

on their own and need grow along the ground
4. (a) Lateral roots (b) Transpiration (c) Pistil
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support such as sticks, are called creepers.

(d) Ovules (e) Pollen grains walls or a tree to stand
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5. Leaf blade or lamina: upright are called

Each leaf typically has climbers.
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a leaf blade called the For example, For example,

Petiole: It is the stalk of the leaf
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lamina, which is also the cucumber plant, bitter watermelon plant,

that is attached to the stem.
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widest part of the leaf.
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gourd plant, etc. pumpkin plant, etc.

Veins: Large number ii. Taproot Fibrous root

Margin: The edge of the
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of tiny branches called

veins branch out from leaf is called the margin. A taproot system is A fibrous root system
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one in which there is a is one that consists

the midrib.
main root or a primary of groups of roots of
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Midrib: Most leaves have a root that grows straight similar size and length.
midrib or central vein, which
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down deep into the soil.

travels the length of the leaf.
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Bean plant, carrot Grass, maize plant,

B. SUBJECTIVE TYPE QUESTIONS

plant, radish plant, etc. wheat plant, etc. are

1. (a) Based on the size and nature of the stem, plants are some examples of some examples of
around us can be categorised into five types: taproot. fibrous root.
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Herbs: Grass and mint

iii. Reticulate venation Parallel venation
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Shrubs: Rose plant and jasmine plant

Trees: Palm tree and coconut tree When the veins of a When the veins run
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leaf have a net-like parallel to each other,

Climbers: Pea plant and grape plant
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appearance on either it is known as parallel

Creepers: Watermelon plant and strawberry plant side of the midrib, it venation.
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(b) Climbers have weak, thin and flexible stems that is known as reticulate
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are usually green and non-woody. Most climbers venation.

have special modifications called tendrils that wind
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Mango leaves and Leaves of grass and

themselves around sticks, walls and other plants and banyan leaves show maize plants show
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help the plant climb up. reticulate venation. parallel venation.

as follows: (b) i. Root: I. Roots such as carrot, radish and turnip

store food and become fleshy. We eat such roots

i. Root: I. It absorbs water with dissolved minerals
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as vegetables. These are called storage roots.

from the soil.

II. Roots of the banyan tree grow down from

II. Some roots store products of photosynthesis in

the branches to give extra support to the large
the form of sugar and starch.
branches. These are called prop roots.
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ii. Stem: I. It holds the plant upright.

ii. Stem: I. Ginger, onion and potato are
II. It acts as the transport system of the plant.
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underground stems as they grow below the

Water and minerals are transported up from the ground. They act as storage stems.
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roots to the leaves.

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II. Stems of cacti are fleshy and green, and take Petal: This is the colourful part of the flower. The
part in photosynthesis. function of the petals is to attract insects.

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iii. Leaf: I. Leaves of a pea plant are modified to form Sepals: These are the outermost part of a flower. They
tendrils that help these plants attach to nearby are generally green in colour. Their main function is to

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protect the bud during its development into a flower.

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surfaces for support.
II. Leaves of a cactus plant are modified to form They are generally shed off after the flower becomes

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spines that help prevent the loss of water through a fruit.
transpiration. As cactus plants are found in

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Stigma
deserts, this is a useful modification. Pollen tube
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(c) Stem is called two-way street because it transfers water Filament Style
Petal
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and minerals to the leaves in upward direction for Ovary

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the photosynthesis to take place. At the same time, it Receptacle

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Ovule
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transfers the food (glucose) from the leaves to other Pedicel Sepal
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parts of the plant in downward direction. That’s why it
is called a two-way street.
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(d) Let us perform an experiment to show that plants C. PUZZLE OVER

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undergo transpiration. 1. Stomata are present on the leaves of plants. They are tiny
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• Take a potted plant and water it. As pores that basically help the plants exchange gases. If
there are no stomata in the leaves, no exchange of gases
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• Now cover the plant with a polythene bag. Keep

it in a sunny place and observe the polythene bag will take place as a result there will be no photosynthesis.
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The transpiration process will stop which will affect
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after a few hours.

the temperature of the plants as well as there will be no

• You will find tiny droplets of water inside the
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transport of any material.

polythene bag. These droplets are formed due
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to water being lost from the potted plant due to D. SKILL CRAFT
transpiration.
1. Ask students to make a PowerPoint presentation on ‘Parts
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(e) A flower is the reproductive part of the plant. The

flower helps form fruits and seeds that give rise to new of a plant-Function and Role’ of some plants such as potato,
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plants. A typical flower is consisting of stamen, pistil, carrot, radish, ginger, hibiscus, groundnut and neem tree.
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petal and sepals. Also understand the structure of each plant. This project
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helps in evaluating the technological literacy in the students.
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Stamen: This is the male part of the flower. The

stamen has two parts-a long filament and a swollen 2. Ask students to perform an activity of creating a leaf
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tip called the anther. The pollen grains are powdery impression T-shirt by following each step given in
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the question.
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material found on the anther.

Pistil: This is the female part of the flower. The pistil 3. Ask students to research on how plants keep us cool in
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has three parts-a swollen tip called the stigma, a hot weather.
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long style and a swollen base called the ovary which 4. Ask students to research on some other ways by which you
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contains small bead-like structures called ovules. can encourage people to grow plants and not destroy them.
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Chapter 8: Body Movements

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Section Review 1 3. Ribcage: It protects important organs such as the heart, the lungs
and the liver. Its movements help us breathe.
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Skull
Section Review 2
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Humerus
1.
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Name of the Type of Type of Example

Ribcage
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joint joint (Fixed/ movement

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partial/
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movable)
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Pelvic girdle
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(a) Ball and Movable Ball and Hip joint

Femur socket socket

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joint
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Sternum (b) Hinge Movable Hinge Elbow joint

joint
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Vertebral column (c) Joints of Fixed Joints of Joints of

the skull the skull the skull

Shoulder girdle
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(Except the
1. Skull: It protects the brain and gives shape to our face. lower jaw)
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2. Vertebral column: It covers and protects the spinal cord. (d) Gliding Movable Gliding Wrist joint
joint
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It also allows us to stand straight, twist, bend and move

our back.
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skull and neck called ‘serpentine’

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(f) Joint of Partial Joint of Joints between movement.

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the ribs the ribs the ribs and 5. Earthworm Invertebrate The body of The earthworm
the earthworm first extends the

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the sternum
possesses front part of the
2. (c) It allows the movement of bones at the joints.

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muscular ring body, keeping
filled fluid and the rear portion
Section Review 3 rs bristles. Bristles fixed to the
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Name of the Vertebrate/ Body parts Describe the provide grip ground then it

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animal invertebrate that help in movement on the surface fixes the front

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movement shown by the and fluid-filled end and pulls

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animal muscular the rear end
ring helps in forward. This
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1. Cockroach Invertebrate Three pairs Cockroaches movement by makes it move
of legs help in can walk or run

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stretching and forward by a

walking and by moving its contracting small distance.
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two pairs of As
middle leg on muscles.
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wings help one side with

in flying the front and 6. Snail Invertebrate The snail is The snail
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protected by a moves with the
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back legs on the

opposite side. rounded hard help of waves

structure called of muscular

2. Bird Vertebrate Two hind legs Birds have two shell. It moves contraction,
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help in walking hind legs that with the help of leaving behind a
and one pair of allow them to muscular foot. trail of mucus.
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wings help walk or hop

in flying on land. They
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fly by flapping Chapter Review

their wings
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A. OBJECTIVE TYPE QUESTIONS
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up and down.
Some birds have 1. (a) iv. Humerus (b) ii. Hinge
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streamlined (c) ii. Ligaments (d) ii. Tendon (e) ii. Foot
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body that help 2. (a) F (b) F (c) F (d) T (e) T

them to swim in
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3. (a) skeletal (b) skeleton (c) 206

water as well.
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(d) marrow (e) vertebral

3. Fish Vertebrates Streamlined Fish move

4. (a) Locomotion (b) Vertebrae (c) Sternum
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body, tails and their muscles

(d) Joints (e) Fixed or immovable joints
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fins help them in a wave-like

swim as well motion. The 5. Ribcage: It protects important organs such as the heart, the
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lungs and the liver. Its movements help us breathe.

as change their front part of the

direction fish curves to
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one side and the

tail curves to the Sternum
Ribs
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other side, to
form an S-shape.
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This helps
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them push their

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body forward
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by moving
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sideways.
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4. Snake Vertebrate A long A snake moves

backbone by twisting its

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and many body to form a Floating ribs

interconnected few S-shaped

muscles that loops. Each

B. SUBJECTIVE TYPE QUESTIONS
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help them to loop gives the

slither. Scales body a forward 1. (a) All the bones in the human body together with ligaments,
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help it to hold push, which cartilage and tendons make up the skeletal system.
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on to the helps the snake (b) The three functions of the skeletal system in humans are
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ground as it move forward as follows:

moves. by pushing
i. It gives shape and support to our body.
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sideways.
ii. It protects our soft internal organs such as the
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heart, lungs and stomach.

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iii. It stores calcium and phosphorous for later use with eyes placed on top of them. The snail has a
by the body. Calcium and phosphorous make our strong muscular organ called the foot which is made

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bones hard and strong. up of muscles that undergo alternate contraction
(c) Unlike plants, animals need to move from one place to and relaxation. The foot releases a slippery

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substance called mucus which helps it move

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another due to the following reasons:
smoothly. The snail moves with the help of waves
i. They look for food in various locations.

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of muscular contraction, leaving behind a trail of
ii. They move around and gather food. mucus.

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iii. Their movement is also significantly influenced iii. Snake: Snakes are vertebrates that have no limbs.
by the weather and temperature.
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iv. Only a limited temperature range is tolerable for is connected to muscles. A snake has scales on its
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some animals. Therefore, they relocate to a new underside that help it hold on to the ground as

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location for a more comfortable lifestyle. it moves. A snake moves by twisting its body to
form a few S-shaped loops. Each loop gives the
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(d) The comparison and contrast between ball and socket

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joint and hinge joint are as follows: body a forward push, which helps the snake move
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forward by pushing sideways. Such a movement
Ball and socket joint Hinge joint is called ‘serpentine’ movement. Snakes move

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In this type of joint, the In this type of joint, the faster on rough surfaces such as grass as
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ball-like surface of one As

bones hinge with each compared to smooth surfaces as their scales are
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bone fits into a cuplike other allowing forward not able to grip smooth surfaces.
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hollow in the other. and backward movement. iv. Cockroach: Cockroaches are invertebrates and
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For example, hip joint For example, elbow joint are a part of a group of animals called insects.
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Like all insects, a cockroach has three pairs of

and shoulder joint. and knee joint.

legs. It also has two pairs of wings. The head of
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(e) Fish have a streamlined body, that is, a small head, a the cockroach has a pair of eyes as well as a pair
narrow body and a thin tail. This shape of the body of antennae or feelers for feeling things around
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helps them cut through water easily. Its tails and fins them. A cockroach can run as well as fly. When
help them swim as well as change direction while the cockroach walks or runs, at any given time,
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swimming. Some fish have swim bladder that helps only three of its six feet are on the ground. To walk
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them move up or down in water. or run, it moves its middle leg on one side with
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the front and back legs on the opposite side. By
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2. (a) Our vertebral column is made up of 33 vertebrae, out

of which only 26 are movable. It provides flexibility to alternating steps in this way, it can walk and run
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our body. But if the human vertebral column is made really fast.
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up of only a single bone than we can’t bend or move (d) The three ways in which the skeleton of a bird is
our body. suitable for flight are as follows:
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(b) Let us perform an activity to show that joints are i. It is composed of hollow and light bones.
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required for movements: ii. Bones of hind limbs are for walking and perching.
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• Take a long hollow cylindrical piece of cardboard. iii. Bones of the fore limbs are modified as wings and
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• Now put your arm through it such that the they have strong flight muscles that help some
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cylinder lies well over your elbow. birds fly very long distances.
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• Using this arm, try to pick a glass and bring it to (e) Snakes find it difficult to move on smooth surfaces
such as glass as their scales are not able to grip
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your mouth.
• Are you able to do this? smooth surfaces.
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• No, we cannot bring the glass of water near our C. PUZZLE OVER
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mouth as our joints are blocked in the cylindrical

piece of cardboard. Therefore, the joints are 1. The skeleton is an important organ for the support of the
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required for movements. body and for the attachment of muscles and tendons, as
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well as body movement. The skeleton protects the organs

invertebrates, that is, animals without bones. An

protects the bone marrow within its cavities.

earthworm extends the front end of the body while
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using the bristles to keep the rear portion fixed to

D. SKILL CRAFT
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the soil. Then it fixes the front part and releases

the rear part. The earthworm then contracts its 1. Ask students to make a power point presentation on
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body and pulls the rear end towards the front. By comparison between the movement of an animal that has
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repeating these movements of contraction and a backbone with that of an animal that does not have a
backbone with the help of internet. This project helps in
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expansion, the earthworm moves. The body of

evaluating the information literacy, technology literacy of
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the earthworm produces a slippery substance that

helps it move smoothly in the soil. the student.

ii. Snail: Snails are also invertebrates. They are

slow-moving animals. They have a rounded hard

structure called the shell. They also have tentacles
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2. Answers may vary, so accept all suitable answers. Different types of joints help us move in different ways.
If we did not have joints, we would not have been able to
CAT

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move any part of our body.
4. Answers may vary, so accept all suitable answers. The names

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of some of yogasanas that help us in becoming more flexible
as well as strengthen our joints are as follows:

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• Supta Padangusthasana

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• Adho Mukha Svanasana
rs • Anjaneyasana
Vertebrate White and black • Parsvottanasana
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Small animal
• Ardha chandrasana

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4 legs Cats can jump as high as

• Malasana
Cat walks with four legs. five times their height.
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• Gomukhasana
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• Chaturanga Dandasana
3. The bones of our skeleton are hard and strong. They

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• Hanumanasana
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cannot bend or move on their own. They can only move at

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joints. Joints are the places where two or more bones meet.
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Chapter 9: Living Organisms—Characteristics

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Section Review 1 4. (a) Respiration (b) Response (c) Reproduction

(d) Lifespan (e) Biotic components
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1. (c) Plants can reproduce to give rise to young plants.

5. Living things grow: All living organisms grow from a
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2. Living things Non-living things young one to an adult organism. For example, a small
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Living things grow. Non-living things do elephant calf grows to become an elephant (adult).
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not grow.
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B. SUBJECTIVE TYPE QUESTIONS

Living things need nutrition. Non-living things do not

need nutrition. 1. (a) The characteristics of living things are as follows:

• Living things are structurally organized

Living things undergo Non-living things do not
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respiration. undergo respiration. • Living things grow

• Living things need nutrition

Living things undergo Non-living things do not

• Living things undergo respiration
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excretion. undergo excretion.

Living organisms respond Non-living things do not • Living things undergo excretion
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to stimuli. respond to stimuli. • Living organisms respond to stimuli

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Living things reproduce. Non-living things do • Living things reproduce

not reproduce. • Living things have a lifespan
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Examples: Human beings, Examples: Chair, clouds, (b) Clouds move, however, they are not considered to be
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plants and animals. table, clothes, etc. living beings because they lack the ability to contain
cells, breathe air, or consume food, but they do require
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Section Review 2 water to enlarge. There is also the additional fact that
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clouds don’t move on their own; instead, they move in

2. Plants require water to grow. response to air flow.

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Reason: Water is an important component of cells, and life (c) The comparison and contrast between autotrophs and
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processes such as photosynthesis, respiration and digestion heterotrophs are as follows:

can only occur in the presence of water.

Autotrophs Heterotrophs
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Chapter Review
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Organisms that Organisms that cannot

manufacture their manufacture their

A. OBJECTIVE TYPE QUESTIONS

own food are called own food are called
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1. (a) iii. Autotrophs (b) iv. Excretion autotrophs. heterotrophs.

(c) i. Temperature (d) i. Rabbit (e) iii. Cells

They are independent. They rely on other

2. (a) T (b) T (c) F (d) T (e) F organisms for food.

3. (a) organs (b) unicellular (c) multicellular For example, green plants, For example, elephant,
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(d) nutrition (e) autotrophs algae and some bacteria. dog, lion, cat, etc.
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(d) i. Respiration: The process by which living • Take two pots namely pot 1 and pot 2.
organisms use oxygen to release energy from food • Place two similar plants in the pot 1 and pot 2 and

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is called respiration. keep them in the sunlight.
ii. Response to stimuli: A change in the

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• Now in pot 1, add water for a week and keep the

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environment of an organism that results in a pot 2 remains as it is.
related activity is called a stimulus. The activity
• Notice, after 1 week, the plant grows in the pot 1

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or the reaction shown by an organism to the
and does not grow in the pot 2.
stimulus is called a response.

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• From this we can concluded that plants need
iii. Excretion: The process by which waste products
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are removed from the body of living things is
called excretion. (c) The comparison and contrast between the role of
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producers, consumers and decomposers are as follows:

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iv. Nutrition: The process by which living things

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obtain and use food is called nutrition. Producers Consumers Decomposers

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(e) Air: Air is an important abiotic component of the They are They are They are
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environment. Plants and animals use oxygen and carbon

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the biotic the biotic the biotic
dioxide present in the air to survive. The atmosphere is a components components components

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mixture of gases that surrounds the planet. On Earth, the that have that rely on that decompose
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atmosphere helps make life possible.As the ability to other living or break down
manufacture organisms as plants and
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2. (a) The characteristics of living things are as follows:

their own food. food to obtain animals to
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• Structural organization: They are highly
energy and release nutrients
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organized that is, they contain specialised,

coordinated parts. All living organisms are made survive. present in them.
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up of one or more cells, which are considered the For example, For example, For example, soil
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fundamental units of life. Living things show one green plants rabbit snake bacteria, fungi
or all of the following structural organization: eagle and earthworms
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Cells Tissues Organs Organ systems

Organism (d) Even though we prepare food in the kitchen, the
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ingredients we use are directly or indirectly obtained

• Growth: All living organisms grow from a young
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from plants only. We never process the ingredients for

one to an adult organism. For example, a seed
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the food ourselves like the plants do for themselves
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grows to become a plant. through the process of photosynthesis. Hence, we

• Nutrition: All living things use food to get the humans are not autotrophs.
energy needed to do all their life processes.
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(e) Producers are the green plants which obtain water from
• Respiration: All living organisms use oxygen to the soil and carbon dioxide from the atmosphere, and
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release energy from food called respiration. Plants in the presence of sunlight manufacture food (sugars)
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undergo respiration too. Plants take in oxygen in their leaves and release oxygen in this process.
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through the stomata on their leaves and they give Chlorophyll present in the leaves helps in the process of
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out carbon dioxide. photosynthesis. Consumers take nutrition from plants

• Excretion: All living organisms excrete waste or other animals as they are unable to make their own
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gases such as carbon dioxide by breathing it out. food. It can be classified into two forms namely primary
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Liquid waste is excreted as urine or as sweat. Solid consumers (herbivores) and secondary consumers
(carnivores and omnivores). For example,
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waste is excreted as faeces. Formation of gums and

resins, shedding of leaves and peeling off of the
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bark of trees are all forms of excretion in plants.

• Response to stimuli: Living organisms show a
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response to the stimulus. For example, if a deer Secondary Tertiary

Producers Primary
sees a lion, it will run away. If you smell good (green plants) consumer consumer (snake consumer
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food, saliva starts to form in your mouth. Plants

produce food (rabbit eats the rabbit) (eagle eats

show responses to stimuli too. For example, In eats grass) the snake)
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most land plants, the stem grows towards sunlight

and the root towards the ground. C. PUZZLE OVER

• Reproduction: Plants as well as animals show the 1. Meena planted two similar plants in two different pots.
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ability to reproduce. Animals reproduce either by She kept one in the cupboard and placed the other plant in
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giving birth or laying eggs. Plants reproduce mainly a sunny place. She watered both the pots regularly. After
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by producing seeds. Seeds germinate when the right a week, she observed that the plant in the cupboard did
conditions are provided to grow into new plants. not look healthy, while the plant in the sunny area looked
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healthy. It is because photosynthesis is a process that is

• Lifespan: Living things do not live forever. They

are born, they grow into adults, get old and then used by plants and other organisms to convert light energy,
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die, to complete their lifespan. Generally, animals normally from the Sun, into chemical energy that can be
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have a shorter lifespan than plants. later released to fuel the organisms activities. Since the plant
which is kept in the cupboard is in dark, there is no sunlight
(b) Let us perform a simple activity to show that plants need
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for the plant to make food. Therefore, the plant is dying.

water to grow. For this we need, two flower pot, plants
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and water.
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D. SKILL CRAFT 3. Yes, popcorn kernels are alive (living thing). They are
1. Ask students to gather information on primary, secondary dormant seeds that contain all the necessary ingredients to

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and tertiary consumers using the internet and also ask grow into a plant. When the kernels are heated, the water
them to make a powerpoint presentation on “Eating habits inside them turns to steam and causes the kernels to expand.

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of different types of consumers”. This project helps in
evaluating the critical thinking ability of the student.

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2. Ask students to draw small icons or logos that will help
you remember each characteristic of living things. The

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drawings should be so small that you can recognise each
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characteristic just by looking at them.
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Chapter 10: Living Organisms—Habitats and Adaptations

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Section Review 1 5. Polar These are The plants in Animals such

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region extremely polar regions as walruses

cold because have small leaves have flippers
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Habitat Main One plant As One animal

they get that help them that help them
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feature adaptation adaptation

less direct reduce loss of swim in water
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1. Forest The plants In temperate Animals in sunlight than water. as well as
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of tropical forests, trees boreal forests other places move on ice.

forests grow are deciduous. have a thick

on Earth.
so thick They have thin layer of fur
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that very and broad leaves or feathers Section Review 2

little light that help in to protect
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reaches the photosynthesis themselves

forest floor. during summer from cold.
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months.
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2. Desert They are Cacti have soft These animals

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dry barren and fleshy leaves are adapted to

regions of and stems to drinking less

the Earth store water and water or no Name: Fish

that receive food. water at all. Adaptation: It has streamlined body. Its body is pointed at both ends
very little They get water
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that help to reduce friction when the animal moves through water.
rainfall. from the food Fins of fish help them swim, steer and maintain balance.
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they eat.
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3. Mountain The soil of Trees grow tall Animals such

mountain and straight. as mountain

habitat does These trees have goats have

not hold small needle-like long hair and

much water. leaves that have a two coats of
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waxy coating on fur to keep

them. warm. Name: Mangroves
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4. Grassland These occur These plants Many Adaptation: These are salt-tolerant plants that live near the ocean.
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in both have deep, grassland They are trees found along the ocean’s coast in tropical climates. In
mangroves, aerial roots provide oxygen to the plant.
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tropical and spreading root animals are

temperate systems that help nocturnal

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regions them take in which means

where moisture during they are only

rainfall is times of drought. active at
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not enough night and are

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to support hidden from

the growth their predators
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of trees. during Name: Dolphins

the day. Adaptation: They have lungs and so they have blowholes positioned
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near the top of the head that allow these animals to come to the
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surface to breathe in air. The blowholes close when the animal goes
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under the water.

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Chapter Review iii. Boreal forests: These forests are also called taiga.
The majority of the trees in this area are needle-

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A. OBJECTIVE TYPE QUESTIONS leaf trees. For example, conifers, spruce, fir and
1. (a) iii. Mountain goat (b) i. Stem pine trees.

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(c) i. Hibernation (d) ii. Ribbon-like 2. (a) The comparison and contrast between the following
(e) iii. Aquatic habitat are as follows:

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2. (a) F (b) F (c) T (d) F (e) F i. Desert habitats Polar regions

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3. (a) habitat (b) adaptations (c) hibernation They are dry barren These are the areas
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(d) migration (e) rainforests regions of the Earth of the Arctic and the
that receive very Antarctic.
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4. (a) Terrestrial habitats (b) Habitat (c) Adaptations
little rainfall.

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(d) Aquatic habitats (e) Camouflage

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They are very windy. They are extremely cold.

5. Polar bear
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The soil is mostly Most of the land in this
Polar habitat: Polar regions are areas of the Arctic and the
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sandy and does not area is covered in snow.

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Antarctic. Polar regions are extremely cold. This is because
hold much water. Therefore, the layer of
they get less direct sunlight than other places on Earth.

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soil is very thin.

The three adaptations in this animal are as follows:
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• Polar bears have thick fur on their body to keep warm.
For example, cactus, For example, lichens,
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camel, etc. penguins, etc.

• Polar bears have a very keen sense of smell that helps
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them hunt their prey easily. ii.

Terrestrial habitats Aquatic habitats

• Polar bears have a thick layer of fat called blubber

The habitats found Habitats found in and

under their skin. The blubber helps keep them warm.
on land are called around water bodies are
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terrestrial habitats. called aquatic habitats.

B. SUBJECTIVE TYPE QUESTIONS
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1. (a) The natural environment or home of a plant or an Deserts, mountains, Freshwater habitats and
animal is said to be its habitat. polar regions, forests marine or saltwater
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and grasslands are habitats are some

The two main types of habitats are terrestrial habitats
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terrestrial habitats. aquatic habitats

and aquatic habitats.
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For example, cactus, For example, octopus,

(b) Adaptations of one habitat are different from that

camel, yak, polar jellyfish, lotus,
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of another habitat because each habitat is different,

animals and plants found in a particular habitat have bear, etc. mangroves, etc.
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changed or adapted themselves to survive there. For iii.

example, a polar bear is adapted to live in polar regions. Forest habitats Grassland habitats
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inactivity in animals during the winter months is land with a large dominated by grasses.
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known as hibernation. number of trees.

ii. Migration: The movement of animals from They cover They occupy about
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one area to another in search of food and better approximately one- 20% of the land on the
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climatic conditions is called migration. third of Earth’s surface. Earth surface.

iii. Adaptation: The special features that allow plants
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They are broadly They occur in both

and animals to live in a habitat are classified into three tropical and temperate
called adaptations.
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forms namely regions.

(d) Adaptations of rainforest plants: Rainforests have a temperate, tropical
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large number of climbing vines that have roots in the and boreal forests.
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ground and they wind up on nearby trees to reach

For example, orchids, For example, zebras,
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available sunlight. For example, orchid plants.

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maple, Katydid, etc. antelopes, deer,

Adaptations of rainforest animals: The most lions, etc.
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common animal adaptation in a tropical rainforest is

camouflage. Animals such as sloths and green-eyed (b) Camouflage is an adaptation by which an animal
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frogs blend in with the background which makes it shows coloration or body features that allows it to
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difficult to spot them. blend with the environment. This can be useful to
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either evade predators, or to capture prey. For example,

(e) The three types of forest habitats are as follows:

i. Temperate forests: These forests are also known • Stick insects are coloured and patterned like twigs
on a tree. This makes it very hard for predators to
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as deciduous forests. Most trees found here grow

see them.
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broad, flat leaves that shed every winter to protect

the trees from drying out. For example, maple • Tigers have a striped, orange pelt. This enables the
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and oak trees. tiger to camouflage itself, enabling it to sneak up

ii. Tropical forests: These forests are also known to its prey.
as rainforests. The plants here grow so thick
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that very little light reaches the forest floor. For

example, Kapok trees, ferns, etc.

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(c) Two adaptations of the following plants and animals C. PUZZLE OVER
are as follows: 1. A cactus has a thick green stem, instead of leaves,

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i. Yak: Yak live in high altitudes where it is very responsible for photosynthesis. The leaves are absent in
cold. Yaks live in areas where the oxygen level is these plants because they grow in a hot, dry environment,

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low. So, they have large heart and lungs. with little water. Cactus plants have modified leaves in the
ii. Snow leopard: A snow leopard has short legs and form of thin spines (or thorns) to reduce the loss of water

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small ears to reduce loss of body heat. They have through transpiration. Since cactus plants lose very little
a thick and long tail that helps them balance on water through transpiration, they can survive in deserts on

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rocky areas and can be wrapped around their body. the stored water for a long time. Cactus plants store water
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iii. Cactus: Cactus plants have modified leaves in
thick waxy layer (called cuticle) which prevents the loss of
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the form of thin spines (or thorns) to reduce the
water through evaporation.

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loss of water through transpiration. Since cactus

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plants lose very little water through transpiration,

D. SKILL CRAFT
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they can survive in deserts on the stored water for
a long time. 1. Ask students to write your own “Just So Stories” about any
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animal or plant you wish just as Rudyard Kipling write
iv. Fish: Fish has streamlined body which is pointed
using his imagination. For example: how the rhinoceros got

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at both ends that help to reduce friction when the

its horns, how the peacock got its colourful feathers, how
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animal moves through water. As the pitcher plant got its pitcher to trap insects and so on.
Fins of fish help them swim, steer and maintain
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This activity helps in evaluating the critical thinking ability

balance.
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of the students.
v. Grass: Many grasses have deep, spreading root
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2. Ask students to create a fact card by choosing any three

systems that help them take in moisture during

habitats and one animal from each habitat. Carry out

times of drought. Grasses have narrow leaves
research and create a fact card in the given format.
which lose less water than broad leaves.
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vi. Mountain goat: Mountain goats have long hair Animal Habitat
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and two coats of fur to keep them warm. They

have strong hooves on their legs that have sharp
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edges that help them maintain grip on the steep

mountain sides.
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Photograph Adaptation
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(d) All organisms need to adapt to their habitat to be able

to survive. This means adapting to be able to survive
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the climatic conditions of the environment, predators,

and other living things that compete for the same

food and space. The special features that allow plants
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3. Hibernation and migration is the behavioural adaptation

and animals to live in a habitat are called adaptations. that helps animals to survive. Some animals travel long
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These features are usually seen as changes in body distances in search of food and better climatic conditions.
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parts (for example, the leaves of a pitcher plant are Hibernation is the period of reduced activity or inactivity
modified to trap insects), body coverings (for example,
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in animals during the winter months. Some animals that

a porcupine has quills) and behaviours (for example,
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live in cold habitats become inactive and go on a long

hibernation and migration). ‘winter sleep’ to survive the harsh winters.

(e) The three adaptations of plants that grow in a 4. Cutting of trees affects animals in many ways. It causes
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mountain habitat are as follows: habitat destruction, increased risk of predation, reduced
i. Trees found here grow tall and straight. Most of food availability, and much more. Yes, cutting of trees can
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them are cone-shaped. Therefore, they are called result in the loss of habitat for animal species, which can
conifers or coniferous trees. The cone shape helps
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harm ecosystems. According to National Geographic,

snow easily slide-off without breaking 70 percent of Earth’s land animals and plants live in forests,
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their branches. and many of them cannot survive the deforestation that
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ii. These trees have small needle-like leaves that have destroys their habitats.
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a waxy coating on them. This helps reduce water

from evaporating through the leaves.

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iii. Instead of flowers, these trees have cones with seeds.

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Study Guide 3
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Developing Scientific Vocabulary Recalling Concepts

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1. Midrib 2. Respiration 1. (c) Stamen 2. (b) Wheat

3. Desert 4. Joint 3. (a) Hinge joints 4. (d) snails

5. Cells 6. Consumers 5. (d) All of these 6. (b) Bacteria
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7. Transpiration 8. Habitat 7. (b) Gills 8. (a) Streamlined body

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Parts of plants

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Shoot system

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Root system

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Tap root
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system Fibrous root system Stem Leaf Flower
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Examples: Examples:
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Parts: Venation: Parts:
Carrot plant Grass
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Lamina, veins Reticulate Stamen, Pistil
Radish plant Wheat plant

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Petiole and Margin Parallel
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Petal and sepal

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2.
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Body Movements
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In human beings In other animals

Parts of the skeleton Joints Bird Hind legs

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Skull
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Vertebral column Fixed Movable Snake Scales

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Ribcage
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Earthworm Bristles
Bones of the limbs and girdles Types: Types:
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Immovable joints Pivot joint

Snail Muscular foot

Partly movable joints Hinge joint
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Ball and socket joint Three pairs of legs

Cockroach
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Gliding joint
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Fish Streamlined body

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3.
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Environment
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Biotic components (living things) Abiotic components (non-living things)

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Characteristics of living things

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1 Air
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1 Structural organisation 2 Growth 2 Wind

3 Nutrition 4 Respiration 3 Water

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5 Excretion 6 Response to stimuli 4 Soil

7 Reproduction 8 Lifespan 5 Light

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Terrestrial Aquatic

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Desert Mountain Polar Grassland

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Temperate
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Forest Tropical

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Boreal
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Thinking Critically 5. Hetero means ‘others’ and troph means ‘nourishment
or food’. Consumers are also referred to as heterotrophs

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1. Stamen is the male part of the flower consisting two because they take nutrition from plants or other animals as
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parts—a long filament and a swollen tip called the anther.

As they are unable to make their own food to obtain energy.
Anther contains powdery material on it called pollen grains.
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6. A change in the environment of an organism that results in

A swollen base of pistil is called the ovary. It contains small
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a related activity is called a stimulus.
bead-like structures called ovules. Ovary later develops
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The activity or the reaction shown by an organism to the

into a fruit and the ovules become the seeds. stimulus is called a response.
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2. Leaves release water vapour into the atmosphere through

Examples:
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the stomata. The process by which water vapour is

lost from the surface of leaves is called transpiration. Animals: Animals use their sense organs to sense stimuli
around them.
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Transpiration cools the plant when the weather is very hot

due to which it is generally cooler around plants. For example, if a deer sees a lion, it will run away. Here
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3. Most muscles in our body are attached to bones. Therefore, stimulus is seeing the lion and response is running away.
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when muscles move, they move the bones they are attached Plants: Plants show responses to stimuli by different
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to and that part of our body moves. movements.

When one of the muscles of the pair contracts, the bone

For example, the ‘touch-me-not’ plant responds to the

it is attached to is pulled in that direction. At the same stimulus of touch and closes its leaves. Here stimulus is
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time, the other muscle of the pair relaxes. To move the touch and response is closing of leaves.
bone in the opposite direction, the reverse happens. The
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7. Large animals such as whales and dolphins have lungs and so

muscle that was relaxed, now contracts and the bone gets they have blowholes positioned near the top of the head that
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pulled back to its original position whereas the first muscle allow these animals to come to the surface to breathe in air.
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relaxes. A muscle can only pull, but cannot push. Thus, two The blowholes close when the animal goes under the water.
muscles have to work together to move a bone.
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8. Adaptations of mountain plants:

Biceps (contracted)
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• Plants and trees on the foothill of mountains have

Biceps (relaxed) broad leaves whereas the trees at higher altitudes have
Movement needle- shaped leaves.
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Movement
• Trees found here grow tall and straight. Most of them
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are cone-shaped. The cone shape helps snow easily

Triceps (contracted) Triceps (relaxed) slide-off without breaking their branches.
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• These trees have small needle-like leaves that have a

4. While swimming, fish move their muscles in a wave-like waxy coating on them. This helps reduce water from
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motion. The front part of the fish curves to one side and
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evaporating through the leaves.

the tail curves to the other side, to form an S-shape. This

• Instead of flowers, these trees have cones with seeds.
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helps them push their body forward by moving sideways.

Humans also use this strategy to swim.
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Chapter 11: Measurement of Distances and Motion

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Section Review 1 different results for different people. Therefore,

measuring tape would give accurate result no matter

1. (d) Neither is correct.

who measured them.

Measuring tape would be the better device to measure 2. (a) Using a string and a ruler
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the length of the window because measurements

Reason: It is because the scale is straight and it is very
using body parts did not give correct results because
hard to bend it for getting the correct measurement
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some people have bigger or smaller hands and feet

of the curve line. Thus, we need much more flexible
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than others. Due to this reason, measurements gave

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measuring thing to measure the curve line. So, a non- (c) The comparison and contrast between handspan and
stretchable string or a thread is used to measure the cubit are as follows:

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length of curved line.
Handspan Cubit

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Section Review 2 It is the length from the It is the distance between

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1. tip of the little finger to the tip of the elbow to the

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the tip of the thumb. tip of the middle finger.
It is a non-standard It is a non-standard

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unit of measurement. A unit of measurement. A
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to be half of a cubit. double of a handspan.
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M R M R

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(d) i. Unit of length: Length is the measure of how

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2. (c) The ball shows rotational motion as well as rectilinear long an object is, that is, it is the distance between
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motion and the box shows rectilinear motion. the two ends of an object. The SI unit of length
is metre (m). Some common units to measure
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Reason: Rolling down of the ball is the spinning
motion of a body around its axis. Therefore, it shows length are millimetres (mm), centimetres (cm)

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rotational motion. Also, the ball is sliding down in a and kilometres (km). The unit’s ‘mm’ and ‘cm’
are used to measure small lengths such as the
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straight line; therefore, it shows rectilinear motion too.

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The box is sliding down in a straight line; therefore, it length of a pencil or a book. The unit ‘m’ is used
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shows rectilinear motion. to measure length of a piece of cloth, length of a

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swimming pool or a race track. The unit ‘km’ is
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Chapter Review generally used to measure larger lengths such as

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distances between cities or railway stations.

A. OBJECTIVE TYPE QUESTIONS
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ii. A device used to measure length: The length

1. (a) iii. Metre (b) iv. None of these
of a straight object is commonly measured
(c) iv. Kilometre (d) i. Ruler and string
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using a ruler, a measuring tape or a metre rod.

(e) iii. Both i and ii For example, the length of the pencil could be
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2. (a) F (b) T (c) F (d) T (e) T measured using ruler, the length of the window
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could be measured using a measuring tape.

3. (a) measurement (b) digits (c) footspan
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(d) standard (e) Motion: An object is said to be in motion when its

position changes with time. For example, a person
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4. (a) Length
running on a track, bus moving on a road, etc.
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(b) Metric system

Rest: An object that is not moving or is stationary with
(c) Motion
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respect to objects in its surrounding is said to be at

(d) Rectilinear motion rest. For example, a book lying on a table, a ball lying
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(e) Rotational motion on the ground, etc.

5. (a) Curvilinear motion (b) Rotational motion 2. (a) Centimetres are not used to measure the length of a
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playground as it is used to measure the small lengths

B. SUBJECTIVE TYPE QUESTIONS such as the length of a pencil or a book whereas

1. (a) The process of determining the quantity, length or size metres (m) can be used to measure the length of the
playground. Even 1 m = 100 cm that means that if the
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of something is called measurement.

length of the playground is 30 m then it will be 300 cm
The three non-standard units of measurement are that will make it a big value.
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as follows:
(b) The length of a curved line can be measured using a
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i. Handspan: The distance between the tip of string and a ruler.

the thumb to the tip of the little finger on an
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outstretched hand is measured as hand span. Step 1: Draw a curved line. Mark the length to be
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measured as A and B.
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ii. Footspan: The distance between the tip of the toe

Step 2: Place one end of the string at A (mark this
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and the foot’s heel is called the footspan.

point on the thread with a pen) and continue to place

iii. Cubit: The cubit is the distance between the tip of

the string along the curved line till the string reaches B
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the elbow to the tip of the middle finger. (mark this point too with a pen).
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(b) The use of SI units is an advantage for the Step 3: Stretch the string over a ruler and measure the
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following reasons: length between the two pen marks. This will give you
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i. SI units give one unit for one physical quantity. the length of the curved line.
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ii. SI is internationally accepted system of units.

iii. The symbols fixed by SI are not subject to change

whatever may be the language, e.g., unit of mass

kilogram having symbol ‘kg’ in the whole world.
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(c) The comparison and contrast between the following • The Wright brothers invented the airplane and
are as follows: gave the world another means of transport-

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i. airways. People today travel from one city or from
Rectilinear Curvilinear Rotational one country to another using aircrafts.

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motion motion motion

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• The creation of spacecrafts enabled humans to
If a body If a body is If a body leave planet Earth to travel into space.

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moves along moving along moves in a
a straight a curved line, circular path (e) i. Rotational motion

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line, then it then it is about a fixed ii. Curvilinear motion
is said to be
rs said to be in point, without iii. Non-periodic motion
in rectilinear curvilinear changing its iv. Rectilinear motion
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motion. motion. position, it
v. Periodic motion

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is said to be

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in rotational vi. Curvilinear motion

m
motion.
C. PUZZLE OVER
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For example, For example, For example,
fruit falling athletes the rotation of 1. The motion of the pendulum and the rotation of Earth

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from a tree, a running on a the Earth, the around the Sun shows the periodic motion. Periodic motion
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bus moving curved track, As movement of a is the motion that repeated at regular intervals of time.
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on a straight car moving on windmill, etc. 2. Length of cloth Anu needed for stitching a dress = 175 cm
road, etc. a curved road,
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Since 1 m = 100 cm
etc.
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Therefore, the metres of cloth she should buy from the shop
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ii. = 175 cm/100 cm

Periodic motion Non-periodic motion
= 1.75
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When a body repeats A motion that does

She should buy 1.75 m of cloth for stitching the dress.
the same motion at not repeat itself at
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regular intervals of regular intervals of

D. SKILL CRAFT
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time, it is said to be in time is called non-

periodic motion. periodic motion. 1. Ask students to visit your school library and guide them to
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find out the distance between various cities in India as well

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For example, the For example, the
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as the distance between different countries using atlas. Also

hands of a watch, movement of legs find out about the scale that is used to draw maps in an
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the movement of the while pedaling a cycle, atlas. This project helps in evaluating the critical thinking
pendulum of a clock, the movement of
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ability of the student.

etc. fingers when typing
2. Ask students to do a research on the tallest building in
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on a keyboard, etc.
the world, deepest ocean in the world, longest river in the
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(d) The history of transport are as follows: world and name of the tallest and the shortest animal.
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• In earlier times, people would walk from one Also explain whether you have used the same unit of
measurement to express your answers or not?
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place to another. They gradually learned to use

animals for transport. 3. Motion of a falling stone is rectilinear motion whereas

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• Boats were used as the means of transportation the motion of a thread and whirled with hand is circular
on water. motion. In falling stone there is gravitational force acting
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on it and in motion of thread stone tied there is centripetal

• After the invention of the wheel, humans started
force acting on it.
using animals to pull vehicles that moved on
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wheels, and thus, bullock carts and chariots came 4. Answers may vary, so accept all suitable answers. If there
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into existence. were no standard units of measurement then our lives

would be miserable because measurement helps in stitching
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• The steam engine and the rail road were invented in

clothes and building houses and other objects that we use
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the 19th century. The invention of the steam engine

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in our daily lives. Without measurement, there would be no

introduced a new source of power for transportation.
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clocks or alarms to awaken you at a selected time.

Rail tracks were made for steam engine driven

carriages and wagons to transport goods.
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Study Guide 4
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Developing Scientific Vocabulary Recalling Concepts

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1. Rotational 2. Rectilinear 1. (c) Both (a) and (b) 2. (b) Metre

3. Curvilinear 4. Circular 3. (a) String 4. (c) Periodic motion

5. Periodic 6. Centimetre 5. (a) 1 cm = 100 mm

7. Rest 8. Millimetre
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Types of motion

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Rectilinear motion Curvilinear motion Rotational motion Periodic motion Non-periodic motion

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Examples: Examples: Examples: Examples: Examples:
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1. A fruit falling 1. Athletes running 1. Movement of a 1. The hands of 1. The movement of

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fingers when typing

from a tree on a curved track. ceiling fan. a watch.
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on a keyboard.
2. A bus moving on 2. The revolution of 2. The rotation of 2. The movement 2. The movement.of
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legs while
a straight road. the Earth around the Earth. of the pendulum.

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pedalling a cycle.
the Sun.
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As
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Thinking Critically 5. A unit is a fixed quantity that is used for measurement. A

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unit that does not change depending on who is measuring
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1. Step 1: Hold the coin in one hand and mark the initial
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it is called a standard unit.

point of measurement as A.
Reasons for which SI system is recommended:
Step 2: Place one end of the thread at A (mark this point
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Measurements using body parts did not give correct results

on the thread with a pen) and continue to place the thread
because some people have bigger or smaller hands and
along the curved part of the coin till the string reaches back
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feet than others. Due to this reason, measurements gave

to point A (mark this point too with a pen on the thread).
different results for different people. Hence, these were not
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Step 3: Stretch the thread over a ruler and measure the reliable units for measuring length. Therefore, there was
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length between the two pen marks. This will give the a need to find a way of measuring things correctly so that
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circumference of a coin.
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the measurements were the same no matter who measured

2. When we say an object is moving, it is always with respect them. We need standard units for physical quantities to
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to another object. While travelling in the bus, If we look obtain the same value for a measurement.
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outside the window of the bus, we will be in motion in 6. Rectilinear motion : A fruit falling from a tree.
relation to the houses, shops, trees and other things which
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Circular motion : Athletes running on a curved track.

are outside the bus, because our position is changing with

Rotational motion : Movement of a ceiling fan.
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respect to these things.

Periodic motion : The hands of a watch.

If we now look inside the bus, our position in relation to

the driver or other persons sitting inside the bus does not 7. (a) Centimetres : Length and breadth of a book and
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change. Therefore, we will be at rest in relation to those length of a pen.

who are inside the bus. (b) Kilometres : Length of a road and distance between
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3. If a body moves in a circular path about a fixed point, two cities.

without changing its position, it is said to be in rotational (c) Millimetres : Thickness of a coin and a thin wire.
or rotatory motion. Rotational motion is the spinning
(d) Metres : Length of the saree and classroom.
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motion of a body around its axis.

Examples of rotational movement are the movement of a

ceiling fan and a Ferris wheel.
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4. When a bicycle is travelling along a straight road, its wheel

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rotates on its axle while also going ahead in a straight

line route. On a straight path, a bicycle has two forms of

motion: rotational and rectilinear.

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Chapter 12: Electricity and Circuits

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Section Review 1 chloride, inside which is a cardboard container containing

powdered manganese dioxide. The innermost part is a rod made of

A typical dry cell has a metal cap on one end and a metal disc on
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carbon that is dipped into the manganese dioxide layer. The entire
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the other. The end with the metal cap is known as the positive cell is sealed so that the contents inside do not spill out. If the tip of
terminal of the cell. The end with the metal disc is called the the metal cap and the base of the container are connected by a metal
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negative terminal of the cell. The outermost layer of a dry cell is wire, chemical reactions take place inside the cell to produce an
a zinc container that is wrapped all around leaving a bottom plate electric current that flows through the wire. If this is connected to a
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exposed. Inside this container is a layer of a paste of ammonium bulb, the bulb will glow.
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268
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1. 2. 3. i. We use good conductors of electricity such as
copper or aluminium as conducting wires when

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laying electrical cables. These electric cables are
N N Y covered with a bad conductor such as hard plastic

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to protect us from electric shocks.
Section Review 3 ii. Filaments inside bulbs are made of a metal called

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tungsten that allows electric current to flow
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The bulb will glow in the first circuit. through it. The area around the filament is covered
with glass as it is a bad conductor of electricity.
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(e) The four safety measures we should take when using

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electricity are as follows:

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i. We should not insert anything metallic into an
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electric socket.

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Reason: Iron nail is a metal. Metals are generally good
ii. We should not use electrical appliances with

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conductor of electricity. Since iron nail allows the electric

wet hands.
current to pass through them easily. Therefore, the bulb glows.
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2. In the second circuit, the bulb does not glow because rubber is
iii. We must not fly kites near electrical lines as it is
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dangerous to do so.
a bad conductor of electricity. It does not allow current to pass
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through them easily. iv. We should wear rubber-soled footwear when
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operating electrical appliances.

Chapter Review
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2. (a) The parts and working of dry cell with the help of a
diagram are as follows:
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A. OBJECTIVE TYPE QUESTIONS

The dry cell consists of following components:
1. (a) ii. Dry cell (b) iii. Tungsten (c) i. Closed
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(d) iv. Plastic spoon (e) iii. Insulator Outer metal covering: The outermost layer is a zinc
container that is wrapped all around leaving the
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2. (a) F (b) F (c) T (d) T (e) F

bottom plate exposed. Inside the zinc container is a
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3. (a) source (b) chemical (c) solar cell (d) dry cell layer of a paste of ammonium chloride. It acts as a
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4. (a) Electric circuit (b) Battery (c) Globe negative terminal of the cell.
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(d) Electric switch (e) Closed circuit Electrolyte: Inside the zinc metal, there is the
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5. The glowing of blub is incorrect in this given circuit. It electrolyte filled between two layers. Electrolyte is a
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is because the given circuit is open and electric current wet pulp of zinc chloride (ZnCl2) and ammonium
chloride (NH4Cl). It is the charge carrier of electricity
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cannot flow through it.

as it contains negatively charged and positively

B. SUBJECTIVE TYPE QUESTIONS charged ions.

1. (a) Anything that produces an electric current is called a Metal rod: The innermost part is a rod that has a
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source of electric current. For example power plants, metal cap. The rod is usually made of carbon and is
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electric cells and batteries. dipped into the manganese dioxide layer. It acts as the
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positive terminal of the cell.

(b) A dry cell is an electrochemical cell consisting of low

moisture immobilized electrolytes in the form of a Metal cap (+)
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paste, which restricts it from flowing. The entire cell is

sealed so that the contents inside do not spill out. Due
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Carbon rod
to this, it is easily transportable. It comes in various Zinc case
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shapes and sizes and therefore, they are a safe and Powdered manganese
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easy-to-carry source of electricity. dioxide

Moist paste of
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(c) An electric switch is a device used for closing and

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ammonium chloride
opening an electric circuit. If it is in an ‘ON’ position,
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Metal bottom (–)

it closes the circuit and electric current flows through

it easily. However, if it is in ‘OFF’ position, it opens the
e

Working of dry cell: When the tip of the metal cap

circuit and electric cannot flow through it. A switch is

and the base of the zinc container are connected to
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also known as ‘key’.

a small electric bulb through a metal wire, chemical
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reactions take place inside the cell to produce an

electric current that flows through the wire that makes

the bulb glow.
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ON OFF
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Fig. ON and OFF positions of an electric switch

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(b) The comparison and contrast between the following We can make a simple electric circuit by using a cell, a
are as follows: small bulb and two pieces of connecting wires.

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i. Cell
Primary cells Secondary cells

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Bulb
A primary cell cannot A secondary cell can

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be recharged after be easily recharged

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use. Hence, it is safely after use. So, it can be
discarded after use. charged and used again.

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For example, wrist For example, car
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watches, wall clocks, batteries, mobile Two pieces of connecting wires
torch lights, etc. batteries and solar cells.
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(e) An electric torch or torchlight is a portable source of

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electric light. A torch contains a simple electric circuit.
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ii. Conductors Insulators

In a torch, two (or more) cells are connected to a torch
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Materials that allow Materials that do not bulb through a sliding switch. When we want to turn
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electric current to pass allow current to pass

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the torchlight ‘on’, we push the slide switch forward so
through them easily through them easily that the circuit is completed, and the bulb lights up.

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are called conductors. are called insulators. When we want to turn the torchlight ‘off ’, we pull the
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For example, copper, As

For example, glass, slide switch backward so that the circuit gets broken
or becomes an open circuit, and the bulb goes off.
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aluminium, etc. wood, rubber, etc.

Slide switch backward
&
Slide switch forward
iii.
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Closed circuits Open circuits

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A circuit which A circuit that is not

provides unbroken and continuous and Torchlight on Torchlight
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continuous path for the current cannot flow off

current to flow is called through it is called an
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Fig. Simplified electric circuit in a torch

a closed circuit. open circuit.
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The closed circuit runs The open circuit has a C. PUZZLE OVER
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from one terminal break in the continuous

1. Meeta purchased two new electric cells that had a plastic
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of the source (cell), circuit which can occur
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through the device either when the cell has piece covering the metal cap. She placed them in the torch
without removing the covering. A plastic is an insulator or
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(bulb), back to the been used up, a break in

other terminal of the the wire or if the bulb a bad conductor of electricity. It does not allow current to
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source in a loop. is fused. pass through them. Therefore, the torch does not light up.
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2. If the filament of a bulb is broken it is said to be a fused

(c) An electric bulb converts electrical energy into light bulb that is that the bulb will not glow as the filament is the
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energy. It consists of a glass covering called the globe. main glowing part of a bulb. Since, the filament is broken,
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This is generally pear-shaped because it distributes light the circuit is incomplete, and thus, bulb will not glow.
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better than other shapes. The globe is generally filled 3. Screwdrivers are used to check whether electricity is there
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with a gas called argon. Inside the globe, there is a thin

or not. If the screwdrivers would not have plastic handle,

coiled metal wire called filament. It is usually made then we can get shocked. The plastic is a good example of
of tungsten. A pair of thin wires called support wires insulation. It does not allow electric current to pass through
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support the filament and prevent it from contacting it. Therefore, screwdrivers should have plastic handles.
the globe when electricity is flowing. Thin wires called
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contact wires extend from the filament. One of these D. SKILL CRAFT
wires connects to the base and the another to the foot.
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1. Ask students to write a story on what it would be like to

They complete the electric circuit when the bulb is
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not have an electricity. Also find out how it would affect

placed in a holder. The base and the foot are parts of the
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your life. This activity helps in evaluating the critical

bulb that are fitted to the bulb holder.

thinking ability in students.

Inert gas Glass bulb or globe 2 Ask students to design a ‘homemade’ electric torch
using easily available materials by pairing up with your
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(argon)
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Tungsten filament classmate. Also make a report on your design, materials

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Support wire required and how it will work.

Contact wire to base 3. Answers may vary, so accept all suitable answers. If there
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were no batteries, then there would be no cellphones, no

Contact wire Glass support

to foot Base laptops, no pocket calculators and no transistor radios.
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Foot Without a battery we would not receive our daily messages

Fig. Parts of an electric bulb and news.

(d) A path in which the electric current flows is called

an electric circuit. In an electric circuit, the electric

current flows from the positive terminal to the
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negative terminal of the electric cell.

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Section Review 1 ii. Horseshoe magnets are generally stored by

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keeping a piece of soft iron across the poles as a
magnetic keeper.

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Magnetic objects Non-magnetic objects
Iron nail Eraser (e) The magnetic poles of the Earth are in the opposite

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directions to the Earth’s geographical poles. Since
Coin Plastic ruler unlike poles attract, the north pole of a magnet on
Safety pins
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Drawing pin Pencil the south pole of a magnet is attracted to the Earth’s

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magnetic north pole. Due to this, magnet in compass

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Rubber ball needle come to rest in the North–South direction.

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Plastic pencil box 2. (a) Experiment:
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Piece of glass i. Take a metal clip. Place it on the table.

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Crayon ii. Bring the north pole of the magnet near the head
of the clip.
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Piece of paper As iii. Now lift the magnet.

Section Review 2 Observation: Nail get attracted towards the magnet.

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4. To the right of the pointed direction Conclusion: One can lift a metal nail without
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touching it.
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Section Review 3 (b) i. Unlike poles are attracted to each other, while
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3. Taking a piece of iron nail and rubbing it repeatedly on the like poles repel each other:
magnet If the north pole of one magnet is placed near the
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south pole of another magnet, the magnets attract

Chapter Review
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each other. When a magnet attracts an object, it

pulls the object towards itself. Therefore, unlike
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A. OBJECTIVE TYPE QUESTIONS

poles are attracted to each other.If two south poles
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1. (a) ii. Two (b) i. Iron (c) ii. Two

of magnets are near each other, the magnets also

(d) i. They repel each other. (e) iv. North–South repel. When a magnet repels an object, it pushes
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2. (a) F (b) F (c) T (d) T (e) T the object away from itself. Like poles of magnets
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repel each other.

3. (a) south pole (b) repel (c) attracted
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(d) south (e) north-south

4. (a) Magnet (b) Magnetic material

(c) Poles (d) Repel (e) Compass

Unlike poles attract

5. (a) Repel (b) Attract (c) Repel (d) Attract
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B. SUBJECTIVE TYPE QUESTIONS

1. (a) The material that can attract iron or objects made of
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Fig. Like poles repel

iron is called a magnet.
ii. A freely suspended magnet always points in the
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Example of natural magnet - magnetite.

North-South direction.
(b) The two main properties of a magnet are:
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When a magnet is allowed to hang freely, it will

i. Unlike poles are attracted to each other, while like
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always align in one direction, i.e., the North–

poles repel each other.
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South direction. The north pole of a magnet

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ii. A freely suspended magnet always points in the always points to the North direction of Earth. The
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North-South direction. south pole of a magnet always points to the South

i. Magnets are used in door bells, electric bells, used in finding directions.
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washing machines, computers, music systems,

telephones and refrigerators.

ii. Large magnets are used to pick up iron scrap

in junkyards.
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(d) The two ways in which magnets can be taken care of are:
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i. Bar magnets are generally stored in pairs in a

wooden box, with unlike poles on the same side.
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A piece of wood is kept between the magnets and

across their ends are placed two pieces of soft iron.
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Fig. A freely suspended magnet pointing

North-South direction 271

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(c) A magnet when suspended freely will rest only in C. PUZZLE OVER
the North-South direction according to the Earth’s 1. Needles can be collected with the help of a bar magnet. All

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magnetic field, but the soft iron bar will rest in any the needles being a magnetic material get attracted to a
direction. A magnet gets attracted or repelled by bar magnet.

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another bar magnet but an iron bar is only attracted

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2. When we break or cut a magnet into two, both pieces act as
towards a bar magnet.
magnets, that is, both have a north and a south pole each.

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(d) i. Take a bar magnet and a rectangular piece of iron. So, there will be 3 south poles present in all the broken
ii. Place one of its poles near one edge of the bar pieces.

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of iron.
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iii. Without lifting the bar magnet, move it along the D. SKILL CRAFT
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length of the iron bar till you reach the other end. 1. • Compass needles are made of magnets.

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iv. Now, lift the magnet and bring the pole (the same

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• Magnets are used in doorbells, electric bells, washing
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pole you started with) to the same point of the machines, computers, music systems, telephones and
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iron bar from which you began. refrigerators.
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v. Move the magnet again along the iron bar in the • Large magnets are used to pick up iron scrap in
same direction as you did before. Repeat this junkyards.

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process about 30–40 times. • Magnets are used in audio and video tapes as well as
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vi. Bring a pin or some iron filings near the iron bar in computer hard discs.
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to check whether it has become a magnet. • Magnets are used to store information in the form
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(e) The comparison and contrast are as follows: of codes in magnetic strips found in credit cards and
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electronic key cards for doors.

i. Materials that are attracted to a magnet are called

magnetic materials. Iron and materials made of • Magnets are found in some toys.
iron such as iron nails, steel spoons, safety pins,
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• In some medical processes, they use magnets. For

needles and scissors are examples of example, in some scans such as NMR and MRI.
magnetic materials.
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• Some pieces of jewellery have magnetic clasps to clip

Materials that are not attracted by magnets are the ends together around your neck or arm.
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called non-magnetic materials. Paper, plastic

2. Steel is magnetic in nature. So, if scissors get attracted
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spoons, glass bowls and wooden boxes are

towards the magnet, then it is made of steel otherwise not.
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examples of non-magnetic materials.
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ii. Temporary magnets are those magnets that lose 3. If he refuses, then he is not trustworthy. No, I will not buy
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things from such vendors.

their magnetic power after a short while. They are

generally made of soft iron. Permanent magnets

are those magnets that keep their magnetic power
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for a long time. They are generally made of hard

iron and nickel.

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Study Guide 5
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Developing Scientific Vocabulary Recalling Concepts

1. Poles 2. Attract 1. (c) Electric switch 2. (c) Insulator

3. North-South 4. Compass 3. (a) Filament 4. (c) Tungsten
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5. Permanent 6. Circuit 5. (b) Carbon 6. (a) Iron

7. Switch 8. Conductors 7. (d) All of these 8. (c) Near the two ends
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9. Insulators 10. Filament 9. (a) North-South 10. (a) Magnetite

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Interpreting Graphics
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1.
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Electric current
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Conductors: Materials that allow electric Insulators: Materials that do not allow
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Electric circuit: The path

in which the electric current flows. current to pass through them easily. current to pass through them easily.
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Components of an electric circuit: Examples: Examples:

1. Cell 1. Copper 1. Glass

2. Bulb 2. Aluminium 2. Wood

3. Connecting wires 3. Graphite 3. Rubber

4. Electric switch 4. Iron 4. Air

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Based on attraction to magnets, Poles of a magnet: Properties of a magnet:

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materials are:
1. North pole 1. Unlike poles attract, while like

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1. Magnetic materials poles repel.
2. South pole
2. Non-magnetic materials 2. A freely suspended magnet points

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in the North-South direction.
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Uses of magnets:

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1. Magnets are used to make compass needles.

2. Magnets are used in door bells and washing machines.

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3. Large magnets are used to pick up iron scrap in junkyards.

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Thinking Critically 2. A wire usually made of metal that allows the current to
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As flow easily.
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1. If the north pole of one magnet is placed near the south

3. A continuous circuit that runs from one terminal of
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pole of another magnet, the magnets attract each other.
the source, through the device (bulb), back to the other
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When a magnet attracts an object, it pulls the object

terminal of the source in a loop.

towards itself.
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4. A device like a bulb that uses electricity.

2. Horseshoe magnets are just bar magnets bent in a U shape.
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The U shape makes the magnet stronger by pointing the 7. An electric switch is a device used for closing and opening
poles in the same direction. an electric circuit. If it is in an ‘ON’ position, it closes
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the circuit and electric current flows through it easily.

3. Experiment:
However, if it is in the ‘OFF’ position, it opens the circuit
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1. Take an iron nail. Place it on the table. and electric current cannot flow through it.
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2. Bring the north pole of the magnet near the head of 8. When electricity or electric current is passed through the
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the nail.
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filament, it gets heated and gives off light and the bulb
3. Now lift the magnet. glows. In a fused bulb, the filament gets broken due to
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Observation: Nail gets attracted towards the magnet. which bulb does not glow.
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Conclusion: One can lift a metal nail without touching it. 9. Plastics and rubber coverings are insulator materials.
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Insulation prevents direct contact between conductor

4. • Bar magnets are generally stored in pairs in a wooden

wires and breaks the circuit, therefore the plastic or rubber
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box, with unlike poles on the same side. A piece of

coverings from the ends of wires need to be removed

wood is kept between the magnets and across their
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before making connections.

ends are placed two pieces of soft iron.
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10. If air were a good conductor of electricity, the electricity

• Horseshoe magnets are generally stored by keeping a

could scatter all around in the atmosphere nearby the
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piece of soft iron across the poles as a magnetic keeper.

power stations. The men at work could die from electric

5. When a magnet is broken into two pieces, they act as shocks. The electricity could not be transmitted to homes,
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independent magnets with their own north and south poles. factories from power stations.
6. Conditions required for an electric current to flow are:
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1. An electric current source such as a cell, battery or an

electric power point.

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Chapter 14: Light, Shadows and Reflections

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Section Review 1 Section Review 2

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1. (b) Clear plastic wrap 3. A: Torchlight, B: Shoebox, C: Cardboard sheet

2. (b) Upside down image

Section Review 3
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Reason: The rays of light coming from the top and

the bottom of the bulb intersects at the pinhole. Since 1. (a) A plane mirror produces an upright image of the
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the rays cross over at this point, the top of the object same size.
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appears at the bottom of the image and the bottom of

the image appears at the top. Thus, we see the inverted
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image of the bulb.

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2. (c) Towards R Example: A candle flame can be seen when a person
Reason: Laws of reflection is looking from straight straw but when looked

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through a bent straw, a candle flame is not seen. This
Mirror Source is because light travels in a straight line.

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2. The comparison and contrast are as follows:
(a) Luminous object: Objects that give off light are called

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P luminous objects. The Sun, light bulb, lamp and
torchlight are luminous objects.

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light are called non-luminous objects. Books, tables
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and trees are some non-luminous objects.

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(b) i. Take a long, straight straw or a long, straight
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R
rubber tube. Hold it in front of a candle or
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torchlight such that one end of the tube is facing
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the source of light.

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Chapter Review ii. Look through the other end of the straw or tube.

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A. OBJECTIVE TYPE QUESTIONS You will be able to see the light.

1. (a) iii. The sun

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(b) i. Transparent object iii. Now, bend the straw or tube and look through it.
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You will not be able to see any light.

(c) The wooden door is opaque in nature and we cannot

2. (a) T (b) F (c) T (d) T (e) F
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see through an opaque object, whereas the glass door

3. (a) source (b) artificial (c) propagation is transparent in nature and we can clearly see through
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(d) pinhole (e) shadow a transparent object. That’s why we use a wooden door
and not a glass door at the entrance of our homes.
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4. (a) Source (b) Transparent objects

propagation of light. This camera is essentially a box

5. An observer could not see the torchlight through the
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with a tiny pinhole. The pinhole allows rays of light

cardboards as holes in all the cardboards are not in a
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to enter the box. Since light travels in a straight line,
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straight line and light travels in a straight line.

an image of an object is formed on one of the walls
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of the box. The image formed on the pinhole camera

B. SUBJECTIVE TYPE QUESTIONS is inverted or upside down. The image is smaller
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1. (a) An object that gives off light is called a source of light. than the object. The closer the object, the larger the
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Natural sources of light: The Sun and other stars inverted image on the screen.
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Artificial sources of light: Light bulb, lamps and (e) The difference between regular reflection and
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torchlight diffused reflection are:

(b) An object which allows most of the light to pass Regular reflection:
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through it is called a transparent object. We can see Reflection in which the parallel rays of light that fall
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through a transparent object. Thus, a person can see on the mirror remain parallel after they are reflected is
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the object behind the transparent object making the called regular reflection.
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transparent object almost invisible. Diffused reflection:

Translucent: Frosted glass the wall do not remain parallel after they are reflected
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Opaque: Thick blanket, Piece of wood is called diffused reflection or irregular reflection.
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(d) i. Shadow: When the light gets blocked by an Light ray Reflected ray Light ray Reflected ray
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opaque body, a shadow is formed.

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Example: Solar and lunar eclipses are examples of

the Moon and the Earth blocking the light of the Regular Diffused
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Sun to form shadows. reflection reflection

ii. Lateral inversion: Images where the left and right

C. PUZZLE OVER
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sides of the image look reversed as compared to

1. Football players in a night match show multiple shadows

the object is called lateral inversion.

because of the light falling on the players from various
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Example: The image formed by a plane mirror is light sources present in the ground.
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laterally inverted. The right hand of the object in a

2. Yes, he can tell if an object is transparent or opaque just by
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plane mirror looks like the left hand of the image.

looking at its shadow. The object which cast a clear shadow

(e) The property of light to travel in straight lines is is an opaque object while the one which does not cast a
called propagation of light. It is also called rectilinear shadow is a transparent object.
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propagation of light.
3. As the image formed by a plane mirror is laterally inverted,
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the actual time was 9 o, clock.

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D. SKILL CRAFT ii.
In a pinhole camera, the image is always focused while
1. Puppets are opaque objects and cast clear shadows. When in a lens camera the image is brought to focus by

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the source of light fall on the puppets, it do not let any light adjusting the position of the lens.
pass through them and forms a shadow. iii. In a pinhole camera, the intensity of light entering

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2. Cameras produce pictures by capturing or recording is fixed while in a lens camera the intensity of light
the characteristics of the light from a scene or subject. The entering is controlled by a shutter or diaphragm.

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main parts of the camera that are involved in the process iv. In a pinhole camera, the image distance is fixed while
are the camera body, the camera shutter, lens, the lens in a lens camera the image distance is not fixed.

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aperture, and the image sensor. The camera’s LCD screen 3. Looking steadily at the sun for any prolonged period can
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previews and then view the captured image. cause damage to the retina. With enough damage to the
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i. A pinhole camera does not have a glass lens, retina, staring at the sun can leave us partially blind. That’s

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but instead a pinhole where the light enters the why we should not look at the Sun directly.

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photographing surface (film or digital sensor) to

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record the image. A conventional camera uses a glass
lens with or without a shutter that directs the light to
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the recording surface.

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As Study Guide 6
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Developing Scientific Vocabulary Recalling Concepts
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1. Opposite 1. (c) Sun

2. Reflection 2. (b) Objects reflect the light falling on them.

3. Regular 3. (c) Transparent

4. Diffused 4. (c) Pinhole camera
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5. Lateral 5. (b) Erect and (c) Laterally inverted

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Interpreting Graphics
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1. Types of objects
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Gives out/does not give out light Allow/does not allow light to pass through
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Non-luminous Transparent Translucent Opaque objects

Luminous
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objects objects
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Examples: Examples: Examples: Examples: Examples:

1. Books 1. Clear glass 1. Frosted glass 1. Wood
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1. Sun
2. Lamp 2. Tables 2. Clear water 2. Butter paper 2. Stone
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Thinking Critically 4. Image Shadow

1. Characteristics of an image formed by a plane mirror : 1. The formation of an The formation of a shadow
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• The image is upright which means that it is erect and image takes place takes place when the light
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when the light rays are falls on an opaque object.

not inverted.
reflected by an object.
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• The image size is the same as the object.

2. Image contains colour, Shadow does not give

• The image is laterally inverted.

structure etc. of any information about
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2. Conditions required for the formation of a reflection: the object. the object as it is dark in
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• Presence of reflecting surface.

nature.
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• Presence of source of light. 5. A pinhole camera is an application of the rectilinear

3. Opaque objects cast clear shadows as they do not let any propagation of light. This camera is essentially a box with a
light pass through them. Transparent objects do not cast tiny pinhole. The pinhole allows rays of light to enter the
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shadows at all because they let light pass through them.

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box. Since light travels in a straight line, an image of an
object is formed on one of the walls of the box. The image Burning

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formed on the pinhole camera is inverted or upside down. candle
The image is smaller than the object. The closer the object,

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the larger the inverted image on the screen.

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Inverted image of
burning candle

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Chapter 15: Water

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Section Review 1 (iii) Waterways are also modes of transportation.
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(iv) Water is used for irrigation purposes.
1. (a) Oceans

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(v) It is used for rearing fish.

2. We cannot use water from oceans because it contains a
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large amount of dissolved salt and is therefore referred to (b) Evaporation: Heat from the Sun causes the water in
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as saltwater also. oceans to change into water vapour.

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Condensation: Water vapour in the air cools and
Section Review 2
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changes to tiny droplets. Tiny droplets form clouds.

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Water cycle is the continuous movement of water between the air and Precipitation: The droplets in clouds become larger
the Earth with changes in the state of water. and heavier. These droplets fall down to the Earth as
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When surface water heats up, it evaporates and changes into water rain, hail and snow.
vapour. These vapours then condense to form tiny droplets and The surface water, thus collected, evaporates to become
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clouds. These droplets then precipitate and fall to the Earth’s surface. water vapour, starting the water cycle all over again.
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Therefore, water on the Earth moves between the air

Section Review 3
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and the Earth by changing its state from one form to

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4. Connect rooftop with pipes to a storage tank or pit in another, over and over again. This movement is the
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the ground. water cycle.

(c) Floods: Heavy rain and overflowing of rivers causing

Chapter Review
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land to get submerged underwater is called flooding.

A. OBJECTIVE TYPE QUESTIONS Heavy rain can also transform a small stream into a ‘sea’
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of water in minutes, leading to dangerous flash floods.

1. (a) iv. Evaporation (b) iv. Saving rainwater
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Drought: An abnormally long period of insufficient or

no rainfall is called drought. In drought conditions, it

(e) iii. Water vapour converts into water is difficult to get food and water. It is a natural disaster.
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2. (a) F (b) F (c) F (d) T (e) F (d) Water conservation is the practice of using water
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3. (a) surface (b) melting (c) evaporation efficiently to reduce water wastage.
(d) condensation Clean fresh water is a limited resource. Usable water is
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4. (a) Transpiration (b) Groundwater becoming increasingly scarce due to the increase in the
human population. The number of people using water is
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(c) Floods (d) Rainwater harvesting increasing with a rapidly growing population. Also, more
5. The figure represents the situation of drought.
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and more water is being used by industries for various

An abnormally long period of insufficient or no rainfall purposes. Hence, water conservation is essential.
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is called drought. Water is lost by evaporation and

(e) Three ways to conserve water at home are:

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transpiration but due to lack of rainfall level of water goes i. Do not leave the tap running while you are
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down and the soil becomes dry.

brushing your teeth or washing your face.

In drought conditions, it is difficult to get food and water.
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ii. Avoid flushing the toilet unnecessarily.

It is a natural disaster.
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iii. When washing a car, use water from a bucket and

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B. SUBJECTIVE TYPE QUESTIONS not a hose pipe.

1. (a) The five uses of water are: 2. (a) Evaporation: Heat from the Sun causes the water in
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oceans to change into water vapour.

(i) Water is essential for the digestion of food.
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Condensation: Water vapour in the air cools and

(ii) We use water in our homes for washing clothes,

changes to tiny droplets. Tiny droplets form clouds.

cleaning utensils and cooking food items.
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(b) Condensation: Water
D. SKILL CRAFT
Precipitation: The droplets in clouds
become larger and heavier. These
vapour in the air cools and
changes to tiny droplets.
1. National Water Policy is formulated by the Ministry of

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droplets fall down to the Earth as rain, Tiny droplets form clouds. Water Resources of the Government of India to govern the
hail and snow.
planning and development of water resources and their

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optimum utilization. The first National Water Policy was
Clouds Evaporation: Heat from the adopted in September 1987. It was reviewed and updated

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Transpiration Sun causes water in oceans to
change into water vapour. in 2002 and later in 2012.
The major directives under the policy are:

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Groundwater Ocean information system with a network of data banks and
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databases.

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ii. Resource planning and recycling for providing
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(c) Rainwater harvesting is the accumulation and storage maximum availability.

of rainwater for reuse on-site than allowing it to run

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off. Rainwater can be collected from rivers or roofs. iii. To give importance to the impact of projects on
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The harvested water can also be used as drinking human settlements and the environment.
iv. Guidelines for the safety of storage dams and other

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water, for longer-term storage, and for other purposes
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such as groundwater recharge. It stops the decline in water-related structures.

groundwater levels, it prevents sea water from moving As v. Regulate exploitation of groundwater.
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landward and conserves surface water run-off during the

vi. Setting water allocation priorities in the following
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rainy season. It reduces soil erosion and flood hazards.
order: Drinking water, Irrigation, Hydropower,
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(d) Water droplets form on the outside of a cold glass on

Navigation, Industrial and other uses.

a hot summer day because water vapour in the air

vii. The water rates for surface water and groundwater
condenses when it touches the cold surface of the glass.
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should be rationalized with due regard to the interests

(e) The loss of water from plants as water vapour through of small and marginal farmers.
their leaves is called transpiration. This process
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2. A good rainfall nourishes plants as well as replenishes

releases large amounts of water vapour into the air.
surface and groundwater supplies. Excessive rains could
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Experiment: Cover the leaves of a potted plant with a cause rivers or lakes to overflow their banks, spilling water
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clear polythene bag, tie the end and leave the pot in the across the ground. The water may then spread over large
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Sun. After some time there will be water droplets in the
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areas causing floods.

bag. This is water vapour released due to transpiration.

Farmers depend on rain for growing crops. However, too
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Droplets of water
much rain can harm crop production. Rain floods fields
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and washes away seeds and precious topsoil.

Hence, rain is said to be a blessing as well as a curse.

Polythene bag
3. (a) Baolis are wells or ponds with a long corridor of steps
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that descend to the water level.

(b) Rajasthan and Gujrat

Plant (c) The baolis ensures the availability of water during

periods of drought. They had social, cultural, and

Pot
religious significance.
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4. It is difficult to lift the two buckets of water off the floor.

C. PUZZLE OVER
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1. A family can save 280 litres of water by using a bucket of

water to wash the car per day.
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So, in a week family can save up to 1960 litres of water.

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Chapter 16: Air Around Us

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Section Review 1 Chapter Review

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1. Carbon dioxide 2. Water vapour A. OBJECTIVE TYPE QUESTIONS

3. Dust 4. Oxygen
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1. (a) ii. Respiration (b) ii. Moist skin

Section Review 2 (c) iii. Oxygen (d) i. Carbon dioxide

(e) ii. Oxygen

It plays an important role in supporting life of all living things

on planet Earth. Water cycle is possible only because of the water 2. (a) F (b) T (c) T (d) F (e) F
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vapour present in it. It helps us to hear sound. It helps birds and 3. (a) Carbon dioxide - ii. Less that 1% in air
insect fly. It helps in the dispersal of seeds that are light. (b) Oxygen - v. Around 21% in air
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(c) Nitrogen - vii. Helps plants make proteins

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(d) Respiration - i. Requires oxygen (c) Air is all around us but we cannot see, taste or touch
(e) Photosynthesis - iv. Requires carbon dioxide it. However, we know that air is present all around us.

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(f) Fish - vi. Breathes through gills We can see air when the leaves of trees are moving.
When we run fast, we feel the air on our faces as wind.

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(g) Earthworm - iii. Breathes through moist skin

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(d) Oxygen supports combustion. Therefore, burning can
4. (a) wind (b) wind vane (c) atmosphere
only occur in the presence of oxygen.

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(d) mixture (e) nitrogen
For example: Fix two small candles of the same
5. Push the glass upside down completely into the water length on a table. Light both the candles. Cover one

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container, keeping the glass straight and not tilted. of the candles with an inverted glass tumbler. We
Carefully lift the glass out of the water continuing to keep it
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straight. Air gets bubbled out in the water. tumbler got extinguished after some time, whereas
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the other candle continued burning. The candle gets

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B. SUBJECTIVE TYPE QUESTIONS
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extinguished because the component inside of the

1. (a) i. Moist skin ii. Gills iii. Spiracles
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glass tumbler, which supports burning, is limited.

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(b) Five ways in which air is useful to humans are: However, the other candle is getting a continued
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i. The layer of the atmosphere and the gases present supply of air. This component of air, which supports
burning, is oxygen.

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in the air protect us from the harmful radiations

(e) i. Plants use carbon dioxide from the air to make
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of the Sun. As
ii. We hear sounds because air acts as a medium for food through a process of photosynthesis.
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sound to travel. ii. Animals require oxygen for respiration.

iii. Air is essential for respiration.

C. PUZZLE OVER
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iv. Air helps move windmills to generate electricity.

1. If we cut down too many trees and other plants on the

v. Air is used inside tyres to reduce friction between Earth, then the balance between carbon dioxide and
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automobiles and the road. oxygen will get disturbed. More amount of carbon dioxide
(c) Other gases, 1% will be there in the air which may result in global warming.
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2. Humans swimming in deep water cannot use the air dissolved

in water to breathe because dissolved oxygen is very less as

Oxygen
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compared to human oxygen demand. Also, the lining of

21%
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human lungs is adapted to handle air rather than water.
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Nitrogen
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D. SKILL CRAFT
78%
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1. A pinwheel is a simple toy made of a wheel of paper or plastic

curls attached at its axle to a stick by a pin. It is designed to
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spin when blown upon by a person or by the wind.

Fig. Composition of air

2. Plants take in air through small openings in their leaves

(d) The addition of substances in the air in quantities that
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called stomata. Plants use the oxygen from air for the
are harmful to living beings is called air pollution. process of respiration. During respiration, oxygen is used
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to break down food to release energy. Plants use carbon

(e) Nitrogen is used to prepare fertilisers.

2. (a) i. Take an empty clear plastic bottle and shut its cap dioxide from the air to make food through a process called
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tightly. photosynthesis.
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ii. Immerse it in a bucket or large bowl of water. Role of gases present in the atmosphere
iii. Open the cap underwater. i. Nitrogen: Plants use nitrogen to make proteins which
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We can see air as bubbles coming out of the are then used by plants for their growth.
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bottle. This shows that air is around us. ii. Oxygen: Oxygen supports life as it is necessary for
respiration in almost all living beings.
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iii. Carbon dioxide: Carbon dioxide is used in fire

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extinguishers as it does not support burning.

iv. The layer of the atmosphere and the gases present in the
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Air air protect us from the harmful radiation of the Sun.

Water
e

bubbles
enters the
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go out 3. Snails and earthworms live deep under the surface of the
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bottle earth. So, whenever it rains, their house gets wet. It is

because of this they have to come over the surface, on the

ground to find a place to live and food to eat.

(b) i. Nitrogen: Plants use nitrogen to make proteins 4. The major causes of air pollution are the burning of fuels
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which are then used by plants for their growth. such as coal and petroleum, excessive burning of fuels such as
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ii. Oxygen: Oxygen supports life as it is necessary wood, smoke and harmful gases released from industries and
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for respiration in almost all living beings. smoke released by vehicles. Harmful gases spread and mix in
iii. Carbon dioxide: Carbon dioxide is used in fire the air and spoil the quality of air, thereby making it impure.
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extinguishers as it does not support burning. Such gases present in polluted air make breathing difficult
and lead to diseases such as asthma. Planting more trees and
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iv. Water vapour: Water vapour plays an important

using green fuels are a few ways to reduce air pollution.
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role in the heating and cooling of the atmosphere

and in the day-to-day change in weather.
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Section Review 1 The method of making compost from kitchen waste by

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using redworms is called vermicomposting.
1. (d) The one that can be neither reused nor recycled

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They result in zero waste as all the biodegradable
2. waste is converted into useful compost.
Biodegradable Non-biodegradable

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Apple peels Plastic bag (e) Biodegradable waste: Waste that can easily rot or be
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Tea leaves Bread wrapper(plastic) is called biodegradable waste. Vegetable and fruit
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Eggshells Plastic straw peels, dry leaves, paper, eggshells, tea leaves, etc. are

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examples of biodegradable waste.
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Spoilt rice Soft drink bottles

Non-biodegradable waste: Waste that cannot be

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Bread wrapper (paper) Aluminium cans broken down by the action of decomposers is called
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Groundnut shells non-biodegradable waste. Scrap metal, tin, glass and
plastics are examples of non-biodegradable waste.

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Torn paper
2. (a) (i) Solid waste: These are solids such as garbage
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Broken plate As coming from our homes, industries, shops,

Section Review 2 offices, restaurants, hotels, schools and

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roadside eateries.
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3. Biodegradable waste turns black after it degrade completely.

Liquid waste: These are liquid effluents such as

Heap A had biodegradable waste. domestic sewage and dirty water produced during
Heap B had non-biodegradable waste. bathing and washing utensils as well as fertilisers
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and excess chemicals from industries that are

Chapter Review mixed with water and discarded.
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A. OBJECTIVE TYPE QUESTIONS Gaseous waste: These are gaseous discharges such
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as smoke from fire and burning materials as well as

1. (a) iii. Both i and ii (b) iv. All of these
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gases released from industries and vehicles.

(e) i. Metal articles waste by the action of decomposers resulting

2. (a) T (b) F (c) F (d) F (e) F in the formation of humus-like material called
compost is called composting.
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3. (a) domestic (b) industrial (c) agricultural

(d) biomedical (e) landfill The method of making compost from
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4. (a) Waste (b) Non-biodegradable kitchen waste by using redworms is called

vermicomposting.
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(c) Waste management (d) Vermicomposting

(e) Recycling (b) i. Collect kitchen waste such as vegetable and fruit
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peels, used tea leaves and eggshells. Do not use

5. The figure represents the plastic container.
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bones or dairy products like milk, curd, cheese

i. It can be reused to store pickles. or paneer.

ii. It can be used to store spices. ii. Take a small empty flowerpot that has a few
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iii. It can be used to store jam. drainage holes. Place a thick layer of soil.
iii. Place the kitchen waste on this layer. Place some
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B. SUBJECTIVE TYPE QUESTIONS bits of newspaper or used paper napkins or used

1. (a) Anything that is discarded as unwanted is kitchen roll over this.

called waste.
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iv. Top it with a thin layer of soil, and sprinkle each

Domestic waste: vegetable and fruit peels. layer with some water.
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Industrial waste: Toxic gases and fluid waste. v. Repeat till the pot is 3/4th full.
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(b) Three sources of waste are: vi. Cover tightly, place a plate under the pot, and
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i. Biomedical waste keep the pot in the Sun for a few weeks. Mix it
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once in a few days. After a few days, kitchen waste

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ii. Agricultural waste gets converted into black soil-like material and
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iii. Industrial waste

get decomposed.
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(c) The collection, recycling or disposal of waste material (c) An area designated as a dumping ground of segregated
is called waste management.
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solid waste is called a landfill.

Waste emits a foul smell, and attracts flies, cockroaches Garbage is collected by safai karamcharis, which then
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rats and stray dogs. goes through a process of segregation, treatment and
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(d) The process of decomposition of biodegradable final disposal in the landfills.

waste by the action of decomposers resulting in the The process of segregation in our country is mostly
formation of humus-like material called compost is done manually by rag pickers. In this process,
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called composting. materials that can be recycled are separated, while

toxic wastes are sorted out and kept separately.

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The non-useful component once separated out, is (ii) By educating the members of the locality regarding the
spread over the landfill and then covered with a layer availability of several disposal methods for degradable

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of soil. and non-degradable wastes in order to reduce pollution.
(d) Reduce: Reduce means to minimise the amount of (iii) By giving an explanation in regard to the importance of

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waste we create. For example, reducing the use of shredding plastic waste and using suitable alternatives.

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plastics as far as possible.

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Reuse: Reuse refers to using items more than once. D. SKILL CRAFT
It makes economic and environmental sense to reuse 1. Ways to reduce waste in households:

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products. For example, we can reuse empty jam jars to Use bags made of cotton or jute or recycled paper when
store spices, pickles, etc.
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Recycle: Recycling involves the production of new
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Use a steel lunch box instead of a plastic box.
products from used and discarded products. For

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Use metal straws instead of plastic straws or do not use

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example, Broken and discarded glass is melted down straws at all.

and used to make new glass products.
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2. i. The municipal corporation collects domestic, trade
(e) By reducing our buying habits, we avoid creating waste and institutional food/ biodegradable waste from the
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in the first place. By reducing the amount of waste doorstep or from the community bin on a daily basis.
we produce, we can control water and air pollution,

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overflowing landfills and climate change. In contrast, ii. For collecting waste, they are using vehicles containing
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recycling can create water and air pollution due to the separate compartments for biodegradable and non-
biodegradable waste.
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chemicals used in the process.

iii. At the collection centre, recyclable materials are sorted
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It takes a lot of energy to recycle materials into new
out by the workers and stored separately.
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products. On the other hand, reducing requires no

energy at all. Thus, it is better to reduce than to reuse 3. i. By writing on both sides of the paper without leaving
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or recycle. any extra space.

ii. By using rough papers for classroom activities.

C. PUZZLE OVER iii. By reusing paper for origami activities and bookmarks.
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1. Yes, kabadiwala is a friend of the environment. They 4. Some organisations that deal in managing e-waste in
collect old newspapers, magazines, bottles, tins, etc. Delhi -NCR:
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These products are sold to industries that use them as raw i. E-Waste Recyclers India
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materials for manufacturing other products. In this way, ii. A2Z Group
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they help in recycling the waste. iii. Attero Recycling

2. Cold-drink cans – Flowerpot

iv. GreenScape Eco

Plastic bottle – Pen stand
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5. Since the rock garden is completely built from industrial

Shoe boxes – Ribbon organiser waste and discarded items, it shows us how waste material
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3. (i) By creating awareness about the importance of can be reused to create beautiful things. Also, an initiative
segregating waste materials into degradable and non-
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taken by a single person can be fruitful.

degradable wastes.
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Study Guide 7
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Developing Scientific Vocabulary Recalling Concepts

1. Water cycle 2. Precipitation 1. (a) Evaporation 2. (a) Salt water

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3. Drought 4. Conservation 3. (c) Drought 4. (a) Excess water

5. Oxygen 6. Photosynthesis 5. (a) Nitrogen 6. (b) Oxygen

7. Pollution 8. Respiration 7. (c) Oxygen 8. (b) Atmosphere

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9. Biodegradable 10. Non-biodegradable 9. (a) Landfill 10. (d) Polythene bag

11. Landfill 12. Management 11. (c) Aluminium foil 12. (d) Bread
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Interpreting Graphics
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1.
Water
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Uses of water: Sources of water: Excessive rainwater causes Water can be conserved by:
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1. Personal use. 1. Oceans Floods 1. Rainwater harvesting

2. Industrial use 2. Glaciers Lack of rainwater causes 2. Building of dams

3. Agricultural use 3. Groundwater Drought 3. Building of reservoirs
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4. Polar ice caps

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Composition of air Importance of air

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Air is mainly composed of:

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For plants: For animals: Uses of air for humans:
1. Nitrogen rs
2. Oxygen 1. Respiration 1. Respiration 1. Respiration
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2. To hear sounds

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2. Helps birds fly
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Other things present in the air are: 2. Photosynthesis

3. Protect us from harmful
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3. Dispersal of seeds

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1. Carbon dioxide radiations of the Sun
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2. Water vapour

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3. Dust and smoke

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3.
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Waste
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Sources of waste Types of waste Management of waste

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1. Domestic waste 1. Solid waste

Biodegradable Non-biodegradable
2. Industrial waste 2. Liquid waste
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3. Agricultural waste
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1. Dry leaves 1. Scrap metal

4. Biomedical waste
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2. Paper 2. Tin
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3. Glass
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Thinking Critically 3. Precipitation is any form of water such as rain, snow and
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hail that falls to the Earth’s surface.

1. i. Place ice cubes in a beaker and leave it out in the open

4. i. Excessive rains could cause rivers or lakes to overflow

for a while.
their banks, spilling water across the ground. The
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ii. You’ll see that there are a few water droplets encircling water may then spread over large areas causing floods.
the beaker.
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ii. Heavy rain can also transform a small stream into a ‘sea’
iii. The condensation of water vapour around the beaker of water in minutes, leading to dangerous flash floods.
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is what caused these droplets to develop.

iii. Too much rain can harm crop production. Rain floods
This demonstrates that there is water vapour in the air.
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fields and washes away seeds and the precious topsoil.

2. Evaporation: Heat from the Sun causes the water in oceans
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5. Rainwater harvesting is the accumulation and storage

to change into water vapour
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of rainwater for reuse on-site than allowing it to run off.

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Condensation: Water vapour in the air cools and changes Rainwater can be collected from rivers or roofs. The
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to tiny droplets. Tiny droplets form clouds. harvested water can also be used as drinking water,
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Precipitation: The droplets in clouds become larger and for longer-term storage, and for other purposes such as
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groundwater recharge. It stops the decline in groundwater

heavier. These droplets fall down to the Earth as rain, hail

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and snow. levels, prevents seawater from moving landward and

conserves surface water run-off during the rainy season. It
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The surface water, thus collected, evaporates to become

reduces soil erosion and flood hazards.
water vapour, starting the water cycle all over again.
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6. i. The layer of the atmosphere and the gases present in

Therefore, water on the Earth moves between the air and

air protect us from harmful radiations of the Sun.
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the Earth by changing its state from one form to another,

over and over again. This movement is the water cycle. ii. We hear sounds because air acts as a medium for
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sound to travel.
Importance of Water Cycle
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iii. Air is essential for respiration.

i. Water cycle makes fresh water available in the form
of rain. iv. Air helps move windmills to generate electricity.
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ii. Water cycle keeps the amount of water on the earth’s v. Air is used inside tyres to reduce friction between
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surface constant. automobiles and the road.

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7. Yes, cutting down trees can lead to droughts. As these areas 11. i. Use bags made of cotton or jute or recycled paper
remain barren without any plants or trees, the soil quality when you go shopping.

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of these areas decreases with time. The water-holding ii. Use a steel lunch box instead of a plastic box.
capacity of the soil decreases due to the absence of trees.

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iii. Use metal straws instead of plastic straws or do not use
This leads to drought-like conditions in these areas. the soil

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straws at all.
loses all its fertility and becomes a barren land where the
12. Yes, it is good to give away waste paper and glass bottles to

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cultivation of crops cannot take place.
scrap dealers because these products are sold to industries
8. Animals depend on plants for food as plants are the

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by scrap dealers. Industries use them as raw materials for
primary producers of food. Plants also take in carbon
manufacturing other products and these products
dioxide and produce oxygen in return. Similarly, plants
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depend on animals for reasons like the dispersal of fruits
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and seeds, pollination and for the carbon dioxide that is 13. i. Biodegradable waste: Waste that can easily rot or be

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broken down (degraded) by the action of decomposers
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produced by animals. In this way, both plants and animals

are interdependent on each other. is called biodegradable waste. Vegetable and fruit
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peels, dry leaves, paper, eggshells, tea leaves, etc. are
9. (a) Soil has air
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examples of biodegradable waste.

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When we slowly pour some water on the soil taken in
ii. Non-biodegradable waste: Waste that cannot be

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a glass beaker, the air-bubbled comes out of the soil.

broken down by the action of decomposers is called
This proves that soil holds air in it.
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(b) Water has air

As non-biodegradable waste. Scrap metal, tin, glass and
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plastics are examples of non-biodegradable waste.

When we heat some water in a pan, Some bubbles are
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14. Decomposition of biodegradable waste by the action
visible on the inner surface of the pan just before the
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of decomposers results in the formation of humus-like

water begins to boil. These bubbles are caused by air material called compost. Compost is rich in nutrients and
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dissolved in water. This proves that air is present in water. can be used for gardening, horticulture and agriculture.
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10. Importance of the presence of carbon dioxide in the Therefore, it is referred to by farmers as black gold.
atmosphere: 15. i. When travelling, carry a few bottles of water with you
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i. Plants use the carbon dioxide they take into their from home, instead of buying bottled water.
leaves to make food through photosynthesis.
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ii. Use glass plates and glasses instead of plastic plates and
ii. Carbon dioxide is used in fire extinguishers as it does glasses.
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not support burning.

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iii. Use flower pots made of mud and not plastic.
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Test Paper 1
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A. 1. (a) Cow, goat, rabbit, deer 2. (c) Cotton 2. Water acts as a solvent for many substances. This is why
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water is considered a universal solvent.

3. (d) Rocks 4. (b) Gills

3. The natural environment or home of a plant or an animal
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5. (a) Herbs 6. (b) Tissues

is said to be its habitat.
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7. (a) Distillation 8. (a) Rickets

4. Carbohydrates are nutrients that give us energy. Therefore,

9. (c) Steel spoon 10. (a) Winnowing

carbohydrates are said to be energy-giving food.
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B. 1. dairy products 2. margin 3. Coir Proteins are the building blocks of all the tissues in our
body. They help in repairing our body parts and in healing
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4. soluble 5. chemical wounds. Proteins help in the formation of new cells and
tissues. Therefore, proteins are said to be body-building food.
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C. 1. Underground stem - (e) Ginger

5. Pure water can be separated from a solution of salt and
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2. Iron deficiency - (a) Anaemia water by the process of evaporation. If we take a shallow
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3. Rusting of iron - (d) Chemical change pan with a salt solution and heat it, the water will gradually
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4. Hinge joint - (c) Elbow evaporate leaving behind salt in the form of solid particles
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5. Temperate forest - (b) Extreme climates called crystals.

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E. 1. i. Thermal expansion of railway tracks in summer

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D. 1. Organisms which are made up of only one cell are known

ii. Thermal expansion of metallic joints in a bridge.
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as single-celled or unicellular organisms. Examples of

single-celled organisms are bacteria, Amoeba, blue-green 2. The process of evaporation is used to extract salt from
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algae, etc. sea water.

Organisms which are made up of many cells are called Sea water is channelled into shallow pits on seashores and
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multicellular organisms. Examples of multicellular allowed to evaporate in the heat of the Sun. When the
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organisms are mosquitoes, mango trees, flies, humans, water from these pits has all evaporated, what is left is salt.
elephants, etc.
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3. 4. Different types of joints:
Stigma
Pollen tube 1. Fixed or immovable joints: Joints that show no movement.
Stamen Anther

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Filament Style Pistil Example: Joints of the skull.
Petal

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Ovary 2. Partly movable joints: Joints that show slight movement.

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Receptacle Example: Joints between the ribs and the sternum.
Ovule
3. Movable joints: Joints that show free movement. Example:

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Pedicel Sepal
Joint between the back of the skull and neck.

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A flower is the reproductive part of the plant. 5. Activity:
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Stamen: This is the male part of the flower. It produces • Take a plant with destarched leaf.
male gamete pollen grains.
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• Leaf is partially covered with black paper on which a
Pistil: This is the female part of the flower. It produces

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design is cut.

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female gamete ovules.

• Expose this plant to sunlight for few hours and perform a
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Petal: This is the colourful part of the flower. The function

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starch test with iodine solution.
of the petals is to attract insects.
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Observation-
Sepals: These are the outermost part of a flower. Their
• Covered leaf part shows brown colouration.

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main function is to protect the bud during its development

into a flower. • Exposed leaf shows blue-black colour.
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As Result- Starch is present in the exposed leaf.

Conclusion- Leaf exposed to sunlight give iodine test,

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proving that sunlight is necessary for photosynthesis.
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Test Paper 2
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A. 1. (d) All of these 2. (d) Zinc 4. Reflection Shadow

3. (d) All of these 4. (a) North-South direction

Reflection is an image A shadow is formed when an
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5. (b) Clear glass 6. (d) Both (a) and (b) formed when light is opaque object blocks the path
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7. (d) Both (a) and (b) reflected from a surface. of light.

8. (a) Used in fire extinguishers

A shadow does not show the

An image shows the
9. (d) To prepare fertilisers 10. (b) Glass details of an object as it is only
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details of an object.
a black outline.
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B. 1. length 2. good 3. magnetic An image has the same

A shadow is black in colour.
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4. larger 5. domestic colour as the object.

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A shadow can be the same

C. 1. SI unit of length – (b) Metre An image is generally the
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size, or bigger or smaller than

same size as the object.
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2. Car battery – (d) Secondary cell the object.

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3. Plane mirror – (e) Lateral inversion 5. The process by which water vapour is lost from the surface
4. Nitrogen – (a) Non-supporter of combustion of leaves is called transpiration.
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5. Biodegradable waste – (c) Can easily rot

E. 1. Parts of a dry cell
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D. 1. Rectilinear motion: • The outermost layer is a zinc container that is wrapped

• If a body moves along a straight line, then it is said to all around leaving the bottom plate exposed.
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be in rectilinear motion. • Inside the zinc container is a layer of a paste of

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ammonium chloride.
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• Examples of rectilinear motion are a fruit falling from

a tree and a bus moving on a straight road. • The next layer is a porous container containing
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Curvilinear motion: powdered manganese dioxide through which a

chemical reaction can take place between ammonium

• If a body is moving along a curved line, then it is said
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chloride paste and powdered manganese dioxide.

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to be in curvilinear motion.
• The innermost part is a rod that has a metal cap. The
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• Examples of curvilinear motion are athletes running

rod is usually made of carbon and is dipped into the

on a curved track and a car moving on a curved road
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manganese dioxide layer.

2. An electric switch is a device used for closing and opening
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Metal cap (+)

an electric circuit.
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3. Materials that are attracted to a magnet are called

magnetic materials. Carbon rod

Materials that are not attracted by magnets are called non- Zinc case
magnetic materials. Powdered manganese dioxide
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Moist paste of ammonium

chloride
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Metal bottom (–)

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2. A torch contains a simple electric circuit. In a torch, two 4. The balance of oxygen and carbon dioxide in the
(or more) cells are connected to a torch bulb through a atmosphere is maintained through respiration in plants

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sliding switch. and animals, and by photosynthesis in plants.
When we want to turn the torchlight ‘on’, we push the slide • Oxygen is used up during respiration, while carbon

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switch forward so that the circuit is completed, and the dioxide is released.
bulb lights up. When we want to turn the torchlight ‘off ’, • Photosynthesis by plants uses the carbon dioxide from

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we pull the slide switch backward so that the circuit gets the air and releases oxygen into the air.
broken or becomes an open circuit, and the bulb goes off.

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5. Effects of plastic on the environment:
3. Water cycle is a continuous movement of water between
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the air and the Earth with a change in the state of water.
caps, food wrappers and polythene grocery bags
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• Evaporation: Heat from the Sun causes water in accumulate on land causing land pollution.

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oceans to change into water vapour.

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• Rivers and other water bodies carry plastic waste and

• Condensation: Water vapour in the air cools and cause water pollution in ponds, rivers and even
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m
changes to tiny droplets. Tiny droplets form clouds. the oceans.
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• Precipitation: The droplets in clouds become larger • Plastic waste clogs drains and sewers providing
and heavier. These droplets fall down to the Earth as breeding grounds for mosquitoes.

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rain, hail and snow.

• Animals such as stray cows end up eating plastic waste
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The surface water, thus collected, evaporates to become along with leftover food that is thrown on roadsides.
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water vapour, starting the water cycle all over again.

• When plastic waste is burned, it releases toxic fumes
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and causes air pollution. These are harmful not only
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to humans but also to animals and plants.

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STEAM Worksheet 1

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TASK: Individual assessment

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SKILLS: Problem-solving, analysis, synthesising information, interpretation, creativity, self-direction, planning, innovation
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OBJECTIVES: To enable students:

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Assessment should be based on the following:

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• to learn about different types of fibres and their sources.

• 2 marks for drawing the sketch.
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• to know the different processes to produce fabric from fibre.

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• to understand the importance of clothes. • 2 marks for writing the steps to be
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followed.
• to enhance their knowledge through extended learning about the concept of fibre,

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fabric and yarn. • 2 marks for recording the details.

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to enhance their knowledge about the process of weaving. • 3 marks for making the model.
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• 1 mark for timely submission.

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WHAT TO DO: Total marks: 10
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• Students should be aware of different types of fibres.

• Students should be aware of the different processes involved in making fabric.

• Students must be able to define and identify warp and weft yarn.
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• Students should be able to list the steps to be followed.

REMEDIAL MEASURES:
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• Students may need help in collecting relevant materials and information to do this activity.
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• Students may need help while drawing straight lines on the paper.
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• Students may need help in understanding the weaving pattern.

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ANSWER KEY*
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SCHEME FOR DOING:

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Ideate: Plan out the materials needed to make the model.

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Sketch: Students come up with their own ideas for designing the table mat.
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PROJECT EXTENSION/CASE STUDY:

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Plan: Steps to follow:

1. Take two sheets of paper and cut square pieces of length 30 cm from each.
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2. On one sheet draw 2.5 cm wide lines and cut out the strips.
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3. On the other sheet draw lines leaving a 1 cm margin from all sides. Now, cut through the lines using the paper cutter.
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4. Weave the strips one by one through the cuts of the other sheet.
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5. Design the woven sheet using sketch pens or colours to make a beautiful table mat.
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6. Cover it with a transparent sheet.

Create: Students will create their own table mat following the steps listed above.
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Test: Students should weave both sheets into each other.

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Improve: Students can observe the different table mats prepared by their peers and understand the areas for improvement, if any.
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*These are sample answers. Answers may vary, so accept all valid responses.
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TASK: Individual assessment

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SKILLS: Problem-solving, analysis, synthesising information, interpretation, creativity, self-direction, planning, innovation

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OBJECTIVES: To enable students:
Assessment should be based on the following:
• to understand different body movements occurring in human system.

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• 2 marks for drawing the sketch.
• to understand the functioning of joints; and their types and position in the body.
•
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to understand the role of bones.
• 2 marks for writing the steps to be
followed.
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• to enhance their knowledge through extended learning about movement in other

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• 2 marks for recording the details carefully.

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animals.
• 3 marks for making the model.
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• 1 mark for timely submission.
WHAT TO DO:
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Total marks: 10
• Students should be aware of the types of bones in human fingers.

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• Students should be able to list the steps to be followed.

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REMEDIAL MEASURES:
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• Students may need help in collecting materials for the activity.

• Students may need help in cutting ice cream sticks and straws.
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ANSWER KEY*
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SCHEME FOR DOING:

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Ideate: Plan out the materials needed to make the model.
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Sketch: Students come up with their own ideas for making the model of human fingers.
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PROJECT EXTENSION/CASE STUDY:

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Plan: Steps to follow:

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1. Take a thick chart paper sheet of size 12 cm × 10 cm. Trace the human hand shape using your own hand. Cut it out using scissors.
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2. Now make the finger bones. For each bone cut a section of ice cream stick. Make three subsequent markings, 1 inch apart, from one
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end of each ice cream stick, and cut through the markings. Repeat this step for all the fingers (4 fingers, 3 bones each equal 12 bones).
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Make 2 longer bones for the thumb. You will have 14 bones in total.
3. Paste these fingers on the cardboard palm. While sticking the thumb, make sure it forms an acute angle with the other four fingers.
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4. Take stiff straws. Mark and cut 14 pieces, each of length 0.5 cm. Stick a piece of straw on each of the ice cream stick pieces.
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5. Now make the hand bones. Take another thin straw and cut it into 4 pieces of length 2 cm each and 1 piece of 1 cm. Stick them
into place.
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6. Now make the tendons. Take 5 pieces of a cotton thread of length 30 cm and tie a knot at one end.
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7. Insert the other end of the cotton thread into the straw pieces stuck on the finger and then pass it through the hand bones ending at
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the base of the palm, i.e, the wrist. Tape the end onto the end of the wrist to secure it. Repeat this step for all the fingers.
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8. At each joint, give the paper a little fold.

9. Take a cardboard sheet of size 14 cm × 4.5 cm. Paste your hand on the cardboard sheet. Cut it out using scissors.
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10. Start moving your finger one by one by moving the cotton thread. You will notice the movement of bones in the fingers.
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Create: Students will create their own model of the human hand following the steps listed above.
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Test: The biggest challenge is to attach all the things properly so that the movement of fingers is clearly seen.
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Improve: Check for the differences in the model made by others and understand the areas for improvement, if any.
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*These are sample answers. Answers may vary, so accept all valid responses.
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TASK: Individual assessment

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SKILLS: Problem-solving, analysis, synthesising information, interpretation, creativity, self-direction, planning, innovation

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OBJECTIVES: To enable students:
Assessment should be based on the following:
• to understand magnetic and non-magnetic materials.

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• 2 marks for collecting the materials.
• to know how to build an artificial magnet.
•
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to understand the magnets in the world.
• 1 mark for drawing the sketch.
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• 2 marks for writing the steps to be
• to understand electric conductors and insulators.

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followed.

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• to enhance their knowledge through extended learning to understand that • 2 marks for recording the details carefully.
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electricity and magnetism are related phenomena.

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• 2 marks for making the model.
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• 1 mark for timely submission.
WHAT TO DO:

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Total marks: 10
• Students should be aware of the properties of conductors and insulators.
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•
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Students should be able to list the steps to be followed.
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REMEDIAL MEASURES:
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• Students may need help in collecting relevant materials and information to do the activity.
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• Students may need help in dismantling the magnet.

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ANSWER KEY*
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SCHEME FOR DOING:

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Ideate: Plan out the materials needed to make the electromagnet.

Sketch: Students come up with their own ideas for making the electromagnet.
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PROJECT EXTENSION/CASE STUDY:

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Plan: Steps to follow:

1. Rub both ends of the copper wire using sandpaper.

2. Wrap the wire around the nail as many times as you can, leaving the ends free.
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3. Tape the ends of the wire to the battery.

4. Close the switch for the electric current to flow through the copper wire.
5. Now bring some iron paper pins close to the iron nail.
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6. Count the number of paper clips attracted to the magnetised nail.

7. Now take an eraser instead of paper clips. Note your observation.

Create: Students will create their own electromagnet following the steps listed above.
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Test: The biggest challenge is to pick as many paper clips as possible.

Improve: Students can observe the different electromagnets prepared by their peers and understand the areas for improvement, if any.
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*These are sample answers. Answers may vary, so accept all valid responses.
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TASK: Individual assessment

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SKILLS: Problem-solving, analysis, synthesising information, interpretation, creativity, self-direction, planning, innovation

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OBJECTIVES: To enable students:
Assessment should be based on the following:
• to understand the process of water cycle.

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• 2 marks for drawing the layout.
• to know different processes involved in water cycle.
•
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to understand the importance of water cycle.
• 2 marks for writing the steps to be
followed.
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• to enhance their knowledge through extended learning about ways to save water.

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• 2 marks for recording the details.

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• 3 marks for making the model.

WHAT TO DO:

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• 1 mark for timely submission of details.
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• Students should be aware of the process of the water cycle. Total marks: 10

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• Students must know the different processes involved in the water cycle.
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• Students should be able to list the steps to be followed.

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REMEDIAL MEASURES:
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• Students may need help in collecting relevant materials and information to do the activity.
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• Students may need help while drawing pictures.

ANSWER KEY*
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SCHEME FOR DOING:

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Ideate: Plan out the materials needed to make the model.

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Sketch: Students come up with their own ideas for building the model.
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PROJECT EXTENSION/CASE STUDY:

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Plan: Steps to follow:

1. Use a large glass jar such as a pickle jar with a wide top.
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2. Layer small stones in the bottom and then cover them with sand.
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3. Fill the jar with soil until half full. Place a few small plants in the soil.
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4. Fill the small paper cup with water and place it next to the plants.
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5. Tighten the lid on the jar. Place the jar in the sun for a few days.
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Create: Students will create their own model following the steps listed above.
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Test: The biggest challenge is to identify different ways to save the Earth.
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Improve: Check for the differences in the model made by others and understand the areas for improvement, if any.
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*These are sample answers. Answers may vary, so accept all valid responses.
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TASK: Individual assessment

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SKILLS: Researching, observing, brainstorming, building, communicating, iterating

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OBJECTIVES: To enable students:
Assessment should be based on the following:
• to observe the differences between different states of matter.

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• 1 mark for researching and writing the
• to understand different properties of matter. correct answers.
•
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to classify matters on the basis of some common properties. • 2 marks for identifying the separation
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• to enhance their knowledge through extended learning about distinguishing processes.

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materials on the basis of their properties. • 2 marks for brainstorming about the
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• to understand the importance of separation of substances. characteristics of matter.

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• to enhance their knowledge of different processes of separation of substances. • 2 marks for matching the materials with
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their respective properties.

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WHAT TO DO: • 2 marks for making a filter paper and

As identifying the process of filtration.

• Students should know the different states of matter and their properties. • 1 mark for iterating.
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• Students should have knowledge about the different methods of separation.

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Total marks: 10
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REMEDIAL MEASURES:
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• Students may need help in the kitchen while making the vegetable soup.
• Students may need help in understanding several methods of separation.
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ANSWER KEY*
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A. wooden log/oil
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B. 1. Winnowing 2. Distillation 3. Sieving 4. Hand-picking

C. S.No. Property Solid Liquid Gas

1. Intermolecular spaces Minimum Greater than solids but lesser than gases. Maximum
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2. Intermolecular force of attraction Maximum Greater than gases but lesser than solids Minimum
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3. Volume Definite volume Definite volume No definite volume

D. Answer may include:

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Transparent materials are the materials through which we can see clearly and light can pass through. Translucent materials are the
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materials through which we can see partially and light can pass through them partially. Opaque materials are those materials through
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which we cannot see anything and light cannot pass through them.
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E. Students will separate the boiled vegetables from water using the process of filtration. Diagram of filtration will be drawn.
F. The process of gases and liquids spreading into a surrounding substance is called diffusion. Gases have the highest rate of diffusion.
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*These are sample answers. Answers may vary, so accept all valid responses.
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TASK: Individual assessment

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SKILLS: Researching, observing, brainstorming, building, communicating, iterating

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OBJECTIVES: To enable students:
Assessment should be based on the following:
• to observe the characteristics of living things.

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• 1 mark for researching and writing the
• to understand the difference between biotic and abiotic components of the world.
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• to collect, organize, and understand the information about different habitats. • 2 marks for identifying the biome.
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• to enhance their knowledge through extended learning about the interdependence • 2 marks for brainstorming about the

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between the biotic and abiotic world. correct word.

• to enhance their knowledge of different biomes. • 1 mark for filling the gaps.

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• to understand the significance of adaptation.
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• 2 marks for making the model.

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• 2 marks for iterating.

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WHAT TO DO: Total marks: 10

•
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Students should know the characteristics of living things.
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• Students should have knowledge about different biomes.

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REMEDIAL MEASURES:
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• Students may need help while arranging the materials for the model.
• Students may need help in understanding the different adaptations of plants and animals.
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ANSWER KEY*
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A. Webbed feet
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B. 1. Tundra
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2. Desert
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3. Aquatic
4. Grassland
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C. 1. EVOLUTION
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2. HABITAT
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3. SCAVENGERS
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4. ORGAN
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D. Answer may include:

Mangrove trees have still roots and they are important as they can hold up the plants in shallow soil.
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Deciduous trees lose their leaves and they are important to conserve water.
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Coniferous trees have drooping branches and they help to shed excess snow.
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E. Students will observe the characteristics of living things such as living things grow, need air, etc. They will then depict the same using
thermocol/cardboard.
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F. Atmosphere, lithosphere, hydrosphere, light (Accept all suitable answers.)

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*These are sample answers. Answers may vary, so accept all valid responses.
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TASK: Individual assessment

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SKILLS: Researching, observing, brainstorming, building, communicating, iterating

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OBJECTIVES: To enable students: Assessment should be based on the following:
• to observe the differences between image and shadow.

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• 1 mark for researching and writing the
• to understand the different characteristics of shadow.
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• to enhance their knowledge through extended learning. • 1 mark for identifying the property
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• to enhance their knowledge of a pinhole camera. of light.

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• to understand the rectilinear propagation of light. • 2 marks for brainstorming about the
correct option and giving reason.
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WHAT TO DO: • 2 marks for the correct classification.
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• 3 marks for drawing the sketches and

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• Students should know different terms related to light and shadows such as making the model.
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luminous, non-luminous, opaque, transparent, translucent, etc.

As • 1 mark for iterating.
• Students should have knowledge about the pinhole camera.
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Total marks: 10
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REMEDIAL MEASURES:
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• Students may need help while tracing the moon and drawing its phases.
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• Students may need help in understanding the concept of a pinhole camera.

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ANSWER KEY*
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A. Glow worm or firefly

B. Light travels in a straight line. This property of light is called the rectilinear propagation of light.
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C. (b) is the correct option because rectilinear propagation of light produces inverted images of objects in a pinhole camera.
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D.
S. No. Opaque Transparent Translucent
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1. Steel Glass Tracing paper

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2. Iron Crystal of ruby Milky water

E. Let students draw the shadows of objects they observed.

F. Any two points of difference can be given. (Accept all suitable answers.)
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Image Shadow
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Image shows all the details of an object. Shadow is a dark outline formed behind an opaque body.
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Image may be upright or inverted. Shadows are not inverted.

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*These are sample answers. Answers may vary, so accept all valid responses.
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Worksheet Answers

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rs Chapter 1: Food: Where Does It Come From?
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Worksheet 1

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1. (a) F (b) T (c) T (d) T (e) T (f) F

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2. (a) rotis (b) edible (c) coriander (d) producers (e) potatoes (f) can
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3. (a) Food eaten by the majority of people in a particular geographical area is called staple food.

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(b) Any substance eaten by living organisms that helps maintain life and growth is called food.
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(c) The process by which our body takes in food and uses it for growth and development is called nutrition.
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(d) Two functions of food are as follows:
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i. It gives us energy to work and play.
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ii. It protects our body from illnesses by building our resistance.

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(e) The individual components that are needed to make a particular food item are known as ingredients.
(f) When the seeds begin to grow (or germinate) by developing tiny roots, they are called sprouts.
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4. Answers may vary, so accept all suitable answers. Draw a table of some seeds and their uses.
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Worksheet 2
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1. (a) Coriander, pepper (b) Cow, goat (c) Tiger, lion (d) Cat, dog
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(e) Potatoes, ginger (f) Carrots, radishes

2. (a) iii, (b) iv, (c) v, (d) vi, (e) ii, (f) i
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3. (a) Animals that eat both plants and the flesh of other animals are called omnivorous animals or omnivores.
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(b) Humans eat plants as well as animals. Humans who choose to eat plants and plant products are called vegetarians.
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(d) Scavengers are animals that feed on the flesh of dead animals.
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(e) Decomposers are organisms that break down dead and decaying organisms.
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(f) When a plant or an animal dies, its body is a food of decomposers.

4. Answers may vary, so accept all suitable answers. Students can select any five states and famous food items of these states.
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Chapter 2: Components of Food

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Worksheet 1
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1. (a) T (b) F (c) T (d) T (e) F (f) T

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2. (a) proteins (b) marasmus (c) growing children (d) with (e) enough (f) vitamin C
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3. (a) People who lead a more active lifestyle such as sportspersons or who do manual labour jobs such as construction workers or
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porters require more energy.

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(b) A diet that contains all essential nutrients in adequate amounts, as well as roughage and water, to provide the necessary energy
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that keeps our body in a healthy state is called a balanced diet.

(c) Roughage is the other name of dietary fibre.

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(d) Yes, most fruits and vegetables have very high-water content.
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(e) The two types of vitamins are

• Fat-soluble vitamins
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• Water-soluble vitamins.
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(f) Vitamin C and Vitamin B-complex are water-soluble vitamins.

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4. In order to take a carbohydrate test for complex carbohydrates such as starch, Simran needs to use iodine solution. In the presence of
starch, iodine solution turns from yellowish-brown to bluish-black in colour.

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Steps: Take a food sample and put it in a test tube. Add a few drops of iodine solution to it. Observe the colour change. If the colour of
the food sample changes to bluish-black, it shows that the food item contains starch.

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Worksheet 2
1. (a) Chapati, bread (b) Paneer, pulses (c) Oil, ghee (d) Vitamin-C, vitamin-D

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(e) Marasmus, kwashiorkor
rs (f) Simple carbohydrates or sugar, complex carbohydrates or starch
2. (a) vi, (b) iii, (c) v, (d) i, (e) ii, (f) iv
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3. (a) The components of food that are needed by our body to grow and live are called nutrients.

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(b) The essential nutrients are carbohydrates, fats, proteins, vitamins and minerals. In addition to these nutrients, food items contain
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dietary fibres and water, which are needed by our body.

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(c) Carbohydrate is called energy giving food.
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(d) No Benedict solution is not used for fat. It is used for test of starch.

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(e) Protein is called body building food.

(f) The name of two types of minerals are- As

i. Macro minerals
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ii. Trace minerals
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4. Answers may vary, so accept all suitable answers.

For reference, two deficiency diseases are

Deficiency of carbohydrate A carbohydrate-deficient diet may cause headaches, fatigue and constipation.
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Deficiency of protein Kwashiorkor and marasmus.

Yes, these diseases are curable. Person suffering from these diseases can recover if adequate protein and carbohydrate rich food is given
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to them.
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Chapter 3: Fibre to Fabric

Worksheet 1
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1. (a) T (b) F (c) T (d) F (e) F (f) T

2. (a) Fibre (b) fabric (c) artificially (d) natural (e) plant (f) animal
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3. (a) It is obtained from the stem (bark) of the jute plant.

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(b) In India, jute is mostly grown in the states of Bihar, West Bengal and Assam.
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(c) No linen is not obtained from flower. It is obtained from stem.

(d) Flax plants grow in central Asia, but are cultivated in very few areas worldwide.
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(e) Yes, linen has many properties similar to that of cotton.

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(f) The process of separating the fibres from the cotton seeds is called ginning.
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(g) India and Sri Lanka are the world’s largest producers of coir.
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4. Step 1: Cotton cultivation

Step 2: Harvesting
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Step 3: Ginning
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Step 4: Spinning
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Worksheet 2
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1. (a) Hemp, jute (b) Cotton, jute (c) Wool, silk (d) Polyester, rayon
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(e) Muslin, poplin (f) Dhoti, saree

2. (a) iii, (b) iv, (c) v, (d) vi, (e) ii, (f) i
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3. (a) In India, there are 10 major cotton growing states. They are Punjab, Haryana, Rajasthan, Madhya Pradesh, Maharashtra, Gujarat,
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Andhra Pradesh, Telangana, Karnataka and Tamil Nadu.

(b) Cotton has good moisture absorbency. Therefore, it is used for making summer clothing as well as for towels, socks, curtains,
napkins and bedsheets.
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(c) The cotton plant produces whitish-yellow flowers. These flowers mature and form the fruit called the cotton bolls that are green in
colour. These bolls contain the seeds and the fibres. The green cotton balls eventually become brown. Cotton bolls break open at

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maturation to expose the white cotton fibre.
(d) The production of cotton yarn from cotton fibre is called spinning.

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(e) Spinning is done using spinning machines or tools such as hand spindle (takli) and spinning wheel (charkha).
(f) The process of rotting the stems of the plant in water to remove the sticky substance and separate the fibres from jute stems is

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called retting.

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4. Ancient human used bark and leaves of trees, or animal skin and fur to cover themselves. Later on, they began to weave long grass,
vines of trees as well as animal hair to create fabric. So, we can say that humans started making natural fabrics millions of years ago.
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Cotton fabric was woven by the people of the Indus Valley Civilisation over 5000 years ago. In India, it is believed that fabric was
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woven from cotton that grew on the banks of the Ganges River. Flax was also used to make fabric. People started sewing clothes after

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the invention of the sewing needle.

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Chapter 4: Sorting Materials Into Groups

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Worksheet 1
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1. (a) T (b) F (c) T (d) F (e) F (f) T

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2. (a) opaque (b) transparent (c) translucent (d) floatation (e) sink (f) sand
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3. (a) The sorting of objects into groups such that each group has its feature or property is called classification of objects.
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(b) The ability of a material to shine is called lustre.

(c) The property of materials that makes them difficult to cut, break or compress is called hardness.
(d) Stone and iron are two examples of materials that are hard.
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(e) The ability of a material to float in water is called flotation.

(f) Wood and wall are two examples of opaque objects.

4. Material that are soluble in water are used to make shikanji such as sugar, lemon juice, salt and water.
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Worksheet 2
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1. (a) Sugar, salt (b) Stone, iron (c) Wood, cork (d) Stone, pebble
(e) Glass, water (f) Aluminium foil, stone
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2. (a) iii, (b) v, (c) iv, (d) vi, (e) i, (f) ii

3. (a) Materials that are easy to compress, cut or break are said to be soft materials.
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(b) The extent to which a substance can dissolve in water at a particular temperature is called solubility.
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(d) Liquids that do not dissolve in water and form a separate layer are called immiscible liquids. Cooking oil, kerosene and petrol are
examples of immiscible liquids.
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(e) Yes, gas can dissolve in water. Oxygen is dissolved in water.

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(f) The materials that are attracted towards a magnet are called magnetic materials.
4. Answers may vary, so accept all suitable answers.
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Miscible liquids in water: Lemon juice, Vinegar, Milk

Immiscible liquids: Mustard oil, Kerosene oil, Honey.

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Chapter 5: Separation of Substances

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Worksheet 1
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1. (a) T (b) F (c) T (d) T (e) F (f) T

2. (a) dried (b) bigger (c) alum (d) evaporation (e) evaporation (f) impurities
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3. (a) Pure substances consist of only one kind of particles. For example, gold is a pure substance composed of only gold particles.
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Distilled water is a pure substance composed of hydrogen and oxygen joined together to form water.
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(b) The method used to separate substances from a mixture using hands is called handpicking. It is the simplest method of separating
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substances. It involves picking out substances by hand and separating them from others based on the difference in size, shape,
colour or quality. It is a manual process. Handpicking is used when the quantity of mixture is small, the components to be
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separated are large in size and easily distinguished from the other component.
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(c) Some examples of handpicking are removing almonds from a nut mixture, picking an orange candy from a mixture of assorted
candies, separating a particular vegetable from a bag of mixed vegetables and removing stones from rice.

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(d) The method of separation which is used for separating two or more solid components of different sizes from a mixture by using
a sieve is called sieving. A sieve is a shallow vessel having mesh or net with holes that allow substances smaller than the holes

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to pass through. Sieving is used when one of the components is larger than the holes in the sieve. The smaller components pass
through the holes in the sieve, while the larger components are left behind. Sieves can have different mesh sizes depending on

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what is to be sieved.
(e) Magnetic separation is the process of separating components of mixtures by using a magnet to attract the magnetic substances

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in the mixture. This process separates magnetic substances from non-magnetic. A magnetic material gets attracted to a magnet.
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This property is used to separate a mixture that has magnetic and non-magnetic components. Common examples are separating
a mixture of sand and iron filings, separating scrap iron from waste material in junkyards using very powerful magnets, and
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separating iron nails from a mixture of iron and brass nails.

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(f) The method used to separate grains from the stalks of plants is called threshing. Threshing involves beating the dry stalks to shake
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off the dried grains. This method of separation is used to separate hard grains from their dried covering called chaff as well as
from the dried stalk. Drying stalks of plants makes threshing easier.
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4. Iron objects can be separated from plastic and aluminium waste through the method of magnetic separation. Magnetic separation is

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the process of separating components of mixtures by using a magnet to attract the magnetic substances present in the mixture. This
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process separates non-magnetic substances from those which are magnetic.

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Worksheet 2
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1. (a) Filtration, sedimentation (b) Water, oil

(e) Iron, gold (f) Sugar, salt

2. (a) ii, (b) v, (c) iv, (d) vi, (e) i, (f) iii
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3. (a) A solution is a mixture in which one of the components of the mixture is a liquid. Sugar water is an example of a solution. When
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some sugar is added to water and stirred, the sugar completely disappears. We say that the sugar has dissolved in the water.
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(b) Yes, water is a universal solvent.

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(c) A solution in which no more solute can dissolve is called a saturated solution. Temperature affects the solubility of solutions.
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(d) The property of a substance to get dissolved in a solvent is called solubility.

(e) The method used to separate an insoluble solid from a liquid by using a filter is called filtration. The filter can be a strainer, a
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muslin cloth, a filter paper, etc. In filtration, the mixture of insoluble solid and liquid is poured onto a filter. The liquid passes
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through the filter and the solid particles remain behind on the filter. It is important that the particles of the insoluble solid are
bigger than the holes in the filtering device for them to be retained in it.
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(f) The process of settling down of an insoluble solid in a liquid at the bottom of a container is called sedimentation. The solid particles
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that settle down during sedimentation are called sediments. The settling of mud in water is a common example of sedimentation.
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4. Answers may vary, so accept all suitable answers.

Some substances are classified below.

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Soluble substances Insoluble substances

Sugar Sand
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Salt Iron nail

Antiseptic liquid Ghee

Milk Tea leaves

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Paper
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Chapter 6: Changes Around Us

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Worksheet 1
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1. (a) F (b) T (c) T (d) T (e) F (f) T

2. (a) Chemical (b) Physical (c) hard (d) Irreversible (e) physical (f) reversible
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3. (a) The transformation in the appearance or properties of a substance is called a change. Changes that we see around us can be
of several types. When a change takes places, there may be a change in the state, shape, size, colour, temperature, position or
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structure of a substance.
(b) There are several changes that happen around us. Changes can be classified as reversible changes, irreversible changes, physical
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changes and chemical changes.

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(c) Changes in which substances or materials can be changed back or reversed to their original form are called reversible changes.
When we leave a slab of butter on the kitchen counter, it starts to melt. However, if the melting butter is placed in the refrigerator,

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it changes back into hard butter.
(d) Changes in which substances or materials cannot be changed back or reversed to their original form are called irreversible

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changes. For example, when we cook butter over heat, it forms ghee. The ghee cannot be changed back into the butter. Similarly,
when we cook an egg, we cannot bring it back to being a raw egg. In both the cases, a substance changed into something different

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from the original substance.
(e) Changes in which no new substances are formed are called physical changes. Physical changes can be reversible or irreversible. For

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example, filling air into a football is a reversible physical change because when we remove the air, the football will get back to its
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original form. However, sharpening a pencil is an irreversible physical change because although no new substance is formed, we
cannot get back the pencil using the pencil shavings.
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(f) Changes in which new substances are formed having properties different from the original substances are called chemical changes.

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Examples are baking a cake using eggs, sugar, butter and flour; burning paper resulting in ash; curdling of milk; rusting of iron,
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etc. Chemical changes are mostly irreversible
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4. Do it yourself with the help of the internet and your elders.

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Examples of expansion and contraction in liquids are given below:

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Overflowing of petrol tanks in summer As It is advisable not to fill petrol tanks of cars up to the brim, especially in summer
months. Due to the heat, petrol expands and if filled to the brim, it overflows.
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Working of mercury thermometers Thermometers have mercury (a liquid metal at room temperature) placed in a
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very thin tube. When the thermometer is kept in hot water, the liquid expands
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and rises up the tube. When the thermometer is removed from hot water, the
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liquid contracts and comes down in the tube. In thermometers, the rise and
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fall of mercury is used to measure the temperature of people as well as used in

laboratories to maintain and read temperatures of experimental setups.
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Worksheet 2
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1. (a) Curdling of milk, rusting of iron

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(b) Filling air into a football, tearing of paper

(c) Ghee from butter, cooked egg

(d) A melting bar of chocolate, melting butter placed in the refrigerator

(e) Rusting of iron, growing of trees

(f) Bursting a balloon, burning a paper

2. (a) iii, (b) iv, (c) v, (d) vi, (e) ii, (f) i
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3. (a) Wooden wheels often have a covering of iron over their rim. This is in the form of an iron ring. The iron ring is usually a little
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smaller than the wheel. The ring is first heated so that it expands. This expanded iron ring is fitted around the wooden wheel.
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As the iron cools, it contracts and the iron ring fits tightly over the wooden wheel.
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(b) When electric wires and telephone lines are fixed to poles, the wires are not fixed very tightly. They are fixed a little loosely. This is
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because during winter, the wires contract and if they are placed tightly, they would snap on contraction. In summer, the wires will
expand and so will sag a little.
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(c) When cars are moving quickly, the rubbing of the tyres and the road increases the temperature of the air inside the tyres. This
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causes the tyres to expand. Tyres must, therefore, be inflated according to manufacturers’ recommendations. If they are over-
inflated, they can burst when they warm up.
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(d) Difference between periodic and non- periodic change are-

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Periodic change- Changes that happen according to a time period are called periodic changes. For example, the occurrence of
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seasons and the occurrence of day and night are some periodic changes. Non-periodic change-Changes that do not happen
according to a time period are called non-periodic changes. For example, earthquakes and volcanoes can occur anytime.
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(e) Thermometers have mercury (a liquid metal at room temperature) placed in a very thin tube. When the thermometer is kept in
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hot water, the liquid expands and rises up the tube. When the thermometer is removed from hot water, the liquid contracts and
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comes down in the tube.

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(f) Thermometer is used to measure the temperature of people.

4. Answers may vary, so accept all suitable answers.

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Worksheet 1

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1. (a) T (b) F (c) T (d) F (e) T (f) F

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2. (a) Climbers (b) Creepers (c) trees (d) similar (e) taproot (f) Stem
3. (a) Small plants with soft green stems arising close to the ground are called herbs. Herbs are small in size. They have green and tender

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stems that break easily but are strong enough to stand erect. Herbs may or may not have branches. They have a small lifespan and
generally live for one or two seasons.
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(b) Small- to medium-sized plants with strong woody stems having branches growing close to the ground are called shrubs. Shrubs
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are small in size but are taller than herbs. Shrubs have branches that grow closer to the ground. They are bushy and generally live

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for a few years.

(c) Bougainvillea and tulsi plant are two examples of shrubs.

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(d) Large plants with a strong and woody stem are called trees. The trunk of most trees has several branches growing at some distance
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from the ground. However, palm trees such as coconut trees do not have branches. The trunk of many trees has an outer part

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called the bark.

(e) Plants with weak and thin stems which cannot stand upright on their own and need support such as sticks, walls or a tree to stand
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upright are called climbers. Climbers have thin, flexible stems that are usually green and non-woody. Most climbers have special
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modifications called tendrils that wind themselves around sticks, walls and other plants and help the plant climb up.
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(f) Plants with weak stems that cannot stand upright but grow along the ground are called creepers. These plants have soft stems
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that are usually green. Creepers do not take support of other plants or sticks as they tend to grow along the ground. The stems of
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creepers are not as strong as the stems of climbers.

4. Different reproductive parts and functions of a flower are-

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Parts Function
1. Stamen This is the male part of the flower. The stamen has two parts—a long filament and a swollen tip called the anther. The
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pollen grains are powdery material found on the anther.

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2. Pistil This is the female part of the flower. The pistil has three parts—a swollen tip called the stigma, a long style and
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a swollen base called the ovary which contains small bead-like structures called ovules. It is the ovary that later
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develops into a fruit and the ovules that later become the seeds.
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3. Petal This is the colourful part of the flower. Most flowers have very bright and colourful petals. The function of the
petals is to attract insects.
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4. Sepals These are the outermost part of a flower. They are generally green in colour. Their main function is to protect the
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bud during its development into a flower. They are generally shed off after the flower becomes a fruit.
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Worksheet 2
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1. (a) Maize plant, wheat plant (b) Radish plant, turnip plant (c) Ginger, onion
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(d) Stamen, pistil (e) Reticulate venation, parallel venation (f) Pumpkin plant, strawberry plant
2. (a) ii, (b) iii, (c) v, (d) vi, (e) iv, (f) i
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3. (a) Two functions of roots are as follows:

i. Anchor or hold the plant in the ground.

ii. Absorb water with dissolved minerals from the soil.

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(b) Two functions of stems are as follows:

i. Hold the plant upright.

ii. Bear leaves, flowers and fruits.

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(c) Stem is the part of a plant that we see above the ground. Plant stems are characterised by the presence of nodes and internodes.
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(d) A leaf arises from the nodes of a stem. It is usually flat. Most leaves are green due to the presence of chlorophyll in the cells of leaves.
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(e) When the veins of a leaf have a net-like appearance on either side of the midrib, it is known as reticulate venation. Mango leaves
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and banyan leaves show reticulate venation.

(f) The process by which green plants use sunlight to put together carbon dioxide and water in order to make sugars and release
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oxygen is called photosynthesis. ‘Photo’ means light and ‘synthesis’ means ‘to join’.
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Sunlight
Carbon dioxide + Water Sugars + Oxygen
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Chlorophyll
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4. With the help of your elders and using internet, prepare a ppt on the topic of photosynthesis.
Slide-1

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Definition of photosynthesis The process by which green plants use sunlight to put together carbon dioxide and water in order

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to make sugars and release oxygen is called photosynthesis. ‘Photo’ means light and ‘synthesis’

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means ‘to join’.

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Slide-2

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Picture of photosynthesis
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Oxygen
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Sunlight

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Carbon
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dioxide

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Water
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Slide-3
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Chemical formula Sunlight

Carbon dioxide + Water Sugars + Oxygen

Chlorophyll
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Chapter 8: Body Movements

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Worksheet 1
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1. (a) F (b) T (c) T (d) T (e) F (f) T

2. (a) femur (b) forelimbs (c) floating ribs (d) immovable joints (e) Movable joints (f) Ligaments
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3. (a) Movable joints are of the following types-

• Pivot joint: In this type of joint, the end of one bone fits into a ring formed by the other bone.
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• Hinge joint: In this type of joint, the bones hinge with each other allowing forward and backward movement.
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• Ball and socket joint: In this type of joint, the ball-like surface of one bone fits into a cup-like hollow in the other.
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• Gliding joint: In this type of joint, one bone slides over the other.
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(b) The ribs are curved bones that form a structure called the ribcage. The ribs are like a cage of bones around the chest. We have
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twelve pairs of ribs. The ribs are joined to the backbone at the back and to the breastbone or sternum at the front. The last two
pairs of ribs are called floating ribs because they are joined only to the backbone.
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The functions of ribcage are:

• It protects important organs such as the heart, the lungs and the liver.
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• Its movements help us breathe.

(c) The skull is the bones of the head that gives shape to our head and supports our face. The skull is made up of 22 bones. It includes
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the bones of our head, face and jaws. These bones are joined together very closely. The skull is made up mostly of immovable
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joints due to which skull bones cannot move except for the lower jaw.
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• The hard bones of the skull protect the brain.

• It gives shape to our face.

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(d) Bones form the framework of our body. This framework of bones is called the skeleton. The skeleton of an adult human is made
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up of 206 bones.
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The main functions of the skeleton are:

i. It gives shape and support to our body.

ii. It protects our soft internal organs such as the heart, lungs and stomach.
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iii. Major muscles are attached to the skeleton. This allows movement of different body parts.
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iv. It helps in making blood cells. Many bones in our body are hollow and are filled with a soft substance called bone marrow.
The bone marrow is where our blood cells are made.
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v. It stores calcium and phosphorous for later use by the body. Calcium and phosphorous make our bones hard and strong.
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(e) When we move our body from one place to another, it is called locomotion.
(f) Femur is the other name of thigh bone.

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4. Skeleton system is framework of human body. It plays an important role in human life. The skeleton of an adult human is made up

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of 206 bones. Backbone is also known as the spine or vertebral column. It covers the spinal cord. The spinal cord is a thick bundle of

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nerves that sends information from the brain to the rest of the body. The vertebral column is made up of small bones called vertebrae.
Adults have 33 vertebrae, out of which only 26 are movable. The vertebrae are all linked together to form the long bony backbone.

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Worksheet 2
1.
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(a) Lower arm, fingers (b) Lower leg, toes (c) Hinge joint, pivot joints
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(d) Spine, vertebral column (e) Heart, lungs (f) The pectoral girdle, the pelvic girdle

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2. (a) iii, (b) vi, (c) iv, (d) ii, (e) i, (f) v
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3. (a) Muscles work in pairs. When one of the muscles of the pair contracts, the bone it is attached to is pulled in that direction. At the

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same time, the other muscle of the pair relaxes. To move the bone in the opposite direction, the reverse happens. The muscle that
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was relaxed, now contracts and the bone gets pulled back to its original position whereas the first muscle relaxes. A muscle can
only pull, but cannot push. Thus, two muscles have to work together to move a bone.

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(b) Earthworms live in the soil. They are invertebrates, that is, animals without bones. They have a cylindrical body. The body of
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an earthworm is made of several ring-like segments. Each segment is filled with fluid and has its own set of muscles. They push
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themselves forward by contracting and extending their body muscles using bristles on the outer surface of their bodies as anchors.
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(c) Birds are vertebrates that can fly in air. Birds have a streamlined body with bones that are hollow. Their forelimbs are modified
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into wings and they have strong flight muscles that help some birds fly very long distances. Their tail helps them in changing
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direction while flying. Birds have two hind legs that allow them to walk or hop on land. Flightless birds can run fast using their
strong legs. Birds fly by flapping their wings up and down. The upward movement of the wings is called the upstroke and the
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downward movement of the wings is called the downstroke.

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(d) Yes, snakes are vertebrates that have no limbs.

(e) The important bones of the skeletal system are—the skull, the vertebral column, the ribcage and the bones of the limbs and girdles.
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(f) Many bones in our body are hollow and are filled with a soft substance called bone marrow. The bone marrow is where our blood
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cells are made.

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4. Joints that show different types of movements

Joints Picture
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1. Pivot joints
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2. Ball and socket joints

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3. Hinge joint
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4. Gliding joint
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Chapter 9: Living Organisms—Characteristics

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Worksheet 1
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1. (a) Characteristics (b) Organ system (c) Autotrophs (d) Stomata (e) Response
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(f) 95% (g) Soil (h) Polar bear/Yak

2. (a) iv, (b) iii, (c) ii, (d) v, (e) i, (f) vii, (g) viii, (h) vi
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It is made up of only one cell. It is made up many cells.

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It is not visible to us normally. It can be seen in the soil.

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(b) The process by which living things obtain and use food is called nutrition. It is necessary for living beings because it gives the

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energy needed to do all their life processes.
(c) The image shows the opening and closing of the stomata. Plants take in oxygen through the stomata on their leaves and they give

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out carbon dioxide. The exchange of gaseous takes place when the stomata opens.
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(d) Examples of excretion in plants are – Formation of gums and resins, shedding of leaves and peeling off of the bark of trees.
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(e) Soil bacteria is a decomposer. It is the biotic component that decompose or break down dead plants and animals to release

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nutrients present in them. It is an important part of the environment because it breaks down complex molecules into simpler ones

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that can be used again by other organisms, including the producers.

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(f) All living organisms need water for survival. Water is an important component of cells, and life processes such as photosynthesis,
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respiration and digestion can only occur in the presence of water. Animals and plants that live in saltwater and fresh water survive
in water because water dissolves essential gases such as oxygen and carbon dioxide.

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4. In this question, students will go to any nursery of their city and present their information in the form of a PowerPoint presentation to
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the class. As
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Worksheet 2
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1. (a) T (b) F (c) F (d) T (e) F (f) F

(g) T (h) T
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2. (a) multicellular (b) heterotrophs (c) excretion (d) environment (e) tertiary (f) abiotic
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(g) hotter (h) photosynthesis

3. (a) During breathing, air containing oxygen is taken into the body and air containing carbon dioxide is given out of the body.
Therefore, exchange of gases takes place in living things. Two organs used for respiration are lungs and gills.
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(b) Plants show responses to stimuli too. The image shows the ‘touch-me-not’ plant and how it responds to the stimulus of touch to
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close its leaves. In most land plants, the stem grows towards sunlight and the root towards the ground.
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(c) The time period for which a living thing lives is called its lifespan. Living things do not live forever. They are born, they grow into
adults, get old and then die, to complete their lifespan.
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(d) Producer Consumer

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Biotic components that have the ability to manufacture food. Biotic components that rely on other living organisms as
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food to obtain energy.

They are called autotrophs. They are called heterotrophs.

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(e) Air is an important abiotic component of the environment. Plants and animals use oxygen and carbon dioxide present in the air
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to survive. The atmosphere is a mixture of gases that surrounds the planet. On Earth, the atmosphere helps make life possible.
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(f) Cold-blooded animals Warm-blooded animals

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They change their body temperature according to the change They cannot change their body temperature according to the
in the temperature of their environment. change in the temperature of their environment.
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Examples are frog, cockroach and snake. Examples are pigeon, elephant and humans.
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4. Students will make the food chain and present it in class.

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Chapter 10: Living Organisms—Habitats and Adaptations

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Worksheet 1
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1. (a) habitat (b) adaptations (c) leaves (d) terrestrial

(e) deciduous (f) aquatic (g) upper (h) Boreal

2. (a) T (b) F (c) T (d) F

(e) T (f) F (g) F (h) T

3. (a) Animals such as octopuses and squids do not have a streamlined body as they live near the ocean floor. However, when they
swim, they shape their bodies to become streamlined.
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(b) The two adaptations of whales are:
• The blubber of whales, a thick layer of fat or oil stored between the skin and muscles of the body, keeps them warm in the

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deep cold waters.

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• Large animals such as whales have lungs and so they have blow holes positioned near the top of the head that allows these

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animals to come to the surface to breathe in air. The blowholes close when the animal goes under the water.
(c) Mangroves are salt-tolerant plants that live near the ocean. They are trees found along the ocean’s coast in tropical climates. In

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mangroves, aerial roots provide oxygen to the plant.

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(d) Prey such as deer have a very strong sense of smell that alerts them of danger nearby. They have long ears that warn them of any
noise around them. They have eyes on the side of their head that allows them to have a greater range of vision to spot danger. The
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brown colour of a deer helps it camouflage in the brown grass.
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(e) Animals such as moles, reptiles and rodents have front paws and legs that help them burrow into the ground. They tend to have

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either sharp claws or teeth that can dig away the dirt. These animals often have coats of fur that are brownish in colour so that they
are well-hidden in their environment.
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(f) The period of reduced activity or inactivity in animals during the winter months is known as hibernation. Hibernation is a deep
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sleep that helps them save energy and survive the winter without eating much. Animals in temperate forests hibernate to conserve
energy. Another reason for hibernation is that food is scarce during winter.

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(g) The leaves of most of the trees in rainforests have drip tips that allow raindrops to quickly run off and not stay on the leaves for
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long. This is because there is plenty of rain in rainforests and to avoid rotting.
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(h) Tropical forests are hot and wet, typical of tropical climates. They are found near the equator where plenty of sunlight is available
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and there is rainfall all the year round, with little to no dry season. These forests are also known as rainforests. The climate of
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a tropical rainforest biome is perfect for plant and animal growth. The largest continuous rainforest is the Amazon in South
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America. The plants here grow so thick that very little light reaches the forest floor. Plants such as a variety of orchids and ferns as
well as the kapok trees grow here.
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4. Encourage the students to be creative.

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Worksheet 2
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1. (a) i. Cactus (b) ii. Armadillos (c) iii. Yaks

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(d) i. Coniferous (e) ii. Penguin (f) i. Grass

(g) iii. Mangroves

2. (a) hibernation (b) migration (c) terrestrial habitat (d) deserts

(e) Taiga (f) orchid (g) mimicry (h) seagrasses

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3. (a) A habitat for most animals must provide:

• shelter from weather and predators.

• food and water.

• conditions suitable for carrying out their life processes.

(b) Plants such as cacti have soft and fleshy leaves and stems to store water and food. The stems of cacti are green because they
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contain chlorophyll. The process of photosynthesis is carried out by the stems of such plants. The stem of a cactus plant is covered
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with a thick waxy layer (called cuticle) which prevents the loss of water through evaporation.
(c) A camel’s hump has ‘fat’ stored in it. In case of emergency, a camel can break down stored fat to obtain nourishment. Camels have
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long eyelashes that cover and protect the eyes during sandstorms. A camel can drink large amounts of water (when it is available)
and store it in the body. Camels pass only a small amount of urine to reduce loss of water. They have long legs to keep away from
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the hot sand and broad feet to help them walk without sinking in the sand.
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(d) The animal is a snow leopard. Animals such as snow leopards have a thick coat of fur and a layer of fat under their skin. They also
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have fur on the underside of their feet and have broad feet that help walk on soft snow. A snow leopard has short legs and small
ears to reduce loss of body heat. The spots on their body help them hide between rocks without being seen. Snow leopards have a
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thick and long tail that helps them balance on rocky areas and can be wrapped around their body.
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(e) The adaptations of grassland plants are:

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• Many of these plants have deep, spreading root systems that help them take in moisture during times of drought.
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• During a fire, while above-ground portions of grasses may perish, the root portions survive to sprout again.
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• Extensive root systems prevent grazing animals from pulling roots out of the ground.
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• Grasses have narrow leaves which lose less water than broad leaves.
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• Grasses grow from near their base, not from tip. Thus, they are not permanently damaged from grazing animals or fire.
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• Soft stems enable grasses to bend in the wind without breaking.

(f) A predator is an animal that hunts and kills other animals for food. Predators such as lions are brown in colour that allows them
to hide in the tall brown grass waiting for their prey. Lions are carnivores and have very strong teeth and claws. Their claws are
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retractable, which means they can pull them back into their toes when not needed. Their eyes are in front of their face that allows
them to correctly locate their prey. Lions, Tigers, and Leopards are predators.
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(g) The Polar region does not contain tall plants like trees. Only mosses, lichens and very small shrubs are found here.
• Most of the land in this area is covered in snow. Therefore, the layer of soil is very thin.

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• Plants that grow here have shallow and broad root systems.

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• The plants in polar regions have small leaves that help them reduce loss of water.

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• The plants that grow here are short plants which grow close together.

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• Polar plants have developed the ability to grow under a layer of snow to carry out photosynthesis in icy temperatures, and for
flowering plants, to produce flowers quickly once summer begins. (Any three)

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(h) Long legs and necks in cranes keep the bodies of wading birds out of the water. The long neck helps the birds reach the water, or
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below it, for food.
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4. Human activities are responsible for the depletion of natural habitats in the following ways:

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i. Deforestation
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ii. Conversion of forest lands into agricultural lands

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iii. Different types of pollution
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iv. Hunting and Poaching

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v. Construction on forest lands

vi. Usage of pesticides and herbicides As

vii. Overfishing
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Consequences of the above activities:
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i. Loss of habitats
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ii. Extinction of species of plants and animals

iii. Barren and unfertile lands

iv. Effects of various types of pollution
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v. Climatic change
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Ch 11: Measurement of Distances and Motion
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Worksheet 1
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1. (a) Digit (b) Cubit (c) Handspan (d) Footspan (e) Metre (m)
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(f) Kilogram (kg) (g) Second (s) (h) Litre (l)

2. (a) Gram, pound (b) larger (c) scale (d) scale, string (e) Wright (f) periodic
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(g) rectilinear (h) curvilinear

3. (a) The process of determining the quantity, length or size of something is called measurement. It is needed to give accurate results
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rather than just estimating.

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(b) Three rules for using SI units are:

• The name of a unit is always written in small letters.

• We never put a full stop after the end of a symbol for units.
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• The symbols of units named after scientists start with a capital letter.
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(c) State of motion/rest is said to be relative because an object is at rest in relation to a certain set of objects and moving in relation to
another set of objects. For example, in a moving car outside objects appear to be moving while person sitting beside appears to be
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at rest.
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(d) Rotational motion Curvilinear motion

The object spins about a central axis with each part of the An object travels along a curved or circular path.
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object at different distances from the axis.

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Ferris wheel Race track

(e) Rotational and rectilinear are the types of motion observed while rolling a ball on ground.
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(f) Total distance covered is 4000 + 5500 = 9500 m

1000 m = 1 km
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9500 m = 9.5 km
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Correct position
(4.8 cm)
A B Incorrect C

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Incorrect
position
position
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(4.9 cm)
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3 4 5 6

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4. Note the observations and discuss in class.

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Worksheet 2
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1. (a) Rectilinear motion (b) Curvilinear motion (c) Rotational motion (d) Periodic motion
(e) Non-periodic motion (f) Rotational, Rectilinear motion (g) Periodic motion
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(h) Non-periodic motion

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2. (a) iii, (b) i, (c) iii, (d) i, (e) iv, (f) i, (g) iv, (h) ii
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3. (a) A unit is a fixed quantity that is used for measurement and a unit that does not change depending on who is measuring it is called
a standard unit.
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(b) An object is said to be in motion when its position changes with time. An object that is not moving or is stationary with respect to
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objects in its surrounding is said to be at rest.

(c) Types of motion are:

• Rectilinear motion
• Curvilinear motion
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• Rotational motion
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• Periodic motion
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• Non-periodic motion
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(d) Different people used different methods of unit to make measurements and hence there was a need to find a way of measuring
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things correctly so that the measurements were the same no matter who measured them.
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Thus, standard units for physical quantities were introduced to obtain the same value for a measurement.
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(e) Some common units to measure length are millimetres (mm), centimetres (cm) and kilometres (km). Millimetre and centimetre
for smaller lengths and kilometre for larger lengths.
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(f) From oldest to newest.

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Steam engine train

(1804)
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Sedan chair
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First engine powered

car (1883)
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Sailing ship
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First motor
driven
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aeroplane
(1903) Jet airliners
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(1957)
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2000 cm = 20 m

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Total cloth needed = 20 m

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4. Note the results of research in a notebook. Have a discussion in class about the developments made.

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Chapter 12: Electricity and Circuits
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Worksheet 1
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1. (a) Battery (b) Solar cell (c) Alessandro Volta (d) Electric circuit (e) An electric switch
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(f) Fuse box (g) Reflector (h) Graphite

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2. (a) vi, (b) viii, (c) i, (d) ii, (e) iii, (f) iv, (g) v, (h) vii
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3. (a) A car battery consists of wet cells. In a wet cell, charges flow through a liquid.

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(b) The parts of a dry cell are:

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i. The outermost layer is a zinc container that is wrapped all around leaving the bottom plate exposed.
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ii. Inside the zinc container is a layer of a paste of ammonium chloride.

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iii. The next layer is a porous container containing powdered manganese dioxide through which a chemical reaction can take
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place between ammonium chloride paste and powdered manganese dioxide.

iv. The innermost part is a rod that has a metal cap. The rod is usually made of carbon and is dipped into the manganese
dioxide layer.
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(c) In an electric circuit, the electric current flows from the positive terminal to the negative terminal of the electric cell.
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(d) Open circuit Closed circuit

A circuit which provides unbroken and continuous path A circuit that is not continuous and current cannot flow
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for the current to flow. through it.

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Electric Electric bulb does

Flow of electric bulb glows No flow of

not glow
current electric current
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There is a gap in the circuit

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(e) A Slide switch is a switch connected to a small metal plate on the inside of a torch. It slides ‘on’ to complete the circuit and ‘off ’ to
make it an open circuit.
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(f) Answers may vary, so accept all suitable answers. Glass, wood, and rubber are bad conductors of electricity.
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4. In this question, students will make the chart/model based on their observations. Then they will present it in class.
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Worksheet 2
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1. (a) T (b) T (c) T (d) F (e) F (f) T

(g) T (h) F
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2. (a) Primary (b) positive/ negative (c) filament (d) key

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(e) Metal spring (f) base/foot (g) tungsten (h) solar panels
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3. (a) A bulb is generally pear-shaped because it distributes light better than other shapes. The bulb is generally filled with a gas called argon.
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(b) We use a safety device called a fuse in our household circuits. A fuse has a thin strip of metal. It is placed in the wiring at the
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beginning of a circuit. If the current is too high, the metal strip melts. As a result, the circuit breaks and current stops flowing.
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Good conductor of electricity Bad conductor of electricity

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Materials that allow electric current to pass through Materials that do not allow current to pass through
them easily. them easily.
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Examples are metals like copper and aluminium. Examples are glass, wood and rubber.
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(d) Electrical cables have conducting wires made up of good conductors of electricity such as copper or aluminium. These electric
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cables are covered with a bad conductor such as hard plastic to protect us from electric shocks.
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(e) Three safety measures to follow while using electric appliances are:
i. Wear rubber-soled footwear when operating electrical appliances.

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ii. Never insert anything metallic into an electric socket.

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iii. Never use electrical appliances with wet hands.

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iv. Never use appliances that have broken electric cords. (Any three)

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(f) The image shows a dry cell or a battery. The tip of the metal cap and the base of the zinc container in a dry cell are connected to a
small electric bulb through a metal wire. When the connection is made, chemical reactions take place inside the cell to produce an

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electric current that flows through the wire. This makes the bulb glow.
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The students will make presentation and present it in class.
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Chapter 13: Fun With Magnets

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Worksheet 1

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1. (a) magnetism (b) artificial (c) magnetic (d) poles (e) two (f) compass
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(g) opposite (h) Permanent As

2. (a) T (b) F (c) T (d) F (e) T (f) F

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(g) T (h) F
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3. (a) The material that can attract iron or objects made of iron is called a magnet. Artificial magnets come in many different shapes
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such as disc, sphere and horseshoe shape.

(b) Magnetic material Non-magnetic material
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Materials that are attracted to magnets are called magnetic Materials that are not attracted by magnets are called non-
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materials. magnetic materials.

Iron and materials made of iron such as iron nails, steel Paper, plastic spoons, glass bowls and wooden boxes are
spoons, safety pins, needles and scissors are examples of examples of non-magnetic materials.
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magnetic materials.
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(c) The two important properties of magnets are:

• Unlike poles are attracted to each other, while like poles repel each other-All magnets attract or repel other magnets. If the
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north pole of one magnet is placed near the south pole of another magnet, the magnets attract each other. Unlike poles attract
each other. If the same poles are placed near each other, they repel each other. Like poles repel.
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• A freely suspended magnet always points in the North-South direction-When a magnet is allowed to hang freely, it will always
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align in one direction, i.e., the North–South direction.

(d) The device shown is a compass. A compass is a device that has a magnet which helps find directions. It is also called a magnetic
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compass. A magnetic compass consists of a magnetic needle that is suspended freely in a circular box. The coloured (red) part of
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the needle points to the North direction. A compass always points in the same direction because the Earth is like a big magnet.
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The Earth has two different magnetic poles: the magnetic north pole and the magnetic south pole. The Earth’s magnetic north
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pole is near the Antarctic and the Earth’s magnetic south pole is near the Arctic. The magnetic poles of the Earth are in the
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opposite directions to the Earth’s geographical poles. Since unlike poles attract, the north pole of a magnet on Earth is attracted
to the Earth’s magnetic south pole and the south pole of a magnet is attracted to the Earth’s magnetic north pole. Due to this,
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magnets come to rest in the North–South direction.

(e) The three uses of magnets are:

• Magnets are used in doorbells, electric bells, washing machines, computers, music systems, telephones and refrigerators.
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• Large magnets are used to pick up iron scrap in junkyards.

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• Magnets are used in audio and video tapes as well as in computer hard discs.
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(f) Bar magnets are generally stored in pairs in a wooden box, with unlike poles on the same side. A piece of wood is kept between the
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magnets and across their ends are placed two pieces of soft iron. These pieces of iron are commonly called magnetic keepers.
g

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(g) When we break or cut a magnet into two, both pieces act as magnets, that is, both have a north and a south pole each. In both
these pieces, the corresponding north and south poles remain on the sides as in the original magnet.
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(h) Temporary magnets are those magnets that lose their magnetic power after a short while. They are generally made of soft iron.
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4. Students should be encouraged to perform the activity.

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Worksheet 2
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1. (a) i. Magnetism (b) iii. Two (c) i. Like Poles (d) ii. North-South (e) i. Opposite
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(f) ii. Magnets (g) i. Stored in pairs (h) iii. Both

2. (a) Magnetite (b) Magnet (c) Magnetic (d) Poles (e) Compass (f) Temporary
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(g) Large magnets (h) Iron

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3. (a) Same type of poles are called like poles. This means that two north poles (N–N) or two south poles (S–S) are like poles. Different
types of poles are called unlike poles. This means one north and one south pole (N–S) are unlike poles.

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(b) When a magnet is allowed to hang freely, it will always align in one direction, i.e., the North–South direction. This means the
north pole of a magnet always points to the North direction of Earth. The south pole of a magnet always points to the South

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direction of Earth. This property of magnets is used in finding directions.
(c) If the magnets are placed in the following conditions:

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i. If two south poles of magnets are near each other, the magnets repel. When a magnet repels an object, it pushes the object

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away from itself. Like poles of magnets repel each other.
ii. If the north pole of one magnet is placed near the south pole of another magnet, the magnets attract each other. When a
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magnet attracts an object, it pulls the object towards itself. Therefore, unlike poles attract each other.
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(d) A compass always points in the same direction because the Earth is like a big magnet. The Earth has two different magnetic

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poles: the magnetic north pole and the magnetic south pole. The Earth’s magnetic north pole is near the Antarctic and the Earth’s
magnetic south pole is near the Arctic. The magnetic poles of the Earth are in the opposite directions to the Earth’s geographical
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poles. Since unlike poles attract, the north pole of a magnet on Earth is attracted to the Earth’s magnetic south pole and the south
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pole of a magnet is attracted to the Earth’s magnetic north pole. Due to this, magnets come to rest in the North–South direction.

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(e) Temporary magnets Permanent magnets

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Temporary magnets are those magnets that lose their Permanent magnets are those magnets that keep their
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magnetic power after a short while. magnetic power for a long time.
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They are generally made of soft iron. They are generally made of hard iron and nickel.
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(f) Bar magnets are generally stored in pairs in a wooden box, with unlike poles on the same side. A piece of wood is kept between
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the magnets and across their ends are placed two pieces of soft iron. These pieces of iron are commonly called magnetic keepers.
Horseshoe magnets are generally stored by keeping a piece of soft iron across the poles as a magnetic keeper.
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(g) Magnets lose their magnetism if they are not taken care of. If magnets are heated, hit with a hammer or dropped from a height,
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they lose their magnetic properties. Strong magnets should be stored away from mobile phones, televisions, radios and computers
as they can spoil these appliances.
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(h) Magnets are used to store information in the form of codes in magnetic strips found in credit cards and electronic key cards for
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doors. Putting a credit card near a magnet can sometimes erase the code. This is why people are asked to keep their credit cards
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away from magnetic things.

4. Industrial magnets can be used to separate desired materials from contaminates. The mining industry uses magnets to separate ore
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from metal. Food production and pharmaceuticals use magnets to remove excess iron from contaminating products. Magnets are used
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to remove dangerous scrap metal from roads and airport runways.

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Chapter 14: Light, Shadows and Reflections

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Worksheet 1
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1. (a) Non-luminous (b) Artificial (c) Bioluminescent (d) Transparent (e) Translucent (f) Opaque
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(g) Diffused (h) Regular

2. (a) natural (b) humanmade (c) illuminated (d) light (e) 3,00,000 (f) inverted
(g) larger (h) Opaque
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3. (a) Objects that give off light are called luminous objects. Such objects are called a source of light.
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(b) i. Opaque window- as no light passes through it

ii. Transparent window-light passes through it and we can see outside clearly.
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iii. Translucent window-some light passes through so we can’t see clearly through it.
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(c) Light always travels in straight line only. The property of light to travel in straight lines is called rectilinear propagation of light.
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(d) A pinhole camera works on the principle of rectilinear propagation of light. This camera is simply a box with a tiny pinhole. The
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pinhole allows rays of light to enter the box. Since light travels in a straight line, an image of an object is formed on one of the walls
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at the end of the box.

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(e) The characteristics of shadows are:

• Shadows are formed by opaque object.

• Shadows are always formed on the opposite side of the source of light.
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• The size and position of a shadow depends on the size and position of the source of light and the object.
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• The closer the object is to the source of light, the larger is its shadow.
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Reflected ray

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4. Ask students to note their observation with help of family and record in a notebook.
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Now, compare and discuss with their peers.
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Worksheet 2
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1. (a) Transparent objects do not cast shadows at all because they let light pass through them.
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(b) Translucent objects cast a faint shadow as they allow some light to pass through and block some light from passing through.

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(d) As
They are very high up in the air and too far away from earth so the shadows are not usually visible.
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(e) We can see the reflection of our face in the mirror because light from the Sun or a light bulb bounces off from our face, hits the
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mirror and reflects back to our eyes.
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(f) Periscopes are used in submarines so that submarines can stay inside water and see things outside using a periscope.
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(g) Since metal surface is smooth and shiny, the parallel rays of light that fall on the surface remain parallel after they are reflected.
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2. (a) Stars (b) Light bulb (c) Fireflies (d) Clear water (e) Frosted glass (f) Wood
(g) Mirror
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3. (a) Light is a form of energy. We see things only when light coming from them enters our eyes. Hence light is needed to see things.
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(b) i. Irregular reflection-since the surface on which light rays fall is not smooth, the rays are reflected in a diffused way.
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ii. Regular reflection-since the surface on which light rays fall is smooth, the reflected rays are also parallel.
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(c) Since pinhole camera gives image of the object when light passes through a tiny hole and hence it is safer to see an eclipse on the
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pinhole camera screen than looking directly at the Sun.

(d) Characteristics of image formed in a plane mirror are:

• The image is upright.

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• The image size is the same as the object.

• The image is laterally inverted.

(e) Reflection Shadow

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Reflection is an image formed when light is reflected from Shadow is the image formed when an object blocks the
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a surface. path of light.

Reflection is of the same colour as object. Image is always black in colour.

Reflection is of the same size as object. Image may be smaller, bigger or same size than the object.
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4. This is due to the fact that mirror images are laterally inverted. Let students research and answer.
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Chapter 15: Water

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Worksheet 1
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1. (a) Waterways (b) Water cycle (c) Drought (d) Natural Disaster (e) Water Conservation
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(f) Tarun Bharat Sangh (TBS) (g) Sweat (h) Groundwater

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2. (a) ii, (b) v, (c) vii, (d) viii, (e) i, (f) iii, (g) vi, (h) iv
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3. (a) The statement is not true. The water vapour in the air cools and condenses on the outside of a glass full of ice. It is the water
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droplets that are visible on the outside. Water does not seep out from the glass.
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(b) A cloud is a collection of lots of tiny liquid-water droplets and dust particles. As air on Earth’s surface gets hotter, it gets lighter and
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moves up in the atmosphere carrying with it water vapour. Some of the water vapour moves high up into the atmosphere where
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it is really cold. As the water vapour cools, it becomes attracted to other water vapour around it. These condense to form small
droplets of liquid water that attach themselves to tiny pieces of dust in the air and form clouds.
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(c) Farmers depend on rain for growing crops. However, too much rain can harm crop production. Rain floods fields and washes
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away seeds and precious topsoil. Wet weather encourages bacteria and fungus growth which can further damage crops.
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(d) The diagram shows rainwater harvesting. A – Run off, B – Storage Tank and C – Recharge Facility
(e) Industries that produce and process paper, food, chemicals, petroleum and oil use water as a part of the production process such

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as washing, processing, fabricating, cooling and transportation.

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(f) Answers may vary, so accept all suitable answers. Three ways to conserve water are:

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i. Do not leave the tap running while brushing our teeth or washing our face.

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ii. Avoid flushing the toilet unnecessarily.
iii. When washing a car, use water from a bucket and not a hose pipe.

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4. Students will go to any Baoli/Dam of their city and present their information in the form of a PowerPoint presentation to the class.
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Worksheet 2

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1. (a) F (b) F (c) F (d) T (e) T (f) T

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(g) F (h) T
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2. (a) stomata (b) condensation (c) air currents (d) topsoil (e) March 22 (f) Aravari
(g) storage tank (h) water wastage

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3. (a) A correct concentration of salts in our body is maintained by water, which makes the conduction of nerve impulses possible.
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(b) Two agricultural uses of water are:

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i. When there is insufficient rain, farmers use various irrigation methods to water plants.
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ii. It is also used for rearing fish and other seafood in large-scale water tanks.
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(c) Three examples of evaporation in real life are:

i. Water boiling in a teapot and escaping into the air.
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ii. Water spilt on the floor drying up and disappearing.

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iii. Wet clothes on a clothesline drying.

(d) Answers may vary, so accept all suitable answers. Two problems caused due to floods are:
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i. It can cause extensive damage to animals, crops, property and human life.
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ii. Heavy rain can also transform a small stream into a ‘sea’ of water in minutes, leading to dangerous flash floods.
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(e) Droughts have an adverse impact on our lives. In drought conditions, it is difficult to get food and water. Crops die as a result of
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lack or water. Most plants wither and die due to lack of water. Animals that depend on plants start to die of starvation.
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(f) The diagram depicts the water cycle which is a continuous movement of water between the air and the Earth with change in state
of water. A – Transpiration, B – Groundwater, C – Clouds and D – Evaporation.
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4. After the experiment, the students will observe water droplets on the polybag. Thus, they will conclude transpiration in leaves.
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Chapter 16: Air Around Us

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Worksheet 1
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1. (a) wind (b) 21% (c) atmosphere (d) mixture (e) air pollution
(f) photosynthesis (g) stomata (h) blowholes
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2. (a) T (b) F (c) T (d) F (e) T (f) T

(g) F (h) T
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3. (a) Our Earth is surrounded by a thin layer of air called the atmosphere. This layer extends up to many kilometres above the surface
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of the Earth.
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(b) Air is a mixture of many gases. The air is mainly composed of nitrogen and oxygen. Under normal conditions, nitrogen makes
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up 78% of air and oxygen makes up 21% of air. The remaining 1% is made of carbon dioxide, ozone, argon, water vapour, dust
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particles, etc. The composition of air may not be the same everywhere. Areas such as coastal regions have air that has more
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water vapour than deserts. Similarly, places with polluted air will have more carbon dioxide as compared to non-polluted places.
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However, the overall percentages of materials in the air remain mostly constant.
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(c) Nitrogen is a major component of air. It is an odourless and colourless gas.

• It is an inert gas and a non-supporter of combustion.

• Nitrogen is important for plants and animals.

• Plants use nitrogen to make proteins which are then used by plants for their growth. Nitrogen is also used to prepare fertilisers
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that provide vital nitrogen to plants.

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(d) The addition of substances in the air in quantities that are harmful to living beings is called air pollution. The major causes of
air pollution are burning of fuels such as coal and petroleum, excessive burning of fuels such as wood, smoke and harmful gases

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released from industries and smoke released by vehicles.
(e) Water vapour plays an important role in heating and cooling of the atmosphere and in the day-to-day change in weather. There

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would be no water cycle if there was no water vapour in the air.
• Clouds, rain, snow, fog, frost and dew, all result from water vapour present in the atmosphere.

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• Water vapour comes into the atmosphere through evaporation and transpiration.

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• Wet clothes dry due to the evaporation of water from the clothes.
• Water evaporates from water bodies due to the heat of the Sun, forms clouds and then falls as rain upon condensation. Water
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cycle in nature is dependent on the amount of water vapour present in air.
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(f) Plants take in air through small openings in their leaves called stomata. Plants use the oxygen from air for the process of

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respiration. During respiration, oxygen is used to break down food to release energy. Plants use carbon dioxide from the air to
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make food through a process called photosynthesis. The process of photosynthesis results in creating oxygen that the plants release

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back into the air.
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(g) The device shown is a wind vane. It is a device that shows the direction of the wind.

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(h) As we move higher in the atmosphere, the air gets thinner and so the amount of oxygen gets lesser. This is the reason why
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mountaineers carry oxygen cylinders when they climb mountains.

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4. Encourage the students to be creative.

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Worksheet 2
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1. (a) i. Wind vane (b) ii. Electricity (c) iii. Moist Skin (d) iii. Carbon dioxide (e) i. Asthma (f) iii. Both
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(g) ii. Dust (h) i. Evaporation

2. (a) iii, (b) vi, (c) v, (d) vii, (e) viii, (f) iv, (g) ii, (h) i
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3. (a) Aquatic animals such as dolphins and whales do not breathe the dissolved air. They come to the surface of water regularly to
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breathe air. They have an opening on the top of their head for breathing called a blowhole.
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(b) Importance of oxygen-

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• Oxygen supports life as it is necessary for respiration in almost all living beings.
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• Aquatic animals use the oxygen dissolved in water for respiration.

• Oxygen supports combustion. Therefore, burning can only occur in the presence of oxygen.
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(c) When we burn things such as firewood, coal and other fuels, carbon dioxide is released into the air and is a major cause of
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air pollution.
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(d) Dust is the collective name given to the small pieces of dirt which we find outdoors as well as indoors on furniture, floor, etc. Dust
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particles are present in the air. However, the amount of dust particles in the air is not the same at all times and places. If a beam of
light enters a dark room, sometimes one can see dust particles clearly floating in air. The burning of fuel produces smoke, and it
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contains gases and fine dust particles that are often harmful and lead to air pollution.
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(e) Animals such as earthworms have moist skin that helps them breathe. An earthworm lives in the soil and takes in oxygen and
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gives out carbon dioxide through its moist skin from the air present in the air spaces between soil particles. However, floods and
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excessive rain cause water logging of the soil. This is why we see earthworms after heavy rain.
(f) Our nostrils have fine hair that prevents dust from entering our respiratory system.
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(g) Five uses of air are:

• The layer of atmosphere and the gases present in air protect us from harmful radiations of the Sun.
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• We hear sounds because air acts as a medium for sound to travel.

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• Air helps in the dispersal of seeds that are light.

• Air helps move windmills to generate electricity.

• Air helps birds and insects fly.

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• Movement of sailboats, gliders, parachutes and aeroplanes is possible because of air. Therefore, it is extremely important for
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transportation. (Any five)

(h) The balance of oxygen and carbon dioxide in the atmosphere is maintained through respiration in plants and animals, and by
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photosynthesis in plants. Oxygen is used up during respiration, while carbon dioxide is released. Photosynthesis by plants uses
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the carbon dioxide from the air and releases oxygen into the air. In this way, plants and animals help in maintaining the balance of
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oxygen and carbon dioxide gases in the air. This balance of gases ensures that the levels of these gases in the air remains constant.
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Since oxygen has the ability to dissolve in water, plants and animals that live in water are able to take in this oxygen for respiration.
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4. The atmosphere maintains the temperature on the Earth which enables us to survive on the planet. It prevents the sudden increase in
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temperature during the daylight hours and it slows down the escape of heat into outer space during the night. Thus, the atmosphere
mainly keeps the average temperature of earth steady. Atmosphere has various layers. Ozone layer is also of them which prevents the
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harmful ultraviolet radiations from entering the Earth’s atmosphere.

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Worksheet 1

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1. (a) Domestic waste (b) Industrial waste (c) Agricultural waste (d) Biomedical waste

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(e) Liquid waste (f) Gaseous waste
2. (a) F (b) T (c) F (d) F (e) F (f) T (g) T

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3. (a) Garbage is generated in the form of leftover food, kitchen waste, packaging materials. It generally consists of discarded things.
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Different forms of waste are solid, liquid, gaseous. They can also de classified as biodegradable and non-biodegradable.
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(c) Green bin is for biodegradable waste and blue bin is foe non-biodegradable waste. These coloured bins are used for waste segregation.

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(d) Waste management consists of the entire process of the collection, recycling or disposal of waste materials.
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(e) The method of making compost from kitchen wastes by using redworms is called vermicomposting. Redworms eat waste material
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and excrete casts. These casts give rise to the nutrient-rich vermicompost that is used for growing plants.
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(f) Non-biodegradable waste is managed on the basis of what we can reduce, reuse and recycle.

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(g) Plastic waste accumulate on land causing land pollution. Plastic waste clogs drains and sewers. Plastic waste chokes many
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of the stray animals. It also releases toxic fumes on burning causing air pollution.
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4. Encourage students to visit the recycling industry and discuss their report in class.
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Worksheet 2
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1. Answers may vary, so accept all suitable answers.

(a) Dirty water produced during washing (b) Garbage containing bits of paper
(c) Smoke from burning fire (d) Fruit and vegetable peel
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(e) Scrap metal (f) Animal waste from farms

(g) Empty plastic bottle of shampoo

2. (a) karamchari (b) biodegradable (c) non-biodegradable (d) segregate (e) easier
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(f) nutrients (g) Kitchen

3. (a) Accumulation of waste leads to unhygienic conditions and is the breeding ground for germs and diseases. It also attracts rats and
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stray dogs. It is, therefore, important to manage waste for a safe environment.
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(b) Different sources of waste are : Domestic waste, Industrial waste, Agricultural waste, Biomedical waste.
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(c) Biodegradable waste Non-biodegradable waste

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Waste that can be easily degraded or broken down by the Waste that cannot be degraded or broken down by the
action of decomposers. action of decomposers.
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Examples: Dry leavers, paper, eggshell Examples: Tin, glass, plastic

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(d) Landfill is an area designated as a dumping ground of segregated solid waste. Once the landfill is completely full, it is developed
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and converted into a park or a playground.

(e) Composting is an aerobic method of decomposing organic solid wastes, so can be used to recycle organic material. The process
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involves decomposing organic material into a humus-like material, known as compost, which is a good fertilizer for plants.
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(f) Advantages of composting are: Its easy and inexpensive method, it does not cause any kind of pollution, leads to zero waste in the process.
(g) The logo in picture refers to the slogan: Reduce, Reuse and Recycle referring to practice of waste segregation and management. It
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encourages to reduce waste generation as far as possible and reuse or recycle generated waste for further use.
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4. Encourage students to conduct the plastic collection drive and spread awareness in neighbourhood.
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Sample Paper 1

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1. (a) i. starch (b) iv. Carnivores (c) iii. Algae (d) ii. Vitamins (e) i. Water

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2. (a) T (b) F (c) T (d) T (e) T
3. (a) nutrients rs (b) chlorophyll (c) saprophytes (d) Roughage (e) carbohydrates
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4. (a) Consumers are animals which cannot prepare their own food and often depend on plants and other animals for their food. They

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are classified as:

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• Herbivores are animals which consume only plants.

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• Carnivores are animals which depend on other animals for their food.
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• Omnivores are animals which depend on both plants and other animals for their food.

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(b) Fibre plays a major role in our diet. The main sources of food are fruits and green vegetables. The food we eat in our daily life
possesses some nutrients with varying proportions. They also contain a component called fibre or roughage which is not digested.
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It helps in preventing constipation.

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(c) People, especially children who do not have balanced diet, will suffer malnutrition due to protein deficiency. Kwashiorkor is a
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disease which leads to slow physical and mental growth due to protein deficiency. Children who are affected will possess swollen
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belly with thin and skinny legs. Similarly, Marasmus is a disease caused by protein deficiency and is found among children.
es

(d) The main uses of Jute are:

• To wrap bales of raw cotton, and to make sacks and coarse cloth.
• Jute fibres are also woven into curtains, chair coverings, carpets and rugs.
ity

• It is used to make bags to pack agricultural produce.

• Jute sacks are used in packaging industry.

(e) The substances which get attracted by a magnet are called magnetic substances and are said to have magnetic property. Magnets
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en

attract iron and steel substances but do not attract other metals like aluminium and copper. Materials that have magnetic property
ni

are used in generators and motors. Iron, cobalt and nickel are some magnetic materials.
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(f) The process in which a liquid is passed through a filter or a piece of equipment in order to remove particular undissolved
ge

substances is known as filtration. The insoluble solids left in the decanted liquid which cannot be separated by decantation are
passed through a sieve, strainer or a filter paper in filtration. The strainer or sieve used acts as a filter. The clear liquid obtained
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is called the filtrate and the insoluble solid which gets separated and left in the filter is called the residue. Muddy water can be
br

filtered by placing folded filter paper in a funnel and pouring the muddy water through it while stirring it.
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Sample Paper 2
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1. (a) ii. 1.728 km (b) ii. Rectilinear motion (c) i. Tungsten

(d) iv. A door stopper (e) iii. North-south direction

2. (a) F (b) F (c) T (d) F (e) F
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3. (a) Electric switch (b) Heating/hammering (c) Electric bulb

(d) Measuring tape (e) Periodic motion

4. (a) transpiration (b) atmosphere (c) Redworms (d) dissolved oxygen (e) straight
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5. (a) If a magnet is broken into two or more pieces, then each piece behaves as individual magnet. Thus, it is observed that even the
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smallest piece of magnet has both north and south poles. Hence, poles of magnet cannot be separated.
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(b) The electric wires are insulated using rubber or plastics as they are insulators and do not allow electric current to pass through
e

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g

the wire.
se
id

(c) The footsteps may vary from one person to another. Length measured by footsteps of two different persons may not be equal.
br

Thus, footstep is not a fixed quantity as it differs from person to person. Hence, it cannot be used as standard unit of length.
As
am

(d) The word ‘AMBULANCE’ is written left-right inverted on the vehicles so that when the driver of a vehicle in front looks in his
rear-view mirror, can read ambulance written on it quickly and give way to the ambulance.
&
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(e) Sea water is not fit for drinking because it has many dissolved salts that are not good for human body.
s
es

(f) It is not possible to light a candle on the Moon because there is no oxygen on the moon. Oxygen is the basic thing required for burning.
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ty
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